NAMI Smarts

Facilitation Guide

NAMI Smarts for Advocacy Regional Teacher Training DATES

Fri.: LOCATION/ADDRESSSat. & Sun.: LOCATION/ADDRESS

Agenda Friday, DATELocation: 6:00 pm Registration 6:15 pm Light supper 7:00 pm Welcome: Learning about NAMI Smarts

IntroductionsOrientation to NAMI Smarts for Advocacy

8:30 pm Close

Saturday, DATE

7 – 8:30 am Breakfast at Hotel

Training Location:

9:00 am Experiencing NAMI Smarts Telling Your StoryMeeting Your Policymaker

12:15 pm Working lunch (provided) Meeting Your Policymaker exercise

Teaching NAMI Smarts Curriculum designTeacher Guide – Principles and skills Facilitation Skills – interactive learning Teach-back assignments and practice

5:30 pm Q&A, wrap-up

Dinner on your own Suggestion: Dine with new NAMI friends

Sunday, Dec. 4

7 – 8:00 am Breakfast at Holiday Inn

Training Location: 8:30 am Welcome, announcements & group photo

Implementing NAMI Smarts Teach-backs: Module 2, Contacting Your Policymaker

Or: Module 4, Medication: Protecting Choice Prep Guide: Tips for a successful workshop Reporting & evaluation Workshop planning

12:30 pm Closing (Box lunch provided)

Or: Module 4, Medication: Protecting Choice Prep Guide: Tips for a successful workshop Reporting & evaluation Workshop planning Closing (Box lunch provided)

12:30 pm

Training Location:

Implementing NAMI Smarts Teach-backs: Module 2, Contacting Your Policymaker

8:30 am Welcome, announcements & group photo

Sunday, Dec. 4 7 – 8:00

Breakfast at Hotel

NA

MI

Sm

art

s f

or

Ad

vo

ca

cy

Te

ac

he

r T

rain

ing

D

ate

: __/_

_/_

____

Yo

ur

Fe

ed

ba

ck

Ple

as

e t

urn

pa

ge

ov

er

1

P

lea

se

resp

on

d t

o t

he

se

sta

tem

en

ts

in th

e a

pp

rop

ria

te c

olu

mn

to th

e rig

ht

Fri

day E

ven

ing

C

olo

r in

cir

cle

ab

ove

yo

ur

ratin

g

Su

nd

ay A

ftern

oo

n

Co

lor

in c

ircle

ab

ove

yo

ur

ratin

g

1.

Ov

era

ll,

my l

ev

el

of

skill

in

be

ing

an

eff

ec

tiv

e N

AM

I S

ma

rts

te

ac

he

r is

...

O

O

O

O

O

O

O

O

O

O

1

2

3

4

5 6

7

8

9

1

0

No

ne

So

me

Go

od

E

xc

ell

en

t

Co

mm

en

ts:

O O

O

O

O

O

O

O

O

O

1

2

3

4

5

6

7

8

9

10

No

ne

S

om

e

Go

od

E

xcellen

t

Co

mm

en

ts:

2.

Ov

era

ll,

my l

ev

el

of

com

pete

ncy

inte

ac

hin

g o

the

rs e

ffe

cti

ve

ad

vo

ca

cy

sk

ills

is

...

O

O

O

O

O

O

O

O

O

O

1

2

3

4

5 6

7

8

9

1

0

No

ne

So

me

Go

od

E

xc

ell

en

t

Co

mm

en

ts:

O O

O

O

O

O

O

O

O

O

1

2

3

4

5

6

7

8

9

10

No

ne

S

om

e

Go

od

E

xcellen

t

Co

mm

en

ts:

3.

Ov

era

ll,

my l

ev

el

of

conf

iden

ce i

nte

ac

hin

g a

n a

dv

oc

ac

y c

ou

rse

to

a

gro

up

is

...

O

O

O

O

O

O

O

O

O

O

1

2

3

4

5 6

7

8

9

1

0

No

ne

So

me

Go

od

E

xc

ell

en

t

Co

mm

en

ts:

O O

O

O

O

O

O

O

O

O

1

2

3

4

5

6

7

8

9

10

No

ne

S

om

e

Go

od

E

xcellen

t

Co

mm

en

ts:

NA

MI

Sm

art

s f

or

Ad

vo

ca

cy

Te

ac

he

r T

rain

ing

D

ate

: __/_

_/_

____

Yo

ur

Fe

ed

ba

ck

Ple

as

e t

urn

pa

ge

ov

er

2

5.

Wh

at

did

yo

u l

ike m

ost

ab

ou

t th

e t

rain

ing

an

d w

hy?

On

Fri

day e

ven

ing

:

On

Sa

turd

ay:

On

Su

nd

ay:

6.

Wh

at

are

th

ree t

hin

gs y

ou

learn

ed

in

th

is t

rain

ing

an

d w

hy a

re t

he

y m

ea

nin

gfu

l to

yo

u?

7.

Wh

at

do

yo

u w

ish

was d

iffe

ren

t a

bo

ut

this

tra

inin

g?

Wh

at

imp

rovem

en

ts w

ou

ld y

ou

su

gg

est?

8.

Wh

at

resu

lts w

ou

ld h

elp

yo

u f

eel

that

yo

ur

part

icip

ati

on

at

this

tra

inin

g m

ad

e a

lasti

ng

dif

fere

nce?

Opt

iona

l, bu

t pre

ferr

ed:

Yo

ur

Nam

e____________________________

______ E

mail_________

_________________

INSERT TAB: introduction

1 

Purpose and History NAMI Smarts for Advocacy

NAMI’s strength is born of a nationwide network of grassroots members whose lives are deeply affected by mental illness. Every day, policy decisions impact access to mental health treatment and supports for NAMI members and other children, adults and their families who live with mental illness.

The stakes are high. NAMI’s goal is to educate and mobilize our grassroots to ensure that every individual who lives with mental illness gets the right care at the right time to lead full and satisfying lives.

Policy makers need to learn the facts about mental illness and services in order to make sound decisions on mental health policy. Yet, though facts inform, it is personal stories from constituents that actually change the minds of policy makers.

While passionate and devoted, NAMI members and other grassroots advocates may need instruction to tell their stories briefly and in a manner that will motivate policy makers to act.

History To help grassroots members build these skills, NAMI Smarts for Advocacy curriculumwas written in 2007 by Angela Kimball and Valerie Hunter. NAMI Smarts for advocacy teaches individuals and families to share their mental health story effectively. Through a curriculum of practice-based models, NAMI Smarts builds skills and confidence. The training sessions use adult learning strategies and take participants through a sequence of clear steps, benefiting a wide range of participants from beginners to seasoned grassroots advocates.

The NAMI Smarts for Advocacy program continues to evolve. National Teacher Trainings were held annually from 2012 to 2014 and as of 2015, State Trainer Sessions are facilitated annually for trainers from across the nation. Teachers and state trainers engage in continuous skill building through a learning community that convenes by conference call on a quarterly basis to build skills, and share successes, challenges and field-based innovation. New modules and modalities are currently in development to meet the changing needs of the advocacy community.

NAMI Smarts for Advocacy Goals:1. Increase skill and confidence among grassroots mental health advocates.

2. Motivate grassroots advocates to use their personal life experience to engagedecision makers and promote effective mental health policy.

3. Leverage the nationwide grassroots network to advocate for NAMI’s public policypriorities at the federal, state and local level.

2  

The NAMI Smarts for Advocacy curriculum includes four lessons designed to be taught individually or in combination:

1. Telling Your Story: Skill building to hone lived experience with mental illness into brief testimony with key messages and a public policy “ask”.

2. Contacting Your Policymaker: Skill building to create and deliver effective written and verbal communication to policy makers.

3. Meeting Your Policymaker: Skill building on how to initiate plans and facilitate a

meeting with policy makers.  

4. Medication: Protecting Choice: Education to bring the voice of lived experience into advocacy for access to psychiatric medications.

Participants come away from NAMI Smarts workshops with stronger knowledge, skill and motivation to engage decision makers on key advocacy issues. Built on a foundation of innovation, NAMI Smarts will continue to develop over time to develop in sync with the dynamic advocacy environment.

NAMI 3803 N. Fairfax Drive, Suite 100 Arlington, VA 22203 (703) 524-7600 www.nami.org

NAMI Smarts

TRAINEE APPLICATION AND AGREEMENT

Thank you for your interest in becoming a NAMI Smarts Grassroots Advocacy Teacher! NAMI is excited to offer the opportunity for a select number of applicants to participate in the NAMI Smarts Grassroots for Advocacy Teacher Training.

Date: Dec. 2 - 4, 2016 Location: NAMI DuPage County, Wheaton, IL Lodging: Holiday Inn & Suites, Carol Stream, IL

To assist us in selecting participants, please complete and sign the following participant application and agreement form.

Participant Application

Please briefly describe why you are interested in becoming a teacher of NAMI Smarts for Advocacy and what you would like to achieve.

Briefly describe any relevant experience or skills you have in training or facilitating a class or other group learning opportunity.

Briefly describe any relevant experience or skills you have in managing event logistics such as planning, marketing, registration, compiling participant materials, snacks, room arrangements or volunteer recruitment.

NAMI 3803 N. Fairfax Drive, Suite 100 Arlington, VA 22203 (703) 524-7600 www.nami.org

Participant Information

Name:

Address:

City/State/Zip:

Cell/Phone:

Email:

Dietary restrictions:

Disability accommodation needed?

Preferred hotel roommate, if any:

Emergency Contact

Name:

Relationship:

Cell/Phone:

Participant Agreement If accepted as a NAMI Smarts teacher training participant, I agree to the following:

I will teach or co-teach at least one NAMI Smarts 90 min. training module by March 31, 2017.

I will teach or co-teach at least three 90 min. training modules per year for two years (e.g. annual conference workshop, Advocacy Day training, affiliate leadership conference, NAMI Affiliate meetings)

I will work collaboratively with my NAMI State Organization to ensure marketing, logistics and funding efforts are in place to support NAMI Smarts trainings through December, 2018.

Expenses: NAMI will cover lodging (double occupancy), educational materials and most

meals during the training with the exception of Saturday supper. The affiliate and/or participant is responsible for mileage, food and other costs while traveling to and from the training.

Yes! I’d like to be a NAMI Smarts grassroots advocacy teacher ____________________________________________________________________________ Signature of Training Applicant Date

____________________________________________________________________________ Signature/Approval by Affiliate Executive Director or President Date

INSERT TAB: practice sheets

Practice Worksheets NAMI Smarts for Advocacy: Telling Your Story Module 1 Page 1 © 2013 NAMI, Inc.

NAMI Smarts for AdvocacyStory Practice Sheet

1. My introduction

Include your name and city and organization, if applicable. We encourage you to describe yourself as “a member of [NAMI State Org or NAMI Affiliate], part of America’s largest grassroots mental health organization, the National Alliance on Mental Illness.” Add how you are affected by mental illness and your issue and position.

2. What happenedAim for 3-9 sentences. Briefly describe the most important and compelling thing(s) about your situation.

3. What helpedAim for 1-5 sentences. Briefly describe what helped in your recovery (or what would have helped). Aim for a hopeful tone that helps show what is helpful.

 Practice Worksheets NAMI Smarts for Advocacy: Telling Your Story Module 1 Page 2

© 2013 NAMI, Inc.

4. How I'm different today

Aim for 1-3 sentences. Share what is going right in your life or how you are experiencing recovery. This concludes your personal story on a positive note that inspires.

5. What is the need or problem

Aim for 1-2 sentences. Transition to the challenge(s) faced by people living with mental illness that you want addressed.

6. What will help others

Aim for 1-2 sentences. Talk about what will help. Let your listener know what will address the need or problem you described.

7. My "ask" Aim for 1-2 sentences. Thank your listener for listening to you. Then, ask your listener for a commitment. Be specific.

   

Practice Worksheets NAMI Smarts for Advocacy: Telling Your Story Module 1 Page 3 © 2013 NAMI, Inc.

Constructive Feedback Form for Telling Your Story

In the space below each scale, identify where the story was strong or impactful or what

would strengthen the story.

Introduction

1 2 3 4 5Would benefit from strengthening Works fine Very strong

What happened?

1 2 3 4 5Would benefit from strengthening Works fine Very strong

What helped?

1 2 3 4 5Would benefit from strengthening Works fine Very strong

How are you different today?

1 2 3 4 5Would benefit from strengthening Works fine Very strong

What is the need or problem?

1 2 3 4 5Would benefit from strengthening Works fine Very strong

What will help others?

1 2 3 4 5Would benefit from strengthening Works fine Very strong

Make your "ask"

1 2 3 4 5Would benefit from strengthening Works fine Very strong

Pra

ctice W

ork

sheets

NA

MI

Sm

art

s f

or

Advocacy

Modu

le 3

Pa

ge

1

Meeting S

cript

Ins

tru

cti

on

s:

Fill

in info

rmation indic

ate

d b

y b

rackets

. F

ocu

s o

n t

he i

ntr

od

ucti

on

, sh

ow

ing

ap

pre

cia

tio

n,

yo

ur

talk

ing

po

ints

an

dyo

ur

sto

ry.

If y

ou h

ave t

ime,

you m

ay r

esta

te o

ther

part

s o

f th

e s

cript

in y

our

ow

n w

ord

s.

Gro

up

mee

tin

g i

ns

tru

cti

on

s:

Pla

n w

hat

you w

ill e

ach s

ay in

you

r se

lect

ed r

oles

. Dete

rmi n

e h

ow

you

will

sig

nal each o

ther

or

what

you

will

say t

o t

ransitio

n f

rom

one p

ers

on a

nd s

tage o

f th

e m

eeting to a

noth

er.

Issu

e a

nd

po

sit

ion

: P

rote

ct

men

tal

healt

h s

erv

ices i

n H

B 3

9

Sta

ge

1 o

f M

ee

tin

g:

Ma

ke

a c

on

ne

cti

on

Ro

leS

cri

pt:

In

tro

du

ce

yo

urs

elf

Fill

in

in

form

atio

n in

dic

ate

d b

y b

racke

ts.

Le

gis

lato

r(S

en

. W

alk

er)

Welc

om

e--

thank y

ou f

or

com

ing t

o s

ee m

e. I

alw

ays lik

e t

o s

ee m

y c

onstitu

ents

.

Lead

He

llo, S

en

ato

r.I’m

[your

nam

e]

and I

’m a

constitu

ent

from

[to

wn o

r city y

ou liv

e in].

I’m

a m

em

ber

of [N

AM

I S

tate

Org

or

NA

MI

Affili

ate

],

part

of

Am

erica’s

larg

est

gra

ssro

ots

menta

l health o

rganiz

ation,

the N

ationa

l A

lliance o

n M

enta

lIlln

ess.

Op

tio

na

l: I

f a

no

the

rp

art

icip

an

tH

ello

, S

en

ato

r.I’m

[your

nam

e]

and I

’m f

rom

[to

wn o

r city y

ou liv

e in].

Pra

ctice W

ork

sheets

N

AM

I S

mart

s f

or

Advocacy

Modu

le 3

Pa

ge

2

Le

gis

lato

r (S

en

. W

alk

er)

It's

a p

leasure

to h

ave y

ou h

ere

. I

know

NA

Ml--y

our

org

aniz

ation d

oes a

gre

at

job o

f bringin

g u

p

menta

l health issues.

Ro

le

Sc

rip

t: S

ho

w a

pp

rec

iati

on

F

ill in

in

form

atio

n in

dic

ate

d b

y b

racke

ts.

Lead

[In t

wo o

r th

ree s

ente

nces,

thank y

our

legis

lato

r fo

r his

/her

tim

e.

Show

appre

cia

tion f

or

som

eth

ing y

our

legis

lato

r has d

one.

Or,

touch o

n a

share

d inte

rest

or

connection.

Tip

: U

se y

our

backgro

under.

]

Le

gis

lato

r (S

en

. W

alk

er)

I

ce

rta

inly

ap

pre

cia

te y

ou

r co

mm

ents

. S

o,

tell

me w

hat

brings y

ou

to

my o

ffic

e t

od

ay.

Ro

le

Sc

rip

t: I

ss

ue

an

d p

os

itio

n

Lead

S

enato

r, I

’m h

ere

because I

want

to u

rge y

ou t

o p

rote

ct

menta

l health s

erv

ices in H

B 3

9,

the m

enta

l health b

udget.

Sta

ge

2 o

f M

ee

tin

g:

De

liv

er

yo

ur

me

ss

ag

e

Ro

le

Sc

rip

t: T

he

ne

ed

or

pro

ble

m

Me

ss

en

ge

r M

ore

fam

ilies t

han e

ver

are

seekin

g h

elp

fro

m o

ur

menta

l health c

ente

rs.

But

with b

udget

cuts

, people

can’t g

et

the m

enta

l health s

erv

ices t

hey n

eed.

Pag

e 2

of

Scri

pt

Pra

ctice W

ork

sheets

NA

MI

Sm

art

s f

or

Advocacy

Modu

le 3

Pa

ge

3

Ro

leS

cri

pt:

Ta

lkin

g p

oin

tsF

ill in

in

form

atio

n in

dic

ate

d b

y b

racke

ts.

Me

ss

en

ge

r[P

rovid

e a

series o

f brief

talk

ing p

oin

ts.

Use p

oin

ts f

rom

the B

riefing S

heet

or

use y

our

fact

sheet

tocre

ate

your

ow

n.]

Le

gis

lato

r(S

en

. W

alk

er)

I’ve a

lways b

een a

support

er

of

menta

l hea

lth.

But, it‘s g

oin

g t

o b

e a

n e

xtr

em

ely

tig

ht

bu

dg

et

this

ye

ar.

There

are

serious r

evenue s

hort

falls

and w

e’re s

till

figuring o

ut

where

we c

an f

ind s

avin

gs.

We’v

e g

ot

to g

et

spendin

g u

nder

contr

ol.

Pag

e 3

of

Scri

pt

Pra

ctice W

ork

sheets

NA

MI

Sm

art

s f

or

Advocacy

Modu

le 3

Pa

ge

4

Ro

leS

cri

pt:

Ad

d y

ou

r s

tory

Fill

in

in

form

atio

n in

dic

ate

d b

y b

racke

ts.

Sto

ryte

lle

rS

en

ato

r, y

ou

r su

pp

ort

would

mean a

lot.

[Describe h

ow

you a

re a

ffecte

d b

y m

enta

l ill

ness.

Add h

ighlig

hts

of

your

sto

ry t

hat

are

rele

vant

to t

he

issu

e.]

Le

gis

lato

r(S

en

. W

alk

er)

Thank y

ou

for

sharing y

our

sto

ry.

It is s

tories lik

e y

ours

that

help

illu

str

ate

the n

eed f

or

menta

l health

care

. U

nfo

rtunate

ly,

it is g

oin

g t

o b

e a

difficult y

ear

to f

ind r

esourc

es.

Ro

leS

cri

pt:

Wh

at

wil

l h

elp

oth

ers

(th

e s

olu

tio

n)

Me

ss

en

ge

rP

reserv

ing m

enta

l health f

undin

g w

ill m

ean t

hat

menta

l health s

erv

ices a

re t

here

when p

eople

need

them

. It’s

an investm

ent

in h

ealth a

nd p

roductivity.

Pag

e 4

of

Scri

pt

Pra

ctice W

ork

sheets

N

AM

I S

mart

s f

or

Advocacy

Modu

le 3

Pa

ge

5

Ro

le

Sc

rip

t: M

ak

e y

ou

r “a

sk

”

Lead

The p

eople

of

our

sta

te n

eed y

our

vote

to p

rote

ct

menta

l health c

are

. C

an

we

co

un

t o

n y

ou

r su

pp

ort

of

HB

39

, S

en

ato

r?

Le

gis

lato

r (S

en

. W

alk

er)

You’v

e m

ade s

om

e e

xce

llent

poin

ts t

oday a

nd I

’ll k

eep t

hem

in m

ind a

s w

e’re

work

ing o

n t

he b

udget.

I know

how

im

port

ant

menta

l health s

erv

ices a

re.

Sta

ge

3 o

f M

ee

tin

g:

Clo

se

on

a p

os

itiv

e n

ote

Ro

le

Sc

rip

t: S

ay t

ha

nk

yo

u

Lead

Thank y

ou s

o m

uch,

Senato

r W

alk

er.

I a

ppre

cia

te y

ou t

akin

g t

he t

ime t

o h

ear

about

NA

MI’s issues.

Op

tio

na

l: I

f a

no

the

r p

art

icip

an

t

Thank y

ou f

or

meeting w

ith u

s t

oday, S

enato

r W

alk

er.

We a

ppre

cia

te it.

Le

gis

lato

r (S

en

. W

alk

er)

It w

as a

ple

asure

to m

eet

with y

ou.

Ro

le

Sc

rip

t: P

rov

ide

in

form

ati

on

Me

ss

en

ge

r

I’d lik

e t

o leave y

ou w

ith t

his

fact

sheet

for

your

file

s a

nd a

copy o

f our

bro

chure

. W

e h

ave p

rogra

ms

that

offer

support

for

indiv

iduals

and f

am

ilie

s w

ho a

re liv

ing w

ith m

enta

l ill

ness.

P

ag

e 5

of

Scri

pt

Pra

ctice W

ork

sheets

NA

MI

Sm

art

s f

or

Advocacy

Modu

le 3

Pa

ge

6

Ro

leS

cri

pt:

Off

er

to b

e a

re

so

urc

e

Lead

I’d a

lso lik

e y

ou t

o k

now

that

NA

MI w

ould

be h

appy t

o s

erv

e a

s a

resourc

e t

o y

ou o

n m

enta

l health

issues in t

he f

utu

re.

Le

gis

lato

r(S

en

. W

alk

er)

Cert

ain

ly.

Ple

ase g

ive m

y s

taff y

our

conta

ct

info

rmation b

efo

re y

ou leave s

o w

e c

an g

et

hold

of

you.

Ro

leS

cri

pt:

Ma

ke

a r

eq

ue

st

Sto

ryte

lle

rS

enato

r, if

you h

ave t

ime,

I w

ould

be h

onore

d if

you w

ould

have y

our

pic

ture

taken

fo

r o

ur

ne

wsle

tte

r.

Le

gis

lato

r(S

en

. W

alk

er)

Of

cours

e,

I’d b

e h

appy t

o t

ake

a p

ictu

re.

Th

an

k y

ou

, again

, fo

r m

eeting w

ith m

e.

Pag

e 6

of

Scri

pt

MENTAL HEALTH IN THE U.S. - BY THE NUMBERS

NAMI • The National Alliance on Mental Illness • 1 (800) 950-NAMI • www.nami.org 3803 N. Fairfax Drive, Suite 100, Arlington, VA 22203

Prevalence of Mental Illness 1 in 5 adults (43.8 million, or 18.5%) experiences mental illness in a given year.1

1 in 25 adults (10 million, or 4.2%) experiences a serious mental illness that substantiallyinterferes with one or more major life activities.2

1 in 5 youth aged 13–18 (21.4%) experiences a severe mental disorder at some point duringtheir life. For children aged 8–15, the estimate is 13%.3

1.1% of adults live with schizophrenia.4

2.6% of adults live with bipolar disorder.5

6.9% of adults had at least one major depressive episode in the past year.6

18.1% of adults experienced an anxiety disorder such as posttraumatic stress disorder,obsessive-compulsive disorder or phobia.7

Among the 20.2 million adults who experienced a substance use disorder, half (10.2 million,or 50.5%) had a co-occurring mental illness.8

Social Impact 26% of homeless adults staying in shelters live with serious mental illness and 46% live with

severe mental illness and/or substance use disorders.9

20% of state prisoners and 21% of local jail prisoners have “a recent history” of a mentalhealth condition.10

70% of youth in juvenile justice systems have at least one mental health condition and atleast 20% live with a serious mental illness.11

Only 41% of adults in the U.S. with a mental health condition received mental health servicesin the past year. Among adults with serious mental illness the percentage is higher: 62.9%.8

Among children aged 8-15 who needed mental health treatment, only half (50.6%) receivedmental health services in the previous year.12

African Americans and Hispanic Americans used mental health services at about half therate of Caucasian Americans in the past year; Asian Americans at about one-third the rate.13

Half of all chronic mental illness begins by age 14; three-quarters by age 24. Despiteeffective treatment, there are long delays—sometimes decades—between the firstappearance of symptoms and when people get help.14

Lack of Treatment, the Consequences Serious mental illness costs America $193.2 billion in lost earnings per year.15

Mood disorders, including major depression, dysthymic disorder and bipolar disorder, are thethird most common cause of hospitalization for youth and adults aged 18–44.16

Individuals living with serious mental illness face an increased risk of having chronic medicalconditions.17 Adults living with serious mental illness die on average 25 years earlier thanothers, largely due to treatable medical conditions.18

Over one-third (37%) of students with a mental health condition age 14–21 and older whoare served by special education drop out—the highest dropout rate of any disability group.19

Suicide is the 10th leading cause of death,20 the 3rd leading cause of death for people aged10–2421 and the 2nd leading cause of death for people aged 15–24.22

More than 90% of children who die by suicide have a mental health condition.23

Each day an estimated 18-22 veterans die by suicide.24•

NAMI • The National Alliance on Mental Illness • 1 (800) 950-NAMI • www.nami.org 3803 N. Fairfax Drive, Suite 100, Arlington, VA 22203

Citations

1. Any Mental Illness (AMI) Among Adults. (n.d.). Retrieved October 23, 2015,from http://www.nimh.nih.gov/health/statistics/prevalence/any-mental-illness-ami-among-adults.shtml

2. Serious Mental Illness (SMI) Among Adults. (n.d.). Retrieved October 23, 2015,from http://www.nimh.nih.gov/health/statistics/prevalence/serious-mental-illness-smi-among-us-adults.shtml

3. Any Disorder Among Children. (n.d.) Retrieved January 16, 2015, from http://www.nimh.nih.gov/health/statistics/prevalence/any-disorder-among-children.shtml

4. Schizophrenia. (n.d.). Retrieved January 16, 2015, from http://www.nimh.nih.gov/health/statistics/prevalence/schizophrenia.shtml

5. Bipolar Disorder Among Adults. (n.d.). Retrieved January 16, 2015,from http://www.nimh.nih.gov/health/statistics/prevalence/bipolar-disorder-among-adults.shtml

6. Major Depression Among Adults. (n.d.). Retrieved January 16, 2015,from http://www.nimh.nih.gov/health/statistics/prevalence/major-depression-among-adults.shtml

7. Any Anxiety Disorder Among Adults. (n.d.). Retrieved January 16, 2015,from http://www.nimh.nih.gov/health/statistics/prevalence/any-anxiety-disorder-among-adults.shtml

8. Substance Abuse and Mental Health Services Administration, Results from the 2014 National Survey on Drug Use and Health:Mental Health Findings, NSDUH Series H-50, HHS Publication No. (SMA) 15-4927. Rockville, MD: Substance Abuse and MentalHealth Services Administration. (2015). Retrieved October 27, 2015 from http://www.samhsa.gov/data/sites/default/files/NSDUH-FRR1-2014/NSDUH-FRR1-2014.pdf

9. U.S. Department of Housing and Urban Development, Office of Community Planning and Development. (2011). The 2010 AnnualHomeless Assessment Report to Congress. Retrieved January 16, 2015,from https://www.hudexchange.info/resources/documents/2010HomelessAssessmentReport.pdf

10. Glaze, L.E. & James, D.J. (2006). Mental Health Problems of Prison and Jail Inmates. Bureau of Justice Statistics SpecialReport. U.S. Department of Justice, Office of Justice Programs Washington, D.C. Retrieved March 5, 2013,from http://bjs.ojp.usdoj.gov/content/pub/pdf/mhppji.pdf

11. National Center for Mental Health and Juvenile Justice. (2007). Blueprint for Change: A Comprehensive Model for the Identificationand Treatment of Youth with Mental Health Needs in Contact with the Juvenile Justice System. Delmar, N.Y: Skowyra, K.R. &Cocozza, J.J. Retrieved January 16, 2015, from http://www.ncmhjj.com/wp-content/uploads/2013/07/2007_Blueprint-for-Change-Full-Report.pdf

12. Use of Mental Health Services and Treatment Among Children. (n.d.). Retrieved January 16, 2015,from http://www.nimh.nih.gov/health/statistics/prevalence/use-of-mental-health-services-and-treatment-among-children.shtml

13. Agency for Healthcare Research and Quality. (2010). 2010 National Healthcare Disparities Report. Agency for Healthcare Researchand Quality, Rockville, MD. Retrieved January 2013, from http://www.ahrq.gov/research/findings/nhqrdr/nhdr10/index.html.

14. Kessler, R.C., et al. (2005). Prevalence, Severity, and Comorbidity of 12-Month DSM-IV Disorders in the National ComorbititySurvey Replication. Archives of General Psychiatry, 62(6), 593–602. Retrieved January 16, 2015,from http://archpsyc.jamanetwork.com/article.aspx?articleid=208671

15. Insel, T.R. (2008). Assessing the Economic Costs of Serious Mental Illness. The American Journal of Psychiatry. 165(6), 663-665

16. Agency for Healthcare Research and Quality, The Department of Health & Human Services. (2009). HCUP Facts and Figures:Statistics on Hospital-based Care in the United States, 2009. Retrieved January 16, 2015, from http://www.hcup-us.ahrq.gov/reports/factsandfigures/2009/pdfs/FF_report_2009.pdf

17. Colton, C.W. & Manderscheid, R.W. (2006). Congruencies in Increased Mortality Rates, Years of Potential Life Lost, and Causes ofDeath Among Public Mental Health Clients in Eight States. Preventing Chronic Disease: Public Health Research, Practice andPolicy, 3(2), 1–14. Retrieved January 16, 2015, from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1563985/

18. National Association of State Mental Health Program Directors Council. (2006). Morbidity and Mortality in People with SeriousMental Illness. Alexandria, VA: Parks, J., et al. Retrieved January 16, 2015from http://www.nasmhpd.org/docs/publications/MDCdocs/Mortality%20and%20Morbidity%20Final%20Report%208.18.08.pdf

19. U.S. Department of Education. (2014). 35th Annual Report to Congress on the Implementation of the Individuals with DisabilitiesEducation Act, 2013. Washington, DC: U.S. Department of Education. Retrieved January 16, 2015,from http://www2.ed.gov/about/reports/annual/osep/2013/parts-b-c/35th-idea-arc.pdf

20. Suicide Facts at a Glance 2015 (n.d.). Retrieved October 23, 2015, from http://www.cdc.gov/violenceprevention/pdf/suicide-datasheet-a.pdf

21. Suicide Prevention. (2014, January 9). Retrieved March 24, 2015,from http://www.cdc.gov/violenceprevention/pub/youth_suicide.html

22. U.S.A. Suicide: 2013 Official Final Data. (2015, January 22). Retrieved March 24, 2015,from http://www.suicidology.org/Portals/14/docs/Resources/FactSheets/2013datapgsv2alt.pdf

23. U.S. Department of Health and Human Services. (1999). Mental Health: A Report of the Surgeon General. Rockville, MD: U.S.Department of Health and Human Services, Substance Abuse and Mental Health Services Administration, Center for Mental HealthServices, National Institute of Mental Health. Retrieved January 16, 2015, from http://profiles.nlm.nih.gov/ps/access/NNBBJC.pdf

24. U.S. Department of Veteran Affairs Mental Health Services Suicide Prevention Program. (2012). Suicide Data Report, 2012. Kemp,J. & Bossarte, R. Retrieved January 16, 2015, from http://www.va.gov/opa/docs/Suicide-Data-Report-2012-final.pdf

Practice Worksheets NAMI Smarts for AdvocacyModule 3 Page 7

Constructive Feedback Form for Two-On-One Meeting

In the space below each scale, identify where the meeting was strong or what would strengthen themeeting. Note: Feedback sheet includes only selected parts of a meeting with a legislator.

Stage 1 of Meeting: Make a connection

Introductions

1 2 3 4 5Could be strengthened Works fine Very strong

Show appreciation

1 2 3 4 5

Stage 2 of Meeting: Deliver your message

The need or problem

1 2 3 4 5

Talking points

1 2 3 4 5

Your story

1 2 3 4 5

Make your "ask"

1 2 3 4 5

Stage 3 of Meeting: Close on a positive note

Make a request

1 2 3 4 5

Rev June 2014 NAMI Smarts for Advocacy: Contacting Your Policymaker Module 2 Page 2 © 2013 NAMI, Inc.

Personalized Email Practice Sheet

My subject line Identify your bill or issue and support, opposition, or request for action.

My greeting Address your policymaker formally. Begin with “Dear [elected title] [last name]:”

My issue and position Indicate why you are writing and the position or action you would like your policymaker to take.

Why it’s personal Describe why this legislation matters to you personally and how you are affected by mental illness.

My story or talking points In one to three sentences, add a brief highlight of your story that is relevant. Or, make one to three brief points.

Rev June 2014 NAMI Smarts for Advocacy: Contacting Your Policymaker Module 2 Page 3 © 2013 NAMI, Inc.

My “ask” Describe (again) the action or position you want your elected official to take. Politely ask them to tell you how they intend to vote.

My thank you Thank your elected official for their time or for their attention to your issue.

My closing Choose a respectful closing. Follow with your name, address, phone number, and email address.

Rev June 2014 NAMI Smarts for Advocacy: Contacting Your Policymaker Module 2 Page 2 © 2013 NAMI, Inc.

Elevator Speech Practice Sheet

My introduction Address your policymaker by their elected title. Introduce yourself, where you’re from and your organization. Note: We encourage you to describe yourself as “a member of [NAMI State Org or NAMI Affiliate], part of America’s largest grassroots mental health organization, the National Alliance on Mental Illness.”

My issue and position Let your listener know what position or action you want him/her to take on your issue. If needed, describe the issue in a brief sentence or two.

Why it’s personal Describe why this issue matters to you and how you are affected by mental illness.

Optional: My story or talking point Add a highlight of your story and/or make a point about your issue or impact of your bill.

What is the need or problem In a sentence or two, briefly describe the challenge you want addressed.

What will help others Let your listener know how a bill or their action will address the need or problem.

My “ask” Ask your listener if you can count on their support (or vote or other action) on your issue or bill.

NAMI Smarts for Advocacy Medication: Protecting Choice

NAMI Smarts for Advocacy • Medication: Protecting Choice Page 7 © 2015 NAMI, Inc.

Story Practice Sheet Please refer to your Seven Steps Checklist for additional information.

1. My introduction Include your name and city and organization, if applicable. Add how you are affected by mental illness and the position or action you want your listener(s) to take.  

2. What happened Aim for 3‐5 sentences. Briefly describe the most important and compelling thing(s) about your situation. 

3. Getting the right medication

Aim for 2‐4 sentences. Briefly describe how you got the right medication and how it helped in your recovery. If you had problems getting the right medication, share the challenges and the effect on you.  

NAMI Smarts for Advocacy Medication: Protecting Choice

NAMI Smarts for Advocacy • Medication: Protecting Choice Page 8© 2015 NAMI, Inc.

4. How I'm different todayAim for 1‐3 sentences. Share what is going right in your life or how you are experiencing recovery. Inspire by sharing the gains you’ve made or what your goals are.  

5. What’s keeping people fromgetting the right medication

Aim for 1‐3 sentences. Mention the challenges that keep people from getting the right medication. Focus on challenges within the influence of your listeners.   

6. What will help people getthe right medication

Aim for 1‐2 sentences. Talk about what will help people get the right medication. It’s helpful to add why it’s important for people to get the medication they need.  

7. My "ask"Aim for 1‐2 sentences. Thank your listener for listening to you. Then, ask your listener(s) to take the position or action you want. Feel free to be direct and specific. 

INSERT TAB: Teacher Guide

Rev Oct. 2013 NAMI Smarts Teacher’s Guide 1© 2012 NAMI, Inc.

NAMI SmartsTeacher Guide

Rev Oct. 2013 NAMI Smarts Teacher’s Guide 2 © 2012 NAMI, Inc.

NAMI Smarts Teacher Guide

Overview The NAMI Smarts Teacher’s Guide is designed to provide teachers with the information and tools to facilitate a successful training.

The Teacher’s Guide is organized to follow the structure of the training modules. It is organized this way because the skills for teaching each component of an agenda are the same, regardless of which module you teach or if you teach an all-day training.

Training module components Teachers guide components

The importance of… Tips An example Writing or prep Practice and feedback

The importance of… Tips An example Writing or prep Practice and feedback

The agendas let participants know the organization or structure of the training modules. Participants who experience a full-day training or multiple modules become familiar with the structure, which helps speed learning.

Before the training agenda begins, each NAMI Smarts module has an introduction and ground rules. The ground rules set expectations and are important because the trainings pack a lot of content and learning into a short period of time.

TIPS for intro and ground rules

1. Set a professional tone. Be well-prepared and command participants’ attention

promptly at the beginning of the training. Make sure your Helper is familiar with his or her role and the training materials.

2. Practice what you teach. If you personalize your presentation, do so succinctly and when relevant. For example, you may add a brief description of yourself in the introduction, but focus on the minimal information needed to establish both connection and credibility with your audience.

3. Get buy-in. When you ask participants for a show of hands to abide by the ground rules, watch your audience. If there are a few who did not hold up their hands, say aloud that you didn’t see everyone’s hands go up and ask if there are any questions or concerns. If there are none, then ask for everyone’s hands to go up when you ask about group rules again. This ensures buy-in.

Rev Feb 2013 NAMI Smarts Teacher’s Guide 3 © 2012 NAMI, Inc.

NAMI Smarts Teacher’s Guide

The importance of… (context)

NAMI Smarts training modules begin with slides that set the context. On the module agendas, this is referred to as “the importance of…” These slides give information to help participants understand and feel why the advocacy skills they will learn are important.

Teaching Goal: Participants are inspired or motivated to feel their advocacy is important.

TIPS for setting the context

1. Use tone, expression and inflection (change in loudness or pitch) to convey a sense of the need for advocacy.

2. Customize statistics in the Telling Your Story module, if you like, to appeal to specific audiences. You can replace or add to existing information with statistics from a reputable source. For example, you might want to add a state-specific rate of suicide or emphasize data regarding rural communities or children and youth.

For sources of data, visit recommended websites in Guide to Finding Facts in Module 3 Meeting Your Legislator participant worksheets. Be careful: Make sure to fully note your sources of statistics so that you can provide documentation if questioned.

Facilitation challenge What to do

Participant offers a dissenting opinion (this can occur at any point during the training)

Use a “yes, and…” facilitation strategy where

you appreciate the advice or opinion the participant is offering and acknowledge the other approaches or opinions that are possible.

Example: Participant says “If advocates only used the phrase ‘brain disorders’ when they spoke, legislators would be more supportive.” In response, you can say, “Yes, the phrase ‘brain disorders’ may help people understand and appreciate our issues AND telling our stories is also another way to help people understand and empathize.”

Our training is designed to give people a sampling of skillful options to generate support and there are many other options that are also effective.

Rev Feb 2013 NAMI Smarts Teacher’s Guide 4 © 2012 NAMI, Inc.

NAMI Smarts Teacher’s Guide

Providing tips

The second part of NAMI Smarts training modules provides tips. The “tip” slides are visually simple to keep attention focused on the facilitator. In this part of the agenda, the teacher script covers important concepts that will help participants develop skills. Each module has a set of transitional slides that bridge from setting the context (“why it’s important to…”) to tips for skilled advocacy. In the transitional slides, the goal is to show that advocacy requires more than expressing passion about a good cause, it requires that participants bring certain skills to how they articulate their passion.

Module 1 transitional slides First Module 1 tip

Teaching Goal: Participants gain the knowledge and confidence to develop their advocacy skills.

TIPS for providing tips

1. Know the script well. Because this portion of the training relies on the teacher to

convey a lot of information with ease, familiarize yourself with the script.

2. Change your tone to help participants transition from the feeling of caring about the issue to the act of learning how to advocate.

3. Be supportive. Convey concepts in a way that helps participants feel smart and confident. For some teachers, a light-hearted approach may be appropriate; for others, a supportive style may work well. Adopt a style that feels natural to you.

4. Add personal touches. One way to help participants understand and relate is to add a brief example of a tip in action from your own experience.

5. Engage your audience. If you see that a tip is resonating with a participant, ask if

s/he has experienced this tip or concept personally (but be careful to manage time).

6.

Rev Feb 2013 NAMI Smarts Teacher’s Guide 5 © 2012 NAMI, Inc.

NAMI Smarts Teacher’s Guide

Giving an example

The third part of each NAMI Smarts training module gives an example. The examples help participants experience advocacy skills in action and they provide models for participants to refer to when they prepare and practice.

The “example” slides in the training modules have a black background. This highlights the transition to a more participatory, “hands-on” part of the training.

Teaching Goal: Participants recognize and respond to advocacy concepts in an example.

TIPS for giving an example

1. Convey authenticity. Find a value, characteristic or experience that you respect or

sympathize with. This will help you connect with the character(s) and project authenticity when you read an example.

Note: In Telling Your Story, there are three examples to choose from. Pick the example you relate to most strongly or, if you prefer, the example that most closely reflects your audience’s perspective.

2. Be expressive. Practice reading the examples with appropriate changes in tone,

inflection and expression to inspire empathy in participants. Remember you are modeling for others how to read their stories.

3. Line up helpers. For the Meeting Your Legislator demo, you will need at least two individuals to take on roles in the example. Seek out volunteers before the training or during a break.

4. Engage your audience. Ask participants what they noticed about an example.

5. Expect differences in reactions. Some participants will focus on a detail, while others may be moved by emotional content. Some participants may point out what they didn’t like about the example. Don’t take a negative response personally; use it as an opportunity to ask a participant what persuades them. Suggest that they use what moves them as they craft their own persuasive story (or email, meeting, etc.).

Rev Feb 2013 NAMI Smarts Teacher’s Guide 6 © 2012 NAMI, Inc.

NAMI Smarts Teacher’s Guide

What makes it “work” (checklist)

The fourth part of each NAMI Smarts training module describes what makes the example “work.” This part of the training uses a checklist to break down advocacy skills into simple steps.

Each checklist provides a step-by-step guide to the components of a story or another skill and its sequence. By comparing an example to its checklist, participants discover the role and value of each step and gain confidence in their ability to practice a skill.

Teaching Goal: Participants understand the components and sequence in an advocacy skill.

Timing Alert: Using a checklist is an important part of the training, but it requires careful time management to stay on schedule.

Tips for using a checklist How to prep

Know what you’re listening for

Before you begin the training, highlight the lines in the examples that you want participants to point out when you ask questions.

Establish a rhythm Find a pace that allows you to impart information about each step comfortably, but still allows time to engage participants with questions.

Celebrate discovery To reinforce the insights participants experience during this process, treat responses as important discoveries.

Paraphrase a participant’s response or comment on the impact or importance of what was just revealed.

Cast a wide net When possible, call on participants who haven’t volunteered before.

Call on participants from different parts of the room as you move through the questions.

Add personal touches If you are comfortable with your timing, add little tidbits of information or examples that help emphasize a particular point.

Demystify Create a tone during the checklist process that helps the advocacy skill (e.g. writing a story) seem simple and doable.

Rev Feb 2013 NAMI Smarts Teacher’s Guide 7 © 2012 NAMI, Inc.

NAMI Smarts Teacher’s Guide

Writing or prep

The fifth part of each NAMI Smarts training module gives participants the opportunity to write a story, email or a script.

In this part, participants will use a template, along with their checklist and example, to guide their writing.

Teaching Goal: Participants apply an advocacy skill in a written story, email or script.

Set up for success What to do

Arrange a signal Teacher: Let participants know that you will stand at the front of the room and signal a time check or end of the activity in a particular way (e.g., by raised hand, your voice, a chime or other means).

Start with the end Teacher: Let participants know that if they find it difficult to start, fill in the “ask” first or whatever part of the story comes most easily to them.

Use bullets Teacher: Let participants know that if writing is not their strength or if they’re running out of time, they may use bullet points (this is also in the script).

Use time well Teacher: Let participants know that if they finish early, you would like an opportunity to read what they’ve written, if they agree.

Also, let participants know that they may spend remaining time silently practicing or editing their story or may take a short break (indicating when they need to return).

Manage time What to do

During writing time Teacher: Circulate and read finished products for potential examples. If you find a good example or two, ask the participant if s/he would be willing to share with the group. Offer constructive criticism, if requested.

Helper: Provide assistance to participants who are struggling and for slower writers, suggest ways they can focus their efforts

Rev Feb 2013 NAMI Smarts Teacher’s Guide 8 © 2012 NAMI, Inc.

Manage time What to do

Warning signal Teacher: Return to the front of the room, signal and provide an announcement of how many minutes are left to write.

Helper: Assist in signaling by heading to the front of the room.

End of writing signal Note: Teach to the majority of participants. Recognize that some individuals may not finish or do as well. If time allows, you or Helper may assist an individual after the training.

Teacher: Return to the front of the room, signal the end of the writing practice. Let those who are not finished know that they do not need to finish now, but can finish during a break or after the training.

Helper: Assist in signaling the end of the activity by heading to the front of the room.

Handle challenges What to do

Participant isn’t writing Teacher or Helper: If due to physical challenge of writing or poor literacy skills, suggest that the participant use a method s/he used before to recall what s/he wanted to say—some people use phrases, some draw, etc. Or, the Helper may offer to serve as a scribe as an option.

If participant is not writing due to not knowing where to begin, guide through intro or “ask.”

If participant is not receptive to assistance, ask if s/he is willing to share their story in the feedback session orally. If so, ask them to use this time to practice silently. If not, ask if s/he would like to observe the training from the back of the room or if s/he would prefer to excuse themselves.

Participant is not feeling well and unable to participate

If participant is not feeling well, assess whether there is a need for medical intervention. If so, ask if you can help contact their emergency contact or make other arrangements to manage the issue.

If there is no need for medical intervention, then work with the participant to determine how s/he can best take care of her/himself.

Rev Feb 2013 NAMI Smarts Teacher’s Guide 9 © 2012 NAMI, Inc.

Handle challenges What to do

Participant is struggling with what to highlight

Teacher or Helper: Ask participant what single event or circumstance best captures the distress or problems the participant experienced then.

Or, ask participant for a sample of potential highlights and let him or her know which one you feel might be most relevant and impactful.

Participant is struggling with length

Teacher or Helper: Read the participant’s writing and identify the most compelling element(s) in section that is too long. Suggest extraneous elements to eliminate or language to shorten.

If editing is not your strong suit, ask participant if s/he would like the group to help during the feedback session. If so, read aloud and ask for comments on how to shorten.

Participant is struggling with identifying how s/he is different today

Teacher or Helper: Ask participant what s/he is most proud of in their life today or what progress s/he has made. Remind participant that s/he is making an effort today that s/he may not have been able to make at a previous point in life.

Participant wants to discuss personal circumstances with you

Teacher or Helper: Acknowledge the challenges or pain you’re hearing, then gently redirect the person back to the activity or suggest that s/he can talk with you further (during break/lunch or after training).

Helper: If you see this situation occurring with the teacher, come over and ask how you can be helpful. This will allow the teacher to turn over the situation to you, if s/he chooses.

Participant starts crying Helper: If writing is bringing up grief for a participant, acknowledge the pain and offer choices—help with focusing on less painful memories that can be used in story, a brief break to compose, a walk with Helper, to be excused from the training, etc.

Participant is talking or texting Teacher or Helper: Move closer to a participant as a nonverbal cue. Give ground rules reminder. Or, redirect the participant to practice silently, make edits or take a short break where s/he will not distract others.

Rev Feb 2013 NAMI Smarts Teacher’s Guide 10 © 2012 NAMI, Inc.

NAMI Smarts Teacher’s Guide

Practice and feedback

The sixth part of each NAMI Smarts training module provides participants the opportunity to practice an advocacy skill with a partner or in a group and receive constructive feedback. In the Telling Your Story module and in the two-on-one practice in the Meeting Your Legislator module, participants also use a constructive feedback form.

Teaching Goal: Participants practice an advocacy skill using their story or script.

Set up for success What to do

Prepare to use stories, scripts and forms

Teacher: Remind participants that they will need a copy of their story or script for the practice activity.

Note: Participants will also need a constructive feedback form in Module 1 and during the two-on-one meeting practice in Module 3.

Helper: Assist participants in finding any materials needed for practice.

Remind about signals Teacher: Let participants know when you will signal a time check and/or end of the activity (indicate whether by raised hand, your voice, a chime or other means).

Ask participants to please be sensitive to signals to begin another round or end the activity because the noise level may be high.

Giving feedback Teacher: Let participants know that constructive feedback serves a valuable learning role. To be constructive, ask them to be specific about what was strong and what might be made more effective with edits or practice.

Using time well Teacher: Let participants know that if they finish early, they may make edits to their stories or scripts or begin their next round of practice.

Guide into groups Teacher and Helper: Assist participants with finding a partner or trio, if needed.

Helper: If comfortable playing the appropriate role, the helper may partner with a single participant or form a trio, where needed.

Rev Feb 2013 NAMI Smarts Teacher’s Guide 11 © 2012 NAMI, Inc.

Manage time What to do

During practice sessions Teacher and Helper: Circulate, if time, and listen to who may serve as a good volunteer. However, pay close attention to the time.

End of practice round signals Teacher: At the front of the room, signal the end to a practice round and prompt participants to begin another round or end the activity.

Helper: Prompt any group that does not notice the end of a practice round or activity.

Handle challenges What to do

Participants are hesitant to give feedback

Teacher or Helper: Ask a participant if s/he would be comfortable indicating the strongest part of what s/he heard and to describe what made the part strong.

Next, ask for an area that would be most strengthened by editing or practice and a suggestion for how it could be made stronger.

Participants are confused with activity

Teacher or Helper: Clarify the directions for the activity or answer participants’ questions.

Participants are falling behind on time

Teacher or Helper: Clarify directions or make suggestions to help participants move more quickly through the activity.

Participant is sensitive to criticism Teacher or Helper: Acknowledge their feeling and emphasize the importance of practice when learning something new.

Mention that the goal of constructive criticism is not to make anyone feel bad, but to provide information that will help an individual improve his or her product or performance. Ask how that information could be framed so s/he can hear the feedback as more helpful and less hurtful.

One participant is dominating Teacher or Helper: Ask a question or two to elicit others’ responses in a group. Encourage participants to share time equally.

Participants are talking loudly or texting

Teacher or Helper: Move closer to participants as a nonverbal way to indicate they are being distracting or are not engaged. If necessary, ask participants to lower their voices or to put away their devices. Gently remind about ground rules.

Rev Feb 2013 NAMI Smarts Teacher’s Guide 12 © 2012 NAMI, Inc.

Anticipating challenges

Which challenges listed on the previous pages might be the most difficult or interesting for you to manage?

What will you do to help prepare yourself for those challenges?

Rev Feb 2013 NAMI Smarts Teacher’s Guide 13 © 2012 NAMI, Inc.

NAMI Smarts Teacher’s Guide

Closing

The final part of each NAMI Smarts training module is a closing that prompts participants to recall what they have learned and to provide feedback. Though brief, this is an important process that helps reinforce learning and aid retention. The closing is also the point in which participants complete their pre- and post-training evaluation forms. Don’t forget to submit your evaluation summary report to NAMI. Your reports provide valuable data that helps NAMI provide this program.

TIPS for closing

1. Don’t rush. It can be tempting to speed through the closing, but devoting appropriate

time to the closing will make a significant difference in your participants’ retention, appreciation and application of the advocacy skills they have learned.

2. Help participants recall. Use the questions in the script to help participants

remember what they learned and insights they had during the training. Encourage responses from a wide range of your participants.

3. Prompt participants to reflect. Questions in the script that that ask participants

what they will do differently as a result of the training or what was most helpful to them or the most meaningful take-away strongly reinforce their moments of learning.

4. Urge participants to apply their skills. To give your participants an even richer

learning experience, ask them how the skills they learned might be useful in other situations besides advocacy. For example, where else might they use their story?

INSERT TAB: Prep Guide

Rev Oct 2013 NAMI Smarts Prep Guide 1©2012 NAMI, Inc.

NAMI SmartsPrep Guide

Rev Oct 2013 NAMI Smarts Prep Guide 2 ©2012 NAMI, Inc.

Table of contents Training agendas 3 Sample TYS agenda 4 Room set-up 5 Printing 6 Pre-Training prep checklists 8 Capturing stories 11 Permission slip 12 Identifying low-cost options 13 Planning template 14

Table of contents NAMI Smarts Prep Guide

Rev Oct 2013 NAMI Smarts Prep Guide 3 ©2012 NAMI, Inc.

Training agendas

NAMI Smarts for Advocacy may be taught as single workshops or in combinations, including an all-day training that covers all three modules. Note: You may be asked to teach NAMI Smarts during a one-hour conference workshop or meeting; do not try to fit the program in a too-short time slot. Work with event planners in advance so that you have the time it takes to teach NAMI Smarts effectively.

NAMI Smarts for Advocacy (Modules 1-3)

9 hours Telling Your Story, Meeting Your Legislator, Writing Emails and Making Phone Calls (includes time for checking in, breaks and lunch)

NAMI Smarts: Telling Your Story (Module 1) NAMI Smarts: Telling Your Story is designed with several options. Note: If appropriate, add half an hour for registration and networking.

1 hr 30 min Telling Your Story

2 hours Telling Your Story with warm-up activity

NAMI Smarts: Contacting Your Policy Maker (Module 2) NAMI Smarts: Contacting Your Policymaker is designed with two options. Note: If appropriate, add half an hour for registration and networking.

1 hr 30 min Emails and Phone Calls

2 hours Emails and Phone Calls with Elevator Speech

NAMI Smarts: Meeting Your Policymaker (Module 3) NAMI Smarts: Telling Your Story is designed with two options. Please note that NAMI Smarts Module 1: Telling Your Story (Module 1) is a prerequisite before taking Module 3.

2 hours Meeting Your Policymaker with one-on-one practice

2.5 hours Meeting Your Policymaker with two-on-one practice (recommended option)

TIP: Mark your teacher’s script Your teacher’s script provides approximate times for each slide and total running time. To help you know specifically when to finish a slide or section, attach removable notes to your script with actual times (e.g., 10:15 a.m.) based on your training schedule.

Training agendas NAMI Smarts Prep Guide

Rev Oct 2013 NAMI Smarts Prep Guide 4 ©2012 NAMI, Inc.

NAMI Smarts: Telling Your Story Month, Day, Year

Location

Sample Agenda (Module 1)

8:30 – 9:00 am Registration and networking

9:00 – 9:30 am Introduction and warm-up

9:30 – 9:50 am Tips for telling your story

9:50 – 10:15 am Story demo and checklist

10:15 – 10:35 am Write your story

10:35 – 10:50 am Practice your story

10:50 – 11:00 am Feedback and take-aways

Rev Oct 2013 NAMI Smarts Prep Guide 5 ©2012 NAMI, Inc.

Participant seating Room set-up should be "classroom style" with rectangular tables. For best results, tables should be angled slightly in a chevron (/ \) to facilitate eye contact with the teacher. Make sure there is a wide center aisle.

Option: “Banquet-style” round tables can work. Avoid u-shaped desk arrangements or auditorium seating.

Make sure there is enough space around tables for participants to move their chairs and work with a partner or trio.

Teacher set-up Include a rectangular table with a chair for the teacher at the front of the room. Hotels and conference centers refer to this as a “head table.” Also include a podium, if available.

Option: In a large room or for a larger number of participants (40), you may wish to have a raised speaker stage.

Additional tables A table for sign-in and evaluation forms should be placed near the entrance Tables for water, beverages, snacks and meals, as needed Table and chair(s) for Helper(s) Chair next to laptop if no remote control

Flip chart or PowerPoint slide If you are including a warm-up activity, use either a blank PowerPoint slide to record participant responses or a flip chart and easel and markers.

A/V The full-day NAMI Smarts Grassroots Advocacy Training and each module require an LCD projector, screen and laptop with the appropriate PowerPoint presentation loaded onto the computer or on a flash-drive. Recommended: Remote control for LCD projector (or have Helper to advance slides)

Microphones Microphones are not usually needed for smaller trainings. If one or more of the following variables apply, provide a cordless microphone:

Large room or room with poor acoustics Teacher’s voice does not project well More than 40 participants

Meals and Snacks Due to the length and the "brain power" needed to engage in a full-day practice-based training, participants will need a meal and breaks, preferable with beverages and snacks.

Room set-up NAMI Smarts Prep Guide

Rev Oct 2013 NAMI Smarts Prep Guide 6 ©2012 NAMI, Inc.

Printing Prior to printing, determine which optional parts of the training you will include and identify relevant worksheet changes. Optional worksheet changes are noted below.

Name tags or tent cards with first names in large font

Participant manual cover and ½” view binder Recommended: Print manual cover sheet in color on 24 or 28 lb. paper; insert into binder OR

Participant folder (if teaching Module: Telling Your Story separately; not appropriate for longer modules or all-day training)

Index dividers (if using binders) Three index dividers (Modules 1 through 3) for participant manual

Training agenda Print in black and white, one-sided on white paper; insert in front of first index divider or front of folder

Permission form Customize permission form and print in black and white, one-sided on white or colored paper; insert in binder or folder pocket or insert after evaluation form

Email (action alert) sign-up form Print in black and white, one-sided on white or colored paper; insert in binder or folder pocket or print on hole-punched paper and insert after evaluation form

Participant worksheets Recommended: Print in color one-sided on white hole-punched paper Option: Print in black and white, one-sided on white hole-punched paper Option: Print practice sheets and evaluation forms in black and white on colored paper

Module 1: Telling your story 1. Sample family member story 2. Sample peer story 3. Sample story of loss 4. Seven steps to telling your story 5. Story practice sheet (page 1) 6. Story practice sheet (page 2) 7. Constructive feedback form 8. Constructive feedback form 9. Option (if teaching single module): Common salutations 10. Option (if teaching single module): How to contact elected officials 11. Option (if teaching single module): My commitment form 12. Option (if teaching single module): Evaluation form for telling your story

Printing NAMI Smarts Prep Guide

Rev Oct 2013 NAMI Smarts Prep Guide 7 ©2012 NAMI, Inc.

Participant worksheets continued

Module 2: Contacting Your Policymaker 1. Sample action alert 2. Sample personalized email 3. Sample quick email 4. Checklist for advocacy emails 5. Personalized email practice sheet (p. 1) 6. Personalized email practice sheet (p. 2) 7. Option: Sample elevator speech 8. Option: Checklist for elevator speech 9. Option: Elevator speech practice sheet 10. Demo phone call with legislator 11. Demo leaving a phone message 12. Checklist for advocacy phone calls 13. Advocacy phone call script sheet (p. 1) 14. Advocacy phone call script sheet (p. 2) 15. Option (if teaching single module):

Common salutations 16. Option (if teaching single module): How to

contact elected officials 17. Option (if teaching single module): My

commitment form 18. Option (if teaching single module):

Evaluation form for emails and phone calls

Module 3: Meeting your Policymaker 1. Demo meeting your legislator (p. 1) 2. Demo meeting your legislator (p. 2) 3. Demo meeting your legislator (p. 3) 4. Checklist for meeting your legislator (p. 1) 5. Checklist for meeting your legislator (p. 2) 6. Checklist for meeting your legislator (p. 3) 7. The briefing sheet 8. The backgrounder 9. Meeting roles 10. Meeting script (p. 1) 11. Meeting script (p. 2) 12. Meeting script (p. 3) 13. Meeting script (p. 4) 14. Meeting script (p. 5) 15. Meeting script (p. 6) 16. Option: Constructive feedback form

for two-on-one meeting 17. Sample thank you note 18. Checklist for thank you 19. The briefing sheet template 20. The backgrounder template 21. Meeting script template (p. 1) 22. Meeting script template (p. 2) 23. Meeting script template (p. 3) 24. Meeting script template (p. 4) 25. Meeting script template (p. 5) 26. Meeting script template (p. 6) 27. Fact sheet: about mental illness 28. Guide to finding facts (p. 1) 29. Guide to finding facts (p. 2) 30. Basic strategies for shaping the dialogue 31. Common salutations 32. How to contact elected officials 33. My commitment form 34. Option (if teaching single module):

Evaluation form for meeting your legislator Option (all-day training): Evaluation form for grassroots advocacy training

Rev Oct 2013 NAMI Smarts Prep Guide 8 ©2012 NAMI, Inc.

Pre-training prep

Logistics Identify date and time (factor in participant travel time)

Identify potential attendees and numbers. We recommend at least 15 participants, with 20-30 ideal for energy and group dynamics. An experienced teacher may be comfortable with larger groups.

Identify location (you will need adequate room for table space for each participant)

Identify and confirm helpers for training (e.g., assisting teacher, as well as helpers for room set-up, distributing binders, timekeeper, lunch/break logistics, registration, greeters)

Organize time, place and helpers for printing (if needed) and assembly of participant manuals or folders

Identify point person(s) for handling snacks, beverages and meals and location logistics

Determine if/how participant stories will be copied (determine if training location has a copy machine/business center available, if portable scanner is available or if camera is available to take pictures of stories)

Marketing Distribute brochure, flyers or other marketing for training

Send email announcements and reminders to potential participant groups

Provide map and travel instructions from various directions and other helpful information for participants as participants register, if appropriate

Registration (if needed)

Develop registration form

Note: Registration form should describe expectations of participants. For example, a registration form might say, “In this training, you will be writing parts of your story and sharing with a partner or trio. If you don’t feel ready to do this or are concerned it will trigger grief, please consider registering at another time or discuss with the teacher.”

Develop spreadsheet for recording registrations, any payments or stipends, dietary accommodations or special accommodation requests due to disability, etc.

Consider charging a nominal refundable deposit for an all-day training (this helps reduce no-shows)

Checklists NAMI Smarts Prep Guide

Rev Oct 2013 NAMI Smarts Prep Guide 9 ©2012 NAMI, Inc.

Pre-training prep continued Miscellaneous

Load PowerPoint on computer and/or flash drive. Prepare a back-up.

Option: Create advocacy email sign-up sheets for sign-in table

Create sign-in sheet

Confirm participant numbers prior to vendor cut-off dates for meal orders, etc.

Print or place printing order with enough lead time for binder assembly

Assemble binders

Create a list of supplies and pack for training (e.g., timer, chime, remote control for PowerPoint, paper clips or stapler for attaching permission form to story, etc.)

Provide box or bin and place for turning in of feedback forms

Provide pens for participants

Budgeting Establish budget needs (see material needs below and estimate costs for meal, snacks

and beverages, copying, AV equipment, stipends, etc.)

Identify whether participants will need lodging and travel stipends

Determine whether meals and snacks will be needed and costs of catering (check training venue requirements on catering or bringing in outside food)

Participant manuals typically cost about $15 each for binder, index dividers and printing (for black and white printing)

Determine A/V costs and other equipment and room costs

Determine if charging a fee

Note: NAMI Smarts should be made available at no cost to NAMI members (but may be charged a refundable deposit). However, non-members may be charged a fee for this program (or you may offer for free with a membership). Many NAMI organizations have written grants that cover costs of providing this training to a wide audience.

If charging a refundable deposit, determine how and when refunds will be made

Establish budget needs (see material needs below and estimate costs for meal, snacks and beverages, copying, AV equipment, stipends, etc.)

Identify whether participants will need lodging and travel stipends

TIP for budgeting Consider purchasing equipment. An LCD projector can be purchased at office

supply stores for around $350 and a portable scanner for about $150-$200.

If your organization does not own an LCD projector and a scanner, consider developing training budgets that will allow for their purchase. Note that, while many funders will not cover equipment purchases, leftover training budget funds may be used for such a purchase.

Rev Oct 2013 NAMI Smarts Prep Guide 10 ©2012 NAMI, Inc.

Training day prep

Room set up (arrive one and a half to two hours before training, if applicable)

Teacher and helpers ensure tables are set in appropriate arrangement

Make sure LCD projector and screen is set up to side of room (out of teacher’s way)

Launch PowerPoint and do sound check, if applicable. Ensure screen is visible, but out of Facilitator's way.

If using flip chart and easel, set up in advance of training

Set up registration, advocacy email sign-up sheets, place for feedback forms, name tags or tent cards (if using tent cards, have wide markers available for use)

Place binders and pens at each seat or at registration table

Water at teacher’s table or podium

Set up snacks and beverages, if applicable

Note location of restrooms

Make sure teacher has watch, timer or visible clock for timing activities.

Review roles

Go over roles (e.g. training assistance, greeters, registration, role-snacks/beverages, timekeeper, etc.)

Review role-playing script (Module 3), if applicable, with helpers

Orient participants

Teacher and helpers should greet participants as they arrive Manage breaks and meals (if applicable)

Helper(s) should guide participants back from breaks promptly

Designated helper(s) should assist with lunch delivery and set up, if applicable

Post-training, debrief event with staff and facilitator. Review feedback forms and discuss "lessons learned."

Post-training

Compile your feedback forms and report to NAMI online at www.nami.org/programdata.

Debrief to reflect on what went well and what was challenging (“lessons learned”).

Make a plan for how to improve your next training.

Rev Oct 2013 NAMI Smarts Prep Guide 11 ©2012 NAMI, Inc.

Capturing stories Real stories that move people are the greatest asset of NAMI Smarts. Participant stories are invaluable not only for supporting advocacy efforts, but also in inspiring people to donate, to walk for NAMI, to become a member or to volunteer.

Consider how you will give participants the opportunity to broaden the impact of their stories. Here are a few options:

Ask participants if they are willing to share a copy of their story for your NAMI story bank. If so, ask them to sign a permission form (see sample form on next page), then photocopy, scan or take photos of stories during a break;

Ask participants who volunteer to share their story if they are willing to be recorded or videotaped. If willing, ask them to sign a permission form after the training (see sample form on next page);

Give participants a pre-addressed postcard to the Governor or other elected official with a general message prompt (get prior approval from your NAMI State Organization and/or funders, if necessary).

File copies of participant stories and/or videos and permission forms for future use.

Sample postcard:

NAMI [State Organization] Street Address City, State and Zip

The Honorable [Full Name] Governor of [State] Street Address City, State and Zip

Over [number] children and adults in [State] live with serious mental illness. With the right care at the right time and place, recovery is possible.

Capturing stories NAMI Smarts Prep Guide

Rev Oct 2013 NAMI Smarts Prep Guide 12 ©2012 NAMI, Inc.

YES! I want my story to help make a difference. I give permission for my written story to be used by NAMI [State Organization] as follows (initial in box):

You may use my written story or quotes from my story with my first name to

promote NAMI Smarts for Advocacy.

You may contact me to request permission for use of my written story for another purpose (for example, for use in testimony in a legislative hearing). I may or may

not grant permission for other specific identified purposes.

I give permission for video of my story (if applicable) to be used by NAMI [State

Organization] as follows (initial in box):

You may use video of my story to promote NAMI Smarts for Advocacy.

You may contact me to request permission for use of video of my story for another purpose (for example, for an advocacy issue). I may or may not grant permission

for other specific identified purposes. Name Signature Date Email Phone

Rev Oct 2013 NAMI Smarts Prep Guide 13 ©2012 NAMI, Inc.

Identifying low-cost options and funding sources Partner with others to brainstorm potential free or low-cost options for conducting your NAMI Smarts training.

What You’ll Need

Potential free or low-cost options/funding sources

Participant manuals ½” view binders (or folders) Color and/or black and white copies Index dividers Name tags or tent cards

Training venue(s)

A/V equipment Laptop computer LCD projector Screen Option: microphone Option: flip chart and easel Option: raised stage

Travel and lodging stipends and/or meals or snacks (if applicable)

Low-cost options NAMI Smarts Prep Guide

Rev Feb 2013 NAMI Smarts Prep Guide 14 ©2012 NAMI, Inc.

Planning template With your teaching partner or others, form a plan for your training.

Who will you train (who’s your target audience)?

Where will you hold your training? When?

What module(s) will you teach? Are there any optional pieces you want to include?

How will you fund your training?

How will you divide up prep tasks?

How and when will you communicate regarding details and next steps?

Planning template NAMI Smarts Prep Guide

NAMI Smarts for Advocacy • Medication: Protecting Choice Page 1

© 2015 NAMI, Inc.

NAMI Smarts for Advocacy Medication: Protecting Choice

Prep Guide

NAMI Smarts for Advocacy • Medication: Protecting Choice Page 2

© 2015 NAMI, Inc.

 

Objective The NAMI Smarts workshop Medication: Protecting Choice is a skills‐based workshop that helps participants develop concise and powerful stories about their own experiences with medications (or the experiences of people they care about) to support choice of mental health medications.   

Even if medications have not worked well for some people or they do not choose to take them, they can still use their lived experience to support other people having choices, including new options that may work better or have fewer side effects.  

Note: If a potential participant is not comfortable sharing his or her story to support choice in medications, let him or her know that this workshop isn’t right for everyone and you respect his or her decision. 

 

Audience Medication: Protecting Choice is intended for people living with mental illness, family/caregivers and mental health advocates and professionals. The workshop’s practice‐based format works with a variety of learning styles and experience.  

Size 12‐45 participants (the workshop is less effective with smaller or larger 

groups)  

Timing 90 minutes for an experienced facilitator  2 hours for more relaxed pace or less‐experienced facilitator  

Staffing Facilitator to lead workshop  Helper(s) to assist facilitator and participants    

Workshop Basics Medication Protecting Choice Prep Guide

NAMI Smarts for Advocacy • Medication: Protecting Choice Page 3

© 2015 NAMI, Inc.

  

Participant seating "Classroom style" rectangular tables with wide center aisle Note: For best results, angle tables in chevron (/ \) to facilitate eye contact 

or 

“Banquet style” round tables with space to circulate  Facilitator and helper set-up “Head table” with chairs for the facilitator and helper at the front of the room 

Podium (optional, but highly recommended) 

Raised speaker stage (option for large room or large number of participants) 

 Sign-in Table(s) near entrance for sign‐in, evaluation forms, handouts and other materials  

 A/V and sound LCD projector (highly recommended: remote control) 

Screen   Podium microphone (required for large room or softer‐voiced facilitators) 

Cordless microphone (option for large room with large number of participants)       

   

Room Set-up Medication Protecting Choice Prep Guide

NAMI Smarts for Advocacy • Medication: Protecting Choice Page 4

© 2015 NAMI, Inc.

 

Printing

Tent cards and/or name tags with first names in large font (on both sides if using tent cards) 

Signs for doors and hallways, if needed, to direct participants to workshop  Sign‐in sheets, name, address, phone, email 

Tent cards for sign‐in sheets and place to turn in evaluations  Copies of facilitator script and handouts for facilitator and helper   Handouts: one set of 10 pages for each participant, plus a few extra copies  Fact Sheet: include in participant handouts  “Be Heard!” optional handout with opportunity to testify or share story (template at end of Prep Guide)  

 Supplies

Pens  Folders for participant handouts  Sign‐in sheets  Evaluation form basket or turn‐in location 

Portable copier or camera (option for copying or photographing participant stories) 

Laptop with the PowerPoint presentation on the computer or on a flash drive 

Chime or bell (option to signal end of practice rounds) 

Timer or stopwatch  

       

Printing & Supplies Medication Protecting Choice Prep Guide

NAMI Smarts for Advocacy • Medication: Protecting Choice Page 5

© 2015 NAMI, Inc.

  

  

 

1. Discuss roles of facilitator and helper(s)  Decide who will advance slides and how  Decide whether facilitator or helper will read the sample story  Plan who will review stories, hold up handouts, collect evaluations, help 

participants, etc.   

2. Decide how you’ll signal participants (bell, chime, your voice, raised hand, etc.)  

3. Familiarize yourself with the script   Read the script several times in advance of workshop  Practice delivering the script while advancing slides  Attach sticky notes (optional) to your script with actual times you expect 

to be at key points or with other reminders to aid you in facilitating  

4. Pick your example and practice it   Pick either the family story or peer story to share as an example  Practice reading your sample story with appropriate changes in tone, 

inflection and expression   

5. Expect differences in reactions  Participants will vary in what they notice in the sample story  If participants have negative response to story, use it as an opportunity 

to ask what persuades them and suggest that they use what they find persuasive in their own story 

 

6. Decide whether capturing stories   If capturing stories, decide how you’ll announce that you’d like to make 

copies and how you’ll collect signed permission form  Secure a copier or camera to copy stories and helper to make copies  Decide procedure for copying (e.g. directly after workshop in corner of 

room and/or during writing time for those who finish early)  

7. Decide whether providing Be Heard! handout 

Facilitation Prep Medication Protecting Choice Prep Guide

NAMI Smarts for Advocacy • Medication: Protecting Choice Page 6

© 2015 NAMI, Inc.

 

If there’s an opportunity to testify or meet with decision makers, fill in the Be Heard! template (at end of Prep Guide), print and add to participant handouts.

Logistics  Identify date and time (factor in participant travel time) 

Estimate audience size    

Identify appropriate location (consider parking, accessibility, space, facilities) 

Confirm room set‐up and A/V and sound equipment 

Confirm helper(s) for training 

Decide if workshop will include Be Heard! handout with opportunity to testify or share story 

Secure camera (cell phone camera is fine) or copier if choosing to copy stories (with participant permission) at workshop  

Marketing Distribute brochure, flyers or other marketing for training    

Send email announcements and reminders to potential participant groups 

Provide map and travel instructions from various directions, if appropriate  

Printing & Supplies Load PowerPoint on computer and/or flash drive and prepare a back‐up 

Complete sign‐in sheet heading. Clipboard is helpful. 

Print participant handouts and (optional) Be Heard! sheet  

Insert participant materials in folders 

Print copies of facilitator script for facilitator and helper 

Print tent cards and/or name tags 

Pack kit with supplies 

Timer or stopwatch (smartphone) 

Pens and markers 

Pre-Workshop Checklist Medication Protecting Choice Prep Guide

NAMI Smarts for Advocacy • Medication: Protecting Choice Page 7

© 2015 NAMI, Inc.

    

Extra name tags or tent cards 

Stapler 

Chime or bell 

Basket or box for evaluations 

LCD projector and remote control 

Copier or camera (optional)  

Room set up (arrive about 1.5‐2 hours before training)   Arrange tables and chairs, if needed 

 Set up LCD projector  

 Set up projector screen to side of room (so facilitator will not block view) 

 Launch PowerPoint  

 Do sound check if using microphone 

 Set up sign‐in sheets, tent cards or name tags, markers, pens 

 Place folders at each seat or at sign‐in table 

 Place water at head table or podium for facilitator 

 Set up timer or stopwatch (smartphone), facilitator script and copy of handouts at head table 

 Note location of restrooms 

 Set up basket or box for evaluations 

 Set up location for copier or camera if capturing stories 

 

Review roles  Go over roles (e.g. timekeeper, advancing slides, answering questions, etc.)  

 Orient participants Greet participants as they arrive  

Workshop Day Checklist Medication Protecting Choice Prep Guide

NAMI Smarts for Advocacy • Medication: Protecting Choice Page 8

© 2015 NAMI, Inc.

NAMI Smarts for Advocacy Medication Protecting Choice

Be Heard! Influence decision makers with your medication story  Getting the right mental health medication can be important to recovery, yet Medicaid and other health insurers may make it difficult for people to get the medication they need. Your story lets people know how the right medication makes a big difference, not just in your own recovery or that of someone you love, but also for other people who live with mental illness. Now that you have written your medication story, you can help advance the cause by sharing your story with officials who decide who gets what medication, for how long and at what cost.  

SHARE YOUR STORY WITH A DECISION MAKER  

DECISION MAKER CONTACT: [Insert decision-maker name and title] BY [deadline date/time]

EMAIL: [Insert decision maker’s email]

COPY: [name, title and email addresses of people to be copied. Include NAMI contact] TELEPHONE: [Insert decision maker’s telephone number]

HEARING OR MEETING: [Title of hearing or meeting] DATE: [MM/DD/YYYY]

TIME: [__:___ AM/PM]

PLACE: [Name of venue] [Street address, Suite# or Room #] [City] [State] [ZIP] [Link to directions]

INSTRUCTIONS TO REGISTER: [Insert instructions]  

Have questions or want to share your story? Please contact us!

Name: [Insert NAMI contact person]

Email: [Insert appropriate NAMI email address]

Phone or Text: [Insert cell phone number]

NAMI Smarts for Advocacy • Medication: Protecting Choice Page 9

© 2015 NAMI, Inc.

NAMI Smarts for Advocacy: Medication: Protecting Choice

Sign-in Sheet Date: Location: ______________________________ Teacher(s): ___________________________________________________________ Name Address Phone Email

INSERT TAB: Logistics & Marketing

Supplies & Equipment, Food & Beverage ListsTeacher Trainer Session

Supplies & Equipment Comments Who Brings?

Laptop 2 laptops if more than 12 participants

LCD projector 2 if more than 12 participants

LCD remote control 2 if more than 12 participants

Screen 2 if more than 12 participants

Podium 2 if more than 12 participants

Music, speakers, iPod

Camera with a self-timer It’s helpful to have a small tripod

Icebreaker supplies Bring icebreaker to share +instructions

Name tags in plastic holders First name LARGE!

Last name and affiliate small

Timer iPad or smart phone timer is fine

Travel alarm clock

Post its 3x3” and 1x2”

Pencils/pens

Highlighters Yellow

2 Flip charts Self – stick

Flip chart markers At least 4 colors

Fine point sharpies

Masking tape

1 pg. bright yellow, 1pg red For timing reminders

Notepads of lined paper

Teacher manuals One per person

Facilitation guides One per person

Teach back slips 1 set in strips, 1 whole for reference

Participant certificates Sign and date in advance.Print participant names neatly indesignated space

Food/ beverage Comments

Friday snacks/ light supper Serve in meeting room

Saturday breakfast On your own or hotel buffet

Saturday lunch Serve in meeting room - workinglunch

Saturday evening On your own

Sunday breakfast On your own or hotel buffet

SNACKS:

Granola bars 2 per person

Fruit plate or veggie sticks Finger food

Chocolate kisses 2 bags

Pretzels, Chex Mix or trailmix

Non-sugar

Cheese sticks 2 per person

Serving bowls or baskets 1 larger per table, 1 smaller per table

Soda, bottled water

Coffee, decaf, hot waterWith and without caffeine and sugar

Cream, sugar, sweatener, tea bags

NAMI Smarts

Next Steps Worksheet

First, brainstorm with your state teaching partner about the various groups, upcomingmeetings and conferences, and any other opportunities for teaching NAMI Smarts forAdvocacy particularly in the next 90 days. List your ideas below.

With that in mind, what are some immediate action steps you can take to get the ballrolling when you leave here?

What are thespecific ACTION steps?

Who do we need to talk to?Who will do

this?When will this

happen?

How will we keepeach other

accountable?

For Immediate Release: [Date]

NAMI [Affiliate] to Offer Mental Health Advocacy Training

[City, State]—NAMI [affiliate], the local affiliate of the National Alliance on Mental Illness (NAMI), will conduct a NAMI Smarts for Advocacy training on [date] to help people living with mental illness and their loved ones use their personal stories as an integral part of their mental health advocacy.

“We know that compelling stories can put a face on mental illness in our community,” said [affiliate leader] of NAMI [affiliate]. “In sharing our personal experiences, we can educate public officials and others in [town/city/state] about the impact public policy decisions have on people living with these serious illnesses.”

The NAMI Smarts for Advocacy practice-based training will be offered [free of charge or cost] and will take place at [time] in [location].

For additional information, please contact [name] at [phone] or [e-mail].

###

NAMI is the National Alliance on Mental Illness, the nation’s largest grassroots mental health organization dedicated to improving the lives of persons living with serious mental illness and their families. Learn more: www.nami.org.

Rev June 2014 NAMI Smarts for Advocacy: Meeting Your Policymaker Module 3 Page 1© 2013 NAMI, Inc.

NAMI Smarts for AdvocacyEvaluation

Trainer’s Name: _______________________________ Date of Training: ____________

Location of Training (City & State): ____________________________________________

My Name (optional, but preferred): ____________________________________________

1. Overall, my knowledge and skill level in meeting with my policymaker is...

Before the training: (Circle your rating) After the training: (Circle your rating)

1 2 3 4 5 6 7 8 9 10None Some Good Excellent

1 2 3 4 5 6 7 8 9 10None Some Good Excellent

2. Overall, my level of confidence in meeting with my policymaker is...

Before the training: (Circle your rating) After the training: (Circle your rating)

1 2 3 4 5 6 7 8 9 10None Some Good Excellent

1 2 3 4 5 6 7 8 9 10None Some Good Excellent

3. What did you learn that was most meaningful or helpful to you today?

4. Where do you plan to use what you learned and practiced? Or, what will you do differently as aresult of this training?

5. What comments, if any, do you have about this training?

6. NAMI seeks to support the entire community.To help us track how we are doing and forfunding purposes, please check all that apply.

I am: American Indian or Alaska Native Asian American Black or African American Hispanic or Latino Native Hawaiian, Pacific Islander White Multiracial Other: _____________________

Person living with a mental illness Family of adult living with a mental illness Parent or legal guardian of minor-aged child

living with a mental illness Mental health service provider, including

peer provider Other mental health advocate Military service member, veteran

or military family member Other: ________________________

NAMI Smarts: Grassroots Advocacy Training Rev Mar 2012 3803 N. Fairfax Drive, Suite 100 ▪ Arlington, VA ▪ 22203 ▪ 703.524.7600

NAMI Smarts: Grassroots Advocacy Presentation Report

Introduction: Thank you for teaching NAMI Smarts! And now, WE NEED FEEDBACK to improve the curriculum and measure outcomes. Please complete as much of the following evaluation report as you can. Make sure to press “submit” when you have completed the form.

Training:

City: State: Training Date: __/__/____ Modules taught: Yes No All Day Workshop (Parts 1, 2 and 3) Module 1: Telling Your Story Module 2: Emails & Phone Calls Module 3: Meeting Your Legislator Module 4: Medication: Protecting Choice

Trainers:

How many trainers facilitated the workshop? Trainer’s Name: Trainer’s affiliate/state: Trainer’s Email: Trainer’s telephone:Trainer’s Name: Trainer’s affiliate/state: Trainer’s Email: Trainer’s telephone:

Participants:

Total attendance: Check one: Exact Estimate Please provide the following information on those who attended Number American Indian or Alaska Native Asian American Black or African American Hispanic or Latino Native Hawaiian, Pacific Islander White Multiracial Other Specify:

Person with mental illness Family of adult with mental illness Parent or legal guardian of minor-aged child living with a mental illness Mental health service provider, including peer provider Other mental health advocate Military service member, veteran or military family member Other Specify:

NAMI Smarts: Grassroots Advocacy Training Rev Mar 2012 3803 N. Fairfax Drive, Suite 100 ▪ Arlington, VA ▪ 22203 ▪ 703.524.7600

Trainer Comments:Now we would appreciate your comments as a NAMI Smarts trainer. Use extra pages if necessary.

Please describe what went well in the training. What did you do that really worked? How did participants respond?

Please describe concerns about the training or suggestions for improvement.

If available, please sample stories, quotes or responses to the training that we may use in promoting NAMI Smarts.

Submit this report online at www.nami.org/programdata

Accessing NAMI Smarts on NAMI.org

1. Go to www.nami.org and select NAMI Leaders on the upper-right hand side of the website.

2. Click on Go the “NAMI Extranet” Now.

3. Sign-in to your www.nami.org account. (if you receive a message saying access denied, email

jwhart@nami.org)

4. Select “Education, Training and Outreach Programs” “Get Started” button.

5. Select “NAMI Smarts”

6. Here is all the NAMI Smarts Materials. You can click on the grey box to the right to report your

data or you can go to www.nami.org/namismartsleaders.

7. Report your data.

OR, use the data reporting SHORTCUT – no username or password!

1. Go to http://www.nami.org/programdata

2. Click NAMI Smarts for Advocacy

3. Complete the form. Remember to SCROLL DOWN!

4. Complete all prompts. Click “Submit”

5. When you see this screen, you’re done!

Thank you for teaching NAMI Smarts for Advocacy!

NAMI Smarts

for

Advocacy

Certificate of Completion is hereby granted to

for successful completion of

NAMI Smarts for Advocacy

Telling Your Story (module 1)

___________________ ____________________ Signature Date Signature Date

NAMI Smarts

for

Advocacy

Certificate of Completion is hereby granted to

for successful completion of

NAMI Smarts for Advocacy

Contacting Your Policymaker (module 2)

___________________ ____________________ Signature Date Signature Date

NAMI Smarts

for

Advocacy

Certificate of Completion is hereby granted to

for successful completion of

NAMI Smarts for Advocacy

Meeting Your Policymaker (module 3)

___________________ ____________________ Signature Date Signature Date

NAMI Smarts

for

Advocacy

Certificate of Completion is hereby granted to

for successful completion of

NAMI Smarts for Advocacy

Medication: Protecting Choice (module 4)

___________________ ____________________ Signature Date Signature Date

NAMI Smarts for  

Advocacy Certificate of Completion

is hereby granted to

for successful completion of NAMI Smarts for Advocacy Modules: _______________

___________________ ____________________ Signature Date Signature Date

NAMI SMARTSfor

ADVOCACY

TRAININg TITle

DATe

TIMe

lOCATION

RegISTeR TODAY

Grassroots advocacy is about using your voice to influence policy makers and make a difference.

Turn your passion and your lived experience into a positive voice for mental health with the NAMI Smarts for Advocacy training.

NAMI Smarts for Advocacy will enhance your advocacy skills and help you shape a powerful and personal story that will move policy makers.

The NAMI Smarts DifferenceNAMI Smarts for Advocacy gives you step-by-step tools and the hands-on practice you need to feel clear, confident and ready to make a difference.

Make your voice heard. Join a training today!

Make a difference. Advocate.(from the Latin word, “vocare”—to call, voice or speak)

Training TiTle

DaTe

Time

locaTion

regisTer ToDay

3803 N. Fairfax Drive, Suite 100Arlington, VA 22203

www.nami.org

Grassroots Advocacy Training

Never thought of yourself as an advocate? Want to make a positive change in mental health services?

Grassroots advocacy is simple; you don’t have to know about policies or politics. It’s about using your voice to influence policy makers and make a difference.

Turn your passion and your lived experience into a positive voice for mental health with the NAMI Smarts for Advocacy grassroots advocacy training.

make a difference. advocate.

Make your voice heard. NAMI Smarts for Advocacy will enhance your advocacy skills and help you shape a powerful and personal story that will move policy makers.

The nami smarts DifferenceNAMI Smarts for Advocacy engages you in hands-on learning to build and strengthen skills.

Whether you are new to advocacy or have years of experience you will leave the training with messages, step-by-step tools and the practice you need to feel informed, confident and ready to make a difference.

nami smarts for advocacy is taught in a series of skill-building modules or a day-long training.

module 1: Telling your story Real stories are the most potent motivator for legislators. Telling Your Story guides you through writing and delivering a concise and compelling version of your story that will serve as the springboard for your advocacy.

module 2: emails and Phone callsDon’t think your emails and phone calls are making an impact? Emails and Phone Calls shows you how to write emails that get attention and make phone calls that policy makers remember.

module 3: meeting your legislator Want your meetings with policy makers to deliver results? Meeting Your Legislator demonstrates how to orchestrate a successful dialogue with elected officials.

make your voice heard. Join a training today!