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Several leading agencies in Korea are interested in citizen advocacy as one way of supporting people with learning disabilities. Therefore, several social welfare organisations require citizen advocacy guidance. This study aims to propose a logic model in the Korean context through responses from leading practitioners.

The logic model was explained to the middle-level practitioners of five community inclusion centres for disabled people who were leading the way in implementing citizen advocacy. After completing a form, the logic model was constructed through analysis.

Resources, activities, outputs, outcomes and impact that constitute the logic model framework were addressed. These contents are related to those using and supporting citizen advocacy, such as people with learning disabilities, their families, citizen advocates, service agencies and communities.

The logic model of citizen advocacy was constructed by reflecting the Korean context; thus, laying the foundation for implementing citizen advocacy nationwide.

While protests are important for communal and “in the moment” communication, we rely on writing when we want to think more deeply and express concerns and issues in our lives and the lives of others. Writing teachers have a duty to instill in students the impact writing can have on influencing society and its issues. In this chapter, the authors argue for and demonstrate how active citizenship can be encouraged and taught through writing. Inspired by one of the author’s negative police interactions, the authors were compelled to push beyond the protest and begin instructing students in active citizenship through the rhetorical practice of writing. Authors were curious to know how a unit on advocacy writing would influence students’ understandings of using writing to solve social problems. This led to the research question examining how viable an advocacy unit for a first-year writing class is with influencing students’ perceptions of using their voices to advocate for self and for others. To study this question the authors conducted a qualitative classroom inquiry experiment where they collected a variety of data. They examined pre- and post-reflections on advocacy/active citizenship, self-advocacy writing samples, and community advocacy writing samples. Through analysis of these artifacts, this chapter describes how the sequence of writing assignments affected students’ perceptions of themselves as active citizens and the power they have to advocate for change through writing.

The paper's purpose is to describe the information content of web sites developed by and for people with learning disabilities around the theme of transition from school to adulthood.

The paper adopts a content analysis approach, in which subject experts evaluate user‐generated content produced as part of a project on inclusion and people with learning disabilities.

Despite being only one theme of a number pertaining to transition, leisure, entertainment and hobby‐related information dominated the web sites. Other issues elicited included that of writing about one's personal experiences providing limited information of use to others, the key role of carers/supporters in information provision, and some material being too difficult for people with learning disabilities to understand.

The paper shows that for the information service to be valuable and relevant to the target audience, much training and considerable time investment are required for both people with learning disabilities and their supporters. The practice of creating and uploading information on to the web site holds benefits to the creator beyond mere information provision.

The development of information services for people with learning disabilities by the service users themselves is an important innovation. This paper points out how such an inclusive approach could work in the future.

The discipline of managing mental models—surfacing, testing, and improving our internal pictures of how the world works—promises to be a major breakthrough for building learning organizations.

This contribution argues that there is a fundamental problem for the multi-level governance (MLG) approach in that what the approach is trying to explain has never been fully agreed by the vast group of scholarship that references it. The chapter then examines and proposes that ideas and concepts from network governance, principal–agent (PA) and learning can provide the necessary micro foundations for the MLG approach.

The chapter examines and critiques the original MLG formulations and the later efforts at elaboration. It then reviews the literature and concepts for three public policy approaches that have been associated with European governance to see how core explanations can be elaborated upon in a multi-level context: network governance, principal–agent (PA) and learning.

This contribution suggests that co-ordination, and the resources that help maintain this co-ordination, is the key dependent variable that underpins the MLG approach. With multiple principals and multiple agents, operating at a number of levels of analysis, direct authority and control is harder to evoke. The key explanatory variable underpinning this MLG co-ordination is learning by the participants.

Researchers need to concentrate both their theoretical and empirical efforts in understanding the conditions that support multi-level governance and that sustain its effort.

The contribution outlines some of the key practical questions that policy-makers must face. Can they manage resources and induce learning from all the relevant public and private stakeholders to engage in the MLG effort?

Not only does an effective MLG process involve engaging a wide range of societal stakeholders, these stakeholders have to be persuaded to invest effort in learning about the nature of the governance system, the challenges of the policy problem and the implications of the efforts to resolve these problems.

This chapter isolates the fundamental lacuna at the heart of the MLG project and offers academics and practitioners a conceptual lens for building a clearer analytical structure for studying MLG.

The Teen Excellence in Leadership Institute (TELI) was created to provide meaningful leadership and civic- engagementexperiencestoteens.WeintegratedChickering’sTheoryofIdentityDevelopmentandthe 4-H Citizenship Framework to develop program objectives and a model, consisting of four components: understanding of self, developing a network, community problem solving, and advocacy. This study aimed to determinetheoveralleffectivenessoftheprogram,highlightareasforprogramimprovement,andprovide a proof of concept for the model. Results on select 4-H Citizenship Common Measures indicated statistically significantgainsinthefourcomponentsofthemodelforcohortsoneandtwo.Focusgroupdatarevealed five themes: diversity, connection, skill development, practical application, and learning about self. Evaluative resultssubstantiateprogramimpactandareasforcontinuedprogramdevelopment.

This paper aims to discuss an audit evaluation of a specialist independent mental health advocacy service based in the London Borough of Bexley.

The audit included qualitative interviews with ten service users, resident in two specialist forensic mental health and challenging behaviour units. All participants were long‐term in‐patient residents. A number of ethical issues required consideration, in particular respondent confidentiality and informed consent.

Findings indicate that the service's approach, which combines formal advocacy methods with a proactive ethos, had a positive impact on engagement. The importance of trust in the relationships between advocates and service users was also highlighted by the study and is discussed here. The audit also indicates a significant increase in self‐reported wellbeing, self‐efficacy and empowerment for participants. Given that enhancing personal empowerment is one of the primary objectives of the advocacy service, the positive wellbeing outcomes reported are encouraging.

The paper relies on a small number of individuals. There is no attempt to claim representativeness or endeavour to generalise from the findings.

It is recommended that, in the absence of a comprehensive national evidence base, the advocacy needs of patients in forensic and specialist settings be constantly reviewed. Additionally, further action research, to inform educational material and guides for advocacy in specialist settings, may be beneficial and timely.