Lessons Learned: III. SOME STRATEGIES
The most effective strategies for consumer involvement may simply be the elimination of barriers as they are identified. The barriers discussed in this report suggest a number of strategies. Some require little more than becoming clear about why or how consumer involvement is wanted, being attentive to consumers who show an interest in participating, or listening and acting on what consumers have to say. Establishing goals for consumer involvement--and always keeping those goals in sight--will help ensure that consumers don't get left out of the picture. Other strategies may require considerable more time, effort, and resources. Increasing publicity is necessary for consumers to know about Step Ahead and First Steps. Opening up access to information also helps consumers become knowledgeable decision makers. Certainly everyone--professionals and consumers alike--would benefit from training to further develop the skills required for working together.
The results of planning and decision making can be strengthened when a variety of methods are used to gain consumer input. While the main focus of this project was to look at how to increase consumer participation in Step Ahead and First Steps council and committee meetings, it is important to recognize the value of employing other methods of participation as well. There is no such thing as a single consumer profile. Among other things, consumers differ in their areas of concern, time, knowledge, skills, and priorities. Since not all consumers will choose to attend meetings, it is essential to explore alternative strategies that offer families access to information and the ability to provide input into decision making at many different levels. Several methods have been identified to gain access to the wisdom and experience of consumers. We will discuss two--focus groups and surveys--in greater detail. Other methods include key informant interviews, newspaper inserts, participatory television, interactive computer programs, neighborhood discussion groups, search conferences, participative design workshops, exhibits, and training sessions. A focus group is a method of hearing the consumers' perspectives in a time-efficient, low-risk manner. Pulling together a focus group is way to involve consumers on a time-limited basis. While focus groups are not an avenue for direct participation in decision making, they do provide useful information than can shape the direction of policies and programs. Focus groups are especially useful to get a handle on a specific problem or issue, to test a theory or proposal, to gather ideas at the beginning of program planning, or to collect preliminary information for survey development. There are several advantages to focus groups.
The focus group that we conducted for this project grew out of the growing interest in welfare reform in our state. The design of any welfare system that truly fosters independence and self-reliance needs to utilize the experience and insights of welfare recipients themselves. The focus group was one effective method of hearing these voices. Five current and five former recipients of AFDC were recruited by one of the consumers in our project. We joined them in a public housing community center to discuss what works well and what gets in the way of the current welfare system. A light dinner and child care were provided. The discussion touched on several issues that contribute to the ineffectiveness of the current system, including the barriers to self-sufficiency, disincentives to work, the cost of child care, transportation, the separation of families, time-limited benefits, and lack of respect. The participants felt the focus group was a worthwhile experience and believed that their input would make a difference. The full report of this information will be shared with local, state and national legislators, as well as administrators within the Indiana Division of Family and Children and other community leaders and citizens. A copy of the report will also be given to the participants of the focus group. A well-conducted survey helps to see the bigger picture and provides information from consumers that can be used to take action. Surveys are another time-limited avenue for consumer involvement. If used correctly, they can be a highly useful tool in soliciting consumer experiences and input. Surveys have three primary advantages: they are able to reach consumers who may not be active participants in meetings, forums, or other public gatherings; they are able to provide a better understanding of the proportions of people who think or feel a certain way (as opposed to hearing viewpoints from a handful of individuals, where it is hard to determine if they speak for a majority or few others); and, because the results are quantifiable, they present "an aura of objectivity . . . to quantitative results which can be reassuring to a decision maker . . . " (Creighton, 1981, p. 249). It is important to note, however, that poorly designed or inadequately conducted surveys can easily be misunderstood by respondents and misinterpreted by administrators. Nonetheless, surveys can provide valuable information which can help broaden understanding of a problem, evaluate methods of operation, or determine the outcome of a program. Some considerations to take into account when deciding on or developing a survey:
We conducted two surveys for the Consumer Involvement Project. One was a day care evaluation survey to parents that was developed with the assistance of the Step Ahead Educare Committee and an outside consultant who conducts consumer satisfaction surveys for hospitals nationwide. A local day care provider offered to pilot the survey. The questions focused on consumer satisfaction with the day-to-day operations of the center, the quality of the staff, the information that parents received, discipline, and improvements that could be made. Information from the survey results was used by the staff in program planning and the director plans to use the survey again in the future. Another survey that we conducted went to educare providers who serve subsidized clients. This survey was developed with representatives from the Step Ahead Voucher Committee and received input from the committee as a whole before being sent to St. Joseph County child care providers. The survey sought information regarding market rates, clarity of rules and forms, courtesy of the Voucher Agent staff, amount and usefulness of information received, training, and any problems with specific funding sources. Information from this report will be shared with administrators of the various child care funding streams and with members of the Step Ahead Voucher committee.
Both professionals and consumers can benefit from training to further develop skills and enhance their ability to work together. Creighton (1981) suggests that when agencies or organizations seek public involvement, it is best approached as a team effort because of the number of skills necessary. His list of needed skills includes:
While Creighton's focus is on skill development of professionals, consumers, too, can benefit from increased knowledge and understanding of these and other skills. Lappé and Du Bois (1994) emphasize the importance of developing skills for one-on-one interactions, for group settings, and for self awareness. They identify ten specific skills, which they define as the "arts of democracy," that they say are the tools required for an enhanced public life.
Walker (1987) stresses the importance of leadership development. "Leadership helps formulate a vision and rallying point for current action. The training of leaders ensures that the vision will be sustained in the future" (p. 420). Working together requires the ability to build consensus, respect diversity, share power, explore options, set healthy group norms, plan strategically, and take action. As we move towards more consumer-driven services and to meaningful consumer participation, it becomes clear that skill-building can benefit everyone who will be involved in planning and decision making. In addition to the monthly consumer meetings, we offered two training opportunities for consumers. Five consumers who participated in the project were able to attend a three-hour evening workshop led by an outside consultant. The focus of the workshop came from issues that had been identified by consumers, including validation of the knowledge consumers have as parents, how to feel confident speaking with professionals, how to deal with issues of power and conflict, and how to help other parents feel effective. We also arranged for a day long workshop with Frances Moore Lappé and Paul Martin Du Bois, which was funded by Family, School and Community Partnerships for Education through the Lilly Endowment. Over forty consumers from several parent groups in the community, funders, and providers participated. This workshop looked at the broader range of citizen involvement, including topics addressing active listening, problem-solving, creative conflict, the healthy use of power and participatory planning for change. Both workshops were received positively. "The experience was great. . . . I hope I can make a difference." "[The workshop was] very very useful, interesting and exciting. The connections with the other people was very beneficial."
Consumers gain numerous advantages when they have an opportunity to meet together and build relationships. A very interesting and rewarding part of our project was the establishment of a consumer group. Consumers participating in our project met monthly to share experiences and identify what they needed to become more effective. In many ways, the group acted as a counterbalance to several of the barriers to consumer involvement. It also appears to have provided grounding in some of the basic principles of citizen participation. It served to establish and develop relationships and offered a "power base" from which to operate. Consumer discussions instilled and reinforced a hope that their involvement really could bring about actual change. While one of our focuses for this group was to identify the barriers to involvement that consumers experienced, consumers identified several other benefits that reinforced what we have learned about participation from the research. All of the consumers enjoyed the diversity of the group; hearing other parents' perspectives was important to them. They found the group a "safe place to ask questions" and a good source for information. For many, the discussions helped to validate their role as parents and consumers; they felt reinforced by the message that "what they had to say was worthwhile." They felt a base of support from the group. Knowing others had similar concerns gave some the impetus to speak out. Those who struggled with getting to or feeling a part of committees received encouragement from the other consumers. Some were able to participate in the training that was offered to the group and greatly appreciated the opportunities for self-development. Others took advantage of the networking that seemed to be an ongoing component of many meetings. Consumers shared information with one another about community services and other resources available for children or families. Many also believed that the group had the potential to work together to develop strategies for making real change. These benefits can probably be best understood in the context of consumers' own voices: Relationships "[The most valuable thing was] probably getting together with other consumers and knowing that they were concerned about the same things that are bothering me and were willing to put some time into doing something about it." "I was eager to go, see who was there, meet new people. That was really nice to find other people. And I missed it when someone didn't come back. I wanted to get to know them better, their perspective." "I enjoyed the people there, even though I'm not sure there was anybody there I would have picked as a friend, but I enjoyed the diversity and it was fascinating." Information: "I think it's important for me to know what's going on in the community at large because it will impact [my son] as the years go on . . ." "At my first meeting here, I learned that I had a chance to fight special ed, but I didn't know it. I knew that my child was a special ed kid, but I was so confused by the school corporation that I just felt helpless and powerless. . . . I felt like there's nothing I can do so forget it and there's nothing I wanna do cause if they said no it's no. But I found out it's not just no." "Now I can talk about [Step Ahead]. I've learned the big picture. I learned it from the parent consumer meetings, not on my own, or at all from my committee. It sunk in at our meeting." Validation: "A lot of people [at the consumer meetings] said GOOD things. Getting across that being a parent is the most important job we do was very important." "I always felt as a parent--and especially a stay-at-home parent- -that my opinion didn't really matter. . . that nobody really wanted to listen to it. I go to meetings and feel like I should just listen and not voice anything, but then I leave the meetings with the feeling like, oh, I'm not important . . . but today, I can realize that there are people that will listen and you know, may have something they can gain from my questions or what I say." "It makes me feel good to come, cause I was rushed and I was like all out of sorts, but here I know I'm going someplace where kids are important. We need that, you know what I mean? to keep you going sometimes." "That's why the consumer lunch meetings were important because you took time to let parents know how important they were on the committees." "It helps you maintain your identity as consumers." Support: "I think this to me was a very stimulating thing to get me moving because these are all regular people who are just starting to get involved in things that are very confusing." "In this setting, I think it's brought a lot out with people helping you feel more comfortable to go to a meeting . . . then come back here and discuss what happened, how they feel." "Mentoring is the key to a lot of things--can have a parent mentor another parent." "There might be 2 or 3 people going to a committee meeting and that would help the person who just doesn't want to go by themselves--there's safety in numbers." "In a way I guess it was like not feeling alone, like I was the only person who didn't like the way things were going, so that made me feel more effective, because I felt like there were other people who are sincere and they were willing to do a little bit, what they could." Self-development: "I guess what I need--a good thing for me would be to be more assertive, to follow up--'Hey, I've still not gotten any mailings!'" "I liked the attitude [in the consumer meetings] that if you didn't like it, you had the power to make it different. It can be done. You can do it--it wasn't like, 'we will make that change for you.'" "There wasn't one [consumer meeting] where I left and thought, 'well, that was a waste of my time,' 'cause if I didn't get any information that would help me, I feel as though I connected with somebody . . . [and] maybe I gave them a little something to go back with that would help them." Training: "[Training would be helpful] because by the time you listen a couple of times, you know what they are talking about, but you don't really know. I know that money comes from Title XX, but if someone asked me to explain it, I really don't know." "The training opportunities were really wonderful. I appreciated that." "That workshop the other night, that was a godsend." Networking: "[The most valuable thing about this whole project was] networking with other parents." "I've made some unique community contacts. We'll have a Girl Scout group at El Campito through a contact I met at the Youth Committee meeting. And I think we'll do something with the North East Neighborhood Center too." Change agent: "I would like to see us coming back to this group and talking more specifically about how we can influence the goals and objectives of our committees. I'd like to be able to discuss with the group how we can influence what that goal is." "Use this group as a brainstorming group, developing strategy and taking it back." "I'd like to be able to come back to this group and say, okay, this is what we want to do-what input do you have, what can you help me say to them." "It's exciting 'cause we're in at the beginning of this. Consumer involvement is so new. You got us so motivated--that we really can make a difference. I want to see if I can make it happen." However, consumers had a need to insure that these meetings continued to serve a meaningful purpose and felt that it was important to more clearly define the goals of the group itself. "The secret to this, though, is the committees. . . . To continue, I would want to put an emphasis on getting more people that really get out and go to committees." "Before you get more parents involved, let's figure out what it is they're getting involved in. The consumers made several suggestions for the group:
The consumer group, in essence, became what The Harwood Group (1991) defines as an "alternative community."
The "community" provided by the consumer group offered a forum for what The Harwood Group (1993) identified as much-needed discussion. "People don't learn the public's business sitting in a lecture hall, listening to a newscast or reading a report. . . . people learn primarily through their interactions with other people." Through dialogue, people can test their ideas, express their emotions, and sort out the realities of issues. The safety of the group provides a space "in which it is all right to be ambivalent and tentative." This dialogue keeps people engaged and linked to political life. "Without that link, political life dies. With it, people become animated; they participate" (p. vi). The consumer group cannot be all things to all people. However, the range of benefits available through the group appear to offer something to just about everyone. It is also important to recognize that the consumer group is not an end in itself, but a vehicle for increased and more meaningful participation in the public decision making processes of Step Ahead and First Steps. The goals for the group, then, must focus on addressing the barriers to involvement--through clarifying, networking, informing, training, building self-esteem, addressing attitudes and power issues, or increasing visibility--and on expanding access to consumers' experiences and input.
Supporting grassroots organizations in their goals and activities can be a long-term investment in consumer involvement. It is important to look at ways to redirect resources and create new power through partnerships with people at the grassroots level. When parents find and act on their own power to make their neighborhoods, schools, churches, and support structures stronger and more responsive, they are affecting change in dynamic ways. People have the capacity to create their own solutions. When they join with others to problem-solve and put into place self-support programs, they strengthen the involvement skills that Lappé and Du Bois label the "arts of democracy": active listening, creative conflict, negotiation, public dialogue and others. If Step Ahead and First Steps are serious about family involvement, it cannot just be a one-way street, expecting families to come and bring their expertise and support to councils and committees. Step Ahead and First Steps must also recognize, respect, and strongly support the parent-initiated movements that are already in place as well as those which may be newly forming. We already know that relationships form a base from which trust can grow and involvement can bloom. By reaching out and making an investment in grassroots movements, we all will reap longterm benefits--Step Ahead, First Steps, consumers, and communities.
Copyright 1994 by Sue Christensen and Ann Rosen. This report is based on learnings from the Step Ahead/First Steps Consumer Involvement Project which was conducted for the Indiana Bureau of Child Development, Division of Family and Children by The Family Connection of St. Joseph County, Inc., 132 N. Lafayette Blvd., South Bend IN 46601 - 219-237-9740. The report may be copied in part or in whole to further advance the involvement of parent consumers in agency and coalition planning and decision-making, providing credit is given to the authors and The Family Connection of St. Joseph County, Inc. Return to top of page | Return
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LESSONS LEARNED . . .
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