VLE 1 Power Point (Slideshare)
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The document provides an overview of advocacy for military families navigating service delivery systems for individuals with disabilities, highlighting resources and strategies for effective advocacy. It includes case scenarios to illustrate common challenges, as well as steps for successful advocacy such as problem identification, planning, and documentation. Additionally, it outlines potential barriers and encourages collaboration and communication between families and service providers.
VLE 1 Power Point (Slideshare)
- 1. https://learn.extension.org/events/2678 This material is based upon work supported by the National Institute of Food and Agriculture, U.S. Department of Agriculture, and the Office of Family Readiness Policy, U.S. Department of Defense under Award Numbers 2014-48770-22587 and 2015-48770-24368. Communicating Family Needs Through Advocacy
- 2. Connecting military family service providers and Cooperative Extension professionals to research and to each other through engaging online learning opportunities www.extension.org/militaryfamilies MFLN Intro 2 Sign up for webinar email notifications at www.extension.org/62831
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- 4. Today’s Presenters Meghan Burke, Ph.D. • Assistant Professor of Special Education at University of Illinois • Developed the Volunteer Advocacy Project • Is adapting the VAP for parents who want to learn how to navigate the adult service delivery system • Research interests include parent advocacy, families of individuals with intellectual and developmental disabilities, and disability policies Bari Sobelson, MS, LMFT •Social Media and Programming Coordination Specialist for MFLN Family Development •Licensed Marriage and Family Therapist •Served as Early Intervention Specialist and Service Coordinator in Georgia’s EI Babies Can’t Wait 4
- 5. Case scenario #1 • Julia will be 3 years old in a couple of months. • She loves playing with her baby dolls, dressing up, watching Doc McStuffins and going to the park with her friends. • Julia was diagnosed with Cerebral Palsy this time last year and has been receiving physical therapy and speech therapy through Early Intervention. • She has been to the local school system for testing already and will have her eligibility meeting next week. Her parents are overwhelmed and confused and feel ill-prepared for their meeting and Julia’s future. http://bit.ly/29JGbuN 5
- 6. Case scenario #2 • Thomas is 8 years old • He enjoys playing soccer and is a green belt in karate, and his favorite foods are pizza and ice cream. • Thomas was diagnosed with Generalized Anxiety Disorder at the age of 5. • Thomas’ father is in the military and their family has experienced numerous deployments since his birth. • Since his initial diagnosis, his parents have participated in numerous meetings with various school systems and outside agencies and still feel that Thomas’ needs are not being met. They are at a loss on where to go from here. http://bit.ly/29LaKMC 6
- 7. How would you define advocacy? 7
- 8. What is advocacy? The act or process of supporting a cause or proposal; the act or process of advocating something. (Merriam-Webster) Special Education and Mental Health Advocacy: Acting on behalf of an individual to ensure that his/her needs are met Raising awareness of certain conditions, diagnoses, issues, etc. 8
- 9. Advocacy takes many forms Rely on professionals or one’s self Can occur in a variety of service delivery systems Can be formal and informal 9
- 10. Informal advocacy Learning your rights Conversations People first language Networking with others Letter writing Documentation Speaking up during meetings http://bit.ly/29TLmIbhttp://bit.ly/29PqOOx 10
- 11. Formal advocacy Hiring an advocate or attorney Affecting legislation http://ahs.uic.edu/cl/familyclinics/advocacy/ Getting publicity or media coverage Utilizing procedural safeguards Providing educational opportunities for the public 11
- 12. Three themes of advocacy 1. Advocacy enhances coping 2. Advocacy involves struggle 3. Advocacy causes stress (Wang, et al., 2004) 12
- 13. What are some possible barriers to advocacy? Special education? Mental health? 13
- 14. Implementation problems in policies Lacking funding Waiting lists Different eligibility schemes Lag time in proving eligibility Constantly evolving policies Difficult to navigate systems Insufficient implementation of policies 14
- 15. Other barriers… Historically, family members have been viewed as peripheral to service delivery systems Policies do not provide clear instruction for advocacy Significant power differential between professional and families Afraid to jeopardize relationships Poorly scheduled meetings High-reading level materials 15
- 16. And the list goes on… Lack of transportation or childcare Communication and language barriers History of poor relationships with schools and other agencies Cultural differences in help-seeking behavior Perceptions about professionals as experts whose opinions cannot be opposed 16
- 17. And on… Who has the time? Who has the money? Who can emotionally distance themselves from their child? (Cunconaan-Lahr & Brotherson, 1996) 17
- 18. Strategies to successfully advocate: Steps to advocacy 18
- 19. Effective advocacy is… 1. Identifying the problem 2. Identifying the responsible agency 3. Identifying obstacles and solutions 4. Creating a plan of action Developed by the Family Resource Center on Disabilities, Chicago, IL 19
- 20. 1. Identifying the problem What is the problem? Is it individual or systemic? 20
- 21. 2. Identifying the responsible agency Who owns the problem? Who is responsible for providing the needed services to address the problem? 21
- 22. 2. Identifying the responsible agency (cont.) Separate the problem from the people Don’t attack the people at the table; instead, focus on the issue at hand Put yourself in their shoes and consider the reasons behind their opinions Acknowledge that you heard their opinions • Can I ask you a few questions about that? • Let me check to see if I understand what you are saying. • I understand what you are saying. • I understand your concerns. 22
- 23. 3. Identifying obstacles and possible solutions What are some possible legal and creative solutions to the problem? Who/what stands in the way of these solutions? 23
- 24. 3. Identifying obstacles and possible solutions, cont. Have multiple solutions to choose from Actively involve everyone in the solutions to increase ownership Show how the solutions stem from others’ input Look at others’ interests: Are they legitimate? (if so, address them) 24
- 25. 4. Creating a plan of action Information gathering: Laws, rules, regulations, policies Supportive data and research Pertinent records Identify potential agencies, parents, and support groups who are having similar problems 25
- 26. Strategies to successfully advocate: Communication 26
- 27. Listen first Listen to what the provider/professional is saying first Make sure you understand what they are saying Get what they are saying in writing 27
- 28. Most professional fields are full of acronyms Most parents are not familiar with these acronyms Listening 28
- 30. Example Questions “Can you explain that in layman’s terms?” “Can you give an example of what you mean?” “Can you give me a resource or referral to better understand the service you are recommending?” 30
- 32. Reinforce positive statements Provide food Use specific praise Write a thank you card (cc to the person’s boss/employer) Express your gratitude verbally http://bit.ly/2abfyzc http://bit.ly/29VKl1r 32
- 34. Documentation Use the “cc”(carbon copy) to other agencies Give a deadline for a response Send copies to appropriate officials when necessary Hand deliver with a signature or send return/receipt requested Follow up phone and in-person visits Screenshot documents online 34
- 35. Documentation: The fluffy but meaningful letter Dear_____, Thank you for meeting with me on ____. I would like to follow up to ensure that I understood what was discussed. You contacted me on ___ to discuss ___. On ____ date, we discussed _____. We came to the following conclusion ____. Thank you again for speaking with me. I am looking forward to working with you on this. If I misunderstood any of this, please let me know within five days (by____), otherwise I am going to consider this to be true. 35
- 36. Documentation for eligibility When you provide documents for eligibility or re-evaluation of eligibility, document that the provider/agency received the documents Email: Require the respondent to check that he/she received the e-mail In-person drop-off: Have the respondent sign a piece of paper indicating that they received the paperwork that day Fax: Require a fax delivery confirmation 36
- 37. Documentation of phone calls You should call to check on the status of your application and/or services You should also document your calls to the provider/agency Phone log You should ALWAYS leave a polite message Date and time you called Who you called Reason for your call Response of the person you called Other Information 37
- 38. Strategies to successfully advocate: Parent Input Statements 38
- 39. Parent Input Statements Identify the issues that you want to discuss at the next meeting Provide the supporting evidence for each topic Relate it back to relevant law, regulations, and rules Make a case as to why this is necessary for your child 39
- 40. Outline of parent input statement Begin with thanking relevant stakeholders at meeting Discuss your concerns about your child Present at least two options that you see could resolve your concerns End with positive statement about collaboration 40
- 41. Draft Parent Input Statement 41
- 42. What do you think is good about Parent Input Statements? 42
- 43. Strategies to successfully advocate: Attending meetings 43
- 44. At the beginning of the meeting… 44
- 45. Bring someone to your meeting… Parents should always have someone else (e.g. spouse, advocate, friend, etc.) attend the meeting with them This person should take notes at the meeting This person should monitor your emotions and signal the need for a break (if needed) http://bit.ly/29JPo6h 45
- 47. Before the meeting Ask for a copy of all of the paperwork that will be discussed in the meetings Evaluations Progress reports Notes from professionals 47
- 48. Before the meeting Ask for the agenda of the meeting Determine the length of the meeting Ask who will be at the meeting Make sure the people you want to be at the meeting are invited Examine the list of attendees - what does the list tell you about the agenda of the meeting? 48
- 49. Prepare before the meeting Think about: Hot button issues for you How you will respond to certain comments/questions What could be discussed at the meeting What you want to be discussed at the meeting 49
- 50. At the actual meeting Begin by focusing on what is working and the positives of the individual Do not bring up the past http://bit.ly/29S9RRn 50
- 51. At the actual meeting Take breaks at the meeting when emotions rise Sit in a circle Treat everyone with respect Eat http://bit.ly/29SWwvj http://bit.ly/29RFQ6b 51
- 52. After the meeting Send a thank you note Follow up about the meeting in writing Make sure you document what was discussed 52
- 53. Sample letter 53
- 54. Either during or after the meeting Discuss the logistics of addressing issues in writing Who will implement the service? Where will the service be implemented? What will occur during the service? Who will be held accountable? Who should I call if there is a problem? When will the service be implemented? 54
- 56. Resources Agency Purpose Contact Information Parent Training and Information Center To educate and empower parents of children with disabilities to advocate for school services www.parentcenterhub.org/find-your-center/ Protection & Advocacy Agency To provide legal advocacy to parents of children with disabilities www.ndrn.org/about/paacap-network.html National Alliance on Mental Illness (NAMI) To offer support to listen to individuals (toll-free hotline) and to educate and advocate https://www.nami.org/ University Centers for Excellence in Developmental Disabilities (UCEDDs) To provide technical assistance, information, research, and service www.aucd.org/template/page.cfm?id=24 56
- 57. Resources Agency Purpose Contact Information Mental Health America To address the needs of those living with mental illness and promote the mental health of all Americans www.mentalhealthamerica.net Treatment Advocacy Center To eliminate barriers to the timely and effective treatment of severe mental illness www.treatmentadvocacycenter.org National Federation of Families for Children’s Mental Health To provide advocacy at the national level for the rights of children and youth with emotional, behavioral and mental health challenges and their families. www.ffcmh.org 57
- 58. What is one significant thing you learned today? 58
- 59. Join the Conversation Online! MFLN Family Development MFLN Family Development @MFLNFD To subscribe to our MFLN Family Development newsletter send an email to: MFLNfamilydevelopment@gmail.com with the Subject: Subscribe FD SMS icons 59
- 60. MFLN Intro We invite MFLN Service Provider Partners to our private LinkedIn Group! https://www.linkedin.com/groups/8409844 DoD Branch Services Reserve Guard Cooperative Extension
- 61. • For this webinar, we are offering Early Intervention, NASW, and Georgia Marriage and Family Therapy CE credits. • Early Intervention CE credits are available to participants in Illinois, Georgia, Kansas, Kentucky, Ohio (EISC & EI CE credit), North Carolina, Tennessee, Texas, and Virginia. • Webinar participants who want to receive a certificate of continuing education (or just want proof of participation in the training) need to take this evaluation and post- test:https://vte.co1.qualtrics.com/SE/?SID=SV_5u5bN2AULY3ejtz • You must submit your certificate of completion and any other materials required to your state/agency in order to receive credit. • CE certificates of completion will be automatically emailed to participants upon completion of the evaluation & post-test. • Questions/concerns regarding EI CE credit certificates? • Contact MFLNFDEarlyIntervention@gmail.com • Questions/concerns regarding NASW CE credit certificates • Contact MFLNFamilyDevelopment@gmail.com CE Credit Information 61
- 62. VLE 2: Opening Doors with Families Using Routines-Based Interview • Date: Thursday September 8 • Time: 11:00am ET • Location: https://learn.extension.org/events/2651 For more information on MFLN Family Development go to: https://blogs.extension.org/militaryfamilies/family-development MFLN Family Development Upcoming Event 62
- 63. www.extension.org/62581 63This material is based upon work supported by the National Institute of Food and Agriculture, U.S. Department of Agriculture, and the Office of Family Readiness Policy, U.S. Department of Defense under Award Numbers 2014-48770-22587 and 2015-48770-24368.