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Ed 325 653 Title Institution Spons Agency Pub Date Note DOCUMENT RESUME ED 325 653 CE 056 212 TITLE Successful Life Skills Curriculum: Single Parents and Homemakers. Facilitator's Guide. INSTITUTION Mid Michigan Community Coll., Harrison.; Wayne County Intermediate School District, Detroit, Mich. SPONS AGENCY Office of Postsecondary Education (ED), Washington, DC. PUB DATE 89 NOTE 584p.; Document contains colored paper. AVAILABLE FROMMichigan Vocational Education Resource Center, 133 Erickson Hall, Michigan State University, East Lansing, MI 48824 ($25.00). PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052) EDRS PRICE MF03/PC24 Plus Postage. DESCRIPTORS Adult Education; Citations (References); Classroom Techniques; Communication Skills; *Daily Living Skills; *Displaced Homemakers; Females; Health Education; *Individual Power; Interpersonal er Relationship; Learning Activities; Lesson Plans; Money Management; *One Parent Family; Parent Education; Postsecondary Education; *Self Actualization; *Self Concept; Self Esteem; Teaching Methods; Time Management; Transparencies ABSTRACT This guide is intended to aid service providers as they provide support services to single parents and displaced homemakers to help them achieve the goal of economic self-sufficiency. The handbook provides learning activities, divided into seven critical life skills areas. Activities are arranged in lesson plans that include objective area(s), materials needed, age group, reading level, time needed, purpose, a bibliography, and directions for facilitating the activity. Each activity includes materials trait may be used as transparency masters or duplicated for handouts. The seven areas covered by the units are as follows: (1) self-awareness; (2) communication skills; (3) health and wellness; (4) resource management; (5) parenting; (6) relationships; and (7) personal power. Self-awareness is the heart of the curriculum and personal power is the overall goal of all the units. (KC) Reproductions supplied by EDRS are the best that can be made from the original document. SUCCESSFUL LIFESKILLS CURRICULUM 110 SINGLEPARENTS ANDHOMEMAKERS FACILITATOR'S GUIDE REPRODUCE THIS "PERMISSION TO BEEN GRANTEDSY WE. DEPARTMENT OP EDUCATION MATERIAL HAS Eacst*Onsi Thmeetch end Impromment ' E TONAL RESOURCES INFORMATION CENTER (ERIO ex The document Imo Wmreneducee IS dii)t mewed Nom the minion oradonashon eut ondineend made to improvo 0 Minot ceendee neve been tfil-5 RESOURCES Isoroaction <waft EDUCATIONAL TO THE (ERIC)." Points ol yew et mentor*staled in thili docu- INFORMATION CENTER mete do nal neceounlytflefoseni official OEM potion of 0016cY Self-Awareness is the heartof the curriculum, and Personal Power is theoverall goal of thecurriculum. Successful Life Skills Curriculum Single Parents and Homemakers Facilitator's Guide Developed by NETWORK Project of Wayne County intermdiate School District with funds from Carl D. Perkins Vocational Education Act of 1984 and The Title Ill Life Skills Program at Mid Michigan Community College for the U.S. Department of Education Office of Post Secondary Education 4.... ,- ID copyrighted 1989 State Mministrative Board, State of Michigan 4 Sucoessful Life WO Single Parent ()Ink:WM Facilitators Guide index of Learning Activities Section 1: Self-Awereness Page Personal Coat of Arms 12 linderstanding Our Own Values 1,5 Problem-8*We and Deckdon-Maldng 1.9 Sex Role Beliefs 1.11 Uncisrstardng Needs 1.17 14 Success Rsoord 1.23 How Media Influences Us 1.26 My Self-Esteem 1.29 Throwing Away Put-Downs 1.31 Should& and Wants and Ufe Goals 1.32 Self-Awereness irwentory 1.38 Future Ufestyles 1.41 Evaluation 1.45 Self-Awareness Bibliography 1.46 Section 2: Communication Verbal and Non-Verbal Communications 2.2 Batt/Lan:MP 2.4 Talk To Me 2.5 Communicating Spoken Instructions 2.7 Steps br Listening Process: Avoiding Roadblocks 2.12 /aka Ustening Process 2.17 I-Messages 224 Avoiding Self-Defeating Behavior in Interpersonal Communication 2.29 Communication and Discussion Questionnaire 2.32 Assereveneu 2.38 Handling Conflict 2.51 Evaluation 2.58 Communication Bibliography 2.59 Section 3: Health and Wellness Controlling Body - Controlling Life 3.2 Healthstyle: A Self-Test 3.4 Weekly Health Check Up 3.8 My Self-Image 3.15 Nnalth issues: Over The Years 3.22 When You're Pregnant: Be Good To Yourself And Your Baby 3.49 Facts About Contraception 3.66 Sexually Transmitted Diseases 3.88 Feelings and Emotions: Awareness Through Role Play and Self-Evaluation 3.91 Section 3: Health and Wellness (continued) Pat. Strew Minagement in a Nutshell 3.102 Substance Abuse 3.113 Recognising Abusive Relationships 3.125 Self-Defense 3.131 Evaluation 3.149 Heallh and Wellness Bibliography 3.150 Section 4: Rweural Mark.zement Community fiesourceWServices 4.2 Nehwaidng As A Resource 4.10 Selected Legal issues 4.18 Declaim Maldng/Personal Decisions 4.27 Mincing Daily Acdvides 438 lime Management 4.43 Developing Money Management Skills 4.47 Evaluation 4.52 Rewrite* Management Bibliography 4.53 Section 5: Parenting The Goodness of Fit 52 Multiple Dads 5.11 Parenting for Security 5.13 1Am Laved* and Capable 5.14 Job Description for Parents 5.20 Peace in 5.22 The Ow Minute Parent 5.31 Stages of Gdeillass 5.36 Helping Children Cope With Divorce 5.39 Divorce Adjustment of Children: Loss inventory for Kids 5.42 Step-Parent/Step-Child Relationships 5.47 Safety in The Home 5.50 How To Rate A Toy 5.55 Lath Key Parenting 5.58 Evaluation 5.64 Parenting Bibliopraphy 5.65 Section 6: Relalionehips Relationships Need Many Qualities 62 Pyramids 6.5 ECO Mei) - Personal Ecological System 6.8 Lifestyle Lab 8.13 Conflict Resulting From Prejudice 6.16 Old vs. Young 6.19 A GlImpse of Grow Dynamics 6.22 Saying No To Peer Pressure 627 Sexual Rights/Responsibilities 6.33 DiVefellA4UstITIOnt 6.36 PayoffsA.osses 6.38 Important Mate Characteristics 6 6.43 11 Section 6: Relationships (continued) y`Evaluation 6.46 Relationships Bibliography 6.47 Section 7: Personal Power Paw Overcoming Barriers 7.2 Brainstoming 7.7 Goal Setting - S.M.A.C. 7.10 Strength Admowledgement 7.13 Evaluation 7.16 Personal Power Bbliography 7.17 introduction In 1984, the Cart D. Perkins Vocational Education Act was passed. This new authorization for federal funding of vocational education contained some new initiatives. One of those new initiatives was to set aside a portion of the dollars available to the state for the purpose of supporting a special population identified as single parents and homemakers. Of particular emphasis under the title of homemakers was the displaced homemaker. To implement this program in Michigan, a full service program was designed to assure that these single parents and homemakers would successfully complete vocational training and attain a job for the ultimate goal of becoming economically independent. The program was deeigned around ten components, which were seen as essential to meet the particular needs of the parents and homemakers who were to be served. The ten components and a brief description of each component are provided below. 1. Outreach and Promotion. The goal of outreach is to reach those who are in need of, but who would ordinarily not access, the services. Promotion is to assure reaching out into the community to reach the single parent or homemaker. 2. Asagasmot glAplifigle, jaiareamAnd.fiaacalifteds, Each eligible single parent or homemaker is to be tested for their aptitude, interests, and special needs. This procedure results in appropriate counseling, identification of the services needed, and results In an individual educational plan. 3. career Guidance and Personal Counseling. This component is designed to include career exploration and guidance as well as counseling for self-conceptimprovement and the improvement of family relationships. 4. lodependealadliglkills,Independent living skills are defined as those skills necessary to manage day-to-day living, including but not necessarilylimited to: 1) identification and management of resources (money, time, energy, etc); 2) buildkig support systems, 3) decision-making; 4) social skills focused at employer/employee relationships; and 5) communication skills. 5. YaGatiOnalt=upatianaiMaitalning.. In all cases, the provision of job training is to be the keystone of the program. This component includes the provision for tuition assistance where necessary to assure access to training, as well as to support services once they are placed in a training program to assure successful completion. 6. Transportation and Child Care, Where needed by the single parent or homemaker, child care and transportation are provided. 7. Alb.218(amanli. Job placement services are provided and could include job readiness skills training including resume development, interviewing, and job search skills. In addition, job development for this population is to beprovided to assure placement upon the completion of training. 8. Evaluation andfollow-ilp. Tta component includes the evaluation of participantsin progress as well as those that exit the program. planning, operation, and 9. AchalGacadammitlaa. An Advocacy committee is to provide evaluation input to improve program performance. This group is also seen asbeing key to assisting with the coordination of services to the participants. I V ig.ritanfaugarducliosesufbaL_It is very clear in the Cad D. Perkins Vocational Education Act of 1984, that the purpose of the program for single parents and homemakers is to coordinate the already existing services, and then to provide those not available, yet needed. Therefore, it is required that an analysis of the diting service.; for this populalion wiit;ln the organization and in the community be completed. The product heretn Is a guide for the delivery of the services described in Number Four. In the first per of knpiementation, the persobs who were delivering the services to single parents and homemakers expressed desire for assistance and direction for the provision of Independent Living Sid Ns, therefore, during the 1986-88 years, these materials have been developed. It is our intent that this document b1, in fact, a guide and a help to the service providers as they provide the support services to achieve the goal of economic self-sufficiency.
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