Advokit Redux Publication V 1 2

*ADVOKIT*redux

Provide positive feedback to those service providers and agencies in an effective and cooperative partnership to

fix “problems” that exist.

To be used in conjunction with the services of ACT: A Conscious Thought

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Acknowledgements

*ADVOKIT*Redux is a step-by-step guide to effective advocacy from a holist point of view

based upon the Medicine Wheel teachings and many other sources.

The goal of this document is to create a STANDARDIZED way of meeting the needs of those

that need advocacy services. The *ADVOKIT*Redux is based on the Philosophy of the Medicine

Wheel

Balance and Harmony is at the center of the Medicine Wheel and sometimes outside force

intervene to unbalance us. *ADVOKIT*Redux can be used as a stand alone tool. However,

*ADVOKIT*Redux was meant to be used with the support services of ACT: A Conscious

Thought

There are many aspects to include when Advocating for yourself or for others, and this manual

is a tool to work in solidarity with like minded advocates.

Imagine if…

Provincial and Federal Agencies mandated to provide services were held to the standards

outlined in the ACTS, REGULATIONS and POLICIES of CANADA and its Provinces and/

or Territories

That Advocates follow a standard structured approach to providing service and to use a internet

based system to interlink, correlate and share effective methods.

Refer clients to appropriate services by networking with service providers in a positive and

effective way.

That Service providers receive accurate feedback on program delivery in relation to social

problems so that the CAUSE not the SYMPTOM is resolved.

That People who use this manual and Utilize the resources of ACT: A Conscious Thought

become aware and work together for Positive Change.

The guidelines herein are based upon the AdvoKit (2000)

published by the Penticton Advocacy Network .

*ADVOKIT*Redux by ACT: A Conscious Thought

FACEBOOK Group: ADVOKITredux

Quotes throughout the *ADVOKIT*Redux are taken from Prime Minister Harper’s apology to First

Nations People of Canada on Wednesday, June 11, 2008 except those listing source

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The *ADVOKIT*redux

Table of Contents ………………………………………………………………………………… Pg 3

Introduction ………………………………………………………………………………………. Pg 4

How to use the *ADVOKIT*Redux ………………………………………………………………… Pg 5

Who are ADVOCATES ……………………………………………………………………………. Pg 5

Section 1. …………………………………………………………………………………………… Pg 6

The Basics …………………………………………………………. ……………………………… Pg 6

What do advocates do? …………………………………………… ………………………………. Pg 7

Advocacy isn’t easy … but it’s worth it!! ………………………………………………………….. Pg 8

Section 2: …………………………………………………………………………………………….Pg 10

Effective Communication ………………………………………………………………………….. Pg 10

Be PREPARD ………………………………………………………………………………………. Pg 10

Say what you mean …………………………………………………………………………………. Pg 11

Change your communication style, if necessary ……………………………………………………. Pg 12

Advocacy by phone …………………………………………………………………………………. Pg 13

Advocacy in person ………………………………………………………………………………… Pg 14

Advocacy by letter ………………………………………………………………………………….. Pg 15

Sample Letters ………………………………………………………………………………………. Pg16

Recordkeeping ……………………………………………………………………………………….. Pg 17

Section 3: …………………………………………………………………………………………….. Pg 18

Steps to Effective Advocacy ………………………………………………………………………… Pg 19

Step 1: Assess the situation ………………………………………………………………………….. Pg 19

Step 2: Look for alternative solutions ……………………………………………………………….. Pg 20

Step 3: Know your rights …………………………………………………………………………….. Pg 21

Step 4: Present your case ………………………………....................................................................... Pg 22

Step 5: Evaluate your efforts …………………………........................................................................... Pg 23

Section 4 ………………………………………………………………………………………………. Pg 24

Code of Ethics for Advocates …………………………………………………………………………. Pg 24

Notes …………………………………………………………………………………………………… Pg 24

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“What man is a man that does not make the World Better”

From the movie “Kingdom of Heaven”

Introduction

In an Emergency seek IMMEDIATE HELP.

If a child is at risk of/or is being ABUSED call Your Local Child Protection Service or call 310-

1234

If you need any kind of help RIGHT NOW call the appropriate service providers listed on the

inside cover of the telephone book or Contact ACT: A Conscious Thought

At other times, however,

when your request for service has been denied

your rights have been violated

or your voice has been silenced,

Use this manual to plan how to resolve the issue through a step-by-step approach to advocacy.

There are many different ways to do advocacy work.

*ADVOKIT*Redux is intended to be useful to all people who are advocating on their own

behalf, or who are advocating for other individuals who are dealing with the “system”.

A Conscious Thought is the Service designed from the holistic view of the Medicine Wheel to

correlate and provide feedback to those service providers

“Systems” can include government departments that administer how services such as health,

economic security, justice, mental health, housing, privacy, and family relations will be

distributed and/or imposed.

In many cases, individuals who receive, wish to receive, or wish to be free from service from a

system, feel that the people (employees) in the system do not hear them and do not understand

their particular circumstances.

These individuals may feel they have no say in decisions that have a huge impact on their lives.

The *ADVOKIT*Redux suggests ways in which an individual can gain some power and control

over his or her own life by influencing and participating in decisions that affect them.

“The treatment of children in Indian residential schools is a sad chapter in our history. For over

a century the residential schools separated over 150,000 native children from their families and

communities”

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How to use the *ADVOKIT*Redux

The *ADVOKIT*Redux is a planning tool to help you prepare and present your case.

Section 1: provides general information, including definitions, roles, reasons to advocate, and

some characteristics of effective advocates.

Section 2: offers information about effective communication.

Section 3: presents five steps to effective advocacy:

Step 1: Assess the situation Step 2: Look for alternative solutions

Step 3: Know your rights Step 4: Present your case

Step 5: Evaluate your efforts.

These five steps suggest an organized way to approach almost any situation in which you wish

to persuade someone to see things your way. A sound argument, backed up by facts and

presented in a respectful way, are powerful tools for influencing people who have the power to

make decisions in your case.

Section 4: Standard Code of Ethics for Advocates.

A Code of Ethics can be the basis for understanding:

what advocacy is

what you can expect from an advocate

what others can expect from you if you are an advocate.

A Code of Ethics helps set boundaries and provides guidelines for “effective” advocacy practice

******************************************************

Who are advocates?

Many people already do advocacy work; they just don’t call it that. The definitions below are

examples of some of the kinds of roles advocates take and the work that they do:

Self advocates ... speak or act on their own behalf and stand up for their rights. These advocates

decide what is best for them and participate in making decisions that affect them.

Natural advocates ... notice that something is not right or is unfair, and speak up in those

moments when others are not able to speak for themselves.

Peer Advocates ... encourage and support other individuals to speak or act for themselves. Peer

advocates act with, and for, others to resolve difficult situations.

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Cause advocates … work with other advocates to influence politicians at all levels of

government to change legislation or policies that affect large numbers of people.

Service providers collaborators... work within “system loopholes” to assist individuals and

families to get their needs met. (Thank You)

The government now recognizes that the consequences of the Indian residential schools policy

were profoundly negative and that this policy has had a lasting and damaging impact on

aboriginal culture, heritage and language….The legacy of Indian residential schools has

contributed to social problems that continue to exist in many communities today.

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SECTION 1

The Basics

Advocates support individuals and families by:

Listening to their stories and encouraging them to write them down (record) and try to do

something about their concerns

Refer them to organizations and/or services providers to best assist them

accompanying them to appointments

helping them practice what they want to say

Advocates use legislation via Act’s Regulation’s and policies to resolve complaints or appeal

decisions by:

doing research about rights and entitlements

finding out if proper protocols and/or procedure was followed

finding out what laws apply; for example, criminal law, administrative law, civil law.

Explore the various ways and/or finding out if there is a complaint or appeal process for

people who want to challenge decisions

Going up the ‘ladder’ if necessary

referring people for legal assistance when a lawyer is required

assisting individuals and families to prepare their case when the assistance of a lawyer is

not required

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Advocates influence politicians to change laws by:

joining Local Community Groups and/or Organizations

organizing letter writing campaigns and meetings to educate the politicians and

bureaucrats about issues

use workshops and such mediums like internet and/or the programs like “utube or

GOOGLE” video to educate the public about the issues

building networks of support with others who share the same kinds of concerns, and

working together toward positive change

taking direct peaceful actions such as blockades, boycotts, and/or demonstrations like “sit

-ins”, rallies, marches

correlate sanitized letters that get results to share with those in similar situations

Indeed, some sought, as it was infamously said,

"to kill the Indian in the child."

Today, we recognize that this policy of assimilation was wrong

*****************************************************

What do Advocates do?

There is no one “right” way to do advocacy work. An advocate may use only one, or many, of

the examples of advocacy techniques listed below in any single advocacy situation.

Sometimes people may feel frustrated, discouraged, or outraged, but don’t speak out for many

different reasons.

They feel don’t have enough time, energy, or information to take action.

They believe that nothing they say or do will make a difference or that no one will listen.

They are afraid of speaking out to someone who has the power to affect their finances,

make life difficult for their family members, take away their freedom, or affect the

quality of their health care.

They are afraid of not being believed,

Looking stupid

Being provoked

o Being treated with indifference

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o Being ignored

o of getting mad,

o too emotional

o too out of control.

They feel IGNORANT

o not good enough, or smart enough, or educated enough, or competent enough.

o They don’t understand what is being said because someone uses jargon or technical

language,

o there are language or reading difficulties.

They feel intimidated by people in authority; Social Workers/RCMP, or don’t want to

make trouble for anyone else.

The last time they spoke out, things didn’t go very well and they don’t want to go through

that again!

Ignorance is the state in which a person lacks knowledge, …The word 'Ignorant' is an adjective

describing a person in that state. The term may be used specifically (e.g. "While he is an expert in

math, he is totally ignorant of history.") or generally (e.g. "He is an ignorant person.") -- although

the second use is used less as a descriptive and more as an imprecise personal insult.

Wikipedia, the free encyclopedia

*****************************************************

Advocacy isn’t easy...

… but it’s worth it!!

There are no guarantees that just because someone advocates, he or she will get what they want;

however, if no one speaks out, nothing will change.

Some reasons to take the risk to try and get your needs met are listed below:

No one knows as much about how you think and feel, and about what you need, as you do.

The only way that others are going to know when you disagree, or that your rights have

been violated is when you speak up.

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If people who have authority to make decisions don’t know that there are problems, they

will assume that everything is all right.

Individuals who speak out often find that they are not alone; by refusing to be silent, you

may lead the way to changes that affect a lot of people.

If you stand up for your rights, you will have the satisfaction of knowing that you tried to

take care of yourself, even if you did not achieve your goals in the end. Speaking out is a

big step towards keeping self-respect and dignity.

Everyone has the right to challenge the ‘rules’ they are required to live by; just because

something is a law or policy doesn’t mean that it is fair or just.

Some people may think they need “special” skills or characteristics to do advocacy work;

however, most people already have what they need, including:

A belief in the right to advocate

Commitment to the rightness of the cause

Ensure policies like the Residential Schools NEVER HAPPEN AGAIN

Belief that one person’s opinion is as valid as another’s

RESPECT for everyone involved in the situation

Patience to stop and make a plan before jumping in

Ability to hear what is really being said and be

compassion and understanding

Have a open, creative and flexible mind

Courage to ask a lot of questions

Wisdom to accept criticism

Recognition that there are always limitations of some kind

Understanding of “the big picture”

Courage to admit when they are wrong

Willingness to Learn from Mistakes

Learn the knowledge of how to do research

Ability to organize information in a useful way

Determination to follow the case through to the end

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Patience to persevere through the rough times.

Every individual already has at least some of the characteristics mentioned above.

Take a moment now to think about what makes you effective in your day-to-day life.

Those same characteristics will enable you to be an effective advocate.

We now recognize that, in separating children from their families, we undermined the ability of many to

adequately parent their own children and sowed the seeds for generations to follow, and we apologize for

having done this. We now recognize that, far too often, these institutions gave rise to abuse or neglect and were

inadequately controlled, and we apologize for failing to protect you.

*****************************************************

SECTION 2

Effective Communication

This section offers some suggestions about how to communicate effectively. The ‘secret’ of

effective communication lies in what you say, the way you say it, and the medium you choose

to say it in.

Be Prepared

Before you pick up the phone or meet someone in person, it may be useful to practice

what you are going to do and say.

Identify the areas that might be difficult for you.

how will you respond if the person you are talking to:

blames you for the situation you are in?

wants to know personal details about your relationships?

implies that you’re lying?

threatens to cut off a benefit?

uses jargon or language that you don’t understand?

doesn’t seem to be listening?

If you feel a question is out-of-line or irrelevant, say so.

However, if you must answer a question you find upsetting or believe will influence the other

person against you, practice answering with dignity. Practice not being on the defensive, or

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getting angry or upset.

If you are afraid that that speaking out will make the situation worse, say so.

Bring your concerns out in the open, and ask for assurance that there will be no retaliation for

discussing the issue; be specific about the kind of retaliation you are worried about.

There is no place in Canada for the attitudes that inspired the

Indian Residential Schools system to ever again prevail.

******************************************************

Say what you mean.

It is important to use words that say exactly what you mean. Words such as those listed below

are not clear, and if you use them, you can expect to be asked to explain yourself:

often

always

sometimes

never usually

most of the time.

Try to state the exact number of times something happened.

Instead of saying,

“He never lets me know when our appointment has been cancelled.”

Instead say,

“On January 24, February 10, and March 3, he cancelled our appointment without letting me

know.”

If you are complaining about how someone has treated you, be prepared to say exactly what the

person did. Even better have a digital recording or a video

Words and phrases such as those listed below explain how you feel about the situation, but

aren’t specific enough:

discriminated and/or treated me like dirt

didn’t listen and/or was rude

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doesn’t like me and/or is out to get me

Instead of saying,

“She always treats me like dirt.”,

Instead say,

“When I came to the office on January 15, Ms. X didn’t say hello, but began talking about the

power she had to hold back my cheque, if I didn’t give her the information she wanted. I had no

idea what she was talking about. She wouldn’t listen when I tried to ask for an explanation.

If you write a letter, read it out loud to see if it makes sense to you. KEEP COPIES

Ask a friend to read it over before you send it, and let you know if he or she understands what

you are saying.

If you are going to meet with someone in person or speak to them on the phone, practice first.

Ask a friend to listen to you and let you know if you could do something more effectively.

Change your communication style, if necessary.

People who do advocacy work may use the style of communication they are most comfortable

with in daily life.

Some may speak too softly to be heard and may not respond even if what is being said is unfair;

others may raise their voices and become very angry if they think the situation is unjust.

Most people’s preferred style will be somewhere between these two examples. Regardless of

what your style is; if it’s not working, consider changing it.

One communication style that is frequently effective is assertiveness.

Assertive techniques include:

using a “reasonable” tone of voice

calmly asking for explanations until you understand

Not becoming defensive

If you were wrong, admit it.

If you were not wrong, don’t argue. State clearly that you disagree, but do not argue.

Listening to what the other person has to say and acknowledging that they have another point of

view. You do not have to agree with them or like what they say, but let them know you have

heard them.

Aggressiveness gets in the way of communication and may stop or slow down the advocacy

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work you are doing.

You are being aggressive when you:

raise your voice, use swear words, or make threats

don’t allow the other person to talk

keep insisting that you are “right” and don’t listen to what the other person is saying

blame the other person for the situation.

Changing your communication style may feel uncomfortable at first, but with practice it can be

done.

It will be a positive step in forging a new relationship between

aboriginal peoples and other Canadians, a relationship based on the knowledge of our shared history, a

respect for each other and a desire to move forward together with a renewed understanding that strong

families, strong communities and vibrant cultures and traditions will contribute to a stronger Canada for all of

us.

******************************************************

Advocacy by phone

Sometimes a situation can be resolved by picking up the phone and speaking directly to

someone who has the power to make a decision on your behalf.

If you don’t reach the right person the first time, ask to be transferred. No matter how

frustrating it gets; no matter how often you are put on hold; no matter how many times you are

required to “press 1, 2 or 3”, try to remain calm and be respectful.

In order to make your telephone call as effective as possible, know what you want to say before

you start to dial the phone.

The steps to effective advocacy starting on page 16 can help you organize your approach.

Be as direct and to the point as possible. Write down any questions you may have in advance of

making the call and leave space for the answers. You could start a notebook so that your record

of telephone calls is in one place.

Page 19 offers some tips about what kind of information should be included in your notes.

If you feel that the people you are talking to are deliberately stalling or passing the buck, say so.

Keep a record of all the people you have talked to about this issue, when you talked to them,

and what their response was. If the issue is resolved at this point, congratulations!

However, if the issue is not resolved, the information you are collecting now will form the basis

of further advocacy work in this situation.

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Our Deepest Fear

Is not that we are inadequate

Our Deepest Fear

ls that we are powerful beyond measure

It is our Light and not our Darkness that most frightens us

Your playing small does not serve the world

There is nothing enlightened about shrinking so that other people won't feel insecure around you.

We were all meant to shine as Children do

It’s not just in some of us but in is in everyone

And as we let our own light shine we unconsciously give other people permission to do the same

As we are liberated from our own fear

Our presence automatically liberates others

(Taken from the movie Coach Carter 2004)

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Advocacy in person

One of the outcomes of advocacy by phone may be that

A meeting is arranged to further discuss the issue.

You always have the right to bring an advocate or friend to the meeting to support you.

Decide whether you want the person to:

speak on your behalf,

to participate in the discussion in their own right,

to take notes for you, or to say nothing.

Regardless of the role you wish them to take, make sure it is understood by both of you - in

advance.

Sometimes meetings will be scheduled for times you can’t attend; ask that the meeting be

rescheduled. Propose a time when you can attend. Be on time.

Know what you want to say before you get to the meeting.

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Make a list and take it with you.

If you don’t have an opportunity to say everything you want to say, follow up with a letter after

the meeting.

If you don’t know all the people at the meeting, or if you don’t understand why a certain person

is there, ask.

Take notes or ask your friend or advocate to take notes for you.

Use a Digital recorder if necessary, for later transcription

If you think there might be different interpretations about what was said at the meeting, you

could write up your notes and send copies to all the people who attended the meeting.

If someone else took notes, ask that a copy to be sent to you.

If you don’t understand what is happening at the meeting, ask for clarification.

If emotions run high, ask for a break. If the meeting appears to going nowhere, say so. Ask if

there is any more that can be done right now; if not; suggest that the meeting be rescheduled.

******************************************************

Advocacy by letter

Your letter should include:

the date

your name

your address and postal code

a telephone number where you can be reached (if you have one) or another way in which

you may be contacted

Some guidelines to consider are:

be brief; no more than one or two pages

use short sentences

state what the purpose of the letter is

give specific information to make your point, but avoid too much detail

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be clear about what you want to happen in this situation

try to sound optimistic, as though you expect the difficulty will be resolved

ask for a reply to your letter within a certain time period and indicate that if you don’t

hear from them by that date, you will contact them again.

Keep a copy of your letter

Ask someone else to read your letter over before you send it and make suggestions about how it

could be more effective.

If you don’t hear from the agency in a reasonable amount of time, phone them to be sure they

got the letter.

If the letter has been received, ask what action is being taken to resolve the issue.

If the letter has not been received, send them

another copy immediately.

Sample Advocacy Letter

Municipal

Sample Advocacy Letter

MCFD

Sample Advocacy Letter

MSDH

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Recordkeeping

Accurate, detailed records are essential. Use a Digital Recorder if Possible

You will use the information you collect to prepare your case, as evidence of what other people

told you, of what you said to other people, and of the actions you took along the way.

Your notes should include:

Dates and Times

who you talked to

other people you were referred to and the reason(s)

who you were referred to

What you requested, the answer you received, and any explanations given

what laws, regulations, policies apply to this situation

what action people said they would take

what action you said you would take

what agreements were made

what areas of disagreement were identified.

Ask for confirmation in writing when your requests are denied or approved.

If anyone wants to see the correspondence, give them a copy and keep the originals in your

files.

Filing your notes and correspondence in the order in which they are written will save a lot of

time when you start to prepare your case.

Keep all your correspondence and notes in one place. A three-ring binder is very useful for

organizing information.

Document till you drop - and then document your drop.

(Streetfighters Consumer Survival Guide) (source: The Internet)

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SECTION 3

Steps to Effective Advocacy

This section provides worksheets to assist you through the advocacy process, and makes some

suggestions about the kinds of information to collect as you work through the steps.

The five steps to effective advocacy are:

Step 1: Assess the situation

Step 2: Look for alternative solutions

Step 3: Know your rights

Step 4: Present your case

Step 5: Evaluate your efforts.

Although the steps are numbered ‘1’ through ‘5’, in “real” life the process may not be so

straightforward.

You may not have the luxury of time to work through all five steps in order, and at least some of

the information and questions won’t apply in your case. As with the rest of the information in

The AdvoKit, use what works for you; ignore the rest. If you do not have enough room to write

on the worksheets, use a separate piece of paper, or the notebook in which you are keeping your

records about this matter.

During the advocacy process, you may be asked to repeat your story over and over again. You

may find it useful to prepare a three or four sentence summary, so that you can describe the

situation as briefly and as clearly as possible.

It will be a positive step in forging a new relationship between aboriginal peoples and other

Canadians, a relationship based on the knowledge of our shared history, a respect for each other

and a desire to move forward together with a renewed understanding that strong families, strong

communities and vibrant cultures and traditions will contribute to a stronger Canada for all of

us.

Assess the Situation

Some points to think about as you begin are:

What happened? Perhaps you feel that your voice was not heard, you were discriminated

against, you were denied something that you are entitled to, or that you were not treated with

dignity and respect.

Have you had similar difficulties in the past? In two or three sentences describe what happened.

How is the past situation related to the circumstances you are in today. Is it relevant?

What have you done so far to resolve the situation? Did you ask the person who made the

decision to change his or her mind? Did you tell anyone that you were unhappy with the

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decision or the situation?

Did you ask to speak to a supervisor or manager? Write down as many details as you can

remember.

How do you want this situation to be resolved? Do you want an apology; do you want an

exception made to a rule or policy; do want the rule or policy changed so that the situation

never happens again - to you or to anyone else?

What will happen if this situation isn’t resolved? If nothing will happen, you may not need to go

any further. If you want to continue,

use the following worksheets as a guide.

Step 1:

Assess the situation

Describe the situation you are facing right now. If there is more than one difficulty, which one

needs to be dealt with first?

Has this situation, or a similar situation happened before?

If so, how does the past relate to the present?

What action have you taken so far to resolve the situation?

What do you want to happen in this situation?

What will happen if the situation isn’t resolved right away?

Are there any aspects of the situation you aren’t sure about?

Where can you get the information you need before proceeding to the next steps?

Before you can make a case for getting what you want, you may need to demonstrate that you

have investigated other ways to solve your difficulties.

If you don’t know where to go to find out what’s available to you, try some of the following

places:

� the organization or agency that turned down your request

� friends, family and neighbors

� the phone book community resources directories

� crisis and referral lines

� advocacy groups

� churches

� constituency offices for elected officials

women’s centres

� legal services offices

� specific health related organizations

� provincial ‘umbrella’ organizations

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� libraries government offices; see the blue pages of the phone book

� community centres

� public notice boards

� newspapers and community cable channels

� the Internet.

You may have to do a lot of checking around. If you don’t have a phone, try to find a central

source of information such as ACT: A Conscious Thought.

Try not to get discouraged or angry; getting what you want can be difficult and time consuming.

STEP 2

Look for alternative solutions.

Think about whether you can get what you want or need from some other source.

List everything you can think of.

Be creative.

Is there something you could do or use instead of what you are asking for?

If not, write down the reasons that alternative solutions won’t work.

Who did you contact about finding alternatives?

Make a note of who you called, the date, and what they said.

The only rights you have are the ones you know about.

Rights and obligations are defined by government through legislation (acts). The scope of an act

may be very broad; instructions on how the act is to be applied may be spelled out in

regulations. The systems with which we live (such as health, education, taxation, welfare, and

housing, to name a few) create policies which provide even more detailed instructions about

how acts and regulations are to be administered. Policies are usually not legally binding, and

can be challenged.

If you have applied for an entitlement and been denied, ask the agency you are dealing with for

the reason (in writing), including the applicable section of the legislation or policy that applies.

Ask if there is an appeal or review process, and what the deadlines are.

As an advocate you will need to become familiar with the acts, regulations and policies that

apply in your situation. If the words

must, will or shall are used in legislation, it may be difficult to challenge a decision; however, if

the word may is used, there is room for further interpretation.

Don’t hesitate to ask for help and advice. Advocacy situations are usually complex.

Information about rights and entitlements can be found through public libraries; community law

21

and legal services offices; the Internet; national, provincial and local advocacy groups;

government offices; and elected representatives.

Rights are owned, not earned .Office of the Child, Youth and Family Advocate of British

Columbia

STEP 3

Know Your Rights

For what reason was your request denied?

Do you have the explanation in writing?

What acts or rdegulation cover this situation?

Is there a law that says people can’t treat you that way?

Try to find out.

Be specific.

Is there an appeal or review process?

What is the deadline for starting an appeal?

What have others done in similar situations?

Who can you contact to find out?

What is the likelihood of success in this situation?

Refer to page 19 for sources of information in your community.

By this point you know what happened, and the reasons why you didn’t get what you asked for.

You have decided whether this matter is a high priority for you at this time, and have identified

what you want the outcome of your advocacy work to be.

You have checked to see if you can find any alternative means to get what you want, and have

made notes about the places you called and what the answers were.

You have asked the person who denied your request to reconsider their decision based on the

information you have pulled

together so far, and they have said “no”.

You know what your rights are; you have checked out what others have done, and have asked

for suggestions about how to deal with this situation.

You have all the documentation you need, and are prepared to answer, and ask, the questions

that will move the process along.

The way that you choose to communicate will depend on the situation.

See Section 2 for some suggestions on how to advocate by phone, in person, or by letter.

The checklist on the next page will help you to assess whether you

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are ready to proceed.

If you answer no to some of the questions, you can decide for yourself how important that

particular item is likely to

be. You may not be ready to go ahead at this time; it’s up to you to decide.

You have done a lot of work to get to this point.

If you are prepared, if you believe in your right to advocate, and if you are committed to

following through to the end, you stand a good chance that something will change, even if you

do not get everything you want.

We wish you well!!

Step 4

Present your case

A checklist to assess if you are ready

1.

�

�yes no You know who was involved in this situation, where it happened, what

happened, and when it happened. You can describe the situation in three or four

sentences.

2.

�

�yes no You have a record of the steps you took to resolve the situation, including the

names of people you talked to, the dates you contacted them, and what was said.

3.

�

�yes no You have investigated whether there are alternative solutions to the situation

you are facing, and have a record of your search.

4.

�

�yes no You know what your rights are in this situation and can refer to the appropriate

legislation or policy.

5.

�

�yes no You know whether there is an appeal or review process and what the deadlines

are.

6.

�

�yes no You have looked for advice about how to resolve this situation, including what

you need to do in order to be successful.

7.

�

�yes no You know what you want to happen in this situation.

8.

�

�yes no You have kept notes about the work you have done, who you contacted, what

was said, and you have your notes organized in a way that is useful to you.

9.

�

�yes no You have planned, in advance, how you want to present your case: by phone,

by mail, or in person.

10.

�

�yes no You have rehearsed what you want to say, and how you want to say it. If you

think you are likely to get angry or upset in a given situation, ask a friend or advocate to

support you.

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11.

�

�yes no You believe in your right to speak up and be heard, and are committed to

going ahead with your advocacy work.

*******************************************

STEP 5

Evaluate your efforts

Congratulations!

Sometimes you achieve what you want with little work. At other times, it seems to take a long

time and much effort for little reward.

Regardless of whether you were able to get what you wanted in this situation, congratulate

yourself for the work you have done so far.

Advocacy isn’t easy.

Give credit where credit is due

The road to effective advocacy can be smoothed by good relationships built on mutual respect.

Perhaps some people have been helpful to you along the way; allies can be found both within

the system and outside of it. These individuals may continue to be helpful to you in this

situation, or in other situations that come along - be sure to let them that you appreciate what

they have done.

The next steps

If you have presented your case and are not satisfied with the outcome, take the time now to

think about what to do next. Keep

the questions on page 26 in mind when you think about the next steps.

You may be too tired to continue trying to resolve this particular situation, or you may be

absolutely committed to carrying on until it

is decided in your favour.

If you are going to carry on, go back to Step 1 and assess where you are now. If you decide you

do not have the energy to go forward at this time, you can be confident that the skills you have

used up to now have prepared you well for the next time you decide to advocate!

Step 5:

Evaluate your efforts

What went well during the advocacy process?

What did you learn about advocacy through this process?

What would you do differently in another advocacy situation?

Did you accomplish all, or part of, what you set out to do?

Who was helpful to you during this process?

What will happen if this issue is not resolved?

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Can you find any new information that could lead to a decision in your favour?

Do you have the time and energy to continue?

What could get in the way?

Where can you go for help?

Go back to Step 1, and reassess the situation.

SECTION 4

Code of Ethics for Advocates

1. Advocates encourage and support others to advocate for themselves as much as possible.

2. Advocates make sure they are aware of advocacy resources, before they start to help others.

3. Advocates obtain consent before they speak or act on someone’s behalf.

4. Advocates make sure their own values and belief systems do not interfere with the right of

individuals to make their own choices.

5. Advocates place the interests, preferences, and decisions of the individual above their own

when acting on someone’s behalf.

6. Advocates avoid any false, misleading or unfair statements or claims about the advocacy

process, their role, skills, or ualifications.

7. Advocates advise individuals to be honest, informing them about the consequences and risks

associated with any planned actions.

8. Advocates inform others of their right to confidentiality, their right to give consent prior to

release of information, and the legal limitations of confidentiality.

9. Advocates declare any potential conflict of interest in their advocacy activities.

10.Advocates do not behave in ways that could cause fear, discomfort or harm to others.

11.Advocates respect and understand cultural, social and individual diversity.

12.Advocates maintain their skills and knowledge about advocacy issues.

14.Advocates withdraw, in a professional manner, when their involvement is no longer

appropriate or useful.

*******************************************

Notes

Original Source Material: Advokit

For more information, contact

The Penticton Advocacy Project

Box 148 - 113, 437 Martin Street

Penticton, B.C. Canada V2A 5L1

Phone: (250) 490-8676 Fax: (250) 493-0099

PDF Text of Prime Minister Harper Apology June 11 2008

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