FIVE LEVELS OF SOCIAL PARTICIPATION

PARALLEL LEVEL:

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The ability to participate in a parallel group consists of the capacity to be in an aggregate of individuals who are working or playing in the presence of others with minimal sharing of tasks and with some mutual stimulation. The members show some awareness of others, and a minimal verbal or nonverbal interaction with each other.

ASSOCIATIVE LEVEL:

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The ability to approach others for brief verbal interactions and to work or play with others with minimal interaction. Members show ability to manifest some beginnings of cooperation and competition, with the task being paramount. There is minimal interaction outside the task. Members demonstrate the ability to engage in short term tasks, and that to receive help from others they must give help to others.

BASIC COOPERATIVE LEVEL:

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The ability to select, implement and execute longer tasks through joint interaction. Individual response within the group is based on enlightened self-interest. The members of the group understand that their rights and needs will be acknowledged through respect and recognition of the rights of others. Members can identify group norms and goals. The group experiments with some membership roles. The members perceive themselves as having a right to belong to the group.

SUPPORTIVE COOPERATIVE LEVEL:

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The members of this group share emotions and experiences in order to satisfy psychosocial needs to problem-solve and grow in personal and interpersonal insight. They are homogeneous which meets the needs of mutual satisfaction to the extent that the task is often considered to be secondary to the fulfillment of needs. Members consist of compatible participants who relate to each other with comradery and cooperation.

MATURE LEVEL:

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The members of this group are heterogeneous participants whose various roles interact in a complementary manner. The members are flexible enough to take on a variety of roles. They are comfortable with higher and lower level group skill positions. The members balance task accomplishment and members socio-emotional needs. The members take turns teaching and learning, parenting, mentoring and experimenting with new skills and roles.

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Mary V.Donohue

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