Session 1 introduces learning outcomes around advocacy and community development concepts. Key concepts in advocacy include identifying issues, researching responsibilities, determining advocacy goals, and developing work plans using community development strategies like reports, lobbying, and the legal system. Community development strategies are often used in advocacy to work with clients individually, in groups, or on their behalf, as well as to advocate for issues at broader social and political levels through collective action, policy work, and systems advocacy.

1. Session 1 Introduction
Learning Outcome:
Provide an overview of the Learning &
assessment Strategies
Identify & list basic concepts of advocacy and
community development
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2. RESISTANT
 “I‟m part of my community and
I‟m not going to change”
 only doing course because of
requirements
 not open to changing patterns of
learning
 resist changing values and
attitudes
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3.  “The bastards won‟t beat me –
I‟m going to get this
qualification”
 often begin many courses or
same course many times, but
then get defeated.
 have perhaps been told in the
past they were not good enough
academically.
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4.  “I‟m not sure how I fit in here
but I'm trying out different hats
to see how they work”
 an uncomfortable phase
 student wants to be part of the
course but know it requires a
change in them
 could have history of lurching
from thinking they could achieve
to being put down; getting big
for their boots
 mentors help here
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5.  “I can handle anything now; I
know I belong”
 student is comfortable with
their place in the system
 student is able to negotiate
what they need in order to learn
 students has a sense of „agency‟
– they know they have
challenges but believe they can
and should be in the learning
environment.
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6.  Purpose
 Networks – bonding, bridging
and linking ties, social capital,
family links
 Identity resource – ability to
articulate and present self;
accepting constructive criticism,
etc
 Processes – negotiating system;
better able to do this at the
„enacted‟ phase
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7.  Family
 Community
 Workplace
 TAFE
 Students need to manage
different identities in order to
be successful learners
 Identities can get in the way if
they don‟t support the learning.
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8.  Community development
strategies are often used when
advocating for clients or causes.
 Below are the steps in the
advocacy process.
 You can see how community
development strategies are used
in advocacy.
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9.  Identify the issue/s
 Undertake research to determine the
nature of the issue and who is
responsible for it.
 Determine if the issue is best managed
by advocacy and or community
development strategies.
 Determine a goal for the advocacy and
or community development strategies
 Draft a work plan to achieve the goal.
This work plan is likely to include a
range of community development
strategies including, community research
reports, lobbying the media and using
the legal and political system to achieve
an advocacy goal.
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10. A B
Work with the clients on their
own behalf Work with clients on behalf of
themselves and others like them
Individual action - focus on direct
intervention e.g cousnelling, case Group work/mutual support
work. groups
Micro level
Micro level
Advocate for Clients
Advocate for Clients
C
D
Work with non clients on behalf Work with non clients on behalf of
of an issue. an issue
Addressing issues at a broader Collective group action - helping
social and political level each other to change the
particluar situation
Macro level Micro/macro level
Reclaim the night
Policy ransition from Advocate for clients
to systems advocacy
Systems Advocacy
Goldberg Wood G & Tully C, 2006. The
structured Approach to Direct Practice in
Social Work : A Social Constructionist
1
Perspective. 3rd Ed.
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