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Module 4: Goal Setting and Planning - ACES.edu

Module 4: Goal Setting and Planning This Module addresses the ways in which goal Setting and Planning help to promote life satisfaction. Setting goals helps people to look forward to the future and have something to work toward. Planning allows for the goals to be reached gradually, and helps people to avoid or manage obstacles effectively. Flexibility and social supports are good resources to have while attempting to reach our goals , especially if something does not go as planned or if goals become unobtainable. Preparation Activity: Thinking about the Future Task Objectives: Preparation for the Game of Real Life, thinking about what teens hope for, what they hope to accomplish, and where they think they will be by the time they are 25 years old. Materials: Plans for When I'm 25 Years Old form, pencils Directions: Facilitator explains: Based on our strengths and interests, we set goals for ourselves.

Module 4: Goal Setting and Planning This module addresses the ways in which goal setting and planning help to promote life satisfaction. Setting goals helps people to look forward to the future and have something to work toward.

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Transcription of Module 4: Goal Setting and Planning - ACES.edu

1 Module 4: Goal Setting and Planning This Module addresses the ways in which goal Setting and Planning help to promote life satisfaction. Setting goals helps people to look forward to the future and have something to work toward. Planning allows for the goals to be reached gradually, and helps people to avoid or manage obstacles effectively. Flexibility and social supports are good resources to have while attempting to reach our goals , especially if something does not go as planned or if goals become unobtainable. Preparation Activity: Thinking about the Future Task Objectives: Preparation for the Game of Real Life, thinking about what teens hope for, what they hope to accomplish, and where they think they will be by the time they are 25 years old. Materials: Plans for When I'm 25 Years Old form, pencils Directions: Facilitator explains: Based on our strengths and interests, we set goals for ourselves.

2 We also engage in some degree of Planning in order to realize our goals . Think about your personality strengths and your interests, and then consider the kind of adult you'd like to become. For the next few minutes, take time to write down some of the goals you hope you will meet between now and when you reach 25 years of age. Have the students write down realistic expectations in terms of: future education, the type of car and type of home, marriage, children, employment, income, money saved in bank (see attached form). Facilitator tells students to think about these goals as we begin to play the Game of Real Life Central Activity: The Game of Real Life Task Objectives: to experience the need for goal Setting and Planning in real life, but in a game format; learn to be flexible in dealing with obstacles that may impede their progress toward reaching their goals Materials: game board, playing pieces, dice, play money, life cards, calculators, monthly statement sheets.

3 Directions: In small groups of 4-8 people, facilitators will explain the game directions (see attached). Process Questions: Did things turn out the way you had planned why or why not? Are you happy with the decisions you made throughout the game of life? If you could go back and do it again, what would you do differently? If you had to play it again, what would you do the same? What were you surprised at during the game of life? How did Setting goals help you to do well? How did Planning ahead help you? Did the game seem realistic to you? Did you learn anything new about life and how to be successful ? What is successful? Who in this group is happy with their outcomes in this game? Why or why not? Experience of the Week: Set a small goal; Plan how to reach the goal; DO IT. Retrospective Pre/Post Evaluation (see attached).

4 The Game of Real Life Setting Up When facilitating the game, each player is required to maintain a monthly balance sheet to determine the amount of money received or paid out when crossing each payday. While the players are maintaining their sheets, facilitators will also maintain a master sheet for each player. Every time a player takes a turn, remind him or her to modify their sheets and help them with a calculator if needed. Each game works best if there are 2 facilitators: Facilitator A: takes care of the bank and keeps track of changes to each player's monthly take-home pay; Facilitator B ensures that the game continues to move from player to player, assists students with salary, car, and house cards, and reports changes as they occur for each player to Facilitator A. Cards Separate the cards into 4 decks: Career Cards, Salary Cards, House Deeds, and Car Cards.

5 Make an additional pile for the Marriage and Baby cards. Place only the salary cards facedown, the others can remain face up. Playing cards are attached to the end of this document. The salary cards should be divided into three groups (college salary range, technical school salary range and high school salary range). It is suggested that the high school salaries range from $15,000-25,000; the technical school salaries range from $25,000-50,000 and the college salaries range from $35,000-120,000. These are only suggested ranges, and can be adjusted as appropriate. The three sets of salary cards can be marked to indicated which group to which they belong, for example: a yellow dot on the back of the card=college; an orange dot on the back of the card=technical school; a green dot on the back of a card =high school.

6 Playing Pieces Each player will choose a playing piece that will represent the player during the game. After a playing piece is chosen, distribute the Game of Life monthly statement sheets to each player. The colors chosen by each player can be written on the master sheet to help keep the players separate. Money The facilitators will be the bankers and will be in charge of all money paid to and from the bank. The banker separates the money into piles by denomination, gives each player taking the college track $6,000 and each player taking the technical school track $3,000 that will signify loans. When distributing money, keep in mind to give a variety of dominations. Red or Blue chips will signify $5,000 and White chips will signify $1,000. The loans must be paid back within 3 paydays.

7 Extra ten dollar bills should be available in case they are needed; however, do not distribute the ten's to the players. Loans For the players taking the college or technical school track, they must repay their loans to the bank within 3 paydays. If loan is not repaid in 3 paydays, add $500 to whatever they owe on the 4th payday. If the loan is still not repaid after the 4th payday, force the players to downsize their house or car to get the extra money to pay off the loan. The facilitator's should remind each player how much money is owed at each payday. Playing Instructions Notes for Facilitator Each spot requires a different action to be carried out. The spaces with the stop signs are required stops, regardless of the number of moves remaining. However, these are only mandatory stops the first time around the board.

8 Once players have made it through the board and have made life changes, they are not required to stop at the spaces with the stop sign. If a player lands directly on a stop sign space, they have the option of following the directions on the space. If a player receives a loan, the loan must be repaid within three paydays in order to avoid a penalty. If a player lands on a payday, but does not own a car or house, they still have to pay for groceries. Finally, each space is a designated color depending on the action of the space. The colors are explained in further detail in the following instructions. Getting Started The person to the facilitator's left goes first. Play then continues clockwise. On each player's first turn, have him or her decide either to start a career, go to technical school, or go to college.

9 Start Career If the player decides to start a career, have them place their playing piece on the CAREER space and do the following: choose a career card from the stack that does not require a degree and then draw a salary card at random. Encourage the players to choose careers that they would actually be interested in. Now have them roll the die and move as on a regular turn. Technical School If the player decides to go to technical school, have them place their playing piece on the TECHNICAL. SCHOOL space and give the player a $3,000 loan. Explain to the player that the loan must be paid off by the third payday. When the players finish technical school and must choose a career, they can only choose careers from the non-degree or technical school piles. College If the player decides to go to college, have them place their playing piece on the COLLEGE space and give the player a $6,000 loan.

10 Explain to the player that the loan must be paid off by the third payday. When the players finish college and must choose a career, they can choose careers from any of the piles: non-degree, technical school, or college degree required. Mandatory Stops (the first trip through the board). On each player's turn, he or she will role the die and move the playing piece the number of spaces on the die. There are certain spaces on the board that require the players to stop even if there are moves left. Once a player takes care of business at the mandatory stop, this is the end of his or her turn. Remember to make the necessary changes to the monthly bill statement. Those spaces are Begin Career, Buy a Car, Buy a House, Get Married, and Marriage Problems. Begin Career Players that have chosen the college or technical school track will pass this space before moving to the main part of the game board.


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