Virtual Peer Support: Impact of Online Social Interactions Among Members of a Japanese Single Mothers Community

• In Event: Innovative Citizen and Volunteer Support Systems

Abstract

Empirical Concern
Online communities have become significant platforms for social interaction, offering individuals a space for connection and support. This study delves into the dynamics of social participation within online communities, focusing on how these interactions influence participants’ identity and behavior. It explores the transformative potential of virtual spaces for sharing individuals’ experiences and finding understanding, empathy, and belonging despite geographical distances (Leamy et al., 2011).

Literature Review
Historically, social participation has been essential for maintaining a healthy society as it aids in preventing anomie, normlessness, or confusion (Korgen & White, 2014). Peer support groups have increasingly migrated to digital platforms in recent years, becoming a prominent feature of modern communication. Virtual community study results can differ based on the people being examined, group dynamics, and context (Rousou et al., 2013).

Research on single mothers’ online forums, for instance, reveals that members rely on these groups for emotional support, parenting knowledge, work-life balance, companionship, and self-esteem (Hudson et al., 2009), which aligns with the motivations for social participation (Taylor & Conger, 2017). This study builds on existing literature by focusing on how members of online support groups describe the changes they went through by joining the groups.

Hence, this research seeks to examine the experiences of virtual peer support group members through the framework of Blumer's symbolic interactionism, considering the increasing use of online groups by nonprofits (Given et al., 2013). The primary research question is: How does social interaction affect participants in a nonprofit-facilitated online peer support group?

Methodology
This study utilizes semi-structured interviews as the primary data collection method. Seven participants were recruited from a nonprofit organization’s online community called Single Mothers Sisterhood, a nonprofit organization that provides support for single mothers in Japan online. Each interview was recorded, transcribed, and systematically analyzed using the grounded theory approach developed by Corbin & Strauss (2015).

Findings
The main finding of this study is that social interaction among peers promotes the development of collective identity through a process Blumer termed "mirroring" or "circular reaction". While the transformations experienced by the peer group members seem to take place through interpretative interactions. An example of this is found in this statement by one of the participants: “By participating in the Single Mother’s Sisterhood community, I think that my hurdle towards failure has lowered and that was when I felt like I was able to take the first steps. And that was probably because I saw a lot of other single mothers who were not afraid to take the first steps. They gave me a lot of courage.”

Implication
This study will enrich the ongoing research on the third sector by providing cultural and societal context to the broader body of single motherhood and social identity research. Specifically, it provides insights into the experiences of vulnerable populations within society, offering a unique perspective that enriches our understanding of social identity in diverse settings. Also, it will help nonprofit organizations recognize the potential of online communities as powerful tools for engagement and outreach.

References

References
Blumer, Herbert. (1969). Symbolic interactionism: perspective and method. Englewood Cliffs, N.J: Prentice-Hall
Corbin, J., & Strauss, A. (2015). Basics of qualitative research: Techniques and procedures for developing grounded theory (4th ed.). SAGE.
Given, L. M., Forcier, E., & Rathi, D. (2013). Social media and community knowledge: An ideal partnership for non‐profit organizations. Proceedings of the American Society for Information Science and Technology, 50(1), 1-11.

Korgen, K. O., & White, J. M. (2014). The engaged sociologist: Connecting the classroom to the community. Sage Publications.

Leamy, M., Bird, V., Le Boutillier, C., Williams, J., & Slade, M. (2011). Conceptual framework for personal recovery in mental health: systematic review and narrative synthesis. The British journal of psychiatry, 199(6), 445-452.

Taylor, Z. E., & Conger, R. D. (2017). Promoting strengths and resilience in single‐mother families. Child development, 88(2), 350-358.

Author

• Margaret Adesewa Dansu