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Managing Myself

This module explores the concept of self-advocacy and teaches techniques for assertive communication. Topics covered include starting conversations, sharing opinions, making requests, questioning rules, addressing problems, and expressing emotions.

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Managing Myself

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  1. Managing Myself Module A Part 4 Self-Advocacy (2)

  2. Self-advocacy includes: • Starting, changing, or ending conversations • Sharing feelings, opinions, and experiences with others • Making requests and asking for favors • Refusing others' requests if they are too demanding • Questioning rules or traditions that don't make sense or don't seem fair • Addressing problems or things that bother you • Being firm so that your rights are respected • Expressing positive emotions • Expressing negative emotions • Being assertive

  3. To be a good self-advocate you need to learn to be assertive What is being assertive​? • Being confident and positive in a persistent way​ • Begin assertive will help you be a good self-advocate​

  4. Activity: Are you passive, assertive or aggressive?

  5. Follow along on your handout "Three Types of Behaviour" as you discuss each type of behaviour with your instructor and the group Passive, Assertive or Aggressive?

  6. Assertive people are Are open and honest Stand up for themselves Say no if it is inconvenient Explain their actions Refuse to be bullied Try not to hurt anyone Inspire results Value others Express their feelings clearly Source: GO Module #4 page 164

  7. Activity: Role Play Behaviours 

  8. Questioning Rules and Authority When do you think it is okay to question rules and the authority of others? When do you think it isn't okay to question rules and the authority of others?

  9. Activity: The squeaky wheel gets the grease!

  10. Self-Advocacy at Home Being assertive at home with family and friends can be one of the most difficult places to do it. When you care for people and depend on them it makes it more difficult to self-advocate. You have to remember that you should be treated fairly by the people you live with and care for. This might mean that you have to advocate for yourself at home.

  11. Equal treatment You deserve to be treated the same as other family members and friends when it comes to responsibilities (such as doing chores, sharing, or taking turns) and rewards (such as choosing which movie you'll see with your friends or the right to time on the family computer.) Respect Just like everywhere else in your life, you also deserve to be treated with respect. While family members and friends may be casual around each other (that's part of the comfort that comes with friendship), if their actions or behaviors offend you or hurt your feelings, you have the right to tell them and ask them to change those behaviors. Source: http://www.mtstcil.org/skills/assert-intro.html

  12. Activity: Practicing Self-Advocacy at Home or in Social Situations

  13. Self-Advocacy at Work or School Equal opportunity You have the right to equal opportunities at work and at school. No matter what your race, gender, or abilities, the law guarantees you equal access to jobs and an education. You cannot be turned down for a job or be rejected from a school based simply on your physical attributes. You cannot be denied the same opportunities available to others. Equal rewards Just as you have the right to the same opportunities, you have the right to the same rewards. If you perform as well as others at work or at school, you deserve the same compensation. This could be in the amount you are paid at work or the grades you get in school. Source: http://www.mtstcil.org/skills/assert-intro.html

  14. Activity: Practicing Self-Advocacy at Work or School

  15. Self Advocacy and Your Health You Have the Right to Ask Questions Don't be afraid to ask a doctor or nurse, about a diagnosis, recommended treatment, or prescribed drug. You may worry that their time is important but so are your time and your health. You have a right to ask and receive a full explanation about anything pertaining to your health. Source: http://www.mtstcil.org/skills/assert-intro.html

  16. Get a Second Opinion Doctors, and nurses are not always right. If you are concerned about a diagnosis or recommended treatment, even after a healthcare professional has explained it to you, it's your right to go see someone else. If the information you're being given could drastically affect your life, don't feel as though you have to rely on one person's word. Healthcare professionals are right more often than they are wrong (otherwise they wouldn't be practicing), but it doesn't hurt to see other professionals for their opinion. Source: adapted from http://www.mtstcil.org/skills/assert-intro.html

  17. Refuse treatment and/or seek alternative treatment. This is often a scary and difficult decision, but if you are a competent adult, you do have the right to refuse medical treatment. You may choose to do so because you have received a different opinion from another expert in the field; you may do so because you are afraid the drawbacks of the treatment will outweigh the benefits or you may do so for other, personal reasons. Deciding to refuse treatment or seek alternative treatments against your healthcare professional's advice can be very risky and should be considered very carefully. If you have doubts about a treatment or diagnosis, even after getting a second opinion, consider doing research, talking to others who have experienced the treatment or diagnosis, and getting even a third or fourth opinion. Source: adapted from http://www.mtstcil.org/skills/assert-intro.html

  18. Activity: Practicing Self-Advocacy in Health and Personal Safety Situations

  19. Complaining What is complaining?

  20. "SMART" Complaints We often hear about having SMART goals. SMART goals are Specific, Measurable, Attainable, Relevant and Time-bound. You can apply a similar concept to complaints. SMART Complaints are: • Specific • Measurable • Achievable/Anger • Respectful/Reasonable • Trackable

  21. The “SMART” Complaining Checklist Before you share your complaint, or following a failed complaint, review the following checklist as a guide: S – Specific/Support  Are you being specific when you explain your complaint?  Can you speak with a specific person who can change policy or decisions?  Do you have support? Have you asked friends, family or others for help or advice?  Is there a community group that could give you support?  Do you have facts and documents to support you? M - Measurable  Is there a way to measure the result of your problem? Has it cost you money?  What will fix your complaint?  Would you be willing to compromise? By how much? A – Achievable/Anger  Can you achieve your goal? Did you give clear, factual evidence?  Are you using your anger positively: to energize and motivate you?  Are you negatively expressing your anger: by shouting, threatening, etc.? R –Respectful/Reasonable  Are you being respectful and courteous?  Are you treating others, as you would like to be treated?  Are your expectations reasonable? T – Tracking  Are you tracking your progress by keeping a detailed record of all calls, letters, responses and any other relevant items? Source: Self-Advocacy Curriculum (Self Help Alliance, 2010) p.49

  22. Rules for Complaining 1. Don't complain all the time. Constant complaining is just whining, and makes you seem like a difficult person. 2. Don't complain unless you know all the facts.Do some research about the issues before you start to complain. 3. Be specific about what you are complaining about. Don't just say you don't like something, explain why you don't like something. 4. Complain to the right person. If you are not complaining to someone who can fix the problem, it probably won't get fixed. 5. Don't make the complaint a personal attack. Use "I" messages to avoid criticizing directly. 6. Have suggestions as to how to fix the issue. If you are not part of the solution, you are part of the problem. 7. Don't let the issue escalate. Deal with it as soon as possible so it doesn't get worse. Source: Adapted from The Advocacy Curriculum (Self Help Alliance, 2010) p. 50

  23. Milestone 60

  24. This Power Point was created by Laubach Literacy Ontario.   ​ The resources can be downloaded free of charge at www.laubach-on.ca. ​ This Employment Ontario Project was funded by the Ontario Government. 2015  ​ All website links were accurate at the time of original distribution-March 2015. ​ All of the images and clip art used in this Power Point are from Clipart.com and Microsoft Office.com.​

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