Purpose and History NAMI Smarts for Advocacy...Purpose and History NAMI Smarts for Advocacy NAMI’s...

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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 curriculum was 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 illnessinto brief testimony with key messages and a public policy “ask”.

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

3. Meeting Your Policymaker: Skill building on how to initiate plans and facilitate ameeting with policy makers.

4. Medication: Protecting Choice: Education to bring the voice of lived experienceinto 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 SmartsTRAINEE 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 Advocacy Teacher Training from [date to date] in [City, State].

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 Grassroots Advocacy and what you’d like to be able to achieve.

Please briefly describe any relevant experience or skills you have in training or facilitation of group learning or activities.

Please briefly describe any relevant experience or skills you have in managing event logistics (e.g. planning, marketing, registration, participant materials, snacks, room arrangements, volunteer recruitment, etc.)

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:

Departing Airport:

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 [date]

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 [month, year].

[Describe travel and meeting expenses to be covered respectively by the NAMI State Organization or the sponsoring organization.]

Yes! I’d like to be a NAMI Smarts grassroots advocacy teacher

____________________________________________________________________________ Signature of Training Applicant Date

NAMI Smarts Teacher Training [City], [State]

[Date]

Agenda Friday, [Date]

Learning about NAMI Smarts

6:15 pm Light supper

7:00 pm Welcome

7:20 pm Introductions

8:00 pm Orientation to NAMI Smarts training

8:25 pm Wrap-up

8:30 Close

NAMI Smarts Teacher Training Saturday, [Date]

Experiencing NAMI Smarts

9:00 Opening 9:15 am NAMI Smarts: Telling Your Story 10:15 am Break 10:30 am NAMI Smarts: Telling Your Story, continued 11:15 am Meeting Your Policymaker 12:15 pm Working lunch (provided) 12:30 pm Lunchtime work: Meeting Your Policy Maker exercise 1:15 pm Break 1:30 pm Recall and Reflect

Teaching NAMI Smarts 1:40 pm Module components 2:15 pm Contacting Your Policymaker 2:45 pm Teacher Guide – Principles and skills 3:15 – 3:30 pm Break 3:30 – 4:15 pm Facilitation Skills – interactive learning 4:15 – 5:00 pm Teach-back assignments and practice 5:00 – 5:30 pm Q&A, review and wrap-up Dinner on your own Suggestion: Dine with new NAMI friends

NAMI Smarts Teacher TrainingSunday, [Date]

Implementing NAMI Smarts

8:30 am Welcome, announcements & group photo

8:50 am Teach-backs: Module 2, Contacting Your Policymaker

10:40 am Break

11:00 am Prep Guide: Tips for a successful workshop

11:30 am Reporting your workshops

11:50 am Next steps

12:15 pm Wrap-up

12:30 pm Good-bye and safe travels!

Until the next quarterly call… Keep in touch!

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

© 2013 NAMI, Inc.

NAMI Smarts for Advocacy

Story 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 happened Aim for 3-9 sentences. Briefly describe the most important and compelling thing(s) about your situation.

3. What helped Aim 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 5 Would benefit from strengthening Works fine Very strong

What happened?


What helped?


How are you different today?


What is the need or problem?


What will help others?


Make your "ask"


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NA

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ve a

s a

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to y

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n m

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the

fut

ure.

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isla

tor

(Sen

. W

alke

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req

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t

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red

if yo

u w

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hav

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ken

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ter.

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isla

tor

(Sen

. W

alke

r)

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ours

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d be

hap

py

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ke a

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. T

hank

you

, ag

ain,

for

mee

ting

with

me.

Pag

e 6

of

Scr

ipt

Practice Worksheets NAMI Smarts for Advocacy Module 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 the meeting. 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 5 Could 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

Practice Worksheets NAMI Smarts for Advocacy Module 3 Page 8

Constructive Feedback Form for Two-On-One Meeting

In the space below each scale, identify where the meeting was strong or what would strengthen the meeting. 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 5 Could 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

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

Revised 12/2016

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

Citations1. 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

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’ attentionpromptly at the beginning of the training. Make sure your Helper is familiar with his or herrole and the training materials.

2. Practice what you teach. If you personalize your presentation, do so succinctly andwhen relevant. For example, you may add a brief description of yourself in theintroduction, but focus on the minimal information needed to establish both connectionand 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 thatyou didn’t see everyone’s hands go up and ask if there are any questions or concerns. Ifthere are none, then ask for everyone’s hands to go up when you ask about group rulesagain. 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.



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).



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.).



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.



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



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 people 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 from the training.

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.



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 at appropriate time 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. If helpful, 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.



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.



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.


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.


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?



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 appropriatetime 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 participantsremember what they learned and insights they had during the training. Encourageresponses from a wide range of your participants.

3. Prompt participants to reflect. Questions in the script that that ask participantswhat they will do differently as a result of the training or what was most helpful to them orthe most meaningful take-away strongly reinforce their moments of learning.

4. Urge participants to apply their skills. To give your participants an even richerlearning experience, ask them how the skills they learned might be useful in othersituations besides advocacy. For example, where else might they use their story?

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

NAMI SmartsTeacher Prep Guide


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


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


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


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


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


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


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


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.


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.


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


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


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


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


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


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


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 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.

Facilitation Prep Medication Protecting Choice Prep Guide


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 Extra name tags or tent cards Stapler Chime or bell Basket or box for evaluations LCD projector and remote control Copier or camera (optional)

Pre-Workshop Checklist Medication Protecting Choice Prep Guide


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

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

Sign-in Sheet Date: Location: ______________________________ Teacher(s): ___________________________________________________________

Name Address Phone Email

© NAMI 2012 3803 N. Fairfax Drive, Suite 100 Arlington, VA 22203 (703) 524-7600 www.nami.org

NAMI Smarts for AdvocacyTeacher Training Annoucement

Exclusive Opportunity! NAMI [state] is happy to a NAMI Smarts for Advocacy teacher training to be held [date to date] in [city, state]. The teacher training will equip people who are supported by their local affiliate to bring NAMI Smarts for Advocacy to NAMI members in their local area.

Travel Travel costs are paid by NAMI [state] [or your local affiliate] for qualified applicants who are selected to participate. Scholarships will cover training materials, mileage/airfare, lodging (double occupancy) as well as lunch during training.

About NAMI Smarts The ability to tell a brief and compelling story that reaches policy makers is at the core of NAMI Smarts for Advocacy. The NAMI Smarts Grassroots Advocacy Training Program, developed by Val Hunter and Angela Kimball, is a modular, practice-based program to help members tell their story with skill and confidence and make an impact through grassroots advocacy.

The NAMI Smarts curriculum consists of three user-friendly 90 minute modules: Module 1: Telling Your Story—participants learn how to deliver a compelling, one

to two minute version of their personal story Module 2: Contacting Your Policymaker —participants learn how to write

attention-getting emails and make phone calls that leave a positive impression Module 3: Meeting Your Policymaker —participants learn how to orchestrate

successful meetings with public officials

Want to take part? If you’d like to bring NAMI Smarts to your community, ask your affiliate leader to review and sign the accompanying Affiliate Organization Agreement. Each teacher training applicant must fill out and sign a Participant Application and Agreement. This will help ensure that Teacher Training applicants and their affiliates are committed to implementing the program effectively. If your application meets the criteria we will contact you by [date] to discuss next steps.

When all forms are completed and signed, please forward by email to [contact person] at [email] or mail to [contact person], [NAMI State Organization, mailing address, city, state, ZIP]. Applications accepted on a rolling basis. Deadline: [date]

NAMI [state] will notify all applicants whether they are accepted no later than [date].


NAMI Smarts

AFFILIATE AGREEMENT

NAMI [State] Commitment NAMI [state] is excited to offer the NAMI Smarts for Advocacy Teacher Training from [date to date] in [city, state]. For accepted applicants, NAMI [state] commits to providing the following:

Airfare/transportation and lodging (double occupancy) NAMI Smarts Grassroots Advocacy Teacher Training and course materials Breakfast and lunch during training days Follow-up support for teachers of NAMI Smarts grassroots advocacy training

NAMI Affiliate Agreement As a NAMI affiliate, we believe that grassroots advocacy training is important to our mission. We agree to support NAMI Smarts for Advocacy workshops in our community through the following:

We have vetted the following individual(s) and approve their application for the NAMI Smarts for Advocacy Teacher Training: __________________________________ ____________________________________ Name of participant Name of participant

We will ensure that our NAMI Smarts Teacher Training participants have resources for travel and meals

We will secure an appropriate venue for at least one 90 min. training module to be held

by [date, 90 days from end of training].

We will assist in securing appropriate venues for a minimum of three 90 min. training modules per year for two years (e.g. annual conference workshop, Day at the Capitol training, affiliate leadership conference, NAMI Affiliate meetings)

We will provide/assist in securing funding or in-kind donations to cover training materials,

A/V and other necessary expenses for NAMI Smarts trainings

We will provide marketing and logistical support (e.g. flyers, registration, etc.) for NAMI Smarts for Advocacy workshops.

Yes! We’d like to join NAMI [state] as a NAMI Smarts for Advocacy training partner.

____________________________________________________________________________ Signature and Title of Affiliate Representative Date ____________________________________________________________________________ Signature and Title of State Organization representative Date


NAMI SmartsTRAINEE 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 national NAMI Smarts Grassroots Advocacy Teacher Training from [date to date] in [City, State].

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 Grassroots Advocacy in your state and what you’d like to be able to achieve.

Please briefly describe any relevant experience or skills you have in training or facilitation of group learning or activities.

Please briefly describe any relevant experience or skills you have in managing event logistics (e.g. planning, marketing, registration, participant materials, snacks, room arrangements, volunteer recruitment, etc.)


Participant Information

Name:

Address:

City/State/Zip:

Cell/Phone:

Email:

Departing Airport:

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 [date]

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 Affiliate to ensure marketing, logistics and funding efforts are in place to support NAMI Smarts trainings through [month, year].

[Describe travel and meeting expenses to be covered respectively by NAMI or by the sponsoring organization.]

Yes! I’d like to be a NAMI Smarts for Advocacy teacher

____________________________________________________________________________ Signature of Training Applicant Date

NAMI Smarts for Advocacy Teacher Training

TRAVEL MEMO

We’re looking forward to seeing you on [date] at the NAMI Smarts for Advocacy Teacher Training! Travel and training details are provided in this memo to help you prepare.

Training will begin promptly at [time] on [day, date] at [training location and room]. Light snacks and beverages will be served, but please eat supper before arriving. There will be no registration desk for the training; simply join us in the meeting room at the designated time.

If you have any additional questions or need to reach trainers during your travel or the training, please contact [trainer name] at [email] or [cell], or [trainer name] at [email] or [cell phone].

Dress Dress is casual and appropriate for a learning environment. Meeting rooms can be chilly, so it’s best to dress in layers.

Remember to bring: Medications (if applicable) Umbrella Light jacket (weather is changeable)

Lodging: [hotel name] [address] [city] [state] [ZIP] [phone] [website]

Travel If several people are coming from your local area, please carpool if possible. Mileage is reimbursed at [mileage rate/mile]. Reimbursement form: [Insert link or attach your organization’s travel reimbursement form.]

Lodging Details

Check-in [Check-in instructions].

Incidental charges: You will be responsible for all incidental expenses charged to your room, such as phone calls, internet, TV or movie charges and room service. Plan to present a credit card upon check-in to cover any incidental charges

Single room: If you have reserved a single room, please present your credit card to the hotel clerk, noting that you will pay for half of the room charge: approximately [$___] (tax included) for two nights.

Smoking: All rooms are non-smoking. You will be responsible for the fine if you smoke in non-smoking areas.

Food: Friday evening: [optional: light supper provided], snack provided. Saturday: Breakfast on your own. Lunch and snacks provided. Supper on your own. Sunday: Breakfast on your own. [optional: box lunch provided].

NOTE: If you have not already done so, please tell us about any dietary restrictions.

Teacher Training Agenda

Friday 7:00 pm Welcome, NAMI Smarts background

Introductions Orientation to NAMI Smarts training

8:30 pm Close

Saturday 9:00 am Opening

NAMI Smarts: Telling Your Story Meeting Your Policymaker

12:15 pm Working lunch (provided) Lunchtime work: Meeting Your Policy Maker exercise

1:30 pm Recall and Reflect Module components Contacting Your Policymaker Teacher Guide – Principles and skills Break Facilitation Skills – interactive learning Teach-back assignments and practice Q&A, review and wrap-up

5:30 pm Close

Dinner on your own Suggestion: Dine with new NAMI friends

Sunday 8:30 am Teach-backs

Prep Guide, logistics Presentation reports Next steps Wrap-up, appreciations

12:30 pm Good-bye and safe travels!

Trainee Confirmation – Sample email

Dear [trainee]

We are looking forward to seeing you next week in [city] for the NAMI Smarts for Advocacy Teacher Training. Attached, please find a memo with details to help you prepare for the training and your travel. Please note that our training will begin promptly at 7:00 pm on Friday, [date] at the [training venue]. [Optional: A light supper will be served at 6:15 pm.]

We have booked a double occupancy room for you with [name of roommate]. The hotel confirmation number is [confirmation #].

OR

We have booked you into a single room. Please note that the hotel will require payment of approximately $____ (for 2 night stay) to cover the additional single room charge.

Happy travels! [NAMI Smarts for Advocacy State Coordinator]

Supplies & Equipment, Food & Beverage Lists Teacher 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 in designated 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 - working lunch Saturday evening On your own Sunday breakfast On your own or hotel buffetSNACKS: Granola bars 2 per person Fruit plate or veggie sticks Finger food Chocolate kisses 2 bags Pretzels, Chex Mix or trail mix Non-sugar Cheese sticks 2 per person Serving bowls or baskets 1 larger per table, 1 smaller per table Soda, bottled water With and without caffeine and sugar Coffee, decaf, hot water Cream, sugar, sweetener, tea bags

1

INCIDENT REPORT NAMI Smarts

Please complete this form to report an accident, injury or potential claim against liability insurance. E-mail the completed form to your NAMI State Organization (NSO).

NSO Contact: ________________________ Email: ____________________________

DATE OF INCIDENT: ___/___/_____ TIME OF INCIDENT: ___:____ AM PM

LOCATION OF INCIDENT: _______________________________________________

NAMI Smarts teacher/trainer on site where the incident occurred: Name: _________________________ Email:____________________________

Telephone: ___- ____- ______ Affiliate: __________________________

Description of Incident:

Persons Involved: Name Telephone number Email

Witnesses: Name Telephone number Email

NOTE: Please attach any pictures of property damage or personal injury connected with this report.

2

A police report was filed: ____ Yes ____ No ____ Don’t know

If a report was filed, with which police department: Department: _________________________ Phone: _____-_____-______ NOTE: Please attach a copy of the report if available.

What action was taken when the incident occurred?

Please provide any additional comments, pictures or drawings concerning this incident that you wish to offer.

This form was completed by: Name: _________________________ Email:____________________________

Telephone: ___- ____- ______ Affiliate: __________________________

Signature: _________________________ Date:___/____/______

Thank you for your dedication to NAMI Smarts for Advocacy!

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NAMI SMARTSfor

ADVOCACY

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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)

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 Advocacy Evaluation

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 10 None 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)



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 for funding 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

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 [email protected])

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!

1

NAMI Smarts:

ReportsQuick! Easy! Important!

NAMI Smarts for Advocacy

Why Report?

• Culture of evidence based practice– What is working?

– What needs to be changed and how?

– Who are we serving?

– What impact are we having?

• Report to decision makers and funders– Board of Directors, ours and yours

– Funding sources, ours and yours

Okay, I’ll do it.…But how?

1. Collect participant evaluation

Pre-post training evaluation

2. Complete presentation report

3. Enter in “Reporting” on:

www.nami.org/NAMISmartsLeaders

3

2

1. Collect Pre-Post Evaluation

• Attendance

• Feedback

• Audience:– Race/ethnicity

– Relationship to mental illness

2. CompletePresentation Report

• Place

• Date

• Module (s)

5

…Presentation ReportTeacher Info

• Always: Your name

Co-teacher name

Affiliate and state organization

• If new or changed contact info:• Telephone

• Email

6

3

…Presentation ReportParticipants

• Tally: – Attendance

– Race/ethnicity

– Relationship to mental illness

• Why? – NAMI seeks to support the entire community

7

Presentation ReportYOUR Comments

• Describe what went well in the training. – What did you do that really worked?

– How did participants respond?

• Describe concerns about the training– Suggestions for improvement for us (program

improvement)

– Or for you (we all learn)

Presentation ReportParticipant Comments

• From pre-post eval.:– What did you learn that

was most helpful to you today?

– Where do you plan to use your story…

– What comments do you have?

• Star stories:– May we use your story?

4

Send Data!• Go to http://www.nami.org/programdata

Click: NAMI Smarts for Advocacy

Fill out the formRemember to scroll down!

5

Complete all promptsThen click “Submit”

When you see this screen…you’re done!

Send after every presentationDon’t let it stack up

Do it soon!

• Questions?• Email or call!

• We’re here to help

1

Sample Letter of Inquiry: Grassroots Advocacy Training Project

[Date]

[Contact name] [Title] [Foundation or funding source] [Street address] [City], [State] [ZIP]

RE: Letter of Inquiry, Grassroots Advocacy Capacity Project NAMI [organization/affiliate] EIN: [XX-XXXXXXX]

Dear [Contact name]:

Today’s public policy environment is complex and dynamic. Significant changes in health care delivery and financing at the state and federal level bring both opportunities and threats to mental health care. To enact effective policy and make efficient use of public and private financing, policy makers need to understand the impact of policies on their constituents.

Real stories, well told, have the power to move policymakers. NAMI [organization/affiliate], the [state/local] chapter of the National Alliance on Mental Illness, has an extensive network of individuals and families whose lives have been deeply impacted by mental illness. For 35 years NAMI has served as a reputable resource on mental health issues, earning the respect of policymakers and a “place at the table.” Based on their personal experience and their concern for others in similar circumstances, NAMI members have influenced the shape of mental health coverage, services and supports for millions of Americans affected by mental illness.

With appreciation for the [funding source] focus on public policy to enhance the health of vulnerable populations, NAMI [organization/affiliate], requests an investment of [$_______] to implement the highly regarded NAMI Smarts for Advocacy curriculum. Our goal is to mobilize our grassroots to advocate for policies that give every individual who lives with mental illness the opportunity to experience recovery.

NAMI Smarts for Advocacy helps participants hone their lived experience to focus on policy issues. The curriculum actively engages individuals through practice-based exercises that build skills and confidence. Because the lessons employ proven adult learning strategies, taking participants through a sequence of clear steps and practices, they are effective for newcomers and seasoned advocates alike.

NAMI Smarts Grassroots Advocacy Training is delivered by trained staff and volunteers in 90-minute practice-based workshops. NAMI Smarts teaches the following basic skills:

• Telling Your StorySkill: Delivering a concise and compelling story with an “ask”

• Contacting Your PolicymakerSkill: Writing emails and making telephone calls that get attention

2

• Meeting Your Policymaker Skill: Orchestrating successful group meetings with public officials

• Medication: Protecting Choice Skill: Advocating with policy makers for access to psychiatric medication

Ongoing evaluation is built into the NAMI Smarts model. Feedback from participants and teachers is collected for each workshop and submitted to a national database. Data are analyzed and reported quarterly or as requested. [Optional:] NAMI [organization/affiliate] is fortunate to receive seed funding from [describe other funding sources including those that are indirectly linked to the project] and targeted donations from our members, but additional resources will be necessary to underwrite the costs of the project. The current policy environment presents an unparalleled opportunity to strengthen access to health and mental health care, yet legislators and policy makers face daunting challenges as they seek to enact effective policy amid sweeping change and scarce resources. NAMI [organization/affiliate] is well positioned to equip and mobilize our grassroots membership to inform decision makers and advocate for policy to enable people with mental illness to live full and contributing lives. Please contact [name, title] by telephone [xxx-xxx-xxxx] or email [[email protected]] with any questions relating to this request. Sincerely,

[signature]

[name, title] NAMI [organization/affiliate]

3

Sample Proposal Narrative: Grassroots Advocacy Training Project

Note: The example below is simply a guideline. Foundations and funding sources vary in what they require for content and formatting. Most foundation applications are submitted in an online form. Give them what they ask for - no more, no less – in exactly the required format. Write the proposal in a word document, then copy and paste into the online form.

Cover page Organization and contact person information. Usually this is a form.

Provide your organization’s name, address, telephone, fax and website and the person, title, telephone and email for correspondence purposes. Include the organization’s non-profit status and EIN.

Introduction Engages the reader, states proposal purpose and goals, specifies amount requested.

The current policy environment presents an unparalleled opportunity to strengthen access to health and mental health care, yet legislators and other policy makers face daunting challenges as they seek to enact effective policy amid sweeping change and scarce resources. In order to focus public policy on strategies that work, policy makers need to understand the real-world impact of proposed policies on their constituents.

NAMI [organization/affiliate], the [state/local] chapter of the National Alliance on Mental Illness requests an investment of [$_______] from [foundation/funding source] to educate and mobilize grassroots advocates using the NAMI Smarts for Advocacy curriculum.

Project goals:

1. Facilitate [#___] practice-based workshops on advocacy skills in [#___] communities[OR name the community/communities]. Equip a projected [#___] individuals andfamilies who live with mental illness to communicate skillfully and with confidence topublic policy makers.

2. Prepare grassroots NAMI advocates to approach communication with their electedofficials as relationship-building.

3. Promote more frequent, timely and effective communication between grassrootsmembers and their elected officials.

Participant comments: “I always thought I had a story, but I was amazed at how powerful my story is. This really helped my self-confidence.”

"It's a great way to keep policy makers on track when faced with mental health issues."

4

Statement of need Describe causes of the problem, the number and types of people affected by the problem, the consequences if nothing is done, what is already being done to resolve the problem and the value of the proposed project to address unmet need.

Dramatic changes under way in health care delivery and financing at both the state and federal level pose opportunities and threats to mental health care. An estimated 11 million uninsured Americans with mental health conditions stand to gain coverage through the New Health Insurance Marketplaces and Medicaid expansion. Mental health benefits – at parity - are required as essential health benefits (EHB) to be provided in all individual and small group health insurance plans and in alternative benefit plans offered through Medicaid expansion. The stakes are high. Federal rules defining essential health benefits gave broad discretion to states to decide what services will be covered. There are significant concerns that treatment and services vital to recovery from mental illness will not be covered in these programs. At the same time, high profile incidents have riveted public attention to public safety risks posed when people with serious mental illness do not get needed treatment. In response, state legislatures are moving on an array of legislative remedies, ranging from early identification and strengthening service system capacity to punitive strategies with dangerous unintended consequences. During this critical period 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 experience recovery.

Organization description This is your opportunity to make the case for why your organization is a good prospect for investment. Briefly describe your state organization or affiliate and the record of service.

NAMI [organization/affiliate] is the [state/local] chapter of the National Alliance on Mental Illness, the nation’s largest grassroots mental health organization dedicated to building better lives for millions of Americans who are affected by mental illness. With local affiliates in [#___] communities statewide, NAMI provides free support and education programs to families and individuals with mental illness, advocates for access to services and is steadfast in the commitment to raise awareness and build a community for hope for all of those in need. Much of NAMI’s work is done by volunteers who have experienced mental illness themselves or in a loved one.

Real stories, well told, have the power to move policymakers. NAMI [organization/affiliate], the [state/local] chapter of the National Alliance on Mental Illness, has an extensive network of individuals and families whose lives have been deeply impacted by mental illness. Nationwide for almost 35 years NAMI has served as a reputable resource on mental health issues earning the respect of policymakers and a “place at the table.” The result: NAMI members have helped shape mental health coverage, services and supports for millions of Americans affected by mental illness.

5

Methodology Describe project activities. A Gantt chart or other planning tool can be used as a guide to describe methodology concisely.

NAMI’s greatest advocacy tool is our members’ lived experience with mental illness. The highly-regarded NAMI Smarts for Advocacy curriculum increases the capacity of individuals and families living with mental illness to communicate effectively with policymakers. Through a comprehensive training curriculum of practice-based models, NAMI Smarts effectively builds skills and confidence. Because the training sessions are based on adult learning strategies and take participants through a sequence of clear steps and practices, the curriculum benefits a wide range of participants from beginners to seasoned grassroots advocates. NAMI Smarts Grassroots Advocacy Training is delivered by trained staff and volunteers in 90-minute practice-based workshops. Using slides, lectures, worksheets and small group exercises NAMI Smarts teaches the following skills:

Telling Your Story: Designed to equip advocates to influence decision makers, the session helps participants hone lived experience with mental illness into key messages and an “ask.”

Contacting Your Policymaker: Teachers participants to create and execute written and

verbal communication that will make an impact on decision makers.

Meeting Your Policymaker: Skill development for how to plan and facilitate an effective meeting with key officials.

Medication: Protecting Choice: Participants explore the role of medication in recovery for themselves or a family member and learn how to advocate with officials for policies that preserve access to psychiatric medications.

“NAMI Smarts is excellent, well organized and easily understandable. It simplified an often scary process. The template is a very effective structure for telling a story. It was great getting feedback and very cathartic.” “I will be sending more emails – it’s so easy and fast.”

Evaluation Describe how project activities will be recorded and milestones measured.

The NAMI Smarts for Advocacy program collects continuous feedback from participants and instructors. Information on participation, satisfaction, suggestions for improvement and participant characteristics is submitted to a database maintained by the national NAMI office. Reports are generated quarterly and upon request.

Personnel Include a description of project staffing and attach resumes for key personnel.

This project will employ one half-time (.5FTE) Advocacy Training Coordinator who will work under the supervision of the Executive Director [or other staff member] to implement coordination, training, evaluation and reporting procedures in alignment with NAMI [state/affiliate] goals and in compliance with NAMI Smarts for Advocacy standards. Administrative support will be provided by the NAMI [state/affiliate] office.

6

Other funding sources Disclosing other funding sources is optional unless required by the foundation, although having several funding streams strengthens the proposal.

[Optional:] NAMI [organization/affiliate] is fortunate to receive [$_______] in seed funding from [describe other funding sources including those that are indirectly linked to the project] and targeted donations from our members, but additional resources will be necessary to underwrite the costs of the project.

Summary The summary is an opportunity to reinforce the value of the project.

The changing healthcare environment presents both opportunities and risks for individuals and families living with mental illness. Legislators and policy makers face daunting challenges as they seek to enact effective policy and would benefit from well-focused communication from constituents whose well-being depends on effective mental health policy. NAMI [organization/affiliate] is well positioned to mobilize our grassroots membership to inform decision makers and advocate for policy to give people with mental illness the opportunity to live full and contributing lives.

Budget narrative See attached budget. Narrative below.

Personnel: Adjust salary and benefits to align with similar non-profits in the area. Advocacy Training Coordinator: (.5 FTE) Responsible for coordination, training, evaluation and reporting = $20,000. Benefits: 20.2% of salary. Include FICA @ 6.2%, health insurance @ 9%, retirement @ 3%, comp @ 2.0% = $4,040.

Operating Expenses: Telephone/internet: Project staff will use telephone and internet connection to conduct project business. $100/month x 12 months = $1,200 Printing/copying: Project documents (B/W - .03/page) $200/quarter x 4 quarters= $800. Supplies: Including binders, file folders, printer paper, toner, staples, etc. $75.00/quarter x 4 quarters= $300. Occupancy: Project staff will occupy 10% of the NAMI [state/affiliate] office @$2,500/month = $3,000 Staff travel: Project staff will travel statewide, estimated at 200 miles/quarter x 4 quarters x $.56/mi = $800

Equipment: Portable digital projector for presentations = $400 (tax included).

Volunteer Training: Annual training for 12 volunteer teachers. 15.5 hours of training Printed materials, mileage, lodging, food & beverage for 12 trainees who will each facilitate at least three workshops per year.

7

NAMI Smarts for Advocacy Project Item Number Estimated Cost Period Subtotals Totals Advocacy Training Coordinator .5 FTE $20,000 $20,000 Fringe benefits, payroll taxes 20.2% of salary $4,040 Subtotal personnel $24,040

Telephone/internet $100.00 Monthly $1,200

Printing/copying $200 Quarterly $800

Supplies - office and training $75 Quarterly $300

Occupancy 10% of $2,500 Monthly $3,000

Staff travel costs, non-local 200 miles x

$.56/mi Quarterly $448

Equipment: digital projector $400 (tax included) One-time $400 Subtotal Operating $6,148Total Personnel & Operating $30,188

Teacher Training

Item Number Detail Unit Cost # Units Cost Printing Printing 15 250 p. x 15 sets $30 15 $450

Binders 30 1" binders, 2/person = 30 $2 30 $60

Index dividers 15 10 dividers x 15 sets $5 15 $75Cover stock 1 ream 40 lb. white $12 1 $12Subtotal Printing $597

Supplies & Equipment Supplies See supplies list $100 A/V 2 days $200 x 2 days $200 2 $400.00 Subtotal Supplies & Equip. $500 Travel and Lodging

Mileage 6 cars

6 cars x 300 miles x .56/mile $168 6 $1,008

Participant Lodging 30

nights $80/night x 2 nights x 15 people $80 30 $2,400.00

Subtotal Travel & Lodging $3,408 Food & Beverage Sat. Dessert & Beverage 15 $12 15 $180.00 Sat. Breakfast 29 Hotel buffet Sat. All-day beverages 29 $8 15 $120.00 Sat. Morning Break 29 Muffins + 20%TT $3 15 $37.50 Sat. Lunch 29 $15 15 $225.00 Sun. Breakfast 29 Hotel buffet Sun. Morning Break 29 $8 15 $120.00 Subtotal food & beverage $682.50

8

Total Training Expense $5,187.50

TOTAL PROGRAM EXPENSE $35,375.50

Attachments Be prepared to submit the following as required.

Board of Directors List: The board bears fiduciary responsibility for the organization. Most foundations and funding sources require a list of your current board with contact information, their affiliations and often other characteristics such as race/ethnicity and gender.

A copy of your IRS 501(c)(3) letter: The funding source needs to know that your organization is currently registered as a charitable non-profit organization. If your affiliate does not have a 501(c)(3) designation, you may be able to apply under a fiscal sponsor, such as the state NAMI organization. You will need a written letter of agreement from the fiscal sponsor.

Annual budget: Include the annual operating budget for the current fiscal year and, if the application is submitted in the last quarter, the budget for the following year. The budget must display expenses and revenue sources by line item.

Current financial report: The report should show year to date expenditures by line item compared to budget.

List of other funding sources: List the name of each funding source, the amount requested, the date the proposal was submitted and whether funds are received, committed or pending.

Resumes for key project personnel: Foundations may want to qualifications of staff to be hired. If the project will employ existing staff include a resume. If not, include the job description.

Letters of support: If the proposal is part of a larger project that involves collaboration with other organizations, letters of support may be required from one or more collaborators. Contact the organization’s point person for the project to see if they are willing to write a letter of support – most are. Draft the letter of support for the organization and email it to them with a request toedit as they see fit, print on their letterhead and send the signed copy back to you. Specify a deadline! Everyone is busy, so you may have to remind your contact as the deadline draws near.

Other documents: Any document referenced in the narrative should be included as an attachment if permitted. Newsletters, newspaper articles, client testimonials and organizational brochures will also education the foundation about your organization.

NAMI Smarts

Next Steps Worksheet

First, brainstorm with your state teaching partner about the various groups, upcoming meetings and conferences, and any other opportunities for teaching NAMI Smarts for Advocacy 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 ball rolling when you leave here?

What are the specific ACTION steps?

Who do we need to talk to? Who will do

this? When will this

happen?

How will we keep each other

accountable?

Purpose and History NAMI Smarts for Advocacy...Purpose and History NAMI Smarts for Advocacy NAMI’s...

Documents

Transcript of Purpose and History NAMI Smarts for Advocacy...Purpose and History NAMI Smarts for Advocacy NAMI’s...