1. Engaging Justice: Advocacy Skills Training for Social Change
Kelly Benkert
Seattle University
Center for Service & Community Engagement

2. Agenda Context and History Overview of Training
Nuts and Bolts of the Training
Sample Modules: Identifying a Problem & Messaging
Issues in Implementation
Q & A

3. Two Feet of Justice Charity Direct Social Services Justice
Social Change
Help individuals meet their present needs:
- Serve in shelters, food banks, meal programs
- Sponsor a refugee family
- Mentor and tutor
- Donate food, clothing, money
Correct long-term or root problems in communities:
- Participate in community self-help projects
- Advocate for just public policies - Develop local community enterprises

4. History & Context Catholic Relief Services – 2 year partnership
In house trainings
Participants
Facilitators
On campus partnerships:
Office of the Provost
Magis: Alumni Committed for Mission
Center for Service and Community Engagement
Faculty

5. Learning Outcomes
By the end of the training, the participant will be able to:
Understand the dynamics of political power, how to change those dynamics, and determine how and where to engage in policy change for social justice
Identify and analyze problems
Use tools and processes for contextual and problem analysis
Apply research, planning, and organizing strategies to engage and empower citizens and grassroots groups
Understand and be able to apply different influence and engagement strategies and activities used in advocacy, and understand which strategies work best and when
Apply the basics of communication and persuasion for advocacy

6. Agenda – Day 1 (Saturday)
8:00 – 9:00 – Breakfast, Welcome, & Introductions
9:00 – 10:00 – Defining Advocacy & Power
10:00 – 10:30 – Establish Interest Groups
10:30 – 11:30 – Contextual Analysis
11:30 – 12:15 – Lunch
12:15 – 1:30 – Identifying and Analyzing Problems
1:30 – 3:15 – Targeting & Mapping Power plus Choosing Strategies and Tactics
3:15 – 3:30 – Break
3:30 – 5:30 – Developing Effective Messages
5:30 – 5:45 – Wrap-Up & Evaluation

7. Agenda – Day 2 (Sunday)
9:00 – 9:30 – Breakfast 9:30 – 10:15 – Recap of yesterday & Report-Outs from yesterday 10:15 – 11:15 – Lobbying 11:15 – 11:30 – Evaluations 11:30 – 12:00 – Lunch 12:00 – 1:00 – Coalition Building 1:00 – 1:30 – The Basics of Advocacy Planning/Getting Started 1:30 – 2:00 – Moving into the Future

8. Nuts and Bolts of the Training
Issue-based Active Learning Model
Manual
Recruitment
Funding
Facilitation
Training trainers

9. From Issues to Problems…
Human Trafficking
Domestic Violence
Rape
Unequal Pay
Sexual Harassment
Gender Violence

11. Possible Consequences
Finding your solution
Problem: High levels of rape and sexual assault on college campuses
Possible Causes
Possible Consequences
Possible Solutions
· Strong patriarchal system
· Gender discrimination and subordination
· Alcohol use
· Unhealthy expressions of masculinity
· Lack of respect for women
· Assumptions made about a person based on their attire
· Assumed obligations - the attacker feels entitled to sex as a result of a date or party
· Marginalization
· Low self-esteem of survivor
· STIs or unplanned pregnancy
· Psychological trauma
· Silencing
· Culture of blaming the victim based on attire or actions
· Community feels unsafe
· Low academic performance
· Preventative education for both women and men
· Creating spaces for exploration of healthy masculinity
· Alcohol regulations
· Tough sanctions for offenders
· Changing of cultural norms around gender , sexism, and rape/assault
· Increased survivor support

12. Effective Advocacy Messages
Think with your butt
The messenger is important
Tell a story
6 important features:
Defines the problem
Links it with important values
A specific ask for a specific audience
Specific ‘proofs’ to convince audience (shiny bauble)
Conveys urgency & importance
Slogan or memorable phrase

13. The Girl Effect

14. Analysis What is the general issue?
What is the specific problem they are trying to address with the video?
Who is the video trying to persuade and what are they trying to get them to do?
Is this the right person/right ask?
What will happen if people do what the video wants them to do?
Can you think of better ways to do it?

15. Issues in Implementation
Evaluation & Assessment
How much do we train vs. how much do we support?
Use of skills for “nefarious” purposes
What happens after the training?
Sustainability

16. Kelly Benkert
Seattle University
Center for Service and Community Engagement