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