| Teachers, they don't give you motivation-makers | | | | with extreme care as it can stir up much |
| when you are in college. It takes about 2 minutes | | | | emotion in some |
| in the classroom to realize that you could have | | | | children. Avoid this exercise with depressed |
| really used courses on motivating the motionless. | | | | kids.** For kids that complain that school is boring, |
| From our popular workshops, books and posters, | | | | I'll just go on |
| | | | welfare, respond, "Yes, you are right. School is |
| here are just a few of our favorite motivation- | | | | boring. Nothing |
| makers that you will use everyday.** For kids | | | | like the excitement of the welfare office line." |
| who often complain about where they ended up, | | | | This intervention |
| you can | | | | is not for every kid; use it only with youth who |
| encourage them to "bloom where they are | | | | would respond to |
| planted." This is a | | | | this type of humorous, edgy intervention.** For |
| wonderful intervention for foster kids in | | | | kids who view school or job training as a waste |
| particular.** For kids who can't imagine ever | | | | of their |
| having a positive future, or any | | | | time, have them list their current job skills, then |
| future at all, ask them to write a letter to you | | | | have them determine |
| as though it was the | | | | where their skills will fit best: in the current or |
| year 2045. In the letter, the youth can describe | | | | past century. Teach |
| what happened | | | | kids that 80% of the jobs that will exist for |
| to them since they last saw you. For | | | | them are not even known |
| non-writers, they can draw or | | | | yet. These jobs will require computer skills, math |
| make an audiotape instead of writing, or, you can | | | | skills, writing skills |
| write for them.** For kids who are "wrapped in | | | | etc. Do their skills fit that or jobs from the |
| barbed wire," their apathy and | | | | past?** For kids who plan to use illegal activities |
| harshness hiding a very gentle and vulnerable | | | | as their source of future |
| child, ask them to | | | | income, recap local, state and federal law. For |
| decide which they would rather have: "a bruised | | | | example, depending on |
| heart or a boxed | | | | which laws they break, offenders can lose not |
| heart?"** When you ask a child what they want | | | | only the money gained |
| to be when they grow up, | | | | by illegal actions, but also their home, possessions |
| and you hear back, "I don't care," instead of | | | | and vehicles. Under |
| confronting | | | | some federal laws, the homes and possessions |
| that, say back: "Well, if you did care..." This | | | | of relatives and friends |
| potent intervention | | | | may be seized even if these items weren't |
| detours beautifully around answers that normally | | | | directly involved in the |
| would keep the | | | | commission of the crime. Illegal activities are not |
| child from even speculating about positive | | | | as lucrative as |
| outcomes. The child | | | | your kids tell you. Auto theft generates about |
| gets to hang onto their discouragement while | | | | $18,000 per year, |
| doing the work that | | | | for example, far less than what a typical high |
| you wanted them to do. This unusual intervention | | | | school grad earns.** For kids who insist crime is |
| works with nearly | | | | lucrative, have them guess the likely |
| any answer that a child gives you. For example, | | | | income from crime, then have them guess how |
| when the child says | | | | much time in jail they |
| "I don't know what I want to be when I grow | | | | will face, and the number of years they will have |
| up," you can respond | | | | before being |
| with "Well, if you did know..."** For kids who can't | | | | incarcerated. Then ask the youth to calculate |
| imagine a future that is positive, have them | | | | how much they |
| make their "Future Homes and Gardens" using | | | | really earned. For example, if a youth earned |
| art supplies. They | | | | $30,000 per year |
| can draw floor plans or design rooms of their | | | | for 2 years before being incarcerated, then was |
| future dream home. | | | | jailed for 2 years, |
| You may be surprised at the results you get | | | | that works out to a just $15,000 per year, an |
| from the most sullen | | | | amount that is vastly |
| and resentful kids.** For counselors, social | | | | less than a high school grad earns. Plus, the grad's |
| workers and mental health workers only | | | | earnings cannot be |
| to use (carefully) to better "open up" very | | | | confiscated but the offender's earnings can.** |
| defensive, apathetic | | | | For kids who plan to just rely on welfare, advise |
| youth, this next intervention is very powerful. | | | | them to hurry |
| Ask the child to | | | | and get on it fast before welfare goes away.Get |
| make a life line. They make the life line by writing | | | | much more information on this topic at |
| their major | | | | Author Ruth |
| life events on file cards. Next, they string the | | | | Herman Wells MS is the director of Youth |
| cards onto a | | | | Change, |
| piece of ribbon or string. This is their life line. If | | | | ( Sign up for her free |
| you doubt the | | | | Problem-Kid Problem-Solver magazine at the site |
| effectiveness of this intervention, make your | | | | and |
| own life line. If | | | | see hundreds more of her innovative methods. |
| you aren't moved by the experience, you must | | | | Ruth |
| have had an easy | | | | is the author of dozens of books and provides |
| life. Only clinicians should use this devices as it | | | | workshops and training. |
| must be used | | | | |