Instructor: Diana Shultz, MS, LCSW Approved by the New York State Office of Children and Family Services 2005, through a training and administrative agreement with the Research Foundation for SUNY/BSC/CDHS

Agenda Introductions Advocacy Elements of Effective Advocacy Assertiveness Websites Post-test Approved by the New York State Office of Children and Family Services 2005, through a training and administrative agreement with the Research Foundation for SUNY/BSC/CDHS

Introductions Name 1 challenge encountered while trying to secure services for a child with suspected, or diagnosed developmental disabilities (in 2 short sentences, please) Approved by the New York State Office of Children and Family Services 2005, through a training and administrative agreement with the Research Foundation for SUNY/BSC/CDHS

Why this course? The earlier the intervention the better; there is no time to waste with these children Accessing services can be cumbersome… Development of skills to navigate these systems can mean “survival” for parents, children with DD, and the rest of the family Approved by the New York State Office of Children and Family Services 2005, through a training and administrative agreement with the Research Foundation for SUNY/BSC/CDHS

Community of Services Early Intervention Early Childhood Direction Centers Department of Health Medical Therapeutic OPWDD DDSO DSO DSS/ACS SSI/SS MedicaidEducation Department Approved by the New York State Office of Children and Family Services 2005, through a training and administrative agreement with the Research Foundation for SUNY/BSC/CDHS

What do Advocates do? Approved by the New York State Office of Children and Family Services 2005, through a training and administrative agreement with the Research Foundation for SUNY/BSC/CDHS

Advocates START – STOP – CHANGE SECURE something Approved by the New York State Office of Children and Family Services 2005, through a training and administrative agreement with the Research Foundation for SUNY/BSC/CDHS

Advocacy Speaking or acting on behalf of another individual or group to bring about change Approved by the New York State Office of Children and Family Services 2005, through a training and administrative agreement with the Research Foundation for SUNY/BSC/CDHS

Qualities of Effective Advocates Approved by the New York State Office of Children and Family Services 2005, through a training and administrative agreement with the Research Foundation for SUNY/BSC/CDHS

Effective Advocates Learn to define and describe the problem Gather and organize information Plan and prepare for the “game” Take action Approved by the New York State Office of Children and Family Services 2005, through a training and administrative agreement with the Research Foundation for SUNY/BSC/CDHS Goal: not to blame or attack, but to seek/secure services

Effective Advocates Learn to define and describe the problem Approved by the New York State Office of Children and Family Services 2005, through a training and administrative agreement with the Research Foundation for SUNY/BSC/CDHS

Effective Advocates Approved by the New York State Office of Children and Family Services 2005, through a training and administrative agreement with the Research Foundation for SUNY/BSC/CDHS Jim

Effective Advocates Plan and prepare for the “game” Approved by the New York State Office of Children and Family Services 2005, through a training and administrative agreement with the Research Foundation for SUNY/BSC/CDHS

Effective Advocates Plan and prepare for the “game” Learn the “rules” Clearly define the “problem” Clarify what you want to happen Write possible solutions Write possible consequences to solutions State action(s) you expect from provider(s) Be specific Prepare notes Plan your action Approved by the New York State Office of Children and Family Services 2005, through a training and administrative agreement with the Research Foundation for SUNY/BSC/CDHS

Effective Advocates Take Action Participate actively (asking questions, listening) Be direct, consistent, committed, persistent, ASSERTIVE Identify & enlist supporters Follow up recommendations, while documenting If no response / progress, use chain of command Goal: not to blame or attack, but to seek/secure services Approved by the New York State Office of Children and Family Services 2005, through a training and administrative agreement with the Research Foundation for SUNY/BSC/CDHS

Handout Book Parenting of Developmentally Disabled children: Advocacy Role (pg. 1) Advocating for a Child’s Special Education (pg. 2) Parenting D.D. Children: the Importance of NETWORKING (pg. 5) Record Keeping System (pg. 6) Approved by the New York State Office of Children and Family Services 2005, through a training and administrative agreement with the Research Foundation for SUNY/BSC/CDHS

Advocacy Implies: Self respect Assertiveness Responsibility for own actions Change way things are by knowing one’s rights and responsibilities Speaking up for oneself Resolving one’s own problems Taking charge of getting what one wants Being unafraid to get help if needed Protecting oneself Source: Statewide Legal Services of Connecticut, Inc. (2,000) Approved by the New York State Office of Children and Family Services 2005, through a training and administrative agreement with the Research Foundation for SUNY/BSC/CDHS

Assertiveness Approved by the New York State Office of Children and Family Services 2005, through a training and administrative agreement with the Research Foundation for SUNY/BSC/CDHS

Assertiveness ASSERTIVE PASSIVE AGGRESSIVE NON ASSERTIVE Approved by the New York State Office of Children and Family Services 2005, through a training and administrative agreement with the Research Foundation for SUNY/BSC/CDHS

Assertiveness Strategies Identify allies (inside and outside the meeting) Return to the issue Anticipate resistance Approved by the New York State Office of Children and Family Services 2005, through a training and administrative agreement with the Research Foundation for SUNY/BSC/CDHS

Types of Resistance Denial Inversion Dilution Shelving Lip Service Approved by the New York State Office of Children and Family Services 2005, through a training and administrative agreement with the Research Foundation for SUNY/BSC/CDHS

Assertive Communication When I… (saw/heard…- facts only) I felt… because I…(need/want, …) and now I…(describe the action/commitment/information you want/need now) so that… (describe the positive results the action/commitment/information will bring to you/child) Approved by the New York State Office of Children and Family Services 2005, through a training and administrative agreement with the Research Foundation for SUNY/BSC/CDHS

Five “C”s of Assertiveness COOLNESS : keep it - don’t loose it CONSIDER others’ points of view COMMUNICATE feelings and flexibility CLARIFY what you need CONSEQUENCES stated as you see them Source: University of New Mexico: Student Health Center Assertiveness (downloaded on 11/15/05) Approved by the New York State Office of Children and Family Services 2005, through a training and administrative agreement with the Research Foundation for SUNY/BSC/CDHS

Assertiveness takes: self awareness and practice Approved by the New York State Office of Children and Family Services 2005, through a training and administrative agreement with the Research Foundation for SUNY/BSC/CDHS

“Life is full of challenges. How you handle this challenge is what builds character. Never be afraid to be who you are.” Erin Brockovich Ellis has Dyslexia. Approved by the New York State Office of Children and Family Services 2005, through a training and administrative agreement with the Research Foundation for SUNY/BSC/CDHS

“Learning Disabilities cannot be cured, but they can be treated successfully and children with LD can go on to live happy successful lives.” Anne Ford Approved by the New York State Office of Children and Family Services 2005, through a training and administrative agreement with the Research Foundation for SUNY/BSC/CDHS

The End Thank You!

Unregistered and want training credit? Before class ends, enter the following into (private) text chat to Matthew Fildes (in his absence, to the instructor): Full legal name Male or female Home address (no P.O. boxes) Area code and phone number address (2 on same computer must list 2 addresses) Foster care agency address (e.g., Harlem Dowling, Westside Center, th Ave, NY, NY 10027) Thank you.