Module 1

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ADVOCACY TRAINING

• Module 1
• Introduction to Advocacy / Advocacy Model
• Module 2
• Systemic Advocacy / Political Lobbying / Media
  Strategies
• Module 3
• Advocacy Skills / Case Studies
• CEC Leadership Arlington, July, 2005

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Expected Outcomes of Training Day

• Participants will
• Refresh their knowledge regarding relevant
  legislation, resources and skills
• Acquire new knowledge and skills
• Gain knowledge of and navigate the political
  system
• Develop strategies to work with the media
• Network with other experienced CEC leaders
• Learn and practice the advocacy model
• Identify three types of advocacy
• Determine when it is appropriate to become an
  advocate

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MODULE 1
 

•  Introduction to Advocacy

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What is Advocacy?

• Advocacy can be understood as involvement in
  the life of another.

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What is the purpose of advocacy?

• To assist in securing the rights of ones self or
  another.

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To advocate means to recommend.

• An advocate is

• Someone who supports or defends a cause.
• Someone who pleads on behalf of another.

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The 3 Types of Advocacy

• Instructed Advocacy (on behalf of other)
• Self Advocacy (for yourself)
• Systemic Advocacy
• Non-legislative advocacy
• Political Lobbying

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The Need for Advocacy

• Eliminating discrimination
• Reducing vulnerability
• Achieving goals
• Accessing services that are mandated by
  legislation to everyone

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The Need for Advocacy (contd)

• Accessing services and/or funding that have been
  created to ameliorate a current condition and
  without which the individual is at a
  disadvantage.
• Achieving equity
• Achieving empowerment and independence
• Overcoming barriers
• Receiving needed accommodation

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ADVOCACY MODEL
We would like to acknowledge and recognize the
contribution made by the Active Living Alliance
for Canadians with Disabilities for their
development of the advocacy process which CCEC
has adopted.
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THE ADVOCACY PROCESS

• While one step doesnt necessarily have to
  precede the next, building a successful advocacy
  strategy requires that all four phases be
  addressed.

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PREPARE

• Background Information

Define Key Issue
Gather Information
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APPLYING THE MODEL TO THE PROCESS

• Phases of the Advocacy Process

Phase 1 PREPARE

• Background Information

• Checklist of relevant information strengths,
  needs, etc.
• What is the history?
• What are the goals and objectives?

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APPLYING THE MODEL TO THE PROCESS

• Phases of the Advocacy Process

Phase 1 PREPARE

• Defining the Key Issue

You are learning both sides of the issue.
Questions to Ask When Looking at an Issue

• What changes do I need for success?
• What is happening, isnt going right?
• Who is involved?
• Who has strong links and influence regarding the
  issue?
• Where is the problem happening?
• When is the problem happening?

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APPLYING THE MODEL TO THE PROCESS

• Phases of the Advocacy Process

Phase 1 PREPARE
(continued)

• When did things start to go wrong?
• How frequent is the problem?
• How does what is happening relate to existing
  legislation?
• Are there any similar past situations?
• Any previous advocacy? Results? Who was involved?
• Is the timing right?

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APPLYING THE MODEL TO THE PROCESS

• Phases of the Advocacy Process

Phase 1 PREPARE

• Gathering the Information

• What is question?
• Which issue has the greatest negative impact on
  the child/client?
• Which issue is more likely to be resolved?
• Is there an important area which is being
  ignored?
• What, if any, existing resources address the
  problem?
• Who are the key people to approach?
• What is the key issue?
• What is the desired outcome?

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PLAN

• Review the issue

• Identify the preferred solution

• Select the action

• Develop action plan

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APPLYING THE MODEL TO THE PROCESS

• Phases of the Advocacy Process

Phase 2 PLAN

• Review the Issue (begin to document all info)

• What is it?
• Why is it a problem?
• Whom does it affect?
• How does it affect them?

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APPLYING THE MODEL TO THE PROCESS

• Phases of the Advocacy Process

Phase 2 PLAN (continued)

• Identify Resources/Allies

• Who are the potential supporters?
• Who is affected by the issue?
• Who are the decision makers?

If you are having trouble gaining support stop
and rethink. Is this the pertinent issue? Go back
and examine the issues.
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APPLYING THE MODEL TO THE PROCESS

• Phases of the Advocacy Process

Phase 2 PLAN
(continued)

• What are the possible barriers?
• What are some ways to circumvent/ overcome
  barriers?

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APPLYING THE MODEL TO THE PROCESS

• Phases of the Advocacy Process

Phase 2 PLAN (continued)

• Identify the Preferred Solution

• Be as specific as possible.
• Anticipate the possible outcomes consider both
  the desired end and how you wish to influence
  decision makers.

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APPLYING THE MODEL TO THE PROCESS

• Phases of the Advocacy Process

Phase 2 PLAN
(continued)
Long Term If effort is successful, what would be
the ideal condition in the future? Short
Term What is a realistic level to achieve while
continuing to work toward the ideal?
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APPLYING THE MODEL TO THE PROCESS

• Phases of the Advocacy Process

Phase 2 PLAN (continued)

• Select the Action

• Take stock of the resources.
• Identify the appropriate individual and systems
  that can make this happen.

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APPLYING THE MODEL TO THE PROCESS

• Phases of the Advocacy Process

Phase 2 PLAN
(continued)
Important to identify the person who has the
authority to help and those individuals who may
be opposed to your solution. What concerns are
most important to supporters and opposition? How
does your issue relate to these concerns? How can
you appeal to both groups most effectively?

• Be prepared to counter any arguments.

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APPLYING THE MODEL TO THE PROCESS

• Phases of the Advocacy Process

Phase 2 PLAN (continued)

• Develop Action Plan

• Brainstorm.
• Select best strategy and prepare a backup
  strategy.
• Be sure to have strategies that aim at reaching
  non-supporters.
• Formalize the Action Plan and organize the
  implementation.

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APPLYING THE MODEL TO THE PROCESS

• Phases of the Advocacy Process

Phase 2 PLAN
Strategy Who? By when? What strategies? What
resources?
Review and modify your plan as needed.
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ACT

• Implement the action plan
• Utilize skills

• Communicate
• Be assertive but not confrontational
• Listen effectively
• Negotiate clearly
• Use problem-solving skills
• Use conflict resolution skills

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APPLYING THE MODEL TO THE PROCESS

• Phases of the Advocacy Process

Phase 3 ACT

• Carry out Action Steps

• Monitor what works and what doesnt

• How do we deal with anticipated roadblocks?

Skills are most important here communication,
negotiation, relationship building, etc. Avoid
confrontation and adversarial stance.
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APPLYING THE MODEL TO THE PROCESS

• Phases of the Advocacy Process

Phase 3 ACT (continued)

• When meeting with decision makers

• Find out who will keep the minutes of the meeting
• Keep the focus on the best interests of the
  child/client involved
• If necessary rephrase questions or statements
• Re-explain what the client is trying to get
  across, if this is not clear to the
  decision-makers

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APPLYING THE MODEL TO THE PROCESS

• Phases of the Advocacy Process

Phase 3 ACT
(continued)

• Be prepared to take a more, or less active role
  if the client indicates.
• Look at unanticipated alternatives that come up
  go over pros and cons.
• Assist the client to re-evaluate their position
  if appropriate.
• Ask for an adjournment if necessary.
• Make sure the client gets an oral and written
  summary of the decisions made.
• Make sure the client agrees with the outcome, or
  if not, that they make this clear.

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EVALUATE

• Examine the results and review the effectiveness
  of the action plan.

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APPLYING THE MODEL TO THE PROCESS

• Phases of the Advocacy Process

Phase 4 EVALUATE

• Review the Effectiveness of the Action Plan

• Were the key issues defined clearly enough?
• Was the information gathered sufficient?
• Was there enough time to prepare?
• What unanticipated barriers came up?
• Were there adequate resources to carry out the
  plan?

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APPLYING THE MODEL TO THE PROCESS

• Phases of the Advocacy Process

Phase 4 EVALUATE
(continued)

• Were the presentations effective (client,
  advocate)?
• Did the advocate/client division of action go as
  planned?
• Which strategies worked, which didnt?
• Were the desired outcomes achieved?
• What did the advocate learn from the meeting?

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APPLYING THE MODEL TO THE PROCESS

• Phases of the Advocacy Process

Phase 4 EVALUATE
(continued)

• How did the advocate feel at the end of the
  meeting?
• about who might be an ally
• about the client
• about how the client is viewed

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APPLYING THE MODEL TO THE PROCESS

• Phases of the Advocacy Process

Phase 4 EVALUATE
(continued)

• How did you or the client cope with the meeting?
• Were the decision makers convinced that change is
  necessary?

Note Many first time efforts are not enough.
Have patience, your efforts are cumulative.
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SUMMARY
In summary, if you practice the following 11
principles of advocacy, you will greatly enhance
your chances for a successful resolution.

• 1. Know your case, document facts.
• 2. Know opposing case and arguments and develop
  strategy for countering (use role playing).
• 3. Operate from a solid base of support. Have
  advance definitions of policy,
  etc.

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SUMMARY
4. Intervene at the appropriate level to be
effective. 5. Take a positive approach. Do not
back into a corner. Assume good will on the part
of the system and get the system to accept that
assumption. Use positive documentation, give
credit. 6. Demonstrate to the system how the
system is interfering or defeating own goals. 7.
When in power contest (to get majority vote)
assess how far you have to go, decide whether or
not to go for it, and if not willing to go that
far, do not start. Check with power base. 8.
Inform, communicate, organize.
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SUMMARY
9. Use advocacy effort to strengthen client
group as allies and promote them as independent
leaders as soon as possible. If there is a
difference, go with the group. 10. Always be
aware of client vulnerability. Support vs.
confrontation. If you or your clients are
risking, be aware and make them aware of the
risks as well as possible gains, before making a
choice. 11. Assess risks realistically, identify
them, weigh against gains. Line up alternatives.
Consider the risk in not taking risks!
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APPLYING THE MODEL TO THE PROCESS
T
Trainers Short Sheet
CONSIDERING THE PROCESS

• What is the current situation?
• Why are you dissatisfied with it?
• Can you back up your dissatisfaction with facts?
• What do you want to change?
• What do you want to achieve?
• What is your desired outcome?
• Will this outcome eliminate your dissatisfaction?
• Will this outcome meet your strengths and needs?

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MODULE 2
SYSTEMIC ADVOCACY/ POLITICAL LOBBYING

• MEDIA STRATEGIES

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Effective Advocacy
Lines of Communication
School
Parent/Advocate
Legislative Body
Student
School Board
Department/Ministry of Education
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Legislative Process
Constitution of Canada Canadian Charter of Rights
and Freedoms
Education Act Provincial Legislative Assembly
Provincial Legislative Jurisdiction Provincial
Human Rights Code Provincial Legislative Assembly
Regulations Education Directives Minister of
Education
By-laws and Resolutions School Board
Note CCEC Advocacy Handbook, pps. 35 for
related information.
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MODULE 3
ADVOCACY SKILLS
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EFFECTIVE ADVOCACY SKILLS

• Organization
• Time management
• Problem solving
• Negotiation
• Relationship/Team Building

• Communication
• Assertiveness
• Presentation
• Listening
• Documenting/Note taking
• Research

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Contact Information

• National Advocacy Trainers
• Lynn Ziraldo - CCEC President
• ldayr_at_idirect.com
• [phone]
• Helga Berger - CCEC President-Elect
• hberger_at_srsd.mb.ca
• [phone]