APA Federal Education Advocacy Grassroots Network

APA Federal Education Advocacy Grassroots Network

Acknowledgments The development of the APA Federal Education Advocacy Grassroots Network handbook for Federal Education Advocacy Coordinators and Campus and Training Site Representatives would not have been possible without the generous help of a number of APA colleagues who reviewed multiple drafts and offered numerous suggestions for improving its content and format, for which we are most grateful. We were also aided by information contained in several helpful resources, including: APA s A Psychologist s Guide to Federal Advocacy; The One Hour Activist and Cybercitizen by Christopher Kush; Personal Political Power by Joel Blackwell; and How to Recruit and Train a Grassroots Army by John M. Sharbaugh. It is our sincere hope that this handbook provides the guidance and assistance needed in your work as a member of the APA Federal Education Grassroots Network. With that in mind, we welcome your feedback and comments, which we will use to revise and update future editions. Karen Studwell, JD Associate Executive Director APA Education Government Relations Office Jennifer B. Smulson Senior Legislative & Federal Affairs Officer APA Education Government Relations Office Alexandra M. Ginsberg Legislative & Federal Affairs Officer APA Education Government Relations Office APA. All Rights Reserved 2

APA Federal Education Advocacy Grassroots Network Handbook TABLE OF CONTENTS Section 1: Introduction to the APA Federal Education Advocacy Grassroots Network... 4 Why do we need a grassroots network?... 4 Development of Psychology Grassroots Networks... 5 The Federal Education Advocacy Grassroots Network... 6 Overview of Activities & Responsibilities Federal Education Advocacy Coordinators (FEDACs)... 8 Overview of Activities & Responsibilities Campus/Training Representatives (CTRs)... 10 Responding to APA Education Advocacy Action Alerts... 11 Section 2: Brief Review of the Federal Legislative Process and Setting the APA Advocacy Agenda... 12 Understanding the Federal Legislative Process... 12 Knowing Your Congressional Delegation... 12 Determining the APA Advocacy Agenda... 13 Developing APA Advocacy Materials... 14 Section 3: Getting More Involved... 15 Other Important Advocacy Activities... 15 Section 4: Some Helpful Resources... 16 A Psychologists Guide to Advocacy... 16 APA Education Government Relations Office... 16 APA Federal Action Network - Education Government Relations... 16 APA Continuing Education PsycAdvocate Training Modules... 16 Become a Member of the APA Education Advocacy Trust (EdAT)... 17 Psychology's Political Action Committee (APAPO-PAC)... 17 Section 5: Appendix... 18 A. APA Federal Education Grassroots Network Organizational Chart... 19 B. Map of APA Federal Education Advocacy Coordinators (FEDAC) Regions... 20 C. APA Education Government Relations Office Action Alert Flow Chart... 21 D. Sample APA Advocacy E-mail Action Alert... 22 3

Section 1: Introduction to the APA Federal Education Advocacy Grassroots Network Why do we need a grassroots network? The average American may be amazed to know that in any given legislative year 9-10,000 bills are introduced in the U.S. Congress. Although only a very small percentage (approximately 6%) actually becomes law, these laws govern every aspect of our lives, from communication to recreation, from transportation to education and much more. Laws governing issues such as telecommunications, designation of national parks, gasoline taxes and educational loans and scholarships are among the hundreds of decisions that our legislators make on our behalf. How do lawmakers make these determinations? How do they know what we want or what is best for their local community? They depend on their constituents (the citizens of their state or district) to let them know how proposed federal policy would affect their local community. Knowing and being responsive to the needs and concerns of the voters is, in fact, their top priority; it is what got them elected and will help get them re-elected. In some instances, legislators making policy decisions are not fully experienced in certain areas. Legislators, therefore, rely heavily on the expressed views and expertise of their constituents and information provided by experts such as YOU. Through constituent letters, email, phone calls, and face-toface meetings, legislators learn what s important to the people back home. However, greater influence and impact is gained when large numbers of constituents speak with one voice. And, how is this best accomplished? It is accomplished through an organized grassroots network. But, what exactly do we mean by grassroots? According to Webster s, grassroots refers to the basic or fundamental source of support for a cause or movement, most often from the common people. Grassroots advocacy is, in fact, protected by the 1 st Amendment of the U.S. Constitution, which recognizes the right of all Americans to petition the government for a redress of grievances. The term grassroots was first used in the early 1900 s in America and quickly gained popularity for the purpose of influencing public opinion or perception, legislation, and regulations. It is one of the most frequently used forms of advocacy communication in the modern age and can include: mobilizing letter-writing, phone-calling, and emailing campaigns; 4

gathering signatures for petitions; participating in door-to-door-knocking campaigns; and demonstrations. However, one of the most effective means of influencing local, state or federal policy is for large numbers of constituents to join together in an organized grassroots network that enables them to deliver a strong message with one voice. Development of Psychology Grassroots Networks Many years ago, APA recognized that in order to gain federal support and funding for the science and practice of psychology, it was important to establish organized grassroots networks to keep APA members informed of psychology s legislative initiatives on Capitol Hill and request their assistance when needed. Consequently, the APA Practice Directorate Government Relations Office and the Science and Public Interest Directorates established grassroots networks that enabled them to communicate with APA members regarding legislative issues of importance to them and to request their support through grassroots activities. However, it wasn t until the early 1990 s with the emergence of federal health care reform legislation that APA realized there was also a need to ensure federal support for psychology education and training, and established the Education Government Relations Office. With the strong support of the APA Board of Educational Affairs, the Education Government Relations Office (GRO) staff proceeded with the next important step: the establishment of a fully organized and comprehensive grassroots network to support its legislative agenda. The importance and power of grassroots activities has, in fact, never been greater. Beginning in the 1980 s there were a number of major shifts in the American political scene that increased the importance of grassroots activity. This included the rise in the number of legislative and regulatory issues impacting associations and their members, the proliferation of special interest groups, as well as the increasing cost of political campaigns and the explosion of Political Action Committees (or PACs as they are commonly known). In addition, the increase in the number of Congressional subcommittees and the growing trend for legislators to make independent decisions on issues (i.e., without direction from their political party leadership) has also raised the importance of constituent input. Knowing what s important to the people back home has become more valuable to Members of Congress than ever before. 5

The Federal Education Advocacy Grassroots Network Building strong grassroots support from psychology education constituents across the country is critical to the success of Education GRO s efforts to advance psychology education and training, as well as expand the application of psychology to education. Approximately one third of APA members are employed in educational settings, and nearly one half of our members engage in educational activities. In addition, within APA there are approximately 40,200 student members, and 2,000 high school teacher affiliates. These psychologists, students, and faculty from hundreds of universities, colleges, professional schools, and secondary schools have the potential to unite and become a powerful voice on Capitol Hill. Consequently, the APA Federal Education Advocacy grassroots network was established. Inaugurated in December 2001, the Federal Education Advocacy grassroots network is a nationwide, campus-based grassroots network that supports the APA Education Government Relations Office (GRO) staff with their efforts to increase federal investments in psychology education and training as well as expand the application of psychology to education policy. These grassroots email, letters and phone calls from psychologist-constituents are vital to the success of Education GRO legislative initiatives, whether they are (re)authorizing or annual appropriations bills. Goals and Objectives Based on a regional model, the overall goal of the Federal Education Advocacy grassroots network is to build a campus-based nationwide network that, when fully completed, will include individuals from the entire psychology education and training community (i.e. psychology high school programs, university psychology undergraduate and graduate programs, psychology training programs, professional schools, and academic/administrative leaders). Overall Structure of the Federal Education Advocacy Grassroots Network The basic structure of the grassroots network includes the Associate Executive Director for the Education GRO and the Education GRO staff; the FEDAC Regional Coordinators; and the Campus/Training Representatives. In addition, liaisons from the APA Graduate Students (APAGS) Advocacy Coordinating Team and the Committee on Early Career Psychologists (CECP) also participate in FEDAC. Federal Education Advocacy Grassroots Network Flow Chart 6

Identification and Selection of Regional FEDAC Leaders Names of individuals who may be interested in serving in a leadership capacity as a Regional Federal Education Advocacy Coordinator (FEDAC) are solicited from current and former FEDAC grassroots leaders, members of the Board of Educational Affairs, the Council of Chairs of Training Councils (CCTC), and other related groups and sources (e.g., FEDAC Campus/Training Representatives, Graduate Psychology Education grantees). Individuals with previous federal (or state) advocacy experience are encouraged to volunteer, although it is not a requirement. In fact, it is hoped the Federal Education Advocacy grassroots network will attract both novice and experienced psychology advocates. Overview of FEDAC Leadership Roles and Responsibilities The Regional Coordinators or FEDACs of the Federal Education Advocacy grassroots network serve in a leadership capacity and are primarily responsible for helping APA Education GRO staff identify and recruit individuals to serve as Campus and Training Representatives (CTRs) at psychology programs in academic institutions and training sites within their region. The Regional FEDACs also help facilitate grassroots activities (e.g., letter writing/email campaigns, phone calls, Hill or District Visits, Hill Briefings and testimony) across the network within their region. In addition, the Regional Coordinators attend an annual FEDAC meeting held each year in conjunction with the APA Education Leadership Conference. The annual meeting includes federal legislative updates, advocacy training and skill building, and tips for recruiting Campus/Training Representatives, who are critical to the success of the grassroots network (i.e., they are responsible for responding and sharing action alerts and requests for grassroots support with colleagues). Below is a quick summary of Regional FEDAC roles and responsibilities: 7

American Psychological Association Federal Education Advocacy Coordinators (FEDAC) Grassroots Network Overview of Activities & Responsibilities 1) What will the Regional FEDACs actually do? Assist with recruitment of Campus/Training Representatives at major universities/training sites in his/her region Remind Campus/Training Reps about Important APA notices: -Action Alerts (letter-writing/phone calling campaigns) -Requests for psychologist constituents for Hill visits -Requests for help with Congressional Testimony -Periodic Education Advocacy Information Updates 2) How much time will Regional FEDACs devote to education advocacy? Routine Activities (Approx. 1 hour/month or less) -Forwarding/Responding to Requests (Listserv/Phone) Attend the Fall Combined APA Education Leadership Conference and Annual FEDAC Meeting in Washington, D.C. (2 ½ Days) -Keynote Speakers, Advocacy Training and Hill Visits 3) With whom will the Regional FEDACs interact directly, or on occasion? APA Education Government Relations Staff Grassroots Campus & Training Representatives in Region APAGS and Committee on Early Career Liaisons State Grassroots Counterparts 4) What about expenses related to the Regional FEDACs work? All expenses related to the FEDAC network will be reimbursed -Telephone, mailings, annual Meeting 8

Overview CTR Roles and Responsibilities As noted, Campus/Training Representatives (CTRs) play a vital role in the successful operation of the Federal Education Advocacy grassroots network. Serving as a key contact at his or her program, institution or training site, each CTR is responsible for responding to and then enlisting the help of other faculty members with Education GRO Action Alerts (e.g., letter-writing/phone calling campaigns to Congressional Members). Finally, it is hoped that the FEDAC Regional Coordinators and Campus/Training Representatives will become advocacy mentors for psychology graduate students (i.e., students will observe early on in their careers the benefit of being an advocate for psychology). Below is a quick summary of the CTR roles and responsibilities: 9

Overview of Activities & Responsibilities Campus/Training Representatives (CTRs) APA Federal Education Advocacy Grassroots Network 1) What will the FEDAC Campus/Training Representatives actually do? Serve as key contact at his/her institution for APA Federal Education Advocacy Grassroots Network and enlist the help of faculty colleagues with grassroots activities: -Action Alerts (Letter-writing/Phone Calling Campaigns) -Identifying Psychologist Constituents for Hill Visits Share Information with Psychology Colleagues at Faculty Meetings 2) How much time will FEDAC Campus/Training Representatives actually devote to APA Education Advocacy activities? Routine Activities (5-10 Minutes/Month or Less via Listserv/Phone) (e.g., Forward/Respond to Education Advocacy Requests) Periodic Meetings with Faculty to Nurture Network (As Needed) (e.g., Discuss Issues/Problems/Possible Solutions) 3) With whom will Campus/Training Representatives interact directly or occasionally? Regional FEDAC Faculty Colleagues/Students APAGS Campus Representative APA Education Government Relations Office Staff 4) What about expenses related to FEDAC Campus/Training Representatives' work? Expenses related to the Campus/Training Representatives work are not expected. However, APA will reimburse for any pre-approved expenses associated with CTR grassroots activity (e.g., mailings, telephone, etc.) 10

Responding to APA Education Advocacy Action Alerts Critical to the effectiveness of any grassroots network, including the APA Federal Education Advocacy grassroots network, are Action Alerts. They are an essential means of communicating with grassroots members and critical to maintaining their active involvement. An Action Alert is just that an alert or announcement calling attention to the need for immediate grassroots action. More specifically, it is a request for the grassroots network members to send letters/ emails or make phone calls to their Senators and/or Representative regarding a legislative initiative before Congress. To ensure an immediate and effective response, Action Alerts are sent by the APA Education GRO staff via the FEDAC and CTR listservs to all Regional Coordinators and Campus/Training Representatives who, in turn, respond and then forward on to their faculty colleagues. All Federal Education Advocacy grassroots network Action Alerts contain summary background on the legislative issue and a sample pre-written message that can be personalized. 11

Section 2: Brief Review of the Federal Legislative Process and Setting the APA Advocacy Agenda Understanding the Federal Legislative Process There is a prescribed process by which every bill is introduced and proceeds through the U.S. Congress, whether it is authorizing legislation or appropriations. Still, no matter how many times we review the process, it doesn t seem to get any less complicated. In fact, that s just what our Founding Fathers intended that changes in or enactment of new laws affecting all Americans would not be made without a great deal of deliberation. It is for that reason that our system of governance provides many opportunities to influence the process, either to amend, support or defeat a bill. Opportunities for constituent input are provided throughout the process, not only during subcommittee and/or committee hearings, but even early on during the process of actually putting a bill together - or drafting the bill. In fact, Members and their staff expect to hear from constituents, lobbyists, interest groups, and their other Congressional colleagues. However, how a bill becomes law is not as straightforward as diagrammed on a flow chart. Over the years Congress has developed ways to speed up, slow down or even circumvent the formal legislative process. Thus, it is not so important that you know the process, but understand that it's almost never too late to influence it. For further information, please see A Psychologist s Guide to Federal Advocacy. Knowing Your Congressional Delegation The most successful advocacy is actually based on developing long-term relationships with your legislators. Why? Simple, it s because over time they learn that they can count on you for reliable information, for support, and hopefully for your vote. With that in mind, they are also much more likely to listen to your concerns and needs, and very often support your legislative goals. But how do you establish a long-term relationship with your Senators or Representative? One of the first and easiest steps is to read the biographical background information provided on each Member of Congress in your delegation. Their biographies tell you where they went to school, what issues are of importance to them, what their committee assignments are and more. Knowing such information will help you identify areas of common interest and concern. Just like with any new relationship, finding common ground is the first step. Biographical information 12

about your Congressional delegation is available online at: www.senate.gov, and www.house.gov. Determining the APA Advocacy Agenda Each year, APA reviews its advocacy agenda to determine where to invest its limited resources in the context of the Congressional legislative agenda and APA s mission. As each new session of Congress begins, APA staff initially review the priorities of Congressional leaders who ultimately determine which legislation is likely to be the subject of hearings and possible votes during the year. Next, issues of importance to the various APA interest groups are considered, including requests forwarded to the major boards from psychology training groups, divisions and state associations. The staff then prepare a proposed list of possible advocacy priorities, which includes legislation before Congress and issues of importance to APA members. The boards (e.g., the Board of Educational Affairs) then consider all the possible legislative initiatives for that session of Congress, using two threshold factors: 1) Is the advocacy goal consistent with APA s mission to advance the creation, communication and application of psychological knowledge to benefit society and improve people s lives; and 2) Does psychology possess recognized expertise on the policy issue(s) in question? Some additional factors that each APA board and their advocacy staff may consider, include: Does the APA Council of Representatives have an official position on the issue? Have APA governance groups expressed support for the initiative? Will psychology s role be relatively unique and/or an important factor in advancing the legislative goal? Is there a reasonable probability the proposed legislative or regulatory action will be successful or benefit psychology some way in the process? Are there sufficient resources (e.g., staff, funds, expertise)? Finally, even if the probability of achieving the advocacy goal is slight, are there other gains or benefits that will accrue to psychology as a result of the advocacy effort? Information about APA s current federal legislative initiatives and other advocacy activities is an important resource for grassroots coordinators and members. APA posts information from the Education, Practice, Public Interest and Science Government Relations Offices on the APA website (www.apa.org). Regular updates and advocacy-related articles also appear in the APA Monitor and on the Education Government Relations Office website: (http://www.apa.org/about/gr/education/index.aspx). 13

Developing APA Advocacy Materials Once the legislative agenda has been determined, APA advocacy staff then begin developing strategies for achieving success. A variety of important grassroots materials (e.g., justification or fact sheets relevant to the issue, proposed legislative language, and draft letters for use in grassroots letter-writing campaigns) will be developed. In addition, testimony may be drafted and submitted before a Congressional subcommittee. Often APA staff seek input and assistance from psychology experts and leaders, as well as support from the APA grassroots networks. In fact, APA advocacy is very much a collaborative effort between the APA staff and the psychology community. 14

Section 3: Getting More Involved Other Important Advocacy Activities As you will learn through your grassroots experience, there are a number of other important advocacy activities that you might wish to consider participating in as well. These activities might include writing letters to the editor or submitting an opinion editorial (op-ed), preparing for a Congressional site visit to your academic institution, attending town hall meetings, and even volunteering to work on a political campaign or participate in a fundraiser. Each one provides unique benefits and opportunities to gain support for an advocacy initiative of great importance to you and/or psychology. Further information on these and other advocacy activities are provided in A Psychologist s Guide to Advocacy, which was developed by the APA Education, Public Interest and Science Government Relations Offices. Finally, your support of the Education Advocacy Trust and the APAPO-PAC Education Fund, which is a part of psychology s political action committee, will also help expand Congressional support for federal investments in psychology education and training and the application of psychology to federal education policy. 15

Section 4: Some Helpful Resources Advocacy Related Information Below are links to additional advocacy related information and resources that can be helpful to your grassroots activities: A Psychologist's Guide to Federal Advocacy In addition to providing a summary of APA Education, Public Interest and Science Government Relations Office activities, the Guide provides an overview of the U.S. federal legislative and appropriations process, and includes sample letters and tips for communicating effectively with Members of Congress. APA Education Government Relations Office -Key Policy Areas -News & Events -Resources & Advocacy Efforts APA Federal Action Network Education Government Relations Office Learn about legislation that the Education GRO staff are tracking and actively engaged in supporting or seeking to amend (e.g., The Garrett Lee Smith Memorial Act Suicide Prevention Programs, The Graduate Psychology Education Program Funding, etc.) APA PsycAdvocate Training Modules The PsycAdvocate training modules are intended to provide psychologists, psychology students/trainees and others with the skills to become effective public policy advocates at federal, state and local levels. Provided by the APA Continuing Education Office, each module is presented in a dynamic learning format that includes interactive Q&A, demonstrations and links to key policy resources. Module 1: Introduction to Advocacy CE Credits: 0 (this program is free of charge) This module begins with an introduction to advocacy and includes an overview of the APA Government Relations Offices, how APA determines its federal legislative and policy priorities, and how psychologists and psychology students can get involved. Module 2: Introduction to the U.S. Federal Government CE Credits: 1 Module two provides a review of the structure of the U.S. federal government and explains the responsibilities of each of the three separate governing bodies: the executive, the legislative and the judicial branches of government. 16

Module 3: U.S. Federal Legislative & Regulatory Processes CE Credits: 1 Module three focuses on the federal legislative process, including the authorizing and the budget and appropriations processes. It also discusses the regulatory process and provides tips and tools to locate federal legislation, laws and regulations. Module 4: Effectively Informing & Influencing Policymakers CE Credits: 1 This module presents the essential elements needed for any successful legislative strategy. It also identifies factors that can motivate legislators and how the psychology community can use these to best inform and influence the legislative process. Module four concludes with tips for communicating effectively with policymakers. Module 5: State and Local Advocacy & the Value of Political Activities CE Credits: 1 Module five provides an overview of the role of advocacy at the state and local levels, as well as a discussion of the importance and value of participating in political activities. Become a Member of the APA Education Advocacy Trust The Education Advocacy Trust (EdAT, which is part of the APA Practice Organization (APAPO)), was established to promote the mutual professional interests of education and training psychologists through fund raising and other political activities. Membership dues support APA staff attendance at fundraisers and receptions for Members of Congress where APA staff can inform Members about legislation of importance or concern to the psychology education and training community. Learn About the APAPO-PAC: Psychology s Political Action Committee The APAPO-PAC is the bipartisan political action committee (PAC) of the American Psychological Association Practice Organization (APAPO). APAPO-PAC supports the political advocacy agenda of both practitioners and educators. More specifically, the APAPO-PAC provides the psychology community a unique opportunity to contribute to campaigns, initiate policy discussions at fundraisers and educate Members of Congress about legislation that directly impacts psychology practice and/or education and training. 17

Section 5: Appendix A. APA Federal Education Advocacy Grassroots Network Organizational Chart B. Map of APA Federal Education Advocacy Coordinators (FEDAC) Regions C. APA Education Government Relations Office Action Alert Flow Chart D. Sample APA Advocacy E-mail Action Alert 18

APPENDIX A APA Federal Education Advocacy Grassroots Network Organizational Chart CTRs CTRs CTRs CTRs APAGS Liaison CECP Liaison CTRs APA Education Government Relations Office CTRs CTRs CTRs CTRs APAGS American Psychological Association of Graduate Students CTRs CECP Committee on Early Career Psychologists CTRs Campus/Training Representatives 19 FEDAC Federal Education Advocacy Coordinators

APPENDIX B Map of APA Federal Education Advocacy Coordinators (FEDAC) Regions 10 8 5 2 1 9 7 3 6 4 10 FEDAC Regions: Region 1: Connecticut Maine, Massachusetts, New Hampshire, Rhode Island, and Vermont Region 2: New Jersey, New York Region 3: Delaware, DC, Maryland, Pennsylvania, Virginia, and West Virginia Region 4: Alabama, Florida, Georgia, Kentucky, North Carolina, South Carolina, Tennessee, and Mississippi Region 5: Illinois, Indiana, Michigan, Minnesota, Ohio, and Wisconsin Region 6: Arkansas, Louisiana, New Mexico, Oklahoma, and Texas Region 7: Iowa, Kansas, Missouri, and Nebraska Region 8: Colorado, Montana, North Dakota, South Dakota, Utah, and Wyoming Region 9: Arizona, California, Hawaii, and Nevada Region 10: Idaho, Oregon, Washington, and Alaska 20

APPENDIX C APA Education Government Relations Office Action Alert Flow Chart FEDACs Federal Education Advocacy Coordinators APAGS ACT - American Psychology Association of Graduate Students Advocacy Coordinating Team BEA Board of Educational Affairs CCTC Council of Chairs of Training Councils B/D Board of Directors CECP Committee on Early Career Psychologists 21

APPENDIX D Sample APA Advocacy E-mail Action Alert 22