Self-Advocacy

Lesson Objectives:

• Identify the four key components of effective self-advocacy
• Practice using self-advocacy skills in realistic scenarios
• Create a personal plan for advocating for a current need

Materials Needed:

• Large sticky notes or index cards
• Markers/pens
• Whiteboard or flipchart
• Timer
• Role-play scenario cards

Part 1: Icebreaker – Step Up

10 minutes

Facilitator Script:

“Today we’re going to explore self-advocacy—how to speak up effectively for your needs. Let’s start with an activity called ‘Step Up’ that gets us thinking about speaking up for ourselves. Let’s all stand up and form a large circle in the middle of the room.

I’ll call out different scenarios where you might need to speak up for yourself. If you’ve experienced that situation or could imagine yourself in it, take one step into the circle. Look around to see who else stepped forward with you – these are your potential allies who understand that experience. Then I’ll ask for a volunteer from those who stepped in to share one quick strategy for handling that situation. After each round, everyone steps back to reform our circle.”

Call out 5-6 of the following scenarios, adjusting based on your group’s specific experiences:

“Step into the circle if you’ve ever…”

• “…needed to ask a teacher or boss for something special”
• “…had to speak up about being treated unfairly”
• “…wanted to join an activity but weren’t sure if you’d be welcome”
• “…needed help but were afraid to ask for it”
• “…had to talk to someone in authority about a problem”
• “…stood up for someone else”
• “…had to ask for something important even though you felt nervous”
• “…needed to negotiate for something you wanted”

After each scenario and step-in:

“Look around at who else is with you. Now, would someone who stepped in share one quick strategy for handling this situation?”

Allow 1-2 brief responses per scenario.

For the final round: “For this last one, everyone step into the circle. Speaking up for yourself is something we ALL need to do sometimes, we’re all working on these skills together.”

Part 2: Self-Advocacy Skills

20 minutes

Facilitator Script:

“Let’s talk more about self-advocacy. Self-advocacy means speaking up for yourself and your needs in an effective way. It’s not just about being loud or demanding, it’s about communicating clearly and constructively to get your needs met. It’s a crucial skill for navigating systems like school, healthcare, employment, and social services.”

Discussion:

“When do we need self-advocacy skills?”

Listen for responses and insert these examples as necessary:

• Asking for accommodations at school or work
• Getting proper healthcare or services
• Setting boundaries in relationships
• Resolving conflicts with authority figures
• Accessing resources you’re entitled to

Facilitator Script:

“Self-advocacy matters because:

1. No one knows your needs better than you
2. Others often won’t offer help unless you ask
3. It builds confidence and independence
4. It helps you navigate systems that weren’t necessarily designed with you in mind”

“Let’s break down the four key components of self-advocacy.” (Have these pre-written on a board or large paper.)

1. Knowing your needs and rights
   • Clearly identify what you need. What’s the ask?
   • Understand what you’re entitled to
   • Research policies, rules, and available options
   • Define exactly what you’re asking for

2. Communicating clearly and respectfully
   • Choose the right time and place
   • Use “I” statements instead of blame
   • Be specific about what you need
   • Explain why it matters
   • Listen to the other person’s perspectiv

3. Being persistent without being aggressive
   • Stay calm and factual
   • Offer possible solutions
   • Follow up appropriately
   • Know the difference between being firm and being hostile

4. Knowing when and how to escalate
   • Try the direct approach first
   • Document your attempts to resolve the issue
   • Identify the proper chain of command
   • Bring supporters when necessary
   • Consider formal complaint processes when appropriate

Talk through this example:

“Let’s look at a scenario: Michael works part-time at a fast-food restaurant and needs to adjust his schedule to attend a free job training program.”

• Knowing Your Needs and Rights
  Michael reviews his work schedule and the training program schedule, identifying exactly which shifts need to be changed. He checks the employee handbook regarding schedule change requests and notices the policy requires two weeks’ notice for permanent changes.
• Communicating Clearly and Respectfully
  Michael approaches his supervisor during a quiet period: “Ms. Williams, I need to discuss my work schedule with you. I’ve been accepted into a job skills training program that meets on Tuesday and Thursday afternoons from 3-5pm. I feel excited about this opportunity because it will help me develop skills that could benefit our team here too. I’d like to request different shifts on those days, perhaps working evenings instead. I can provide the program details in writing if needed.”
• Being Persistent Without Being Aggressive
  When his supervisor expresses concern about covering those shifts, Michael responds: “I understand your concern about shift coverage. I’ve already spoken with Kevin who is willing to switch shifts with me on those days. I’m also willing to work the less popular weekend shifts to make up the hours. This training is really important for my future, and I’m trying to find a solution that works for everyone.”
• Knowing When and How to Escalate
  If the supervisor still seems reluctant: “I really value my job here and want to continue working while improving my skills. If changing my regular schedule is too difficult right now, could we discuss this with the general manager to see if there are other options? I’ve brought the program information and a written schedule request that explains everything.”

Discussion:

1. Thinking About Others: Michael asked for what he needed but also tried to help his boss by offering to work different days or switch with a friend.
   • How does thinking about what other people need help you get what you want?
   • Can you remember a time when understanding someone else’s side helped you?
2. Being Ready: Before talking to his boss, Michael checked the work rules and knew exactly which days he needed to change.
   • How does being ready make you feel more sure when asking for help?
   • What would you want to know before talking to your boss about changing your schedule?
3. Talking to People in Charge: It can be scary to talk to adults who have power, like bosses.
   • What did Michael do to make his talk with his boss go well?
   • How could you use these ideas when talking to teachers or other grown-ups who make decisions?
4. Now and Later Goals: Michael needs his job now but also wants to learn new skills for his future.
   • How do you decide when to ask for changes that might be hard now but help you later?
   • What should you think about when making these choices?
5. When It’s Hard to Speak Up: Some families or communities teach kids not to question adults or ask for special help.
   • What might make it hard for you or your friends to speak up?
   • What could help you speak up when it’s really important for your future?
6. Michael could have potentially avoided this situation by planning ahead.
   • How do you think the situation would have changed if he had asked his boss before signing up for the training?
7. Imagine that Michael’s boss still says no.
   • What should he do if he doesn’t get what he wants?
   • What do you do when you don’t get what you want?
8. People aren’t perfect. Imagine Michael’s boss says yes, but then makes a mistake with the schedule and Michael has to attend work instead of the training.
   • How should Michael pivot when the plans have to change?
   • How do you pivot when your plans get changed?

Self-advocacy is about working to get your needs met and we must also consider the impact on others.

Part 3: Small Group Role-Play Practice

10 minutes

Facilitator Script:

“Now it’s your turn to practice these skills. Form groups of three. Each person will take one of these roles:

• The advocate (person asking for something)
• The authority figure (person with decision-making power)
• The observer (takes notes on what works well)

I’ll distribute scenario cards, and you’ll have about 5 minutes to act out the scenario using the four components of self-advocacy. Observers, pay special attention to which strategies seem most effective.”

Distribute scenario cards with situations like:

• Asking a teacher for an extension on an assignment
• Requesting more hours at a part-time job
• Discussing a housing issue with a landlord
• Asking parents/guardian for more independence
• Requesting help from a social service agency

Allow 5 minutes for role-play.

“Let’s hear from a few observers. What self-advocacy strategies did you see that worked well?”

[Brief sharing—2-3 examples]

Part 4: Closing Activity – My Action Plan

5 minutes

Facilitator Script:

“For our final activity, think about something in your life right now where you need to advocate for yourself. It could be at school, work, home, or with a service provider.

On your Self-Advocacy Steps handout:

1. Write down what you need (be specific)
2. Note who you need to talk to about it
3. List 2-3 key points you want to communicate
4. Identify one possible obstacle and how you’ll handle it
5. Set a deadline for when you’ll have this conversation

You have about 3 minutes to work on this.”

Allow 3 minutes for individual work.

“Would anyone like to share their plan? What’s one strategy you’re going to use?”

Allow 1-2 brief shares if time permits.

“Remember, self-advocacy is a skill that gets stronger with practice. Even if you don’t get exactly what you want, each time you speak up for yourself, you’re building confidence and communication abilities that will serve you throughout your life. For next time, try using one of these strategies and be ready to share how it went.”