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Single Parent/Homemakers Training for Life Skills. INSTITUTION Western Kentucky Univ., Bowling Green

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Single Parent/Homemakers Training for Life Skills. INSTITUTION Western Kentucky Univ., Bowling Green DOCUHENT RESUME ED 309 248 CE 052 748 TITLE Single Parent/Homemakers Training for Life Skills. INSTITUTION Western Kentucky Univ., Bowling Green. SPONS AGENCY Kentucky State Dept. of Education, Frankfort. Office of Vocational Education. PUB DATE Jul 87 NOTE 341p. PUB TYPE Guides - Classroom the - Guides (For Teachers) (052) EDRS PRICE MF01/PC14 Plus Postage. DESCRIPTORS *Displaced Homemakers; *Employment Potential; Females; *Job Skills; Learning Activities; Mothers; *One Parent Family; Postsecondary Education; Self Actualization; *Self Concept; Self Concept Measures; Self Esteem; Self Evaluation (Individuals); Sex Stereotypes; *Social Networks; Time Management; Values; Values Clarification ABSTRACT This curriculum guide was developed to help teachers/trainers conduct classes in 17Lfe skills for single parents or displaced homemakers. The curriculum guide contains dozens of learning activities organized in the following three sections: self-concept (self-awareness, self-communication, and self-management); networking; and employability skills (getting started, resume writing activities, .job interviewing skills, and job keeping skills). Learning activities consist of goals, title, purpose, materials, activity, and time and group number requirements. Many student handouts, such as self-tests, role-playing activities, and values clarification quizzes, are included. Activity sources are cited. (KC) * Reproductions supplied by EDRS are the best that can be made * * from the original document. * * *************** ************ ******** ******* *********** **** ***** ******** I Single Parent/Homemakers Training for Life Skills U S DEPARTMENT OF EDUCATION "PERMISSION TO REPRODUCE THIS Offce of Educahonal Research and improvemenf MATERIAL HAS BEEN GRANTED BY EVCATIONAL RESOURCES INFORMATION CENTEERICI it Pus document has peen reprOduCed as received if OM the person or oroaruzahon ongmahop MMOr ChangeS have been made to improve reproduction Quality Pants of new or opinions st ated frf thtsdoc rnent do not neCeSsanly represent official TOT E EDUCATIONAL RESOURCES OEM posihon or policy INFORMATION CENTER (ERIC)." BEST COPY AVAILABLE Preface In July, 1986, Ann Cline, Director for the Center for Career and Vocational Teacher Education, Western KentuckyUniversity, suggested that the many needs of participants in Kentucky Single Parent/Homemaker projects could be met through specifictraining in areas of common concern. Although the 34 Single Parent/Homemaker projects (SP/H) in the state show great diversity, eachprogram is oriented toward hel?ing participants achievegreater potential through personal growth and career exploration. Accordingly, Dr. Cline submitted a project proposal for the development of a training curriculum which focusedon Self-Concept, Networking, and Employability Skills. The project, housed at Western Kentucky University, was funded through the Kentucky State Department of Education, Single Parent/Homemaker Project division, headed by Bettie Tipton. The actual writing of the curriculum was accomplished through the contributions of seven women who direct SP/H projects in dif- ferent parts of Kentucky. These women met on different occasions and worked under the direction of Ruth Meredith, Training Curriculum Project Director. The women and their areas of expertise are: I. Self-Concept (Section I) Kay Spillman, SP/H Project Director Somerset Community College Somerset, Kentucky Marie Whitus, SP/H Project Director Jefferson County Community Education Program Louisville, Kentucky II. Networking (Section II) Beverly Dennis, SP/H Project Director Henderson Community College Henderson, Kentucky Marian Herrmann, SP/H Project Director University of Louisville Louisville, Kentucky III. Employability Skills (Section III) Charlene Combs, SP/H Project Director Hazard Community College Hazard, Kentucky Janice Foust, SP/H Project Director Paducah Community College Paducah, Kentucky Kathleen Porter, SP/H Project Director Madisonville Community College Madisonville, Kentucky Each curriculum writing team followed a similar process: (1) determining concepts and constructs related to the topic under consideration, (2) selecting training activities which would promote the development of the concept, and (3) identifying the scope and sequence of each curriculum area. The Self-Concept writing team saw the sequence of positive self-concept development as an evolving process which begins with awareness, is augmented by self-communication, and is continually enhanced by behavior (self-management). In a similar manner, the networking team decided upon three levels of networking for surport. The first level concerns the more "tightly-knit" support group system which maintains services to a person wiiWn their own close personal world. A second level involves expanding a "loosely-knit" system to include a variety of supportive persons, groups, or organizations. A third level of networking describes administrative networking in terms of the project director's tasks of program promotion, and the individual's task in self-promotion. The Employability SKills team developed a curriculum sequence including pre-employment skills (such as improving appearance, defining work values, etc.), resume writing, job interviewing and job keeping skills. The total scope of this curriculum is designed to help partici- pants become aware of self as person; acquaint them with certain knowledge which will aid their search, and teach them specific skills whereby they may construct their own world. This useful scheme of learning is presented in the book "Women's Ways of Knowing" (Belensky, et al, 1986). This book describes an extensive study about the ways of knowing that women have cultivated and have come to believe are powerful for them. The authors suggest that women's perspectives on knowing may be grouped into five categories: 1. Silence a position in which women experience themselves as mindless, voiceless, and subject to the whims of external authroity. 2. Received Knowledge - a perspective from which women con- ceive of themselves as capable of receiving and even reproducing knowledge on their own. 3. Subjective Knowledge - a perspective from which truth and knowledge are conceived as personal, private, and subjectively known or intuited. 4. Procedural Knowledge a position in which women are invested in learning and applying objective procedures for obtaining and communicating knowledge. 5. Constructed Knowledge a position in which women view all knowledge as conceptual, experience themselves as creators of knowledge, and value both subjective and objective strategies for knowing. This book is intended for the use of trainers who may feel free to use any or all activities to guide and direct women and men toward greater grcwth and development. Resource: Belenky, M.F.; Blythe, M.C.; Goldberger, N.K.; and Tarule, J.M. Women's Ways of Knowing: The Development of Self, Voice and Mind. New York: Basic Books, 1986. Acknowledgements This training curriculum could not have been written without the help of many persons; Kay Spillman and Marie Whitus for the Self-Concept activities; Mimi Herrmann and Beverly Dennis for ideas on networking, and Charlene Combs, Janice Foust and Kathleen Porter for Employability Skills suggestions. I am indebted to Ann Cline for her good ideas on creating this project, and to Betty Tipton for support, guidance and direction. Many thanks go to Single Parent/Project Directors throughout the state for the way they shared their ideas, expressed their needs, and encouraged me in every way. The in-house support of office space, telephones, and other amenities by Western Kentucky University is gratefully acknowledged. A special thanks goes to Project Secretary Theresa Fowler for her thoughtful comments, her ability to "learn on the job", and above all her excellent typing skills. Finally, this training guide is dedicated with admiration and respect to the participants of Single Parent/Homemaker Projects everywhere. These women, and a few men, have shown perseverance and courage in expanding their "closed, silent" world to one of their active construction. I wish them good luck and Godspeed. Ruth C. Meredith, Ed.D. Western Kentucky University Bowling Green, Kentucky July, 1987 a TABLE OF CONTENTS Preface Acknowledgements SECTION I: SELF-CONCEPT Introduction to Self-Concept Self-Awareness Activities #1 - Getting to Know You and Me #2 - The Self-Image Can Be Changed #3 - Ways to Boost Your Self-Esteem #4 Assessments of Self-Esteem #5 A Checklist for Single Fathers #6 - Up With Motivation, Down With Apathy #7 - Ranking Your Values #8 - Assessing Your Values #9 - Knowing How You Feel #10 - I Am What I Am #11 - The Journey to Success #12 Mountains and Molehills #13 - Where Have You Been All Your Life #14 - Twenty Things I Love To Do Sometimes #15 - Alligator River - The Cost of Getting Across #16 - Personality Traits Inventory #17 Are You As Happy As You Could Be? #18 - The Many "Me's" I Am #19 - If the Shoe Fits... #20 - Rate Your Attitude #21 - My Winning Strengths Self-Communication Activities #1 - I Am What I Think I Am #2 - Silence Isn't Always Golden #3 - Who's Afraid of the Big Bad Wolf? #4 - What Are Your Feelings? #5 - The Balancing Act (Cognitive Therapy) #6 -- Unmasking Myself #7 The High Cost of Low Self-Esteem Self-Management Activities #1 - Look Before You Leap: Decision-Making Rationale & Principles #2 - Mary's Decisions #3 - Love, Motherhood, and Work #4 What Is Your Gender Communication Quotient (GCQ)? #4B- Points for Discussion on
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