atd interview report - atd fourth world usa

ATD Fourth World Movement

Action Planning 2014

Interview Results

ATD Fourth World Movement USA – www.4thworldmovement.org -‐ [email protected]

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Table of Contents

Executive Summary p. 3

Involvement of New and Current Members p. 6

Communications and Raising Awareness p. 9

Organizational Quality p. 14

Project Choices p. 21

Additional Comments p. 23

Appendix: Full Interview Script p. 24


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Member Interviews – Strategic Planning tool

Executive Summary

In the fall of 2013, following up on a survey sent to over 900 ATD Fourth World Movement

(ATD) members to help guide strategic planning for 2014-‐2017, we developed interview

questions with the following three purposes:

1. Deepen understanding of survey findings – how and why people responded as

they did, in addition to what they responded.

2. Generate ideas for how to build on and grow organizational strengths.

3. Engage diverse members in building ATD’s future from these strengths.

From the 19 interviews, the following themes emerged:

Strengths:

• People-‐centered approach (adaptive, mobile, warm)

• First-‐hand involvement and experience produces learning and awareness

• Creating spaces where members can connect and share strengths

Areas for improvement:

• Developing fundraising and communication with people who don’t have experience of

involvement with ATD projects

o Leverage the power of stories

• Supporting many members’ employment training and pre-‐employment training needs,

including accompanying and connecting with resources

New Ideas:

• Focus more on the criminal justice system

• Launch entrepreneurial projects to help people living in poverty learn skills and earn

money

• Online People’s University


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Interview sample:

A team that included Anna Fagergren, Dave Meyer, Bruno Dabout, and our teams in

Appalachia, New York, New Mexico, and New Orleans interviewed the following members, who

were selected for their diverse experiences with ATD throughout the US.

Eight (42%) of the nineteen interviewees were members who have lived in poverty, nine (47%)

were supporters or friends of ATD, and two (11%) were current Volunteer Corps members (also

called Volunteers, our staff). We consciously chose mainly friends and members who are not

part of our staff since our staff will have other opportunities to give its input during the

planning. We included people who have been involved with ATD Fourth World from between

one and thirty years, people who live near to and far from local teams, and people who work on

similar issues in their neighborhoods and their jobs:

• Ms. Peggy Simmons (CA)

• Ms. Laura Jijon (NM)

• Mr. Pershing Guillemet (NOLA)

• Mr. Allen Powell (NOLA)

• Mr. Walter Denson (NOLA)

• Mr. Bob Mauss (NOLA)

• Ms. Stacey Smith (NOLA)

• Ms. Maria Sandvik (NOLA)

• Ms. Alvenia Hutton (NYC)

• Mr. Andre Powe (NYC)

• Ms. Asia Snow (NYC)

• Ms. Samantha Dantzler (NYC)

• Ms. Jean Stallings (NYC)

• Mr. Nick Collins (NYC)

• Ms. Robin Mohr (PA)

• Ms. Gail Holmes (RI)

• Sr. Bernie Kenny (VA)

• Ms. Peggy Mariner (VA)

• Mr. Bruno Dabout (North American Regional)


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Interview Questions:

These 18 members answered 16 questions in the following categories

(see Appendix A for full interview questions):

1.) Involving Current and New Members

2.) Communications and Raising Awareness

3.) Organizational Quality

4.) Project Choices

Interview Responses & Findings:

The interview team recorded the responses in audio and writing and inserted the written

responses, as close to word-‐for-‐word as possible, in a spreadsheet. Using a data analysis

process that produced larger categories, called “codes,” for the full interview responses, the

team analyzed these responses to find common themes.1

In cases where one interviewee gave more than one response to a question, the team

separately coded responses that belonged in unique categories. In the charts below, we show

how many people’s answers fit into each broader category.

1 For example, in response to “Ways to involve new people,” the response, “Festivals in communities

where there is poverty,” was coded into the larger category, “Neighborhood-‐based events.”


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Involvement of Current and New Members

Involve New People

Question: Can you help us think of any ways to get new people involved where they could help

others and their community or meet new people?

Top categories: “Events in under-‐resourced neighborhoods” led and included the following:

ongoing hands-‐on opportunities, such as Street Library and Oct. 17; offering computers and

space to the community at a regular time; holding People's University in under-‐resourced

neighborhoods; regular presentations of what we do by project participants; holding lunches,

event planning and facilitation in under-‐resourced neighborhoods; family picnics; and

community and street festivals.

Categories with one respondent each:

• Open doors [of ATD spaces] to the community

• Network of fundraising facilitators

• Organizational partnerships

• International Volunteers

• Outreach for Oct. 17

• People with a lived experience of poverty leading informational sessions

• Communicate specific actions with short-‐ and long-‐term timelines

• New projects

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3 3

2 2 2

Events in under-‐

resourced

neighborhoods

Give roles in our

projects

Media Adult group

learning

Success stories Personal

Communication

Frequency


7

In respondents’ own words:

“I love what you used to do [during Street Library]: coffee and donuts outside, introducing

yourselves again, because it’s people moving in and a few moving out. You make a flyer or a

notice. That way they’re getting to know you, and you’re getting to know us, and just have

coffee and talk.”

“People's University or meetings now at Fourth World House (NYC) could be held in Ocean Hill,

Jamaica, [under-‐resourced neighborhoods in Brooklyn and Queens], etc. It would be helpful to

expose us to new ideas and people.

“[It's hard to involve new people] in my neighborhood because people keep to themselves.

And parents, if there are two parents, they are worried about their kids and drugs.”

Involve People at a Distance

Question: How could you imagine us being able to involve more people at a distance?

Top categories: “Virtual meetings” led, with respondents expressing enthusiasm about last

year’s virtual annual meeting, and possibilities of participating in events such as People’s

University, online. “Social media” was also popular and included Volunteers tweeting

experiences and knowledge; and members using Facebook, FaceTime and blogging. “Support

for allies” included retreats and engaging in readings about transitioning from being a

Volunteer Corps member to an ally.

Categories with one response each:

• Provide transportation

• Thematic working groups


6 5

4 3

2 2

Virtual meetings Social media Support allies Personal

communication

Regular

newsletters

Mobile events

and activities

Frequency


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• Invite area visitors to a Fourth World House

• Workshops in different neighborhoods, and retreats for member and friends.


“Keep inviting people, even though they don’t come. I am now two hours away from two

different teams and it’s right on the edge of being easy to go. If they stop inviting me, I’ll never

go. So to not be discouraged.”

“Give people a role, something to do.”

“The answer is more to get some thing started where they are. We have used Skype more for

Oct 17, Skyping in other people in the US mostly.”

New Donors

Question: How might we be able to get more new donors?

Categories tied with two responses each:

• Fundraisers

• Local businesses and groups

• Fundraising and grant research

• Adapting our communications for fundraising

• New projects



• Ask after people have experiences with ATD

• House parties

• Personal communications


“Approach small businesses and ask them sponsor us by giving a small contribution every year.”

“People have to have a personal experience with a ATD program or people. We shouldn’t be

afraid to ask people who have had an experience quickly; low key and upfront.”


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“House parties. The team of Volunteers received a very good training about it.”

Communications and Raising Awareness

What Helps You Learn about ATD

Question: What has helped you most to learn about ATD Fourth World’s work in the past?

Top categories: “involvement” and “personal communication” led. Involvement included

participating in programs and activities (Oct. 17, Street Library, etc.), serving on the Board of

Directors and being at events at the United Nations. “Personal communication” responses

included emails, phone calls, follow up phone calls, face-‐to-‐face meetings and newsletters.


• Stories

• English-‐speaking blog (http://togetherindignity.wordpress.com)

• Historical and international context

• Representing ATD at events

• Social media

• Retreats and planning sessions


“I learned when I was made responsible for picking up someone and taking them to a picnic or

Oct 17 event. I had a role, was needed, and learned.”

8 8

3

Involvement Personal communication Newsletter

Frequency


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“My god-‐daughter came to a People’s University and thought the ATD was something special.

Only ATD could have brought all these people together… something needs to be maintained by

the Fourth World. It shouldn’t be them finding help for people and being a referral agency; they

should be involved in the whole process.”

What Do You Want to Learn More About

Question: What part of ATD Fourth World's work would you like to learn more about?

Top categories: News from other countries and ATD teams throughout the United States led.

Also popular were success stories of how our projects influence participants, communities, or

policies.


• New programs

• Why some families don’t benefit

• Economy-‐related projects

• Results of the work on violence

• Merging Knowledge

• Community organizing

• Father Joseph Wresinski


“I want to learn about what are we doing to keep continuing…don’t slack up on what got Fourth

World here. Don’t deviate on the things that are more important.”

6

3

2

News from other places Success Stories Volunteer training and internships

Frequency


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“Training of volunteers: how is it handled, what they’re told, how they react, and what do they

need.”

“Our projects in the field of economy. I know about them in Senegal, Guatemala, Madagascar

and in France but want to know more, maybe to be inspired to set up in the US.”

Raising Awareness

Question: What has ATD Fourth World done well to raise awareness about poverty?

Top categories: “Involvement with diverse people” led. Examples included: People’s University,

family gatherings, gathering around issues like violence, and work at the United Nations.

October 17 stood out as a strong method of raising awareness about poverty. Overall the

answers emphasized the importance of word-‐of-‐mouth and personal experiences in our

awareness-‐raising rather than mass media or public communication.


• United Nations

• Merging Knowledge retreat

• Guiding principles on extreme poverty and human rights (http://bit.ly/MZKd26)

• Show how street library kids benefit over time

• Advocacy


“Making families aware of the war waged against poverty, and the extremes of poverty in

certain areas – I think that’s pivotal in making people aware of the dynamics of poverty.”

10

4

2

Involvement with diverse

people

October 17th Raising the awareness of

people living in poverty

Frequency


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“I hear people increasingly using the words “poverty” and “poor”. People are more comfortable

with that. Now it is taking “class” and “poverty” into the thinking in the USA in a way that didn't

exist 10 years ago. I don't know if the ATD has had an influence on that.”

Raising Awareness Better

Question: How can we do better at raising awareness of what people in poverty go through and

the efforts they make to overcome it?

Top categories: Examples of “stories” included short videos and sharing stories, while honoring

confidentiality. “More involvement in the public discourse” examples included: get involved in

local policy discussions and decisions; increase publicity efforts on the radio, Facebook, etc.; get

into public eye; and train members to share the Guiding Principles. Partnerships (social services)

included involving social service people, including classroom teachers, in events such as Oct. 17.


• Social media

• Organize allies

• Job readiness skills

• Share risks that Volunteers take in working with vulnerable communities

• Consistent events like Oct. 17

• Advertise, e.g. on train, and invite interested people to meetings


“On Facebook, put what ATD Fourth World Movement is, a daily thought, daily reflections on

the ATD.”

5

4

2

Stories More involvement in public

discourse

Partnership (social services)

Frequency


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“I don't think we take the time to really work on a city level in NYC in regards to working

alongside groups who are also involved in poverty eradication and improving access to rights.”

“Help people help themselves, give people opportunities to share their strengths, how [some

people are] weak in areas where others are strong. Things like resume help as well as job

readiness – phone etiquette; some people never learned.”

“The thing that has the most impact I think, and that the Movement knows so well, is the

stories about people. And I love the videos. Short videos very easy to watch have an impact and

give a face to things.”

Organizational Quality

Reaching Vulnerable Families Versus Steps Out of Poverty

Question: Why do you think ATD may be somewhat better at reaching vulnerable families than

helping them take steps out of poverty?

Top categories: A number of people in the top category, “Confidence and strength,”

commented that we, as an organization, can support people and connect them to resources,

but that people living in poverty need to feel confident in themselves, ATDs programs and the

possibility of a better future. They need to have the strength to take advantage of opportunities

and work themselves out of poverty. Four respondents spoke about the process of getting out

of poverty being a long-‐term one as a reason why we received slightly higher ratings reaching

vulnerable families and individuals than helping them take steps out of poverty.

Category with one response: ATD works to understand poverty before acting.

6

4

2 2

ConPidence and

strength

Long term approach

takes time

Not economics focused Challenged moving

beyond SL to larger

scope, e.g., schools

Frequency


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“Reaching people in poverty is a base, but there is another base, which is reaching institutions

and community and professionals. You have to be bridges between people in poverty, and

institutions, communities and professionals.”

“It's a long-‐term process to take steps out of poverty and it is something very difficult to

measure.”

“People have to want to participate. All you can do is reach out, and then from there you could

take what you can and cannot do, to see what you’re working with. I told you the first time,

when I was sitting in the park, I was like: white kid. And they just came right over there to us

and started talking and whatever and I said, ‘Okay, I’m going to give them a chance and see.’

And it turned out to be a good thing.”

“Change takes time at the aggregate versus individual level. I don’t think pulling individuals out

of poverty is ATD’s goal. In order to really make a change, you need to get involved in policy

decisions. It’s the families that need to lift themselves out. So it’s matter of the goal or mission

of organization, and of long-‐ vs. short-‐term solutions. For greater good sometimes you have to

step back.”

Steps out of Poverty

Question: What do you see ATD Fourth World doing to help individuals and families take steps

out of poverty?

Top categories: Examples of helping people “build skills and self-‐confidence to take part in

society” included emphasizing the abilities people already have; creating the confidence for

people to pursue job training; offering positive group, social experiences, and increased

5 5

2 2

Build skills and self

conPidence to take part in

society

Connect with resources

and accompany

Maintaining long-‐term

relationships

Support coping/stress

management

Frequency


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experience and skills with computers. Examples of ways of “connecting people to resources and

accompanying them” included educational and employment opportunities and connecting

people to other groups with needed services.


• Helping financially

• Offering clear steps

• Offering people a space to talk about their experiences


“People building social skills and self-‐confidence to interact and take part in social settings

around them.”

“Stress management through quilting, physical exercise, socializing.”

“Reaching vulnerable families is your responsibility; stepping out of poverty is their

responsibility... Offering people the opportunity for an education is our responsibility; actually

getting an education is the student’s responsibility. If both sides don’t have equal responsibility

then you are not empowering people. To empower, both sides have to be responsible;

otherwise it becomes co-‐dependent.”

Better Steps out of Poverty

Question: How can you see ATD FW better supporting one or more of the steps [for people to

get out of poverty]?

Top categories: Connecting people with resources and accompanying them led and included:

building a support network, making friends, locating housing, and finding educational and

employment opportunities. Education and job skills was related, but focused more on making

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4

Connect with resources and accompany Education and job skills

Frequency


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sure that when a person has an employment opportunity, he or she is prepared with a resume,

job skills, etc.


• Persistent presence

• Offer routine

• Support self-‐discipline

• Partnerships

• Engage families in local policy issues


“We need an infusion of skills in poor communities that are different than what they have now,

to connect [people] to new kinds of jobs and small business in their community. [Supports ATD

could help with include] small loans, researching new hot job areas like “green” building,

helping people have a real job and stick to it, and getting a babysitter.”

“[Help people] establish a work history and practice of work. If you’ve never worked and are 25

you have to learn what it’s like to apply, but also make sure shifts are covered, get to work on

time, be dressed appropriately – things lots of people don’t know that yet. That includes

communication and conflict management.”

“There are a lot of people living in poverty who are smart. They know how to do the things, but

[they need] papers. Go get them training programs, so at least it is documented. ‘I’m helping

you, and now the rest is up to you. I’m telling you where you could go to get this free training.’

So you can that available for people. That’s the best you can do.”

Changes in People’s Lives

Question: Have you noticed changes that happen in people’s lives by being part of ATD Fourth

World?

7 7

4 3

Ongoing, diverse,

inclusive community

building

Self-‐esteem and

conPidence

Help people Pind their

"Voice."

Academic and vocational

success

Frequency


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Top categories: Ongoing, inclusive community building led and included people living in poverty

taking an active role in shaping projects, reaching out to others around them, becoming more

connected with their children’s teachers, creating safe spaces for kids and parents, and meeting

and learning from people from other backgrounds. Self-‐esteem and self-‐confidence includes

people we work with becoming leaders in their communities and groups, building confidence

for a job, improving writing skills, and improving communication between children and parents.

Helping people find their voice has happened through writing their stories with them and giving

them the courage to speak in a group.


• Societal mindset change

• Reduce parents' stress

• Role model gender relations

• Greater visibility of our actions


“As a book writing project and discussion group was being finished, one woman said, ‘You all

gave me my voice.’ And she hadn’t really wanted to say anything at first. But we kept asking

and helped her practice to say things, and now she says she’s not scared to talk to the judge her

son’s in front of. So this is five, almost six years time of working with Maria and others here.”

“I think it changed people’s lives, people’s thoughts. I can’t say if it’s an improvement with

money or financial, but it’s the mindset. I had a big family involved, so within my own family,

I’ve seen a difference; they’ve grown, being more responsible, being accountable for their

actions and taking their life to a better standard. So, yes, I can see that in every one of them.

And of course, I’ve left and come back and I’ve grown more myself.”

“About seven, eight years ago, when Street Library came, I wasn’t really thinking too much

about being a mother. But when they came they showed me how to slow down with what I was

doing, to pay more attention to my kids. The way I talked to my kids. They made things better

for me and my kids. Like they taught me how to be a parent again. Because so much was going

on, I was so wrapped up in it. I’d kind of forgotten how to be with my kids.”


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“Inclusiveness as a value is brought to the forefront – we include poor people in decision-‐

making, not being dismissive and isolating. People have become more inclusive and people are

more included. Here things are mostly run by families and being more inclusive is big.”

“It’s great people find a home in ATD Fourth World and it’s bad when people are still in poverty

after three generations of knowing ATD Fourth World.”

Differences from other Groups

Question: In what way (if any) are our projects different than projects run by other groups?

Top category: With nine responses, “Inclusive and personal partnership with people in poverty

to shape projects” led and was the only category with more than one response.


• Broader goals

• Historians of poverty for research

• International

• Empowerment

The Wordle word cloud below shows all of the substantive words that all participants used to

respond to this question, How are our projects that different from other groups? More

frequently reported words shown in larger font. The word, “People,” is not only frequently

used, but usually used in the context, “people who live in poverty.”


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“It’s more family-‐oriented. All of the projects I can remember participating, there was a very

warm sense of hominess, friendliness. It’s done on the family level, doesn’t seem business like,

whatever the business. It even comes down to the workspace. It’s home.”

“The goals of our projects are more broad than a lot of projects. We also make a point, in order

for a project to be successful or continue participants have to be involved/take an active part in

it. If people aren’t participating, the project stops or changes. From setup to carrying out to

evaluation – those steps rely on participants as much as facilitators.”

Project choices

Adult Empowerment

Question: Are there any adult empowerment programs you would most like to see ATD Fourth

World develop? This could be ones listed (do more to help people get employment, training and

education, to continue People's Universities, and to experiment more with Merging of

Knowledge), or other ideas you have.


• Multidimensional approach around theme

• Work more with kids, family events

• Events in under-‐resourced neighborhoods

• Developing the arts – including New Orleans culinary arts.

5

4

3

2

Job skills and adult

education

Merging Knowledge and

People's University

Organizational

partnership

Microbusinesses

Frequency


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“Well, I'd say start from a learning aspect. A lot of people in poverty don't have their high

school diploma or GED, they are not computer literate, or literate at all for that matter... So

maybe if we can see where we can help them at, we can find out their weakness and turn them

into strengths. For instance, my strength is that I know how to do hair. I know how to cook and

clean, things of that nature. Maybe there's somebody else who doesn't really know how to

cook or do hair. Maybe I can teach a small group how to cook a dish, or how to sew a weave in.

Basically like an ‘Each One Teach One’ kind of technique.”

“Merging Knowledge. I find it sad that groups only focus on young children now, not older

children or adults.”

“12-‐step the adult empowerment of the whole person. It’s not technical, but about our own

strengths and weaknesses and how to work with them.”

“Small industry and entrepreneurial programs, a Fourth World cottage industry. Exchange

ideas, skills with localized hubs. ATD could be a clearinghouse for ideas and entrepreneurial

resources.”

Areas to Work on in the Future

Question: We’d like you to tell us about a few areas (organizational partnership, outreach, and

advocacy) where you would like to see ATD work in the future.

This question proved difficult for people to answer, illustrated by comments such as: “These

listed priorities are intricately connected.”

The following comments offer ideas for how to strategically integrate, more than prioritize,

these areas. In addition, the needs and stage of each local team plays a role:

“I feel to make this kind of choice depends, we have to put together the needs of the

communities and our human resources… A big challenge in the US is the criminal [justice]

system.”

Another theme that arose from the responses was the interdependent nature of organizational

partnership, outreach, capacity building, advocacy, and local policy:


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“I think we really need to work on all of them, create a system where everyone has a part. Like

an outreach group, a party planning group, a soup kitchen or something that gets us out there

into the public eye. Something like a church, where everyone has a part to play. That way we

can reach all aspects of what we're trying to get done. We do need to get out there into the

public eye, we do need to do outreach, we do need to network, tremendously. So if we all split

based on our strengths, I think that would be good. We can have a meeting to find out who may

be good at what, and how we're going to get it done.”

Another important point was the fundamental need for outreach. “If you don’t do outreach,

you don’t have members,” said one participant.

An added focus that also points to the interconnected nature of all of these areas:

“Understanding better how change takes place. Workshops to help people understand how

change takes place – personal, emotional, political, social, all areas… [and a] resource to share

ATD approach with social workers and social services.”

Additional comments

“We don't seem to be able to engage people administratively, financially, and at a

programmatic level. We don't have a robust supporter network and a small team of Volunteers

can't achieve all of this. We need to build a better, more long-‐term group. The Movement has

to allow this group of supporters to actually have some form of responsibility.”

“Teach more tolerance to diversity. Start with the children. It's important to meet people from

other countries with no animosity when we are all there for the same purpose. We discover

that we are more alike than we are different."

“Follow-‐up with people, we don't always but should follow up with families, supporters, etc.

after our interactions with them. If you plan for months to go to Washington DC, what was the

follow up after that? Follow up is important.”


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Appendix

Full Interview Script

For the ATD Fourth World Action Planning Process 2014-‐2017

1) Involving Current and New Members

1. We asked people why they participated in or donated to ATD Fourth World.

The top 3 responses were

o to “help others and improve my community.”

o to “meet new and interesting people”

o and to “do or learn new things that I don't in other groups,”

1. Can you help us think of any ways to get new people involved where they

could help others and their community or meet new people?

2. Most people who did not join in on an ATD Fourth World activity in the past

year said that it was because they were too far away

1. How could you imagine us being able to involve more people at a distance?

2. How might we be able to get more new donors?

2. Communications and Raising Awareness

1. Most people who took our survey said they are aware of our projects. For two

of our projects, though, a few more people said that they were “not aware or

“don't know.”

1. What has helped you most to learn about ATD Fourth World’s work in the

past?

2. What part of ATD Fourth World's work would you like to learn more about?

2. We asked people to say how well ATD is doing at “raising awareness of

persistent poverty and ways to overcome it.” Most people said either

excellent or good.


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1. What has ATD Fourth World done well to raise awareness about poverty?

Please give an example or two if possible.

2. How can we do better at raising awareness of what people in poverty go

through and the efforts they make to overcome it?

3. Organizational Quality

1. We asked survey respondents to say how well ATD FW is doing in a few

different areas. Overall, the results were very positive, but also suggest that

we're doing better at reaching vulnerable families than at helping them take

steps out of poverty.

1. Why do you think that is?

2. What do you see ATD Fourth World doing to help individuals and families

take steps out of poverty?

3. What are some of the steps people go through to get out of poverty?

4. How can you see ATD FW better supporting one or more of these steps?

2. People who took our survey talked about many different “positive changes

that happen for families, neighborhoods, or society because of ATD Fourth

World projects.”

1. Have you noticed changes that happen in people’s lives by being part of

ATD Fourth World? Please give one or two specific examples (no names are

necessary).

2. Have you noticed changes in whole families or in a neighborhood because

of ATD FW? Please give one or two examples.

3. Most respondents said we run projects that are different from other groups.

1. If you agree with that, in what way are our projects different than projects

run by other groups?

4. Projects choices:


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1. Of all our current projects, there was the most interest in Adult

Empowerment programs. Some of the ideas people gave to develop these

programs were to do more to help people get employment, training and

education, to continue People's Universities, and to experiment more with

Merging of Knowledge.

1. Are there any Adult Empowerment programs you would most like to see

ATD FW develop? This could be ones already listed or other ideas you have.

2. We asked people about other areas ATD FW should work on in the future.

The answers covered a lot of different areas. We’d like you to listen to a few

of those areas, and tell us which seem most important to you, and why. If you

have other ideas not listed here, please tell us about them.

1. Working with other organizations (have more public impact, strengthen

projects through working with other groups)

2. Outreach to people experiencing poverty in the neighborhoods we’re

already in and in new neighborhoods (that could include reaching people

who are hidden or doing more in rural areas)

3. Capacity building, advocacy and local policy (community organizing,

empowering people to make a difference against social exclusion in their

lives and communities, learning the skills to work with politicians and

decision-‐makers, getting more involved in criminal justice issues)

1. Which of these areas do you think ATD Fourth World should work on

more in the next few years, and why? Please give a few examples of

what you would like to see.

Anything else you would like to say that we haven’t asked?

atd interview report - atd fourth world usa

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