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Tennessee Department Of Children Services

Creating Teachable Moments: A Resource Parents

Guide to Teaching Life Skills

Facilitator Guide

Facilitator Guide Creating Teachable Moments

Creating Teachable Moments

Facilitator Guide

Introduction

November 2014 Tennessee Department of Children’s Services Page 1


You can see the urgency on the 18-year-old’s face; her eyes are visibly pleading as she shares her hopes with the audience. “I don’t care how old I am when I am adopted, but I want to be adopted so I’ll have someone to walk me down the aisle someday.” This is a sentiment felt by most youth who are getting ready to “age out” of the system without a permanent caring adult in their life to help guide them through this uncertain transition into adulthood.

Every year, more than 25,000 teens age out of foster care; many times with no permanent, significant personal connection with an adult. In Tennessee alone, there are 8,000 children in state’s custody and of those, 3,400 are fourteen or older. The statistics carry a message of need, of urgency, and often desperation, that should alarm everyone who hears it. Our foster youth find themselves in the hands of strangers at no fault of their own; they did not ask for this fate nor do they want it. What do our youth want? Our foster youth want to feel “normal,” to feel safe, loved and heard. They want what we all want, a future that holds hope and security!

Creating Teachable Moments was created to address what the statistics tell us, that youth are aging out without the skills necessary to navigate life in the direction of success! The tools needed are easily obtained with the help of a significant personal connection that takes an interest in teaching them, but are frequently not given much consideration. For most of us growing up, life skills were a built in part of life. We would learn through observing our caregivers day to day routines, and from random teachable moments that presented themselves. The difference with our foster youth is they come into our homes dealing with the trauma of loss which often brings behaviors that hinders relationship development. Because of this, caregivers may believe that they are unable to assist with anything more than a roof over their heads. Statistics show that most people feel that foster youth will fail in life, so expectations are low that our efforts will help. On the contrary, we see youth working hard toward a better life. Tennessee graduated 389 seniors from high school or the GED program in 2014, and had 9 college graduates paid for by the state in 2014. With that being said, the way we work with our youth falls into two categories: teaching tangible skills such as problem solving, planning, decision-making, time management, communication, and interpersonal relations. And secondly, intangible skills like cooking, budgeting, or how to get a summer job which caregivers can provide by creating teachable moments.



This material will help us understand how to use the same two-part process to teach life skills. Part one, share your knowledge about and techniques for planning and decision-making that you have learned; part two, provide the youth with opportunities to practice!

Before the Training:



Below are “quote cards” from a publication called “Things People Never Told Me” produced by the Better Futures Project, Research Center for Pathways to Positive Futures, and Portland State University. www.pathwayssrtc.pdx.edu

The publishers have graciously allowed us to use these quotes in this curriculum to better aid us understand foster youth who have already transitioned out of the system as a way to help us provide better care to the ones preparing to “age-out.” The following is an excerpt from the material.

Transitioning out of foster care can be a difficult and confusing process. We interviewed a group of young adults who either had navigated or were in the process of navigating that transition in order to gain insight into important life areas such as finances, employment, healthcare, transportation, and relationships, among others. We hope that by learning from their experiences as well as their suggestions, youth leaving foster care will be equipped with the necessary tools to become independent and successful adults.

Before class begins, make copies of theses quotes on colorful cardstock, cut them out and have them placed on the tables before participants arrive. Explain to them during the introduction that when the slide titled “Things People Never Told Me” appears, a volunteer from the class will randomly select a quote card and read it aloud. Ask the group how they could have been taught that skill before leaving care. Allow only one or two comments.

November 2014 Tennessee Department of Children’s Services Page 4That bank accounts were a must when I moved out so I didn’t spend

all of my money right away! However, I found out that it was not a

That financial aid checks and ILP[Independent Living Program:

services for transitioning foster youth] money was not a lot of money even if it looked like it! I did not know

http://www.pathwayssrtc.pdx.edu/



That bank accounts were a must when I moved out so I didn’t spend

all of my money right away! However, I found out that it was not a

That financial aid checks and ILP[Independent Living Program:

services for transitioning foster youth] money was not a lot of money even if it looked like it! I did not know

That I needed rental history or a co-signer to be approved for my first

apartment and that my last

About how to get help with housing, such as how to get approved, moving

costs... everything that comes with moving into my own place, which I

had to learn on my own. I didn’t know how to set up utilities, I didn’t know



That I needed rental history or a co-signer to be approved for my first

apartment and that my last

About how to get help with housing, such as how to get approved, moving

costs... everything that comes with moving into my own place, which I

had to learn on my own. I didn’t know how to set up utilities, I didn’t know

That therapy or meds were not the only self-care resources out there; I

was never told of other types of “self-care” such as reading, writing,

How to find counseling when transitioning out or moving, how to look into a new therapist or where I should have started the search for a

counselor, knowing my rights



That therapy or meds were not the only self-care resources out there; I

was never told of other types of “self-care” such as reading, writing,

How to find counseling when transitioning out or moving, how to look into a new therapist or where I should have started the search for a

counselor, knowing my rights

How and where I get bus passes.How I get my driver’s license or permit.



How and where I get bus passes.How I get my driver’s license or permit.

How to build “boundaries,” and how to look out for myself and not try to

please everyone because I didn’t want more people to “leave” me.

The difference between healthyrelationships and dysfunctional ones

and not being able to acknowledge the



How to build “boundaries,” and how to look out for myself and not try to

please everyone because I didn’t want more people to “leave” me.

The difference between healthyrelationships and dysfunctional ones

and not being able to acknowledge the

That my child is not a ward of the state even though I was.

How to deal with my foster parents if they wanted to dictate what I should

have done with my child because I


Activity 1: Introduction


That my child is not a ward of the state even though I was.

How to deal with my foster parents if they wanted to dictate what I should

have done with my child because I


Time - 20 Minutes

Learning Objectives Parents will be able to:

acclimate themselves to the training environment; feel comfortable to share thoughts with the group; understand the ground rules and expectations of training; know what it means for youth to “age out” of foster care; see the numbers of youth that “age out” of foster care each year

Materials Needed

Cardstock for name tents Markers for name tents Speakers for PSA Brainstorm Flipchart titled: “Life Skills I Learned” | “Life Skills I Wish I

Had Learned” PSA Clip about “Aging Out” of Foster Care

Key Points/Instructions

1. Welcome participants to the training. Begin on time and go over housekeeping (restrooms, break areas, smoking policy etc...) Ask participants to make a name tent, folding the cardstock page in half, and writing their name on both sides in large letters.

2. Introduce yourself to the group and share information about your previous experiences working with children and families from the child welfare system.

3. Ask participants to introduce themselves by stating their name, how long they have been resource parents, and one life skill that they



learned before leaving home for good. And one life skill they wished they had learned before leaving home.

4. Record their responses about what skills they learned or didn’t learn on the flipchart with two columns. The first column heading should be titled: “Life Skills I Learned” and the other column heading titled: “Life Skills I Wished For.” There are many possible answers for each column. If participants have a difficult time coming up with a skill, be prepared to share what you learned and what you wish you had learned.

5. Explain that there are cards located on each table with quotes from youth who have or are transitioning out of foster care. Tell them that every time the slide that says “Things People Never Told Me,” a volunteer will choose any card to read to the class. Display slide and have a volunteer read a quote. Read more than one if time allows.

6. State that for most of us growing up, life skills were a built in part of life. We would learn through observing our caregivers day to day routines, and from random teachable moments that presented themselves. The difference with our foster youth is they come into our homes dealing with the trauma of loss which often brings behaviors that hinders relationship development. Because of this, caregivers may believe that they are unable to assist with anything more than a roof over their heads. This is why resource parents must create teachable moments because our foster youth did not have the advantage of learning the

skills necessary to navigate life in the direction of success!

7. Explain that you will now show a short video clip titled: “Aging Out” of Foster Care PSA (published by Jim Casey Initiative) https://www.youtube.com/watch?v=aN2hq--ijkc


https://www.youtube.com/watch?v=aN2hq--ijkc


8. Ask participants what they thought about the clip? Ask if they believe our youth have the life skills they need when they age out of their foster homes?

9. Share that in studies, many youth who exit foster care have difficulties as they transition into adult life. They are more likely to drop out of school, be unemployed or homeless, experience health and mental health problems and not have health insurance, become teen parents, use illegal drugs, and have encounters with the criminal justice system. (Howard & Berzin, 2011).

10. Ask the group: Did you know that…? each year 20,000 or more young people leave foster care having

reached the age of 18 without an adoptive family or other permanent relationship;

in 2012, over 23,000 youth nationwide aged out of foster care; only half of former foster children have completed high school; fewer than half are employed; one-fourth have been homeless for at least one night; 30% do not have access to needed health care; 60% of the young women have given birth; in the year 2020, if nothing changes in child welfare trends,

75,000 youth will age out and experience homelessness?

11. Share that in Tennessee:Total Aged Out Total Aged Out Eligible for

Post Custody/EFCSAccepted

Post Custody/EFCS ofEligible Population

FY 2008-09 1209FY 2009-10 1162FY 2010-11 *1131 813 163FY 2011-12 *1084 748 201FY 2012-13 *1017 768 301FY 2014-15 *984 779 312*Youth Adjudicated Delinquent, Dependent/Neglect and Unruly Released/All Placement Types at Age 18



12. State that the tools needed are easily obtained with the help of a significant personal connection that takes an interest in teaching them. Research and experience tells us that youth are more likely to succeed if they are exposed to protective factors or conditions that buffer risks and improve the likelihood of future positive outcomes. (Zolkoski & Bullock, 2012) Three important factors must be present in order for our youth to succeed:

1. Close relationships with caring adults such as resource parents.2. Expectations that they can succeed.3. Opportunities for positive contributions and recognition

through participation in youth advocacy, school activities, and community volunteer experiences. (Jim Casey Youth Opportunities Initiatives, 2012)





Have the group introduce themselves and tell one skill they learned and one skill they wish they had learned before

leaving home. Place responses on flipchart.





Notes:

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Activity 2: Life Skills and Teachable Moments

Time - 20 Minutes


Explain what Life Skills mean to a transitioning foster youth; Identify the suggested training tips from the National Resource Center

for Youth Development; Distinguish between “tangible skills” and “intangible skills”; Recognize what it means to create a teachable moment for a foster

youth.

Materials Needed Brainstorming Flipchart NRCYD Handout Most current copy of Policy 16.51


1. Ask the group to define what life skills mean. State that the World Health Organization definition is: “Life skills are abilities that help us to adapt and behave positively so that we can deal effectively with the challenge of everyday life.”

2. Ask participants to brainstorm some examples of “life skills” that foster youth will need to know before transitioning to adulthood. Record responses on a flipchart page. (Examples might include: Money Management, Cooking, Hygiene, Laundry, Job Skills, Budgeting, Basic Home Repair, etc.)

3. Distribute the handout from NRCYD: Life Skills Training Tips for Caregivers and use it to cover the following points. Explain that much of our training today is taken from this handout which offers tips on



training life skills. Share that learning life skills is an important task of childhood and adolescence. Life skills generally fall into two categories:

Tangible Skills- Job hunting, cooking, cleaning, and budgeting Intangible Skills- Decision making, communication, and

relationship building. Everyone needs both sets of skills to be successful. When young people learn to cook a meal, change a tire, or manage a bank account, they are also learning how to plan, problem-solve, and make decisions. These are skills they need to learn on the way to adulthood. Young people benefit when you share your knowledge and provide life skills practice opportunities. When youths’ knowledge and ability increases, so does their self-esteem.

4. Ask the group when they should begin teaching life skills? Allow everyone to respond then share that the learning process begins when you first come into contact with a youth, regardless of his or her age. Learning comes from a child observing our daily tasks and being involved in age appropriate activities throughout their stay in our home.

5. Remind the group that our birth children know us and learned over years of observing, practicing and having a safe place to discover how to navigate the world. Our foster children often come to us not having those same positive life experiences. It will be important not to assume that they have the ability to perform a particular skill; you may have to teach an older child to make a bed, or use an appliance.

6. Refer participants to State policy 16.51 that says that all youth in state custody ages fourteen (14) or older must complete the necessary life skills assessment, generally the Casey Life Skills Assessment, at least annually. Further, the policy states that the youth’s caretakers or supportive adults should also complete the necessary life skills assessment if possible. It acknowledges the importance of a permanent, caring adult relationship with the foster youth.



7. Ask participants where they should start when teaching life skill? Allow everyone to respond then discuss the response from the NRCYD handout which states to find something that the youth you are working with is interested in learning about, like cooking or decorating. Or, select a goal that the youth would like to pursue like saving for a video game. Through conversation or observation, assess how much the youth already knows about the skills involved.

8. Ask the group how they would teach these skills to foster youth? Allow everyone to respond, and then ask them to think of teaching life skills as a two-part process. The first part involves imparting knowledge so the youth has an understanding of the skill; the second part involves practice, practice and more practice.

9. Explain that when teaching life skills, opportunities will present themselves that create a teachable moments, and it is important to recognize these moments and use them to teach new skills. Teachable moments are defined as “an unplanned event during the day that adults can use as a learning opportunity for youth.” An example would be having a flat tire and using that opportunity to show a youth how to change the tire. Everyday can produce teachable moments, but how a youth accepts the instruction often depends on how they feel about the one teaching the skill.



Notes:

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Activity 3: Creating a Supportive Relationship

Time - 20 Minutes


Hear quotes from transitioning youth Recognize that youth will thrive in an environment of stability and

structure; Ascertain the difference between Independent Living Skills and

Interdependent Living Skills; Actualize that forming strong relationships is vital to creating teachable

moments.

Materials Needed Brainstorming Flipchart


1. Show “Things People Never Told Me” slide and have a volunteer read a quote from the table. If time permits, more than one can be read.

2. State that permanent, supportive relationships and connections are crucial to the well-being of our foster youth and their ability to thrive on their own. Youth who have experienced many moves, significant loss and fewer opportunities for growth can benefit from the support of a permanent, caring adult as they navigate life. As one national expert remarked:

“Supportive relationships are the single most important factor in how successful youth will be when they leave care. The quality of the personal support network will be the greatest indicator of success for these youth once out on their own”



3. Explain that for years we expected youth to age out of foster care and become completely independent and self-sufficient. However, this practice often left youth at risk for failure and ultimately reliant upon state assistance later on. Today, there is a definite shift toward the idea of interdependence instead.

Independent: The idea that once a foster youth ages out of the system, they will function completely on their own, navigating life with only the resources they develop for themselves.

Interdependent: This concept recognizes that as youth age out of the system, they need permanent, supportive relationships that will help them achieve their goals along the way.

4. Share that we encourage our families to become extended family for youth and provide a home base for them to come back to for support. An essential part of a child’s life is they know there is a home to return to for support. When our birth children leave home, part of their security is they know that there is a family that will support them through the ups and downs of life. When a child does not have a strong support system, it breeds insecurity which can be detrimental to a successful transition.

5. Ask the group to brainstorm how to build a strong, supportive relationship with youth in care. Record their responses on a flipchart page. Some responses could be: spending quality time with the youth, listening, being honest, keep promises, put the smartphone down when they are speaking etc…

6. Process their responses by sharing some basic relationship building techniques that strengthen connections between resource parents and foster youth. Add that relationship building takes time and does not happen without trust. Therefore, it is crucial that we find ways to build trust on a daily basis.



Listen - Foster youth need to be heard. So often, they are not involved in the decisions that govern their lives, making it difficult for them to feel capable of making their own decisions in the future. Youth learn by observing and participating. We must allow them the opportunities by listening to their ideas, thoughts and feelings. Put your phone down, turn off the radio/TV and really listen to what the foster youth is trying to convey.

Show an interest – When our children are young, they want us to watch them do everything and get our approval. This helps them to grow confidence. As our children age, we may not show the same interest in what they do but they need us to be interested just the same. Find out what they like and talk to them about it or participate with them in the activity.

Mean what you say – One of the most important aspects of a relationship is trust. Foster youth have been let down over and over and need consistency in their life. When you follow through in all that you say you will do, you create consistency for the youth. This develops security, trust and self-esteem.

Be positive about their birth family - The minute we make negative comments about a youth’s birth family, we lose all credibility and trust that we may have built. No matter what has happened with their family they will always love them and our response has an impact.

Be supportive – Provide opportunities for the youth to experience. Not only should we encourage them to find their way, sometimes we should find the way for them and join them on the journey until they feel ready to take steps on their own.

Learn who they are – Find out everything you can about your foster youth. Likes, dislikes, favorite activities, fears, dreams etc… anything to help you connect to them.





Notes:

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Activity 4: Teaching Daily Living Skills

Time - 30 Minutes


Hear quotes from transitioning youth Acquire tips for teaching Life Skills Discern between Tangible and Intangible Skills Discover what a teachable moment means

Materials Needed NRCYD Handout Flipchart: Shopping Flipchart: Laundry Flipchart: Cooking Flipchart: Housekeeping



2. State that we will now look at practical ways to create teachable moments with our foster youth. As we practice the activities that we will use with our children, be mindful that every child learns in their own unique way and at their own pace. We must spend time learning about what their likes and dislikes are so that we can know how to encourage them as they begin learning new skills.

3. Discuss the “Tips for Teaching” Life Skills section from the NRCYD handout.



Select a time to teach when you are not feeling rushed or pressured.

Make learning fun. Look for “teachable moments” or create them. Don’t make every moment a “teachable moment.” Ask the youth to select the skills he/she wants to learn. Provide lots of opportunity to practice. Take the youth with you when you go shopping or run errands. Pay attention to how the youth likes to learn. Ask the youth to teach you a skill. Ask the youth to teach another child a skill. Open a bank account with the youth. Talk to others to get new and interesting ideas for teaching skills.

4. Ask the group what they would consider a “Daily Living Skill” to be? After allowing a minute of responses, share that these skills are simply the skills we use on a daily basis to function in life.

5. Explain that we will now complete an activity called “Musical Brainstorm” that will ask them to think about daily living skills that youth will need to succeed. Show them the four posters on the wall labeled: “Shopping,” “Laundry,” “Cooking,” and “Housekeeping.” The flipchart paper should have two columns. One labeled “Tangible Skills” and the other “Intangible Skills.” Before breaking them into four small groups, describe in detail what you want them to do. Each group will be assigned a flipchart page that has been attached to the wall before the training begins. Have each group go to the poster together and take markers that are on the tables with them. Tell them that you are going to play a song and while the music is playing you are to come up with as many tangible and intangible skills as possible for each heading. (remind the group what the difference is) When the music stops, you must stop writing and then you will rotate clockwise to the next poster. When the music begins again, your group will do the same for the next poster until each group has gone to every poster. Play a



song for a very short time watching to see when a group has two or three listed then stop the music. Ask if there are any questions.

Example:SHOPPING

Tangible Skills Intangible Skills

6. Divide participants into four small groups, by passing around a basket of four different wrapped candies. (Snickers, Milky Way, Butter Finger, Baby Ruth or any variety) Make sure that there are equal amounts of each candy and one for every participant. Once they have selected the candy, have all the “snickers,” for example, go to a flipchart. This will be their group for the activity. Once every group has completed all posters, have them return to their seats.

7. Debrief the activity by going over each poster with the group and discussing any missing items or adding some that may not have been added. *An optional method would be to have each small group select a spokesperson to share the information with the large group from one of the completed flipchart pages.

8. Share that the skills that foster youth learn come through observation and practice. Get into the routine of including the youth in daily activities so that when a “teachable moment” comes along, they will be there to learn a new skill.







Notes: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



Activity 5: Money Matters

Time - 30 Minutes


Hear quotes from transitioning foster youth Teach financial skills to foster youth

Materials Needed

Scenario 1: My Personal Meal Plan Scenario 2: My Personal Budget Scenario 3: My Personal Checking Account Scenario 4: My Personal Credit Card


1. State that we will now look at ways to create teachable moments with youth that deal with money matters. Of all the skills that transitioning youth must learn, this may be one of the most difficult challenges they will face. In the following activities you will work through several scenarios that a transitioning youth might face when learning to make financial choices.

2. Explain that we will now break into four small groups. Each group will take 10 minutes to complete their scenario related to basic financial skills that all youth will need to know before leaving home. Once divided into groups, handout a different scenario to each group. Have the group choose a spokesperson to share the responses from their activity. Debrief after each scenario and allow for discussion.



Scenario 1: My Personal Meal Plan Trainers Tip - When debriefing this scenario, go deeper offering other

“teachable moments” that arise when discussing meal planning such as nutritional differences between eating fast food and making a home cooked meal, buying “off” brands of food to save money, using coupons to shop, etc. Use this time to ask participants the various ways in which they have taught youth in their homes.

Scenario 2: My Personal Monthly Budget Trainers Tip - When debriefing this scenario, go deeper offering other

“teachable moments” that will arise when discussing budgeting such as the use of a savings account, staying within the budgeted amount instead of using credit, keeping receipts of every purchase, etc.

Scenario 3: My Personal Checking Account Trainer Tip - When debriefing this scenario, go deeper offering other

“teachable moments” that will arise when discussing a checking account such as ordering checks, writing every purchase you make in your register, online banking as an option, etc.

Scenario 4: My Personal Credit Card Trainer Tip - When debriefing this scenario, go deeper offering other

“teachable moments” that will arise when discussing the use of credit cards such as how the interest rate can affect the amount if it is not paid off in full each month, minimum payments verses paying in full, credit scores or credit history, etc.

3. Debrief the activity by explaining that these were just a few simple ideas to help us begin thinking of techniques we can use on a regular basis when teaching life skills to our youth. Because money matters are such a fundamental part of life, it is vital that our youth are as prepared as possible in order to be successful with their finances.

4. Ask if there are any questions or comments.



SCENARIO 1: My Personal Meal Plan

David, 17, has lived in your home for 6 months. He is beginning to feel like part of your family and has even begun completing his daily chores without being reminded. David has recently talked about transitioning from foster care when he turns 18, instead of staying in the system any longer and attending college. Your preference is for him to go to college, but understand that it may not be the best fit for him. Because you know this is the direction he wants to take, you begin to think of skills that he will need in order to begin living on his own. He has really done well with laundry, housekeeping, and small repairs, but you realize that he has not spent any time learning about how to plan a meal, buy groceries and cook. You begin working with David by having him observe and help with small tasks while cooking evening meals; he actually seems to like it. Wanting to take it a few steps further you plan for David to do some comparison shopping. You have learned over the past few months how much he enjoys the Burger Barn down the street, so you put together the prices of a home cooked meal vs. the fast food meal. (Answer the questions below) Once he realizes how much more he would be spending for less nutritional meals he is shocked at how much money he would have to make to continue to eat fast food every day.

Your next plan is to show him the difference between stores so that he can see that not every grocery store prices items the same. So where he shops will make a difference. The job that he has applied for makes $800 per month, so we use that amount to decide the value of the meals he will plan to eat. (Review the two grocery stores side by side and answer the questions below)



Questions

Based on the information provided, if you ate at a fast food restaurant ten times per week, how much would that cost? _______________ How much would it cost if you ate the fast food ten times per week for an entire month? _______________

In the grocery store examples, the prices are given for the same food in each store. How could you teach David the value of shopping at one store over the other? How much savings is there from the Neighborhood Grocery and the Big and Save Supermarket? ______________

What are the tangible skills being learned with this activity?

What are the intangible skills being learned with this activity?



SCENARIO 2: My Personal Monthly Budget

David, 17, has lived in your home for 8 months. In that time he has secured a job making $800 per month, and plans to transition out of the foster care system when he turns 18. He also receives $100 per month from the state from a trust fund his grandmother set up for him. You are discussing what it will take in order for him to move out on his own. You find that the money he has made so far has been going to clothes and video games. You decide to sit down with David and come up with a budget based on his income and what it will take for him to move into an apartment. Together, you look through the newspaper at rental apartments to get an idea of the cost. You find one for $500 per month with the utilities included. Before you fill in the budget sheet that you prepared for David, you decide to talk to him about “wants vs. needs” so that he can begin to understand what he can afford.

(Go through each provided card to determine “wants” and “needs” and separate them out)WANTS NEEDS

(Next, review the “needs” cards you selected and fill in the sample budget worksheet)

My Income: TOTAL: $900Wages $800

Public Assistance $100My Fixed Expenses: TOTAL:

Rent/MortgageTaxes/InsuranceTrash Collection

MedicalMy Flexible Expenses: TOTAL:

Utilities (Gas, Water, Electricity)

CableCell Phone

FoodTransportation

Home CostsEducation

Personal ExpensesSavings

Misc. CostTOTAL AFTER EXPENSES:

Questions November 2014 Tennessee Department of Children’s Services Page 47


Will David be able to afford the $500 per month apartment? If not, discuss other options for obtaining housing:

Will David be able to purchase some of the items from his “wants” list at the end of the month? If so, what discussion could you have with David about a “wants” purchase verses a “needs” purchase?





Video Game$40

Nike Shoes$100

Eating Out$50

Savings$10

Miscellaneous Cost$30

Personal Expenses$50



Education(doesn’t like school)

Home Costs$50

Transportation$100

Food$100

Cell Phone$40

Cable$40



Utilities(Included in rent)

Medical$20

Trash Collection$10

Taxes/Insurance$50

Rent/Mortgage$500



SCENARIO 3: My Personal Checking Account

David, 18, plans to transition out of foster care in a few weeks. He has secured a job with the neighborhood grocery store and makes $800 per month along with $100 from the state from a trust fund set up by his grandmother. Several weeks ago, you went with him to open a checking account because he was carrying all of his cash with him, and spending it on video games and fast food. They gave David a debit card to use for purchases that would come directly out of his account which he has used for several purchases already.

He comes to you and says he needs to write two checks: one for a down payment on a car ($150), and one for a security deposit ($300) for the apartment that he will be moving into with his two friends, in just a few weeks. He is holding his bank statement, and because he has not been writing down his purchases, his balance is not what he thought it should be. He wonders if he will have enough money to write the checks he needs to write. With the information provided below, use the attached blank checks and check registry to show David how to write a check and keep up with his balance. Answer the questions at the end when finished.

1. David’s bank statement says he has a $500 balance in his account. Insert this amount on Line #1 in the check register in the box under the word Balance.

2. He tells you that on April 3rd he ordered a hamburger and a soda from Burger Barn and spent $5.00 with his debit card. Go to Line #2 and insert the date, transaction description, payment amount, then subtract that from his balance. Place his new balance under the Balance column.

3. Follow the same instructions for his next two charges: April 5th he spent $30 at the Game Shop for a video he wanted. April 23rd for $15 at the Too Much Store for a shirt he “just had to have.”

4. David asks you what the $5 charge is that has “Bank Fee” beside it. You remind him about the day you opened his checking account and the banker shared that there would be a monthly fee of $5 for having a checking account. He had not kept up with it. Go to Line #5 and deduct the bank fee from the balance.

5. Now that he has his current balance, David is ready to write out the checks he needs.6. You tell David that you will show him how to write the checks he needs, and then he will

need to deduct the amounts from his current balance ensure there is plenty of money in the account.

7. The checks below are the examples of how your checks looked after walking David through the steps of writing a check for the items he wants to purchase.

8. Deduct these two amounts from his check register and see what the balance will be when the money comes out of his account. (Answer the questions below)

Check RegisterNovember 2014 Tennessee Department of Children’s Services Page 52


Line #

DateCheck

#Transaction Description

Payment Amount

(-)

Deposit Amount

(+)

Balance

$

1

2

3

4

5

6

7

8

9


David Bigbucks

123 Savings Drive

Prosperity City, HI 96822 Date 8/29/14

Order of ____Starter Apartments___________________________________ $__150. 00 _____

_One Hundred fifty and 00/100_-------------------------------------------------______________DollarsKidsMoneyFarm Bank

300 Friendly LaneMoney Tree, HI 96822

Memo_Deposit on Apartment________________ Signature_________________________

Pay to the

| : 987654321| : 8086545309 0001

No. 0001

David Bigbucks

123 Savings Drive

Prosperity City, HI 96822 Date 8/29/14________

Order of ___Car City_____________________________________________ $_300.00 _________

_Three hundred and 00/100 ---------------------------------------------------------_______________DollarsKidsMoneyFarm Bank


Memo__DownPayment_____________________ Signature_________________________

Pay to the

| : 987654321| : 8086545309 0002

No. 0002

David Bigbucks

123 Savings Drive

Prosperity City, HI 96822 Date_______________________

Order of _______________________________________________________ $________________

_____________________________________________________________________DollarsKidsMoneyFarm Bank


Memo_____________________________________ Signature_________________________

Pay to the

| : 987654321| : 8086545309 0003

No. 0003



David Bigbucks

123 Savings Drive

Prosperity City, HI 96822 Date 8/29/14

Order of ____Starter Apartments___________________________________ $__150. 00 _____

_One Hundred fifty and 00/100_-------------------------------------------------______________DollarsKidsMoneyFarm Bank


Memo_Deposit on Apartment________________ Signature_________________________

Pay to the

| : 987654321| : 8086545309 0001

No. 0001

David Bigbucks

123 Savings Drive

Prosperity City, HI 96822 Date 8/29/14________

Order of ___Car City_____________________________________________ $_300.00 _________

_Three hundred and 00/100 ---------------------------------------------------------_______________DollarsKidsMoneyFarm Bank


Memo__DownPayment_____________________ Signature_________________________

Pay to the

| : 987654321| : 8086545309 0002

No. 0002

David Bigbucks

123 Savings Drive


Order of _______________________________________________________ $________________



Memo_____________________________________ Signature_________________________

Pay to the

| : 987654321| : 8086545309 0003

No. 0003


David Bigbucks

123 Savings Drive


Order of _______________________________________________________ $________________



Memo_____________________________________ Signature_________________________

Pay to the

| : 987654321| : 8086545309 0001

No. 0001

David Bigbucks

123 Savings Drive


Order of _______________________________________________________ $________________



Memo_____________________________________ Signature_________________________

Pay to the

| : 987654321| : 8086545309 0002

No. 0002

David Bigbucks

123 Savings Drive


Order of _______________________________________________________ $________________



Memo_____________________________________ Signature_________________________

Pay to the

| : 987654321| : 8086545309 0003

No. 0003

*These blank checks are provided for practice with your youth.



Questions

What is the total balance? Does he have enough to use the checks that he wrote?

He gets paid $200 in two days. What will your discussion be about his next step in securing the apartment and a down payment on a car?





SCENARIO 4: My Personal Credit Card

David, 18, just transitioned out of foster care. He has a job with the neighborhood grocery store and makes $800 per month along with $100 from the state from a trust fund set up by his grandmother. He applied for a credit card because he received an invitation by mail and it seemed like a good choice at the time. He has made a couple of purchases on the card already and because you are the one permanent caring adult in his life, he comes to you with concerns over the meaning of his credit card statement. Finances have been tight since he left your home and moved into an apartment with two others. He saw the late fees and the due date and became concerned that he will not have enough to cover the payment and wants advice on how to read the statement and possible solutions to his financial concerns. You take the statement and begin to look at every portion of the bill asking David the following questions as you go along. Answer the questions below related to this credit card statement and then discuss what skills David is learning from this experience.



Discussion Questions about the Statement:

1. The date of the statement is: ___________________________

2. What is the Annual Percentage Rate? _________________%

3. What is the new balance? ______________________________

4. How many charges were made during the billing cycle? _____________________

5. What is the total amount of the credit line? ______________________

6. What is the total amount of available credit? __________________________

7. What is the total amount of charges made during the current billing period? _______________

8. What is the account number on the statement? ___________________________________

9. What is the date for the next payment? ______________________________________

10. When is the due date? _____________________________________

11. What happens if the payment is not made by the due date? ____________________________

What would you say to David about his credit report during this exercise?

What are the tangible skills being taught in this example?

What are the intangible skills being taught in this example?



Notes: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



Activity 6: Creating Teachable Moments

Time - 50 Minutes


Create their own teachable moments with their foster youth. Complete the Life Skills Assessment Tool Locate activities to help teach life skills

Materials Needed Flipchart: Self-Care Flipchart: Housing Flipchart: Educational Planning Flipchart: Career Planning Life Skills Assessment Tool



2. State that this next activity will offer them an opportunity to create a teachable moment with several other important skills youth should have before aging out.

3. Divide the participants into four smaller groups and handout a flipchart page and markers to each group. Before class, place the heading on each flipchart page. (Self-Care, Housing, Educational Planning, Career Planning) Have each group brainstorm a creative approach to teaching each topic. Have them write the steps they would take to engage the youth in the learning activity and include on their flipchart the intangible and tangible skills being taught as well. Have each group



share their activity with the large group and then place the flipchart on the wall. After everyone has completed their topic, debrief the activity.

4. Debrief this activity by first, congratulating them on doing a good job with the activity, then by encouraging them to begin teaching life skills with every youth that enters their home, no matter what age they are. Remind them that the most important aspect of teaching life skills is developing a close relationship with every youth that comes into their home.

5. Explain that in order to help families with the task of teaching life skills, several tools have been provided in the Supplemental Materials section. (Refer them to the Supplemental Materials) Briefly review each tool with the participants.

• Casey’s “Ready, Set, Fly!” Tool: Ready, Set, Fly! A Parent’s Guide to Teaching Life Skills was created through a series of discussion groups with foster and adoptive parents, teens, and young adults at the Tucson Division of Casey Family programs. The goal was to develop a practical resource to help caregivers teach youth some of the skills that are needed to enable youth to live successfully on their own. This tool is designed to be used with the Life Skills Assessment Tool and the Life Skills Resources to Inspire Guide.

• Casey Life Skills Assessment Tool : This assessment tool was developed by the Casey Foundation to be completed by youth ages 14-17 years of ages, to determine what skills would need to be worked on before they transition out of the home. This tool will be useful for you to see what skills are important to teach the children that you work with on a daily basis. It should be used as a guide as you create teachable moments to your foster children.

• Casey Life Skills Resources to Inspire guide: This guide provides the learner and life skill instructor (practitioner, parent or other caregiver) a place to start when creating a learning plan. It identifies the skill areas and corresponding goals and expectations to help young people and practitioners build effective plans. It lists suggestions for resources to help create activities and exercises that



can be used to teach the learning goals in group, individual, or self-instruction formats.

• Driver’s license information: There is information provided to assist with making decisions about allowing a foster child to obtain a driver’s license and secure car insurance.

• “Things No One Told Me” booklet: This booklet is where all of the quotes from youth came from about things no one told them about preparing for life on their own.





Notes: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



Activity 6: Closure

Time - 10 Minutes


Formulate thoughts about what they have learned from the curriculum Leave the training with their Certificates of Completion

Materials Needed Flipchart: What I Learned Handout: Evaluations Handout: Certificates



2. Ask the group to share what they learned from the training. Flipchart all responses.

3. Thank the group for participating in the activities and discussions. Express hope that the material presented will be beneficial to them as they begin this new level of care with our youth.

4. Display the slide with the Learning and Development contact information should there be any questions.

5. Distribute evaluations to each participant, making sure that you review how to complete the form. Handout certificates before they leave.




Documents

Creating Teachable Moments:€¦ · Web viewthe foster parents’ bio-children got more attention/special treatment but I didn’t get the same treatment because I was the “foster