A SAMPLE CURRICULUM FOR ADVOCACY TRAINING

(modul 1)

Presented by : Fairus Prihatin Idris (P0201313406)

INTRODUCTIONPurpose: To provide programs and faculty with

resources to facilitate the incorporation of advocacy training into the curriculum by promoting:

1. An understanding of the importance of advocacy to psychology as a discipline and a profession

2. Effective advocacy by future psychologists through the acquisition of knowledge, skills and attitudes relevant to advocacy and its role in our society, the legislative and public policymaking process, persuasian and influence, privilege, power, and social responsibility, effective written and oral advocacy communications

(MODUL 1) Defining Advocacy• advocacy means “to support or urge by argument, especially

publicly…to speak or write in support of a cause”

• Advocacy is supporting a cause you believe in through a wide variety of activities such as voting, fund raising, campaigning, and contacting legislators.

• Advocacy means getting involved and making a difference, such as seeking funding for education and research, support for social justice, or services for the undeserved.

• Advocacy not only involves the act of communicating with Members and Officials through grassroots, but also includes the skill of negotiation and the need to nurture long-term relationships

• Persistence and perseverance are the keys to success, as advocacy is never ending.

Learning Objectives:• Understand the right to advocate under the

U.S. Constitution• Become familiar with the different types and

levels of advocacy• Determine the reasons to advocate and the

consequences for not advocating• Recognize the value of advocacy from a

personal and professional perspective• Learn about ethical principles in policy

advocacy

Suggested Activities:

1. What Does It Mean to be an Advocate

To support or urge by argument, especially publicly; and A person who speaks or writes in support of a cause.

On behalf of the discipline of psychology, profession and clients, populations

2. First Amendment Question:“Congress shall make no law respecting …….. to petition the government for a redress of grievances.”

3. What’s Your Attitude Exercise:

• ask your students how they really feel about being an “advocate” or participating in advocacy.

• This exercise is intended to help new advocates understand that “experience” plays a significant role in shaping our “political” attitude …. (appendix C)

4. Building an Advocacy Pyramid Exercise:

• Communications• Donations• Grassroots Network• Grasstops

3. What’s Your Attitude Exercise:

• ask your students how they really feel about being an “advocate” or participating in advocacy.

• This exercise is intended to help new advocates understand that “experience” plays a significant role in shaping our “political” attitude …. (appendix C)

4. Building an Advocacy Pyramid Exercise:

• Communications• Donations• Grassroots Network• Grasstops

Grass TOP

Donationcomunication

GR Network

5. Building Political Equity: The Favor Bank Exercise

• This exercise helps students learn what kinds of activities will help build that relationship or “political equity”, thus making it more likely he/she will want to “favor” your request for support:

• Rookie (1 point each)• Pro (2 points each)• Hall of Famer (5 points each) ….. (appendix E)

Thank YouThank You