The SAY IT Program is designed to provide Students with a positive and motivating experience. The on-line, self-paced self-advocacy skills course builds the self-determination, skill, and confidence that Students need to achieve goals, reduce stress, thrive, and enjoy life. Sign up and get started.
It is a student-focused, secure, private course.
Readiness. SAY IT suggests this program for individuals who have basic computer skills and a desire to develop more self-determination and self-advocacy skills.
Self-direction. Students will be directed into the course and put on track to set their first goal. However, they will have several additional options from the Dashboard.
Blog posts. Students could elect to read blog posts that are designed to highlight diversity in the advocacy community, feature models of advocacy, relate real-life advocacy work to the SAY IT Program curriculum, and provide self-advocacy tips. Because blog posts reinforce learning and provide access to diversity representation in the program, Students earn badges for looking at the Blog posts.
Find Resources. Students could navigate to Find Resources. There they will find links to helpful websites organized by category, such as Legal and Consumer Resources, Adult Education Voting and Citizen Representation, Community Supports, and Legal and Consumer Resources.
Leader uploads. Students engaging in the program through direct services providers can also navigate to information and resources uploaded for them individually or to their group.
Contact an Ally or the Leader. Students may email their Allies at any time. Those working with a direct services provider can reach out to the leader assigned to them.
Building Self-Determination. The SAY IT Program is student-driven and requires motivation and effort to maintain forward momentum.
Self-Determination Theory. The program is designed to enhance motivation and forward momentum through the use of a variety of video formats and an evidence-based theory of motivation called Self-Determination Theory (SDT).
- Methods. SDT operationalizes autonomy, competence, and relatedness to enhance motivation.
- Autonomy. To build motivation through autonomy, the course starts by building an Advocacy Mindset. Students also experience autonomy in being able to select from multiple learning options each time they enter the site.
- Competence. Each module builds to a clear output, which is the work that the Student types into the guided strategy-builder. Students experience a sense of accomplishment from synthesizing the learning and personalizing it for their own goal.
- Relatedness. To build motivation through relatedness, Student engagement and trainer rapport are maintained through videos of the program’s founder that students encounter regularly throughout the program. Those videos infuse empathy, friendly positivity, and encouragement throughout the program, as well as pull students back to the big picture, reconnecting them to their motivation.
Emotional experience. The student will likely have a full spectrum of experiences when taking the advocacy course diligently. The program anticipates this and regularly suggests consulting with an Ally, such as a trusted friend, counselor, peer, coach, or other direct services provider, in order to process feelings, get a new perspective, or seek additional help.
Satisfaction. Initially, Students feel great satisfaction to learn that there is a high quality, visually appealing online training made specifically to help them find their own voice and achieve their own goals.
Relevance. The program feels relevant and useful to them, unlike some group treatment curricula that may feel stale or require individuals to spend time on topics that do not feel relevant to their immediate, individual circumstances. This is particularly true for individuals who have already received services numerous times and have encountered the same material during prior services.
Momentum. On the private Dashboard Students see their progress at all times. This helps Students maintain a sense of their momentum and continue moving ahead.
Difficult emotions. Students can feel some sadness, regret or other emotions resulting from reflection and introspection. This is common as individuals assess their needs, which can feel overwhelming. The program anticipates this and again, throughout the programs, prompts Students to contact their Allies for support.
Positivity. Common feedback is that Karen (our founder, who is features in the training videos) has a bright and warm personality and a strong conviction that, no matter a person’s circumstances, they have important things to say. That positivity helps Students find new perspectives and hope as they learn self-advocacy.
Diversified support network. The SAY IT Program regularly prompts Students to cultivate many diverse allies who can provide comfort, encouragement, or guidance in an array of areas.
Information retention. Each chapter in the SAY IT Program course uses time-tested teaching and instruction techniques. This attention to Student learning maximizes retention and preparing Students for developing comprehensive strategies for achieving personalized goals.
Chapter content. Students will move through the same progression in each chapter.
- Overview of material in the chapter
- Content of module — videos, graphics, brief and concise text
- Strategy building assignments that Students complete and save in the program
- Learning aids and resources
Text. Students will encounter brief text in each chapter, however, the information is concise and will not require much time to review.
Colorful graphics. Visually, in each chapter, Students will encounter graphics in calming color schemes of blues and purples. These graphics communicate key concepts in an eye-pleasing and intuitive way.
Training videos. The training materials consist primarily of professionally produced media, led by Karen. As a trainer, Karen has consistency, competence, humor, and warmth. This creates a comforting feeling and sense of belonging for Students as they view the videos.
Review options. At any time the Students can replay videos or view any course material, contact an Ally or their Leader, and utilize the wealth of topical information organized to assist Students in completing their personal advocacy strategy.
Strategy building. Each chapter covers one step in the self-advocacy process.
- Cumulative process. At the end of the multimedia materials presented in each chapter, Students will use their learning to develop their own self-advocacy strategy.
- Strategy guide. Students will read prompts and then type in their answers into indicated spaces in the strategy guide. The answers are saved in their account. Near the end of the program, Students will use templates to create an elevator speech that pulls together their strategy work from the earlier chapter.
Notes and organization. At any point in the program, Students can increase their sense of personal organization by using a Notes feature.
- Icon and box. The Notes icon appears on each screen. A box will open and Students can type in the box. They can access that again through the dashboard.
- Uses. Students can use this feature to document conversations, keep track of goal-related deadlines, capture their thoughts and ideas, record questions to ask, and information relating to their goal. When the Student submits the Note, it will be added to the Notes page corresponding to the goal that they are working on. They will see a date and time-stamp on each Note. Students have the option to download, print, or share individual Notes, but are not required to do so.
Sense of accomplishment. Students receive a certificate upon completion of the chapters and strategy guide. In the end, Students do report enormous joy and peace when they have completed a difficult life-task by implementing the techniques presented in this course. The longer-term experience for Students is a deeper sense of wellbeing associated with knowing and feeling that the SAY IT Program helped them with their goals and will work for future endeavors, large or small.
New goal. Students can start a new goal at any point in their work in the course. When they complete their first goal, they are prompted to begin a new one.
Autonomy. To increase the Students’ autonomy, the Students may elect to skip videos that they have already seen or they can choose to review certain videos. This gives them the comfort of continued and convenient access to the content, but the freedom to move more quickly when needed.
Learn about the Interdisciplinary Approach that distinguishes the SAY IT Program.