Life in Focus

Training Guide 2.0

A project of:

United Cerebral Palsy of Michigan

Funded by a grant from the

Michigan Developmental Disabilities Council
June, 2010

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 For more information contact:

Glenn Ashley, “Life in Focus” Project Coordinator.

United Cerebral Palsy of Michigan

4970 Northwind Drive, Suite 102
East Lansing, MI 48823

Phone: 517 203-1200

Fax: 517 203-1203

Email: Ashley@ucpmichigan.org

Project Website: http://lifeinfocus-ucp.blogspot.com/

UCP Michigan Website: www.ucpmichigan.org

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 Training Package Contents

Written Materials (in Microsoft Word, except as noted).

Training Guide (this document).
Life in Focus Brochure (Word and Publisher).
Planning Forms:
• Sponsor Application for UCP Support.
• Sponsor Planning Checklist.
• Cost Estimating Worksheet.

Group Member Forms:

• Enrollment Form.
• Group Member Photo Release Form.
• Photo Subject Release Form.

Photography Training Guide (section from Training Guide).

Photo Circle Facilitation (section from Training Guide).
Tips:
• Tips – Forming a Group.
• Tips –Getting Cameras.
• Tips - Getting Photos Printed.
• Kodak – Top 10 Tips for Great Pictures.
o Kodak Website Terms of Use for Top 10 Tips.
• Tips to Lessen Anxiety.
• Toastmasters 10 Tips.

Materials on Website:
• All of the written materials listed above.
• Life in Focus Introduction Video (Flash and MPEG4). Also available
on the Internet at www.youtube.com/ucpmichigan
• First Session – What is PhotoVoice?
• First Session – Point and Shoot Basics (PowerPoint).

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• Using PhotoVoice after the Training – Video role play, samples.
• Sample Photos.
• Alternative Formats (available on request).
o Electronic training guide.
o Text only versions.
o Braille.
o Enhanced PowerPoint for visually impaired.
o Text description of visuals.
o Transcript of audio content.

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 Training Guide Contents (this document)
For more information contact:.........................................................................................................2
Training Package Contents..............................................................................................................3
Training Guide Contents (this document).......................................................................................5
Life in Focus Training Guide...........................................................................................................6
Introduction......................................................................................................................................6
Purpose.........................................................................................................................................6
Background: Replicate “Speak Out” Projects..............................................................................6
A more powerful voice: PhotoVoice...........................................................................................8
Results We Want (Outcomes)........................................................................................................10
Results for Group Members.......................................................................................................10
The Project Will Help Us Learn: ..............................................................................................10
Setting up a Life in Focus group....................................................................................................11
Arrange for Trainers..................................................................................................................11
Arrange Time, Place, and Basic Supports.................................................................................12
Recruit and Enroll Group members...........................................................................................12
Get Cameras for Every Group Member.....................................................................................13
Arrange for Photo Printing.........................................................................................................14
Collect and Manage Photos. (Optional).....................................................................................15
This section only applies to groups that will be advocating together or creating public
displays..................................................................................................................................15
Easy Way to Handle Photos...................................................................................................15
Materials for Setting Up a Group...............................................................................................16
Prepare Members for First Meeting...............................................................................................17
Everyone has a useable camera..............................................................................................17
Everyone can do the basic camera operation.........................................................................17
Everyone has transportation...................................................................................................18
AT and other supports are in place........................................................................................18
Meeting Plans.................................................................................................................................19
All Meetings During the Training..............................................................................................19
First Meeting..............................................................................................................................20
Second Meeting.........................................................................................................................24
Middle Meetings........................................................................................................................25
Last Training Meeting................................................................................................................32
After The PhotoVoice Training.....................................................................................................33
Essential Activities.....................................................................................................................33
Other Ideas to Consider.............................................................................................................33
Ongoing Group Activities..........................................................................................................33
Direct Action Activities.............................................................................................................35

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 Life in Focus Training Guide

Introduction.
Purpose.
The Life in Focus project will support people with developmental disabilities
as they develop powerful voices. They will learn to use pictures and words
to share their own stories. People with high support needs and from diverse
cultures will be heard. Increased skills and confidence will lead to stronger
relationships and a better life.

Their stories will focus on advocacy issues from a personal standpoint. This
will help policy makers and communities see life through the eyes of people
with disabilities. Increased understanding and a strong voice will lead to
better services, policies and communities.

Background: Replicate “Speak Out” Projects.

For years, Steve Hartman of CBS News has traveled across the country
proving that “Everybody Has a Story.” Historically, people with disabilities
have had very little opportunity to speak up and be heard among friends,
families and professionals in either private or public settings. This led
Community Connections of Southwest Michigan to look for ways to help
people to learn share personal insights by speaking in front of other people.
A Central Michigan RICC mini-grant helped people share their stories using
videos, picture boards, and computer presentations.

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The people in those projects reported that the projects helped them in a
number of ways. They reported better skills and more confidence in telling
their stories. They learned to identify meaningful experiences in their own
life. They practiced sharing in a safe environment. They felt good about the
new skills they were learning. They discovered that other people really
wanted to hear what they had to say.

Quote – “We can better communicate our dreams,

feelings, opinions, regrets, aspirations and goals!”
– Speak Out member.

The projects improved the lives of the people who

attended. They learned ways to get what they wanted in their Person
Centered Plans. They requested more connections to their community.
They dissolved Guardianships and moved out of Foster Care.

Quote – “Having had a voice at ‘Speak Out’ Meetings often led

to our not being satisfied with not having a voice in other parts
of our lives.” – Speak Out member.

People with the highest support needs had their voices

heard. One person who does not talk wrote his story using
a computer. A friend recorded it on tape, so he could play
the tape as the oral part of his presentation. He now has a
laptop that he uses for planned speeches or one line at a
time for conversation. His voice is truly heard!

Group members provided support and encouragement to each other. New

friendships were made and old friendships nurtured. New leaders emerged
and mentors were created within the group. Group members garnered
support from one another to move forward in their own lives:

Quote – “Learning each other’s dreams and watching them

come true was a wonderful part of our project!” – Speak Out
member.

The project helped members build relationships with people in the

community. Guests came to group meetings and worked with them on their
skills. Community Connections made arrangements for members to share
their stories in the community and at conferences. Mid-Michigan Industries
created a speakers bureau.

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 Quote – “Many of us had an opportunity to show others outside
of our families who we were for the first time." – Speak Out
member.

Self-advocates used their new skills to promote changes in the

system. They learned to connect their stories to policy issues.
They learned about voting and taking a position on issues.
They attended public meetings, such as the CMH board and
Transit board. They wrote to the Governor and legislators, and
met with them in person. They joined action groups like
“Citizens for World Class Communities.”

Because of the impact on the lives of the group members and their
communities, other organizations expressed interest in doing similar
activities. The DD Council funded a grant to United Cerebral Palsy of
Michigan to train groups to “Speak Out.”

A more powerful voice: PhotoVoice.

A story with a picture has a much greater impact than words alone. The
Life in Focus project adds a new tool for speaking out, called PhotoVoice.
This method puts cameras in the hands of community members. They are
asked to record and reflect on their community’s strengths and concerns.

PhotoVoice was developed by Caroline Wang and colleagues in 1995. It

was first used with women living in a rural village in China. It helped them
communicate important health messages to policy makers. Since then it
has been used in a number of places, with different groups of people. But
PhotoVoice has not been tried with people with developmental disabilities
with high support needs.

Life in Focus group members:

• Get a camera and learn how to use it.
• Receive the supports they need to take pictures, including
cameras with adaptations.
• Take photographs to represent issues and experiences in their
lives.
• Discuss their photos and stories in a group.
• Learn to use the photos and stories to communicate with
people in their lives, policy makers, and the community.

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 Results We Want (Outcomes).
With this training, we expect to achieve results like those of the earlier
projects.
Results for Group Members.
A. Personal Growth – Group members will:
A.1. Learn to take pictures and tell their own stories.
A.2. Be more confident in speaking up for themselves.
A.3. Make improvements in their lives.
A.4. People with high support needs and from diverse
cultures will have a stronger voice.

B. Strong Relationships – Group members will:

B.1. Build relationships within in the group.
B.2. Strengthen ties with family and friends.
B.3. Build relationships with people in the community.

C. System Change – Group members will:

C.1. Become more involved in the political process.
C.2. Use pictures and stories with legislators and other policy makers.
C.3. Advocate for better services for people with disabilities.
C.4. Work for a better community.

The Project Will Help Us Learn:

D.1. Ways to support people with the highest support
needs. This includes communication methods that
help them find a voice.
D.2. How well can people with disabilities use
PhotoVoice? Does it work for all people with
disabilities? For some but not for all? Who
chooses to opt out?
D.3. What are high priority policy issues?

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 Setting up a Life in Focus group.
Sponsor organizations that will carry out “Life in Focus” groups will need to
do the following activities for the training to be effective. In fact, the
structure of the program is the key to success. Providing the training itself
is relatively simple. The training is fun. But that only matters if the members
USE the training. The important part is what the sponsor and group
members do AFTER the training, what they do WITH the training.
Arrange for Trainers.
• Identify 2 trainers who will carry out the local group. One of the
trainers should be a person with a disability if possible. Time
requirements may vary. In the initial pilot, trainers spent about 30
hours getting the group set up. One trainer spent about 5 hours per
week and the other spent about 3 hours per week for the 8 weeks of
the project. Train the trainer was about 6 hours, plus travel. Total time
was about 100 hours, spread over two staff and about 12 weeks.
• Locate a photographer to meet with group members
• Choose a person to handle the logistics, if they will not be done by
trainers.
• On request, trainers may attend a training meetings provided by UCP
Michigan.

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Arrange Time, Place, and Basic Supports.
• Secure a location.
The site needs to be barrier free. Community locations such as the
library or a community center are preferable. They contribute to
visibility and future advocacy connections. The room needs to
accommodate the group members, trainers and support people,
which would usually be 10-14 people.
• Set dates and times. The group should meet at least twice a month to
stay focused. People will have trouble learning the skills if you meet
less often.
• Arrange transportation to meetings and other supports for people to
attend, as needed. Supports might include child care, food or
refreshments.
• Get funding needed to carry out the training. This includes money or
donations of cameras, photo printing and a small amount of supplies
for group meetings. With donations, the costs can be minimal. Dollar
stores have many of the supplies you need for the project. See the
cost estimating worksheet, which can be used for planning the
group’s budget. According to our estimates, costs could range from
less than $150 to nearly $2000, depending on donations and how
much responsibility group members take for getting cameras and
handling their own photo printing.
Recruit and Enroll Group members.
You need a way for members to sign up for the group. You will need the
person’s contact information. A recommended enrollment form is part of the
training package. You also need to place a limit of 10-12 on the group size.
Stop signing people up when the group reaches its limit.

The enrollment form includes consent to participate. A photo release for

group members is also needed. Sample forms are provided, but some
sponsor organizations have their own forms they are required to use, which
is fine.

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Be sure to:
• Include people from diverse backgrounds and people with the highest
support needs. Usually there are people in ongoing groups whose
voices are not well heard in the group. This training can help them
find their voices and, in turn, enrich the group.
• In recruiting group members, explain the process and the related
demands. It is hard to understand the amount of time and energy the
group requires. Group members who have stayed with the process
have found it very enjoyable and personally enriching. But some
people drop out during the project. Sometimes they did not fully grasp
the time required for attending meetings, taking photos, printing them
and thinking about and choosing which ones to discuss. Sometimes
other issues come up so they cannot finish.
• Plan far ahead for people who have guardians or come from day
programs or group homes. Other people may have control over large
portions of their lives. They may be providing supports so the person
can take and print the pictures. They may provide the ride to the
group meetings. They need time to understand the training.

Some sponsors will be recruiting participants for a new Life in Focus

training group. Other sponsors want to do Life in Focus training for
members of an existing group. Recruitment and enrollment are quite
different for those types of sponsors.

For more ideas and suggestions on recruiting and managing the size
of groups, see Tips – Forming a Group.
Get Cameras for Every Group Member.
Some people already have cameras. The sponsor needs to secure
cameras for group members who do not have one. A key to the project is
that the people will have their own camera after the project is over. Loaning
the person a camera is not adequate.

People can choose a digital or film camera. Some people may not have a
preference. The project could provide whatever the sponsor has available.

For more information about digital and film cameras and ideas for
ways to get cameras, see Tips –Getting Cameras.

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Arrange for Photo Printing.
In PhotoVoice research projects that follow official PhotoVoice procedures,
the sponsor does all photo processing and printing for group members.
This gives the sponsor control over and access to all pictures taken. This
helps achieve the purpose of their projects: research to produce a group
public statement.

The purpose of the Life in Focus project is different. We are providing

group members tools to use for advocacy. Group members will be the main
users of the pictures. Some core values are independence, choice, and
control. So we want the group members to be responsible for their own
prints, if possible. They can choose how they will get prints made. They will
know how to get their pictures printed after the training ends.

(Optional - for group advocacy only) The sponsor needs copies of pictures
to help with group advocacy goals. Every group member needs to bring 4
to 6 pictures to every group meeting. Those pictures will be collected by the
trainers. So every group member needs to have a way to get the prints
made. Sponsors need to get prints made for members do not do so
themselves.

Timelines if the sponsor is making the prints.

For weekly meetings.
• Pick up film or memory cards 2 days before the meeting.
• Return prints and memory cards at least 1 day before the meeting.

For some sponsors there is no opportunity to give prints to people outside

the meetings. In that case, film/cards are picked up at one meeting. The
sponsor gets prints made and returns them at the next meeting. This is less
desirable for two reasons. First, there is a longer delay between taking the
pictures and talking about them. More importantly, the member has less
time to think about the pictures before selecting ones to discuss. You will
also need 2 memory cards for each member with a digital camera.

For more information about getting prints made from digital or film
cameras, see Tips – Getting Photos Printed.

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Collect and Manage Photos. (Optional)
This section only applies to groups that will be advocating
together or creating public displays.
PhotoVoice research projects generate an overwhelming amount of stuff.
There are pictures, captions, paperwork, negatives/digital files, and more. It
all needs to be maintained in a way that allows you to link everything
together.

Our Life in Focus groups will collect less than a typical PhotoVoice project.
For our purposes, the minimum information is:
Who took the picture and when?
Why was it important?
Was it selected for group discussion?

But this information still needs to be organized to be useful. A pile of photos

on the desk after just 3 weeks is too much to sort. The formula is simple.
8 people x 6 pictures each x 3 weeks = 144 pictures.
Easy Way to Handle Photos
The easy way to collect this information is to label the pictures with a name,
date, and a caption. (A caption is few words about the picture.) The caption
could be a quote or comment about the picture, or similar to a newspaper
headline about the issue the photo represents.

Use a sheet of Avery adhesive labels such as #5163 that are at least 2” X
4”. Write the following on the label:
• Photographer’s name, date.
• Group .
• Issue.
• Caption.
• Put a star on those the group chooses to discuss.
Use one label for each photo that a group member chooses to talk about.
Add the caption during the discussion. After the discussion, stick the label
on the photo.

At the end of the meeting, or shortly after, sort the photos by issue or topic.
Buy a file card box for 5” X 8” file cards. Label the folders by issue, and put
the photos into the box. This will make it easy to count which issues were
most important for the group.

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For this DD Council grant project, we used the following issues:
• Personal choice.
• Self-determined supports.
• Housing.
• Work.
• Recreation.
• Friends and family.
• Transportation.
• School.
• Civic Participation.
• Other.
You may find that other issues emerge, such as the health, long term care,
accessibility, personal pride, or the environment.

For advocacy use, the captions can be printed on card stock. The photo
can be attached to the card stock so that the caption is visible.
Materials for Setting Up a Group.
Cost Estimating Worksheet
Enrollment Form
Group Member Photo Release Form
Photo Subject Release Form (optional – for public use only)
Publicity Materials
Local Group Information Handout

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 Prepare Members for First Meeting.
Certain activities need to take place with all group members after they have
enrolled, but before the first meeting.
Everyone has a useable camera.
Make sure every member has a camera. Have them
show it to you.
If the person does not have a camera, find out if they
prefer film or digital. Then get a camera for them.
Assess the person’s basic use of the camera, using
the Pretest/Posttest Observation Assessment. Watch
the person handle the camera.
Make sure it is a camera the person can use. Can they hold it comfortably?
Look through a viewfinder? Reach the necessary buttons?

Everyone can do the basic camera operation.

If the person doesn’t know how to use the camera, start training them on
how to use it.
• Show them the basic parts such as– on/off, viewfinder, shutter, and
film winding.
• Show them how to do each basic step, one step at a time. Then have
them do it. Repeat as needed. Steps are:
• Turn the camera on and off.
• Look through the viewfinder.
• Push the shutter button.
• Wind the film, if the camera is not digital or autowind.
• For digital, look at the screen and see the picture they have taken.
• Have them combine steps until they can complete the entire
sequence.
It may be necessary to do this training more than once. A family member,
friend, or other support person may help them practice.
A person who has mastered the basic skills may want to learn some of the
other simple or advanced features of their camera, such as zoom, flash
settings, video modes, etc. These do not have to be taught before the first
session. It may be enough to just show them the zoom.

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Everyone has transportation.
Transportation has two aspects. People need to be able to get to the group
meetings. And people need to be able to get to places in the community to
take pictures. People need photo ops (photo opportunities.)

The sponsor needs to make sure everyone has a way to get to the
meeting. For existing groups, people usually use their normal transportation
method. Usually transportation has a major impact on the decision of when
to hold the training. It’s not unusual for someone to miss the first meeting
because of confusion about transportation.

Transportation for Photo Ops can be more complicated. Supports from

home, family, or other programs may be needed for people who do not
travel independently. The sponsor will need to work with those other
support people so that they understand the need and purpose for the
training.

AT and other supports are in place.

A priority of the project is to provide supports for people the highest support
needs. People without speech or with intellectual disabilities have the
greatest need to have their voices heard.
• Some people may need equipment to help them use a camera. They
may need an adapted camera. They may need switches, tripods, or
to have the camera attached to their wheelchairs.
• Group members need to communicate. This can be by speech or
other means, including technology. If the person does not have a
communication method, the project needs to help develop a means.
• Interpreters or translators may be needed.
• Some people find it hard to be part of a group. Positive supports may
be needed so they can stay, listen, engage in activities and interact
without excess disruption to the group.
• Other options may be needed for a person with low vision, a person
who does not learn to operate a camera, or who doesn’t want to.
They may decide to have someone else take pictures under their
direction. Or they may tell their stories without pictures. Photos are
the main storytelling tool in this project, but there are other effective
ways to share a story.

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 Meeting Plans.
All Meetings During the Training.
Goals.
People receive the supports they need to fully participate.
Group members practice previously learned skills in a variety of situations.
Demonstrate the equality of all people. Trainers participate in all activities
alongside group members. Group members assist one another and
contribute to group progress.

Activities.
In a typical meeting lasting 1½ to 2 hours, the key activities are to:
• Provide the training, using the “Life in Focus” training package.
• Find experiences that members have in common.
• Repeat processes to solidify learning.
• Take care of needed logistics, particularly handling the photos.
• Provide supports needed so that people have the ability to move
around the community to take pictures. These may include assistive
technology, communication supports, mobility supports and
transportation. Make arrangements if needed.
• Provide opportunities for members to share their stories with people
beyond just the training group.

After Each Session.

• Record attendance
• Put the labels on the prints and file them (if doing group advocacy.)
• Take action to solve problems that arose during the session.

Materials for All Meetings.

Cameras, film and photos
Photo Circle Facilitation Guide
Voting markers such as BINGO chips, Poker chips,
or aquarium rocks (pictured at right)
Avery Labels #5163
Pens
File box and labeled dividers for tracking and
storing photos.

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First Meeting.
Goals – Learn to Take Photos.
Group members are introduced to the project and its expectations.
Group members meet the other people in their group.
Group members observe that the structure of the project will help them feel
safe as they participate, and that each person is valued and
respected.
Group members learn basics of photo composition.

Activities.
The first meeting, if possible, should be 3 hours. If that is not possible, it will
need to be split into 2 meetings.
Each person tells their name and answers one question: If you were an
animal, what animal would you be and why? (This is optional. If people
already know each other well this may not be needed.)

1. Overview of Life in Focus project.

a) Introductory Video and Handout.
What is PhotoVoice?
What is the PhotoVoice group process?
What will group members get out of the project?
How will the pictures and data be used?
b) Local Handout (see template.)
How often will the group meet, for how long each time, and when will
the training be done?
How will the Sponsor and group members use cameras and photos
for advocacy after the end of the training?

2. Photography training
a) Review camera use.
Make sure everyone in the group remembers how to use their
camera.
b) Basic point and shoot photography.
Introduce the concepts using the “Basic Point and Shoot”
PowerPoint.
Distance: close up, middle, and far away.
Put people in the picture.

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 Action: show people doing something.
Subject orientation: portrait= tall, landscape=wide.
Framing: don’t cut off a person’s head.
c) Practice composing pictures.
Give each member of the group a mat frame. (see picture.)
Use the mat frame to demonstrate various ways of looking at the
world and people around you. Show them and have
them copy what you do. The exact sequence and
wording of the questions aren’t important. It’s best if it’s
more like playing with the mat, and informally talking
about it. The activity should be fun!
• Have each person look at another person in the group without
the mat. Then hold the mat a comfortable distance from your face,
and look at the person through the mat. See how it frames the
picture?
• Bring the mat close to your face. What do you see now? How
does the picture change?
• Extend your arm. How does that change the picture? What part
of the person do you see?
• Try turning the mat from wide to tall. How does that change the
picture?
• Bring the mat close to your face. Now what do you see?
• Which way do you like it better? Why?
• Point at someone who is holding the mat up to their face. Have
the group look at the person and what you see through the frame.
Hopefully someone will laugh!
• Try turning the mat so it’s on a corner, like a diamond. (This is
best if you can “catch” a member of the group or a co-trainer doing
it.) Ask the group to try it.
• What do you see in the background, behind the person?
Compare the different distances, with more or less background.
If at all possible, take the group outdoors to try looking at
other things using the mat. Have them bring their mats
and their cameras with them. If it works for the group,
have a picnic lunch at a nearby park. It offers interesting
things for people to look at and photograph.

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This offers the chance to look at groups of people, and natural
backgrounds. Some active or hyper-active group members may provide
action shots.

3. Real Practice. (For film cameras, provide one roll of film, collect it and
develop to have prints ready to give back to people for next session.)
Switch from using the mat frames to having take pictures with their
cameras. Have them see how they can do the types of things with
their cameras that they have been doing with the mats.
Remind them about the elements they have been practicing: orientation
(wide or tall), distance, action and framing.
If using digital cameras you can show some of the photos on TV or
project them on a screen. Talk about how the pictures show us the
elements, and how the different elements affect the pictures.

4. Focus questions for this project.

Focus questions serve as a guide for group members in choosing photo
subjects. Photos should be meaningful for them and serve the larger
purpose of the project.

a. Introduce the focus questions.

Focus Questions: We want group members to show/tell us
o What is good about your life?
o What needs to change?
o What issues are important to you?

b. Spend time orienting group members to focus questions. Discuss how

they can use visual images to communicate abstract ideas. What
types of issues or topics would they want to show? What kinds of
pictures could do that? A couple examples from the group on each
focus question should be enough for this meeting.

Some groups have put the focus questions on luggage tags attached to
the cameras.

Materials Needed.
Focus Questions Handout.
Point and Shoot Basics PowerPoint.
Laptop, projector for PowerPoint.
Photography Training Instructions.

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Mat frames. They are available at craft stores like JoAnn, Michaels or
Hobby Lobby. Dollar stores, may carry them. They will usually be
near the picture frames or scrapbooking supplies.
Extra cameras for people who forgot to bring theirs (disposables are okay.)

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Second Meeting.
Goals – Share, Listen and Trust.
Group members learn to share about their pictures in ways that are most
comfortable for them.
Group members offer positive support and encouragement to each other.
Group members demonstrate increased confidence in talking in front of the
group.
Group members become willing to share their feelings and personal
opinions.

Activities.
Informal conversation around the table.
Ice breakers if people are not talking. Examples: Cats, dogs, pets, or one
food I really like.

Debrief group members’ experiences with first set of pictures.

Photo making process.
Camera problems/issues.
Technical photography questions.
Use of the Focus Questions for taking pictures.

Teach people the Focus Words for the Focus Questions. This will help
them remember the questions. The Focus Words are:
Good.
Change.
Issues.

Sample run through the selection, reflection, and discussion process. See
the description of the process in the “Middle Meetings” section.
Some group members may not bring prints to this session. They or their
support staff may not understand this expectation. Use the photos that you
have to go over the process.
Some groups may need to repeat this meeting to feel like they can take
pictures and be comfortable talking in the group.

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Middle Meetings.
What is the difference between Second, Middle, and Later Meetings? How
do you know when it is time to move on to next set? When most of the
people are achieving the goals of the current part, and a few people are
meeting the goals of the next part.
The transition is gradual.
The number of meetings in each part will vary, based on the people in the
group and the rate at which they achieve the goals.

Goals – Increase Skills and Confidence.

Group members identify and begin to share issues in their personal life.
Group members show confidence in sharing their photos and stories.
Relationships between group members become stronger and more
supportive.
Group members begin using “Tips” to improve their photos.

Activities.
As people arrive, encourage chatting how their week has been. Ask
informally how their picture taking went.

Photo Circle Facilitation Steps.

1. Individual photo selection.
• Group members should look at their prints and select which photos
they want to share. They should do this before the meeting. Meetings
are shorter this way.
• Group members choose 2-3 photos that they find most significant and
meaningful. Pick photos that they would want to share with a broader
audience. Think about the story the photo tells and the way it reflects
issues or assets they want to portray.

2. Individual “Photo Circle” sharing.

• Group members take turns showing a photo. They share their
picture’s story and tell about its meaning for them.
• Ask limited probing questions to gain clarity and somewhat richer
insight behind those photos. The following questions will help the
member frame their story around the focus questions. Don’t be rigid
about going through the questions one by one. Just use them to
guide the person in thinking and talking about the story of the photo.

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 o If they haven’t already said so, ask:
 “Is this picture about something good in your life,
something that needs to change, or an important issue?
 What issue or aspect of your life? (this is helpful for
filing photos by category)
o If it’s about something good, helpful follow-up questions are:
 What makes it good?
 What do you want others to know about this?
 Is there anything getting in the way of this now or in the
future?
o If it’s about something that needs to change, ask:
 Why does it need to change?
 How does it impact your life?
 What do you want decision makers to know about this?
 If you had a magic wand, what change would you
make?
 What could we do to get it changed?
o If it’s about an issue, helpful follow-up questions are:
 Why is it important?
 How does it impact your life?
 What do you want decision makers to know about this?
 What needs to be done about it? What can we do?
• Identify and write down a possible caption, quote or comment for the
photo on an Avery label.
• Allow up to 3 minutes per photo for this process.
• Go around the group a second or third time to allow them to share
another photo. This may depend on time available.
• You may need to remind group members that this is the picture
taker’s turn to talk. The rest of the group will have a turn to talk about
the picture if it is one chosen for group discussion.

Reminder: Trainers also need to bring photos and share about their
pictures. The trainers’ sharing provides a model for telling a story that ties
in with the picture. In later sessions, the trainers need to tie their photos
and stories to policy issues.

3. Selection as a Group.
The group selects a few photos to discuss. That way, the group can
spend its time talking about a few pictures in depth.

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(The group selection process may not be helpful in the first meeting. It is
enough to just get people sharing comfortably about their own photos.)
• Take a few moments to show appreciation for all the photos and
stories. This helps group members feel good about their photos no
matter which ones get picked.
• Emphasize that they need to focus on photos that everyone wants to
talk about as a group. It doesn’t mean anything about certain photos
being better, worse, or more or less interesting.
• Use a modified “sticky dot” voting process for quick selection. Instead
of using sticky dots, use markers like BINGO chips, aquarium rocks,
poker chips or pennies.
o Group members lay out each of their 3 photos.
o Each group member receives a few markers which they place
on the photos they want to discuss.
o Photos which receive the most votes are discussed as a group.

4. Group “Photo Circle” discussion.

Goal of the discussion: Members share their individual and collective
experiences related to the photo. They name the underlying issues and
themes. They identify theories behind the themes and issues expressed.
• Each selected photo is taken in turn and discussed by the group.
• Sample questions for discussion:
o If you voted for this photo, why did you want to talk about it?
o Why is this photo important or interesting to you?
o Follow up on the questions from the list for individual photo
sharing. In particular focus on
 What do we want policy makers to know and do about
it?
 What can the group and members do to help it
happen?
• If needed, add to the caption.
• Try to stick with the topic that the photographer shares about.
• Gradually move into connecting photos to feelings. Members will
begin with simple stories, but later bring major issues to light.

Ideally, over time the facilitator role will become less and less important.
The members start to own the discussion and reflection process. They
should gain competence in exploring deeper issues.

5. Simple tips for improving pictures.

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As people share, some group members will express frustration over the
way certain pictures turned out. After the group discussion of selected
photos, take a couple minutes to give tips that would help the picture. Ask
the group members for ideas. For example:

Problem: The main thing in the picture is small and

only fills a part of the picture.
Answers: Move in closer. Use the zoom. On
digital pictures, crop it before you print it. Here is a
simple way to show how cropping would help. Turn a
couple other pictures over. Use the back of those
pictures to cover parts of the main photo.

Problem: Photo is blurry because the camera moved.

Answer: A tripod helps hold the camera steady. If you
don’t have a tripod there are a couple tricks. Lock your elbows
against your body when taking the picture. Your body acts like
a tripod. Set the camera on a table or against an object to
steady it. Lean against a wall. Using the zoom makes any
camera shake more noticeable. So move in closer instead of
using the zoom.

Problem: A very bright area in the picture, caused by

reflection from a shiny surface.
Answer: Stand a little off to the side, so the
flash reflection doesn’t come back at the camera.

6. Collect and file a copy of each print.

Attach the labels to the pictures. Check to make sure the
needed information is on the label: group, member’s
name, date, issue, and caption.

7. Reminders for next week’s photos.

As needed, remind the group about items that will contribute to the
outcomes. Examples:
• Review the Focus Questions or Focus Words.
• Print out their pictures and bring them to the meeting.
• Choose the photos they want to talk about ahead of time.
• Pictures that tell a story are more important than beautiful pictures.
• Ideas and options for photo ops (photo opportunities.)
• Prompts to focus more on issues.

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For more ideas for taking better pictures, review the Point and Shoot
Basics, and see Kodak – Top 10 Tips for Great Pictures.

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Later Meetings.
Goals – Deepen and Refine.
Group members learn to focus their stories and tell them in a precise
manner so that they have an impact on the listener.
Community mentors help group members improve their sharing skills.
Use “Toastmaster” and other published tips for improving the way the
presenter relates with the audience.
Feedback from group members focuses on the positive and includes
creative suggestions to make presentations better.

Activities.
Continue practice using the Photo Circle process from previous meetings.
This includes:
1. Individual photo selection.
2. Individual photo sharing.
3. Selection as a group.
4. Group discussion.
5. Simple tips for improving pictures – use the Kodak handout.
6. Collect and file a copy of each print.
7. Reminders for next week’s photos. Before the last meeting, remind
them to pick one photo to share about the next week.

Some variations can be added to the sharing time.

Feedback on the individual photos and stories. This was used in the
original Speak Out project. It was used consistently, and was very helpful in
helping people refine their stories. The steps are:
A. Feedback from the person. How do they feel about what they
shared? How did they think they did in using their photo to tell
their story?
B. Feedback from others hearing the story, starting with strengths
and positive impact.
C. Any technical suggestions on ways to improve.
Always start with A!
This would be very useful when someone has identified a particular photo
and story they will want to use for advocacy.

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One to one on a topic – Talking face to face with one other person is often
more difficult than talking to the group. This helps prepare people for
future advocacy.
Open Mike – The person stands (or sits) at the microphone. The person
talks about a cartoon, newspaper picture, or another person’s photo
that connects to their own life.
Community guests – Guests are brought into the group. The guest would
share a photo and part of their story. The guest can give tips on
taking better pictures.
The guest can participate in the meeting as a group member, listen to
members share, and be part of the discussion. The guest would have
the opportunity to offer feedback the same as anyone else in the
group.
Guests could be community leaders, pastors, photographers and radio
personalities.
In another similar project, mentors worked outside the meeting one-on-one
with a group member on refining their story and improving their
presentation.

HANDOUT: Kodak – Top 10 Tips for Great Pictures.

HANDOUT: Tips to Lessen Anxiety.

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Last Training Meeting.
The last training meeting is NOT the same as the last group meeting. The
training only matters if the members USE the training. The important part is
what the sponsor and group members do AFTER the training, what they do
WITH the training.

Goals – Evaluate and Move Forward.

Group members understand and are prepared to engage in processes and
opportunities for continued involvement in self-advocacy and system
advocacy.
To celebrate what people have learned.
To commit to the next steps in using the training.

Activities.
Have each group member share about one photo that they have taken
during the training process.
Explain the next steps in using the training. Describe how the training fits
into the ongoing activities of the sponsor organization.
As a group, decide what the group will continue to do.
Pass out information about future opportunities for the sponsor will be
providing.
Pass out information about other opportunities for advocacy in the
community.
Share simple refreshments.
Take a group photo.

Materials Needed.
Refreshments

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 After The PhotoVoice Training.
Essential Activities.
Support the group members in using their new skills as part of the
organization’s ongoing activities.
• Provide opportunities to share their stories with policy makers,
elected officials and the community.
• Encourage people to pursue personal life change goals.
• Assist people in becoming involved in community activities.
• Encourage involvement in the political process.

Ongoing evaluation of the results of the Life in Focus group.

Other Ideas to Consider.

Sponsor additional Life in Focus training groups for new group members.
Minimal reporting on the new groups would be desired, and occasional
assistance from UCP would be available.

Serve as a mentor or consultant to a new sponsor organization in your

area.

Ongoing Group Activities.

Goals – Policy and Personal Change.
Group members identify and start acting on changes they want to make in
their personal life.
Group members support each other in making changes in their lives.
Group members are able to effectively role play difficult situations.
Self-advocates focus their stories on policy issues.
Group members practice sharing their stories with members of the general
public.
Group members learn how their stories connect to policy, and deepen their
stories into policy analysis.
Group members share their stories with policymakers.
Group members engage in the political process.

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Activities.
Continue practice using activities from previous meetings.
Ask the group to take photos about a specific topic or issue, like housing or
transportation.
Help group members get pictures to use for their Person Centered
Planning (PCP) meeting. Or for their school Individualized Education
Plan (IEP).
Help a member put together a brief PowerPoint for their IEP or PCP
meeting.
Role playing – Examples include:
• Presentations to Legislators.
• Practice speaking at your PCP meeting,
• How to tell others about your disabilities.
• Telling a family member about a change you want to make in your
life.
• Other items that are pertinent to the group and local activities.
• You can role play just about anything, in order to show how it could
be done, build confidence, and avoid pitfalls,

Voter registration – bring in voter registration materials or staff from the

Clerk’s Office to help people register to vote.
Group Discussion – on policy topics, including voting, political issues and
current events.
Group discussions about a short video such as Freedom and Justice for
ALL, Gahanna Bill, When Billy Broke His Head and others. The
discussion usually should be focused on personal feelings or
reactions, identifying with the characters, or policy issues raised.

Materials.
Handouts On:
Voting
Legislative advocacy
Letter writing campaigns

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Direct Action Activities.
Goals.
Group members engage in activities outside the group setting for sharing
their stories with the community and policymakers in person, in
writing, or in other ways.
Group members support each other in making changes in their lives
outside of meetings.
Group members engage in community improvement activities.
Group members engage in civic participation activities and the political
process.

Activities.
Have a Voter Registration time.
Vote.
Support another group member by attending their Person Centered
Planning meeting with them as a friend. The whole group could go.
Provide support in securing transportation to groups and events.
Make presentations at conferences, meetings and community events.
Assist members in arranging presentations.
Be a photographer or news reporter at a rally, legislative action day, or
other events.

Materials.
Equipment and handouts for presentations.

Evaluation.
Follow-up evaluation activities to show the results from the training
• Group member survey
• Trainer survey
• Sponsors will gather data about their training and report to UCP
Michigan about the local results.
• Data gathering during the training
• Quarterly Sponsor Reports during the training.
• Annual follow-up report.

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