Types of program components | Assumptions | Program processes | Impacts | |
| Contents of program components | |||
Program form |
1) Small, closed groups facilitated by family members highlight the universality of family and create high cohesion; this leads to a positive group dynamic. |
Universality High cohesion Positive group dynamics |
| |
| Family-led peer group Closed-membership Five times per course Small group | |||
Learning style |
2) A textbook-based learning style in which experiential knowledge is shared leads to increased knowledge, insight, and self-awareness. |
Insight Self-awareness |
Embeddedness of knowledge | |
| Combination of textbook and experiential knowledge | |||
| Family peer learning | 3) A family-led peer learning style decreases loneliness and promotes both self-acceptance of disability and embeddedness of knowledge. |
| Reduced isolation Disability acceptance Embeddedness of knowledge |
| Sharing experiences | 4) Understanding persons with mental illness and learning how to handle difficulties through sharing experiential knowledge improves family relationships. |
| Better family relationships |
| 5) Some families find hope by sharing their experiences with other families and serving as models for other families. They look back on how far they have come to understand the extent of their own recovery. | Self-awareness Hope |
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Facilitation skills |
6) Group work focusing on families’ strengths and the acceptance of emotional disclosure is linked to reduced self-stigma. | Catharsis |
Reduced self-stigma | |
| Group work focusing on families’ strengths Acceptance of emotional disclosure | |||
| Omotenashi Group facilitation with teamwork skills | 7) Group facilitation with Omotenashi and teamwork skills in family facilitators accelerate interaction among group members. | Higher interaction Positive group dynamics |
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