Parents as Career Planner

Parents refuse to give 40 minutes for career planning of their children,

making them to suffer and struggle for 40 years in their working lives.

As a parent, you play an important role in supporting your children with encouragement and
information as they begin their career and life journeys; in fact, research has shown that when
children are in the midst of choosing a career path, it is their parents who have the greatest
influence.

This module is developed to help parents to support their children as they explore their career
options and make decisions for their future. It provides practical ideas and resources which can be
used in your role as a parent.

What is career planning?

Before one can begin to discuss career planning, one must understand the term career. A career is a
combination of one’s life experiences, including one’s work role, family role, community role, as well
as one’s learning and leisure experiences.

Career planning with your children is about helping them to develop their roles and to use their
experiences to create the life they want to live. Also, since their roles and their experiences are
forever changing, it is important to understand that career planning is a very dynamic process. As
your children journey through life, they will continue to evaluate and adjust their career plans in
response to external factors such as changes in the workplace and internal factors such as a shift in
interests or a change in life circumstances.

5 messages of career planning

The 5 messages were developed by career planning experts as a foundation for successful career
and life planning. It is important to remember these messages as you assist your children to develop
their career and to use their experiences to create the life they want to live.

#1: Follow the Heart

People are happiest and do their best when doing what they love. As well, pursuing dreams provides
motivation, direction and helps to clarify what is really important to people. Let your children dream.
Let their dreams shape their goals. Let them use the energy to learn the skills and take the risks
needed to make their dreams or any part of them, a reality.

#2: Access your Allies

As you navigate the process of career planning and its challenges, you will quickly realize you cannot
do everything alone. It is important to find allies for yourself, as much as for your children. Allies
come in many different forms; some will be with you for a long time and others will help with a
specific situation. However long they are in your life, it is important that you know who you can turn
to for support. Remember to involve people who play a major role in your children’ life, such as
family, relatives, neighbours, teachers, friends or career advisors. Also, remember that while it is
important for you to build networks of allies, it is important for you to be part of the network of
others. Professionally trained career advisors will be your trusted allies.

#3: Change is Constant

Both in work and in life, change is a constant force. Change can also create opportunities. Being
flexible, versatile and adaptable can harness the power of change to build career success.

#4: Learning is Lifelong

Learning is a continuous life process. Learning, skills development and work are intertwined
activities that your children will engage in as a continuous cycle of career building experiences.

#5: Focus on the Journey

Life is a journey of experiences with destinations or goals as stopping points along the way. Career
building requires attention to goals and to all that occurs on the journey toward these goals. As your
children continue their career journeys, they may achieve their original goals, or revise them and set
new goals.

It is important to note how the workplace has changed and that these 5 messages no longer
reflect the traditional messages of career planning from years ago.

Traditional Messages Contemporary Messages

Freedom 60
Change is inevitable BUT secure jobs are still
there. Go where there is a proven track record,
stick with it. There will be reward at the end of
the day!
Follow the Hot Jobs
Find out where the growth sectors are and get
in!
Focus on the Destination
Know what you want and where you are going.
Be Independent
The way to success is to learn to write your own
ticket. You will be on your own and have to make
it on your own.
Make Up your Mind
Learn while you’re in school- then you can relax!
Get a degree and you are on your way. Typical
question is: “What did you learn?”
Change is Constant
Security will come from your ability to anticipate
change, make changes, manage changes and be
resilient.
Follow Your Heart
The job is not hot if the spirit is not!
Focus on the Journey
Know what you want but don’t be too sure. Be
open to changing your mind.
Access your Allies
You will progress as much by, who you know and
who you are, as by what you know.
Learning is Lifelong
Learning is everywhere. We acquire at least as
much from informal learning as from formal.
Learning can be spelled L/Earning. Typical
question is “What are you learning?”
What A Parent Can Do?

 Talk to your children about each 5 message and its importance in career planning.
 Talk to your children about times in your own life when the 5 messages were important to
you.

The career planning process

Step 1: Know
Yourself

Step 5: Gain Work

Step 2: Explore
Experience;
Opportunities;
Create Career
Network Allies
Portfolio

Step 4: Organise Step 3: Decide

Study; Develop Education &
Skills Training Path

Career planning is a lifelong journey. As your children journey through life, their workplaces,
interests, and attitudes will change forcing them to evaluate and adjust their career plans
accordingly. For this reason, it is important to become familiar with the steps involved in the
career planning process to not only use it now, but also in the future. It is also important to
remember the above 5 messages as your children advance through these steps.

Step 1: Know Yourself

In this step, your children gather information about themselves. The purpose is to “tune in” and
identify their interests, work values, skills, innate talents and learning styles. This is an important
exercise since people who choose occupations that match their interests, values and skills tend to
enjoy their work. They also tend to achieve their career and personal goals.

(a) Innate Talents

As we know, each individual has unique intelligence like a finger-print, unmatched with any person.
Use Dermatoglyphics technology to find precisely 9 types of natural (God gifted) talent: 1. Verbal-
Linguistic, 2. Mathematical-Logical, 3. Musical, 4. Visual-Spatial, 5. Bodily-Kinaesthetic, 6.
Interpersonal, 7. Intrapersonal, 8. Naturalist and 9. Existential. Do you know which of these 9 talents
are available in your child and in which ratio?

Knowing a child’s multiple intelligences helps parents to optimise the most effective ways of
nurturing the child. For example, a child having strong musical intelligence but weak in
mathematics; music can be used as a learning aid in mathematics while polishing their musical talent
at the same time.

(b) Learning Styles

Learning styles are an individual's natural pattern of acquiring information. Based on Neil Fleming's
VARK model children's learning preferences are identified as: 1. Visual (pictures, movies, diagrams)
2. Auditory (lectures, discussion, music) 3. Reading-Writing (reading books, taking notes, making
lists) and 4. Kinaesthetic (experiments, hands-on activities, movements).

Discovering children’s learning styles and areas of intelligences gives a clue on what activities they
should spend more time, so that they can acquire knowledge in a natural and more efficient way and
also to remove the 'trial and error' method of parenting.

(c) Career Assessment

One way for children to gather information about themselves is by using psychometric assessment
inventories. An important activity that instils self-knowledge is having your children determine their
preferred future. We all have a vision, a sense in ourselves and of the future we are hoping for and
anticipating. For all of us, our preferred future is about what matters to us, what we value, what
brings us joy and satisfaction, and what we are striving towards. It involves the relationships we
hope to have, the lifestyle activities we hope to enjoy, and the meaningful work we hope to do.

Assist your teens to set S.M.A.R.T. (Specific, Measurable, Acceptable, Realistic and Time-specific)
career objectives with the help of our most authentic Aptitude Assessment tools; if careers have
been already decided, then match their compatibility with real interests.

What a parent can do?

 Talk about work values, interests, skills, multiple intelligence and constraints and how they
are connected to meaningful work.
 Encourage children to use the assessment tools available with the Career Advisor.
 Review with your children how the assessment data compares to their vision of their
preferred future.
 Once an assessment generates matching occupations, remind children to review all of the
possible proposed occupations and to focus on the patterns that emerge.
 Analyse the results to determine if there are any skills or abilities that are lacking or are
weak. Consider the skills, attitudes and strengths of your children, as well as learning needs
that may become evident. A role of parents is also finding ways to help children acquire skills
they do not yet have. Encourage risk-taking and growth by sharing concrete examples of
learning that was once difficult or intimidating for you.
 You can also ask positive, focused questions that will help them examine their dreams, like:
What do you see when you picture your life a few years from now? Have you ever watched
 someone work and thought, “That’s my dream job?” Is there something you’ve always
wanted to do but were afraid to try?
 Encourage your children to discuss their “preferred activities”. Ask your children what they
love about their favourite activities.
 Talk about how your values, interests, skills and personality link to your work.
 Notice how children spend their time. Is your child studious? Athletic? Involved in student
politics? Talk about how such interests might fit into their career plans.
 If your teen has a disability, ensure that a diagnosis and a psycho-educational assessment
are completed when your teen begins high school.

Step 2: Explore Opportunities; Network Allies

Armed with the information gathered about your children and their dreams, the next step is
generating a list of career options for them. Your children can find possibilities in various ways.

(a) Explore Career Choice

In this fast moving age of globalisation, children are not aware about the world of work and cardinal
facts about the occupations. At one hand there is a glut in the traditional careers and on the other
hand there is really dearth of professionals in specialised sectors.

Due to lack of career education in schools and colleges, students finds their subjects boring because
they don’t know why they are studying Geography, Chemistry, Economics, etc. From our case studies
it was established that motivation and success rates improve exponentially, when students relate
subjects with careers.

Using career-choice tools you and your child can relate

his/her preferred:
1. Subjects
2. Skills
3. Activities
4. Abilities
5. Attitude,
6. Aptitude,
7. Traits and
8. Work Contexts
with more than 1500 careers.

(b) Research

You may want to begin your research approach to exploring possibilities by first investigating
information about the world of work and learning opportunities. It also includes labour market
trends and forecasts about future employment growth. Parents are encouraged to be active trend
spotters to broaden the scope of opportunity they can present to their children.

Some current trends are listed below:

 1. Fewer nuclear families, more single and blended families; more youth staying
at home longer

Results – growth in condominiums, consumer goods for smaller households,

basement renovations;
Social and
Demographic 2. Aging population
Trends
Results – increased demand for financial services, tourism, soft adventure, elder
care;

3. Harried two income families

Results – growth in personal services, travelling supper services, leisure

activities, stress management education;

1. Information technology explosion

Results – Ecommerce boom, shopping on-line, computer skills required for most
Technology work, social networking sites;
Trends
2. Automation of repetitive manual or service tasks

Result – workers valued for knowledge and problem-solving ability;

1. Advancements in technology and communication have allowed a global

sharing of products, services, and ideas

Results – offshoring (business processes relocated to different countries),

outsourcing (aspect of business subcontracted outside the company), company
Global Market mergers and restructurings, more competitive challenges and opportunities as
Place Trends skills are marketable to the entire world;

2. Greater ethnic diversity within companies and communities

Results – more cultural knowledge and sensitivity required, ethnic products and
services available;

1. New technologies for the 4 Rs – reuse, reduce, recycle, recover

Result – research and innovations for environmentally friendly processes and

Environment products;
Trends
2. Increased emphasis on healthy lifestyles for all ages

Result – companies promoting environmentally safe and healthy processes,

facilities and products;
After researching the labour market, it may be beneficial for children to research an industry sector
rather than a specific occupation. A sector is a group of similar occupations that require similar skill
sets, values and interests. Sectors have within them multiple occupations and many levels, such as
entry, technical, technological, professional and managerial. This research will provide your children
with various occupations that interest them with following cluster of occupations in more detail:

1. Architecture, Construction, Mining and Environment

2. Arts, Entertainment and Media
3. Banking, Insurance and Financial Services
4. Business, Management and Administrative Support
5. Defence, Military and Armed Forces
6. Education, Training and Library
7. Agriculture, Animal Care, Fishing, Forestry and Foods
8. Government and Public Administration
9. Health Science and Healthcare Support
10. Hospitality, Tourism, Games & Sports
11. Information Technology and Telecommunication
12. Legal and Protective Service
13. Manufacturing, Design and Production
14. Sales, Service, Support and Repair
15. Science, Technology, Engineering and Mathematics
16. Human and Social Services
17. Surface, Air, Water Transportation and Logistics

(c) Information Interviewing

Information interviewing is a highly effective means of collecting information about a specific field of
interest, an occupation or a job. It generally consists of a meeting, preferably face-to-face, with
someone who is actually doing a job that their teen wants to learn more about. Information
interviewing is not only relevant to your children’ specific needs because they choose who to
interview and what questions to ask, but it also has many other benefits:

(i) Information interviewing gives first-hand information and a realistic insider-view of the
field. Children can learn about factors that never appear in print sources (such as the
disadvantages and frustrations of a particular field). If the interview is at a work site
(preferred), the work environment can be directly observed;
(ii) Information interviewing helps to build connections and networks which may be helpful
in the future. The person interviewed may give referrals to others in the field. This will
enlarge your network to include others who may be helpful;
(iii) Information interviewing is an opportunity to practice interpersonal skills and build
confidence without the stress of a job interview;
(iv) Information interviewing is a chance to hear how others have developed their career
paths. Children gain a personal perspective and learn important, often neglected
information such as, what type of personality is most successful in this kind of work;
what “values” drive the work; what are the rewards, etc.
 Information interview questionnaire

1. What training or education is required for this type of work?

2. What kind of training did you need to enter this career and is there an institute you would
recommend? What type of continued training do you receive as an employee?
3. What are the main tasks of this occupation? What daily activities do you do in your job?
4. Does this occupation allow for flexible work arrangements, such as full-time, part- time,
seasonal, job share?
5. Are the usual hours of work regular hours or shift work?
6. What are the typical workplace conditions of this occupation?
7. How do you see this occupation changing in the future?
8. What opportunities for advancement exist for this occupation?
9. What do you like most about your work? What is the most rewarding part of this
occupation?
10. What do you like least about your work? What is the most challenging part of this
occupation?
11. What are the most important skills for success in this job?
12. What personality traits are needed to be successful in this occupation?
13. What abilities are needed to be successful in this occupation?
14. What advice would you give to a person considering entering this occupation?
15. How did you decide to choose this career?
16. What is the salary range for people in your field?
17. Do you know of other careers that are related to yours that might interest me?
18. And more as per your level of curiosity.

What a parent can do?

 When children show an interest in an occupation, broaden the discussion and

encourage them to think about the sector. Explain that what a teen loves can be achieved
at many levels and through many different styles of working.
 Encourage your children to be open to new ideas and think about non-traditional
occupations, emerging fields or self-employment.
 Parents can help by being research allies, seeking out additional sources of
information, checking with their networks and bringing curiosity and questioning to
discussions. Parents should also use this opportunity to help their children develop
critical thinking about the quality of information available on the Internet.
 Offer to use your network of friends, family, co-workers and neighbours to find someone
(or someone who knows someone) working in that occupation. Since children often
have difficulty initiating conversations with strangers, offer to assist them with setting up the
first contact.

Step 3: Decide Education & Training Path

Once your children have a goal, they will need a plan to achieve it. Since different
occupations or goals require different types of qualification, this is also the step where your children
must choose their learning pathway.
Today’s rapidly changing world of education is very complex, highly competitive and provides
innumerable vistas of opportunities unheard of a decade ago. Due to lack of authentic information
many children imitate their classmates and enrol en-masse in slickly advertised, expensive but
useless courses. Consequently after spending their precious time and parent's hard earned money,
they realise and repent over these deceptive training programmes.

This is a critical step in the career planning process. Armed with self-knowledge, a vision of a
preferred future and an opportunity to have explored various occupations, your children must now
make choices about education & training pathways. To do this, it is best to review the information
your children have gathered on various courses and institutes offering them and discuss how each
occupation fits with these courses of studies.

To safeguard the interest of the children at the decision making stage of career planning and beware
them of teaching malls selling their useless degrees, diplomas and certificates, charging exorbitant
fees on the basis of misleading ad campaigns; we provide authentic, impartial “Education Index” and
“Students’ Satisfaction Survey” of the institutions.

Financing Education & Training

There are many ways to pay for children’ education and training. Some involve saving money
as your children grow while others include loans and scholarships.

Student Loans are usually available for full-time or part- time students. The amount of a student
loan is based on financial need. Scholarships are usually awarded based on grades or other
achievements.

What a parent can do?

 Developing a list of pros and cons can help to narrow down the choices. Encourage your
children to look at the options again, compare them to their preferred future and then
decide which factors are most important.

 Share your own career experience with your children. Explain how your job has parts that
match and parts that do not match your preferences.

 Acknowledge your children’ fears and remind them that career decisions are not carved in
stone; they can always be changed later. As well, there are usually many transferable skills
and it seldom involves a complete new start.

Step 4: Organise Study; Develop Skills

(a) Study Organiser with Progress Meter

"How is your study going on?" - ask your children and you’ll get a prompt reply "it is fine". There is
no reason to doubt until their final exam is finished and results are in hands, but after that all is over,
it is too late and irreversible. Parents find it very difficult to keep a constant tab on their children’s
studies. Nagging and coercing to work hard generally gives adverse effects.
Tuition and coaching culture is – doing more harm than help. It makes students dependent on others
and devoid their minds from intellectual curiosity.

In a recent survey of students studying in engineering, management and general colleges it was
found that 84% of them are doing everything except their studies. At the career building stage of 2-3
years, students deviate from study and make their whole life pathetic and miserable.

Preparation does not mean hard work alone. Study Organiser creates personalised subject wise
schedule for the student as per its difficulty level by calculating appropriate study time required to
finish and revise each subject.

Study Scheduler includes much acclaimed "Progress Meter" to

view real time preparation of the student in three colours:
Green (doing well), Yellow (lagging behind), and Red (difficult to
pass) with percentage of marks. It enables students to acquire full grip on the courses of study and
to get 100% consistent marks in all the papers of the exam.

Progress Meter is equally useful for parents who wish to monitor their children's progress without
any interference and compare their performance with other students in the class.

(b) Skills Development & Evaluation

Parents, teachers and students are more concerned about subject marks. They forget the cardinal
fact that purpose of education is to build a strong career foundation and to make them employable.

Career competencies and life skills cannot be developed overnight, it is a continuous process.
Parents and children have to identify, acquire, enhance and evaluate the compulsory domain
knowledge and transferable skills using industry standard parameters.

In the ever-changing world of work, not only are some skills essential for everyday life and the
workplace, but also possessing these skills will enable a more successful transition into many
occupations your children will plan throughout their lifetime.

Validate Employability Skills

Skills Evaluator are considered as an essential tool for recruiting right candidate for the right job.
This enables the recruitment process to run efficiently and saves on the time and costs associated
with interviewing unsuitable candidates. It helps jobseekers to increase their chances to get selected
by helping in the decision making process.

Step 5: Gain Work Experience; Create Career Portfolio

Students do volunteer work to gain real work experience, or to contribute something for betterment
of the society, or to be included in a resume. Volunteering is another opportunity to learn new
skills, as well as having new experiences. More importantly, volunteering allows your children to
discover work that they may enjoy, or may not enjoy. Volunteering also allows your children to meet
new people and expand their network.
Students can have summer or part-time jobs so they can earn money and gain work experience.
Since a summer job or a part-time job is also your children’ first encounter in the world of work, it is
very important that your children be aware of safety at workplace. They will also experience
different working conditions, types of work, learn new skills and expand their network.

Career Portfolio

A career portfolio is a tangible visual collection of evidence or artefacts that reflects your children’
interests, abilities, knowledge and creative potential which is used to organise their education, skills,
work experience, accolades and acknowledgments. As a collection of information, a portfolio is
excellent organizational tool during the career planning process. Much of the information collected
will be useful when children apply for jobs, scholarships and entrance to colleges abroad. People use
career portfolios to get desired jobs with a higher salary and to track personal development. Career
portfolios serve as proof and by showcasing evidence of your accomplishments - you give collaterals
to the employers to hire your child.
Ensure that the following information is included in your children’ portfolios:

Career Objectives: A short description of the guiding principles that drive your children and give
them purpose and where they see themselves in two to five years.

Interests and Personality: It includes assessments of children’s aptitude and work attitude.

Degrees and Certifications: A chronological description of relevant degrees, diplomas and certificate
course descriptions with results or grade reports.

Skills and Abilities: A detailed ratings and testing of your child’s skills and competencies which
include the name of the skill area and specific example that demonstrate your application of the
skills like: teamwork and people skills, problem-solving, budgeting, planning, time management,
motivation, persistence, dependability, etc.

Extracurricular Activities: A description of pursuing hobbies, interests, community service, volunteer

work your child has completed, NCC badges, games & sports participations and achievements.

Work Experience: Images, videos of your child’s best work samples and listings of major
accomplishments projects completed, job/self-employment. Performance reports, appraisals,
testimonials or appreciations your child has received from customers, clients, colleagues, past
employers, teachers, professors, managers, directors, etc.

Awards and Honours: A collection of certificates, prizes, awards, accolades and scholarships your
child has received.

Research Publications: Published articles and research papers with online citation.

Conference and Membership: A list of conferences, seminars, and workshops your child has
participated in and/or attended and memberships of professional associations/organisations.

References List: A list of minimum 3 people (full names, phone and email) who are willing to speak
about your child’s strengths, abilities, and experience. At least one reference should be a former
manager.

What a parent can do?

 Enable your children to be more effective in communicating their interests, skills,

motivation, and personal qualities to potential employers.

 Offer your children the opportunity to develop and commit to a specific action plan.

 Assist your children with choosing right courses and exploring career options.

 Identify and evaluate their competencies and self-knowledge both in and out of the
classroom, this will build their confidence in presentation skills and help them identify their
strengths and passions.
Employability skills
The skills your child will need to enter, stay in, and progress in the world of work - whether to
work independently or as a part of a team. These skills can also be applied and used beyond the
workplace in a range of daily activities.
Fundamental Skills
The skills needed as a base for The personal skills, attitudes
further development
Your child will be better
prepared to progress in the
world of work when s/he can:
Communicate
 read and understand
information presented in a
variety of forms (e.g.
words, graphs, charts.
diagrams)
 write and speak so others
pay attention and
understand
 listen and ask questions to
understand and appreciate
the points of view of others
 share information using a
range of information and
communications
technologies (e.g. voice
email, computers)
 use relevant scientific,
technological and
mathematical knowledge
and skills to explain or
clarify ideas
Manage Information
 locate, gather and organise
information using
appropriate technology and
information systems
 access, analyse and apply
knowledge and skills from
various disciplines (e.g. the
arts, languages, science,
technology, mathematics.
social sciences and the
humanities)
Use Numbers
Personal Management Skills
and behaviours that drive one's
potential for growth
Your child will be able to offer
greater possibilities for
achievement when s/he can:
Demonstrate Positive
Attitudes & Behaviours
 feel good and be confident
 deal with people, problems
and situations with
honesty, integrity and
personal ethics
 recognize his/her own and
other people's good efforts
 take care of personal health
 show interest. initiative and
effort
Be Responsible
 set goals and priorities
balancing work and
personal life
 plan and manage time,
money and other resources
to achieve goals
 assess. weigh and manage
risk
 be accountable for own
actions and the actions of
the team
 be socially responsible and
contribute to the
community
Be Adaptable
 work independently or as a
part of a team
 carry out multiple tasks or
projects
 be innovative and
resourceful: identify and
suggest alternative ways to
Teamwork Skills
The skills and attributes needed
to contribute productively
Your child will be better
prepared to add value to the
outcomes of a task, project or
team when you can:
Work with Others
 understand and work
within the dynamics of a
group
 ensure that a team's
purpose and objectives are
clear
 be flexible: respect, be
open to and supportive of
the thoughts. opinions and
contributions of others in a
group
 recognise and respect
people's diversity,
individual differences and
perspectives
 accept and provide
feedback in a constructive
and considerate manner
 contribute to a team by
sharing information and
expertise
 lead or support when
appropriate. motivating a
group for high performance
 understand the role of
conflict in a group to reach
solutions
 manage and resolve
conflict when appropriate
Participate in Projects &
Tasks
 plan, design or carry out a
project or task from start to
finish with well-defined
 decide what needs to be
measured or calculated
 observe and record data
using appropriate
methods, tools and
technology
 make estimates and verify
calculations
Think & Solve Problems
 assess situations and
identify problems
 seek different points of
view and evaluate them
based on facts
 recognize the human,
interpersonal, technical,
scientific and mathematical
dimensions of a problem
 identify the root cause of a
problem
 be creative and innovative
in exploring possible
solutions
 readily use science,
technology and
mathematics as ways to
think, gain and share
knowledge, solve problems
and make decisions
 evaluate solutions to make
recommendations or
decisions
 implement solutions
 check to see if a solution
works, and act on
opportunities for
improvement
achieve goals and get the
job done
 be open and respond
constructively to change
 learn from mistakes and
accept feedback
 cope with uncertainty
Learn Continuously
 be willing to continuously
learn and grow
 assess personal strengths
and areas for development
 identify and access learning
sources and opportunities
 plan for and achieve
learning goals
Work Safely
 be aware of personal and
group health and safety
practices and procedures.
and act in accordance with
these
objectives and outcomes
 develop a plan. seek
feedback, test, revise and
implement
 work to agreed quality
standards and
specifications
 select and use appropriate
tools and technology for a
task or project
 adapt to changing
requirements and
information
 continuously monitor the
success of a project or task
and identify ways to
improve
Academic Standards
Academic standards are important because they help ensure that all students, no matter where they
live, are prepared for success in career and life. Standards provide a clear roadmap for parents and
students and help families and teachers work together to ensure that students succeed. This
provides an overview of what your child will learn by the end of each class in mathematics and
English language arts/literacy.

Try to create a quiet place for your child to study, and carve out time every day when your child can
concentrate. You should also try to sit down with your child at least once a week for 15 to 30
minutes while he or she works on homework. This will keep you informed about what your child is
working on, and it will help you be the first to know if your child needs help with specific topics.

Kindergarten
English Language & Literacy

 Naming upper-and lower-case letters, matching those letters with their sounds, and writing
them
 Comparing the adventures and experiences of characters in familiar stories, such as fairy
tales and folktales
 Retelling familiar stories and talking about stories read to them using details from the text
 Using a combination of drawing, dictating, and writing to describe an event, including his or
her reaction to what happened
 Stating an opinion or preference about a topic or book in writing (e.g. My favourite book is..)
 Taking part in classroom conversations and following rules for discussions (e.g. learning to
listen to others and taking turns when speaking)
 Speaking clearly to express thoughts, feelings, and ideas, including descriptions of familiar
people, places, things, and events
 Asking and answering questions about key details in stories or other information read aloud
 Understanding and using question words (e.g. who, what, where, when, why, how) in
discussions
 Learning to recognize, spell, and properly use those little grammatical words that hold the
language together (e.g. a, the, to, of, from, I, is, are)

Mathematics

 Counting objects to tell how many there are

 Comparing two groups of objects to tell which group, if either, has more; comparing two
written numbers to tell which is greater
 Acting out addition and subtraction word problems and drawing diagrams to represent them
 Adding with a sum of 10 or less; subtracting from a number 10 or less; and solving addition
and subtraction word problems
 Adding and subtracting very small numbers quickly and accurately (e.g. 3 + 1)
  Correctly naming shapes regardless of orientation or size (e.g. a square oriented as a
“diamond” is still a square)

1st Grade
English Language & Literacy

 Using phonics (matching letters and sounds) and word analysis skills to figure out unfamiliar
words when reading and writing
 Getting facts and information from different writings
 Writing about a topic, supplying some facts, and providing some sense of opening and
closing
 Taking part in conversations about topics and texts being studied by responding to the
comments of others and asking questions to clear up any confusion
 Producing and expanding complete simple and compound statements, questions,
commands, and exclamations
 Identifying the correct meaning for a word with multiple meanings, based on the sentence
or paragraph in which the word is used (e.g. deciding whether the word bat means a flying
mammal or a club used in baseball)
 Learning to think about finer distinctions in the meanings of near-synonyms (e.g. marching,
prancing, strutting, strolling, walking)

Mathematics

 Solving addition and subtraction word problems in situations of adding to, taking from,
putting together, taking apart, and comparing (e.g. a taking from situation would be: “Five
apples were on the table. I ate some apples. Then there were three apples. How many
apples did I eat?”)
 Quickly and accurately adding with a sum of 10 or less, and quickly and accurately
subtracting from a number 10 or less (e.g. 2 + 5, 7 – 5)
 Understanding what the digits mean in two-digit numbers (place value)
 Using understanding of place value to add and subtract (e.g. 38 + 5, 29 + 20, 64 + 27, 80 –
50)
 Measuring lengths of objects by using a shorter object as a unit of length
 Making composite shapes by joining shapes together, and dividing circles and rectangles into
halves or fourths

2nd Grade
English Language & Literacy

 Paying close attention to details, including illustrations and graphics, in stories and books to
answer who, what, where, when, why, and how questions
 Determining the lesson or moral of stories, fables, and folktales
 Using text features (e.g. captions, bold print, indexes) to locate key facts or information
efficiently
  Writing an opinion about a book he or she has read, using important details from the
materials to support that opinion
 Writing stories that include a short sequence of events and include a clear beginning,
middle, and end
 Taking part in conversations by linking his or her comments to the remarks of others and
asking and answering questions to gather additional information or deepen understanding
of the topic
 Retelling key information or ideas from media or books read aloud
 Producing, expanding, and rearranging sentences (e.g. “The boy watched the movie”; “The
little boy watched the movie”; “The action movie was watched by the little boy”)
 Determining the meaning of the new word formed when a known prefix or suffix is added to
a known word (happy/unhap- py; pain/painful/painless)

Mathematics

 Solving challenging addition and subtraction word problems with one or two steps (e.g. a
“one-step” problem would be: “Lucy has 23 fewer apples than Julie. Julie has 47 apples. How
many apples does Lucy have?”)
 Quickly and accurately adding with a sum of 20 or less (e.g. 11 + 8); quickly and accurately
subtracting from a number 20 or less (e.g. 16 – 9); and knowing all sums of one-digit
numbers from memory by the end of the year
 Understanding what the digits mean in three-digit numbers (place value)
 Using understanding of place value to add and subtract three- digit numbers (e.g. 811 –
367); adding and subtracting two-digit numbers quickly and accurately (e.g. 77 – 28)
 Solving addition and subtraction word problems involving length (e.g. “The pen is 2 cm
longer than the pencil. If the pencil is 7 cm long, how long is the pen?”)
 Building, drawing, and analyzing 2-D and 3-D shapes to develop foundations for area,
volume, and geometry in later grades

3rd Grade
English Language & Literacy

 Reading closely to find main ideas and supporting details in a story

 Describing the logical connection between particular sentences and paragraphs in stories
(e.g. first, second, third; cause and effect)
 Comparing the most important points and key details presented in two books on the same
topic
 Writing opinions or explanations that group related information and develop topics with
facts and details
 Writing stories that establish a situation and include details and clear sequences of events
that describe the actions, thoughts, and feelings of characters
 Independently conducting short research projects that build knowledge about various topics
 Asking and answering questions about information he or she hears from a speaker or while
participating in classroom discussions, offering appropriate elaboration and detail that build
on what others have said
  Reading stories and poems aloud fluently, without pausing to figure out what each word
means
 Distinguishing the literal and non-literal meanings of words, such as something’s fishy and
cold shoulder
 Spelling correctly and consulting dictionaries to clarify meanings of words

Mathematics

 Multiplying and dividing up to 10 × 10 quickly and accurately, including knowing the times
tables from memory
 Solving word problems using addition, subtraction, multiplication, and division
 Beginning to multiply numbers with more than one digit (e.g. multiplying 9 × 80)
 Understanding fractions and relating them to the familiar system of whole numbers (e.g.
recognizing that 3⁄1 and 3 are the same number)
 Measuring and estimating weights and liquid volumes, and solving word problems involving
these quantities
 Reasoning about shapes (e.g. all squares are rectangles but not all rectangles are squares)
 Finding areas of shapes, and relating area to multiplication (e.g. why is the number of square
feet for a 9-foot by 7-foot room given by the product 9 × 7?)

4th Grade
English Language & Literacy

 Describing the basic elements of stories — such as characters, events, and settings — by
drawing on specific details in the text
 Paying close attention to key features of informational books and articles: these include
understanding the main and supporting ideas; being able to compare and contrast
information; and explaining how the author uses facts, details, and evidence to support
particular points
 Comparing ideas, characters, events, and settings in stories and myths from different
cultures
 Writing summaries or opinions about topics supported with a set of well-organized facts,
details, and examples
 Independently conducting short research projects on different aspects of a topic using
evidence from books and the Internet
 Paraphrasing and responding to information presented in discussions, such as comparing
and contrasting ideas and analyzing evidence that speakers use to support particular points
 Reporting orally on a topic or telling a story with enough facts and details
 Writing complete sentences with correct capitalization and spelling
 Relating words that are common in reading to words with similar meanings (synonyms) and
to their opposites (antonyms)

Mathematics
  Using whole-number arithmetic to solve word problems, including problems with
remainders and problems with measurements
 Adding and subtracting whole numbers quickly and accurately (numbers up to 1 million)
 Multiplying and dividing multi-digit numbers in simple cases (e.g. multiplying 1,638 × 7 or 24
× 17, and dividing 6,966 by 6)
 Understanding and applying equivalent fractions (e.g. recognizing that 1⁄4 is less than 3⁄8
because 2⁄8 is less than 3⁄8)
 Adding, subtracting, and multiplying fractions in simple cases (such as 2 3⁄4 − 1 1⁄4 or 3 ×
5⁄8), and solving related word problems
 Understanding simple decimals in terms of fractions (e.g. rewriting 0.62 as 62⁄100)
 Measuring angles and finding unknown angles in a diagram

5th Grade

English Language & Literacy

 Summarizing the key details of stories, dramas, poems, and nonfiction materials, including
their themes or main ideas
 Identifying and judging evidence that supports particular ideas in an author’s argument to
change a reader’s point of view
 Integrating information from several print and digital sources to answer questions and solve
problems
 Writing opinions that offer reasoned arguments and provide facts and examples that are
logically grouped to support the writer’s point of view
 Writing stories, real or imaginary, that unfold naturally and developing the plot with
dialogue, description, and effective pacing of the action
 Coming to classroom discussions prepared, then engaging fully and thoughtfully with others
(e.g. contributing accurate, relevant information; elaborating on the remarks of others;
synthesizing ideas)
 Reporting on a topic or presenting an opinion with his or her own words, a logical sequence
of ideas, sufficient facts and details, and formal English when appropriate
 Expanding, combining, and reducing sentences to improve meaning, interest, and style of
writing
 Building knowledge of academic words with an emphasis on those that signal a contrast in
ideas or logical relationships, such as on the other hand, similarly, and therefore
 Producing writing on the computer

Mathematics

 Adding and subtracting fractions with unlike denominators (e.g. 21⁄4 – 11⁄3), and solving
word problems of this kind
 Multiplying fractions; dividing fractions in simple cases; and solving related word problems
(e.g. finding the area of a rectangle with fractional side lengths; determining how many 1⁄3-
cup servings are in 2 cups of raisins; determining the size of a share if 9 people share a 50-
pound sack of rice equally or if 3 people share 1⁄2 pound of chocolate equally)
  Generalizing the place-value system to include decimals, and calculating with decimals to
the hundredths place (two places after the decimal)
 Multiplying whole numbers quickly and accurately, for example 1,638 × 753, and dividing
whole numbers in simple cases, such as dividing 6,971 by 63
 Understanding the concept of volume, and solving word problems that involve volume
 Graphing points in the coordinate plane (two dimensions) to solve problems
 Analyzing mathematical patterns and relationships

6th Grade
English Language & Literacy

 Gaining knowledge from materials that make extensive use of elaborate diagrams and data
to convey information and illustrate concepts
 Evaluating the argument and specific claims in written materials or a speech, and
distinguishing claims that are supported by reasons and evidence from claims that are not
 Presenting claims and findings to others orally, sequencing ideas logically, and accentuating
main ideas or themes
 Writing brief reports that examine a topic, have a clear focus, and include relevant facts,
details, and quotations
 Conducting short research projects to answer a question, drawing on several sources and
sharpening the focus based on the research findings
 Reviewing and paraphrasing key ideas and multiple perspectives of a speaker
 Determining the correct meaning of a word based on the context in which it is used (e.g. the
rest of the sentence or paragraph; a word’s position or function in a sentence)

Mathematics

 Understanding ratios and rates, and solving problems involving proportional relationships
(e.g. if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed
in 35 hours?)
 Dividing fractions and solving related word problems (e.g. how wide is a rectangular strip of
land with length 3⁄4 mile and area 1⁄2 square mile?)
 Using positive and negative numbers together to describe quantities; understanding the
ordering and absolute values of positive and negative numbers
 Working with variables and expressions by generalizing the way numbers work (e.g. when
adding numbers, the order doesn’t matter, so x + y = y + x; likewise, properties of addition
and multiplication can be used to rewrite 24x + 18y as 6(4x + 3y), or y + y + y as 3y)
 Writing equations to solve word problems and describe relation- ships between quantities
(e.g. the distance D travelled by a train in time T might be expressed by an equation D = 85T,
where D is in miles and T is in hours)
 Reasoning about relationships between shapes to determine area, surface area, and volume

7th Grade
English Language & Literacy
  Citing several sources of specific evidence from a piece when offering an oral or written
analysis of a book, essay, article, or play
 Organizing and focusing his or her own writing, including supporting statements and
conclusions with evidence and showing that the evidence is accurate and reliable
 Conducting research in response to a specific question by drawing on evidence from several
credible literary or informational sources to support an analysis or reflection
 Avoiding plagiarism and following a standard format for citations (e.g. footnotes,
bibliography)
 Evaluating a speaker’s key points and reasoning, asking questions, and stating his or her own
well-supported ideas in discussions
 Presenting claims and findings to others emphasizing main points, making eye contact,
speaking loudly enough, pronouncing words clearly, and using formal English when the
situation calls for it
 Using common, grade-appropriate Greek or Latin affixes and roots as clues to defining the
meaning of a word (e.g. semi-, semiannual, semicircle)

Mathematics

 Analyzing proportional relationships (e.g. by graphing in the coordinate plane), and

distinguishing proportional relationships from other kinds of mathematical relationships
(e.g. buying 10 times as many items will cost you 10 times as much, but taking 10 times as
many aspirin will not lower your fever 10 times as much)
 Solving percent problems (e.g. tax, tips, and markups and markdowns)
 Solving word problems that have a combination of whole numbers, fractions, and decimals
(e.g. a woman making $25 per hour receives a 10% raise; she will make an additional 1⁄10 of
his or her salary an hour, or $2.50, for a new salary of $27.50)
 Solving equations such as 1⁄2 (x – 3) = 3⁄4 quickly and accurately, and writing equations of
this kind to solve word problems
 Solving problems involving scale drawings
 Using statistics to draw inferences and make comparisons (e.g. deciding which candidate is
likely to win an election based on a survey)

8th Grade
English Language & Literacy

 Citing the evidence that most strongly supports an analysis of what is explicitly stated and/or
implied from a book, article, poem, or play
 Analyzing where materials on the same topic disagree on mat- ters of fact, interpretation, or
point of view
 Building writing around strong central ideas or points of view; supporting the ideas with
sound reasoning and evidence, precise word choices, smooth transitions, and different
sentence structures
 Planning and conducting research projects that include several steps and use many credible
and documented print and digital sources
  Analyzing the purpose of information presented in diverse media (e.g. print, TV, web) and
evaluating its social, political, or commercial motives
 Presenting findings and claims to others, emphasizing key points with relevant evidence and
sound reasoning, adapting speech to the audience and the formality of the setting, and
responding to questions and comments with relevant observations and ideas
 Using strong, active verbs to create a clear picture for the reader (e.g. walk, skip, meander,
lurch, limp)
 Interpreting figures of speech (e.g. irony, puns) and developing a large vocabulary of general
academic words and phrases

Mathematics

 Understanding slope, and relating linear equations in two vari- ables to lines in the
coordinate plane
 Solving linear equations (e.g. –x + 5(x + 1⁄3) = 2x – 8); solving pairs of linear equations (e.g. x
+ 6y = –1 and 2x – 2y = 12); and writing equations to solve related word problems
 Understanding functions as rules that assign a unique output number to each input number;
using linear functions to model relationships
 Analyzing statistical relationships by using a best-fit line (a straight line that models an
association between two quantities)
 Working with positive and negative exponents, square root and cube root symbols, and
scientific notation (e.g. evaluating Ö36 + 64; estimating world population as 7 x 109)
 Understanding congruence and similarity using physical models, transparencies, or geometry
software (e.g. given two congruent figures, show how to obtain one from the other by a
sequence of rotations, translations, and/or reflections)

Secondary School
English Language & Literacy

To become ready for college and career, secondary school students learn to evaluate intricate
arguments and surmount the challenges posed by complex written materials independently and
confidently. Through wide and deep reading of literature and literary nonfiction of steadily
increasing sophistication, students expand their literary and cultural knowledge and better
understand references and images. They also develop the flexibility, concentration, and fluency to
produce high-quality, first drafts of writing under tight deadlines. And they are able to revisit and
make improvements to a piece of writing over multiple drafts if needed. They master the essential
“rules” of standard written and spoken English and resolve usage issues by consulting style and
usage guides. By writing and participating in a variety of conversations, they assert and defend
claims and show what they know about a subject using appropriate examples and evidence.

Reading

 Understanding more from and making fuller use of written materials, including using a wider
range of evidence to support an analysis
 Making more connections about how complex ideas interact and develop within a book,
essay, or article
  Evaluating arguments and specific claims, assessing whether the reasoning is valid and the
evidence is sufficient, and as appropriate, detecting inconsistencies and ambiguities
 Analyzing the meaning of foundational U.S. documents (the Declaration of Independence,
the Preamble to the Constitution, the Bill of Rights)

Writing

 Making an argument that is logical, well-reasoned, and supported by evidence

 Writing a literary analysis, report, or summary that develops a central idea and a coherent
focus and is well supported with relevant examples, facts, and details
 Conducting several research projects that address different aspects of the same topic, using
more complex books, articles, and other sources

Speaking and Listening

 Responding thoughtfully to diverse perspectives; synthesizing comments, claims, and

evidence made on all sides of an issue; and resolving contradictions when possible
 Sharing research, findings, and evidence clearly and concisely
 Making strategic use of digital media (e.g. animations, video, websites, podcasts) to enhance
understanding of findings and to add interest

Language

 Determining or clarifying the meaning of words and phrases, choosing flexibly from multiple
strategies, such as using context, Greek and Latin roots (e.g. bene as in benefactor or
benevolent), patterns of words (conceive, conception, conceivable), and consulting
specialized reference materials.
 Interpreting figures of speech (e.g. hyperbole, paradox) in context and analyzing their role in
the written materials

Mathematics

Numerical skill and quantitative reasoning remain crucial even as students move forward with
algebra. Algebra, functions, and geometry are important not only as mathematical subjects in
themselves but also because they are the language of technical subjects and the sciences. And in a
data-rich world, statistics and probability offer powerful ways of drawing conclusions from data and
dealing with uncertainty. The high school standards also emphasize using mathematics creatively to
analyze real-world situations — an activity sometimes called “mathematical modelling.”

The high school standards are organized into six major content areas: Number and Quantity;
Algebra; Functions; Modelling; Geometry; and Statistics and Probability.

Number and Quantity

 Working with rational and irrational numbers, including working with rational exponents
(e.g. rewriting (53)1/2 as 5√5)
 Solving problems with a wide range of units and solving problems by thinking about units
(e.g. “The Trans Alaska Pipeline System is 800 miles long and cost $8 billion to build. Divide
 one of these numbers by the other. What is the meaning of the answer?”; “Greenland has a
population of 56,700 and a land area of 2,175,600 square kilometers. By what factor is the
population density of the United States, 80 persons per square mile, larger than the
population density of Greenland?”)

Algebra

 Solving real-world and mathematical problems by writing and solving nonlinear equations,
such as quadratic equations (ax2 + bx + c = 0)
 Interpreting algebraic expressions and transforming them purposefully to solve problems
(e.g. in solving a problem about a loan with interest rate r and principal P, seeing the
expression P(1+r)n as a product of P with a factor not depending on P)

Functions

 Analyzing functions algebraically and graphically, and working with functions presented in
different forms (e.g. given a graph of one quadratic function and an algebraic expression for
another, say which has the larger maximum)
 Working with function families and understanding their behaviour (such as linear, quadratic,
and exponential functions)

Modelling

 Analyzing real-world situations using mathematics to under- stand the situation better and
optimize, troubleshoot, or make an informed decision (e.g. estimating water and food needs
in a disaster area, or using volume formulas and graphs to find an optimal size for an
industrial package)

Geometry

 Proving theorems about triangles and other figures (e.g. that the angles in a triangle add to
180o)
 Using coordinates and equations to describe geometric properties algebraically (e.g. writing
the equation for a circle in the plane with specified centre and radius)

Statistics and Probability

 Making inferences and justifying conclusions from sample surveys, experiments, and
observational studies
 Working with probability and using ideas from probability in everyday situations (e.g.
comparing the chance that a person who smokes will develop lung cancer to the chance that
a person who develops lung cancer smokes)
Part B - Help your child learn at home
Try to create a quiet place for your child to study, and carve out time every day when your child can
concentrate. You should also try to sit down with your child at least once a week for 15 to 30
minutes while he or she works on homework. This will keep you informed about what your child is
working on, and it will help you be the first to know if your child needs help with specific topics.
Additionally, here are some activities you can do with your child to support learning at home:

Kindergarten
English Language & Literacy

Read with your child every day. Ask your child to explain his or her favourite parts of the
story. Share your own ideas.
Encourage your child to tell you about his or her day at school
Have your child describe the picture to you

Mathematics

Ask your child questions that require counting as many as 20 things. For example, ask, “Do
many children have more than 20 books about wild animals?”
Ask your child questions that require comparing numbers. “Who is wearing more bracelets,
you or your sister?” (Your child might use matching or counting to find the answer)

1st Grade
English Language & Literacy

Encourage your child to read to you books. Help him or her sound out difficult words.
Pick a “word of the day” each day starting with a different letter
Have your child write the word and look for other things beginning with the same letter

Mathematics

Look for “word problems” in real life. Some 1st grade examples might include:

If you open a new carton of a dozen eggs, and you use four eggs to cook dinner, close the
carton and ask your child how many eggs are left
Play the “I’m thinking of a number” game. For example, “I’m thinking of a number that
makes 11 when added to 8. What is my number?”

2nd Grade
English Language & Literacy

Read at home every day and assist your child by reading every other paragraph.
Have your child write a thank you note or letter to family members or friends

Mathematics
Look for “word problems” in real life. Some 2nd grade examples might include:

When saving for a purchase, compare the cost of the item to the amount of money you
have; then ask your child to determine how much more money he or she needs to buy the
item
Play “draw the shape.” For example, ask your child to draw a hexagon with one side longer
than the others, or ask him or her to shade in a quarter of a rectangle.

3rd Grade
English Language & Literacy

Make reading for fun a part of your child’s daily routine

Encourage your child to find a picture from a newspaper or magazine, cut it out, paste it on
paper, and write a story about it
Start a family vocabulary box or jar. Have everyone write down new words they discover,
add them to the box, and use the words in conversation

Mathematics

Look for “word problems” in real life. Some 3rd grade examples might include:

Notice those everyday occasions when you find yourself using your times tables — such as
to determine how many days there are in four weeks. Ask your child for the answer.
Involve your child when you notice yourself using division to “work backward” in the times
tables — such as determining how many candies each child will get if 36 candies are shared
equally among nine children at a party

4th Grade
English Language & Literacy

Urge your child to use logical arguments to defend his or her opinion. If your child wants a
raise in allowance, ask him or her to research commonsense allowance systems and, based
on that research, explain reasons why, supported by facts and details
Talk about the news together. Pick one story in the news, read it together, and discuss with
your child what it means

Mathematics

Ask your child to compare numbers using phrases like “times as much.” For example, if the
family cat weighs 8 lbs. and the family dog weighs 56 lbs., how many times as much does the
dog weigh?
Ask your child to help you compare fractional amounts — for example, if one recipe calls for
2⁄3 of a cup of oil, but another recipe calls for 3⁄4 of a cup of oil, which recipe calls for more
oil? (In 5th grade, your child will learn ways to determine just how much more oil)
5th Grade
English Language & Literacy

Invite your child to read his or her writing out loud to other family members. Ask questions
about your child’s word choices and ideas
Go to a play or musical with your child. Discuss the way the actors bring the words to life
Discuss your family stories and history. Encourage your child to ask relatives questions about
their lives. Put the information together in an album or brainstorm different ways to tell
family tales, such as poems or short stories

Mathematics

Look for “word problems” in real life. Some 5th grade examples might include:

Doing arithmetic with decimals, for example when balancing a checkbook

Multiplying with fractions — for example, if you used about 2⁄3 of a 3⁄4-cup measure of
vegetable stock, then how much stock did you use? About how much is left?
Using the length, width, and depth of a garden plot to determine how many bags of garden
soil to buy

6th Grade
English Language & Literacy

Listen with your child to a television reporter, politician, or other speaker. Ask your child to
tell you the speaker’s main points. Was the speaker trying to convince the audience of
something? How?
Encourage your child to learn at the library or on the Internet what life in your community
was like 100 years ago. Have your child write a story, poem, or play about that time

Mathematics

Look for “word problems” in real life. Some 6th grade examples might include:

Determining the average speed of a family trip, based on the distance traveled and the time
taken; or estimating the time that a trip will take, given the distance and an estimate of the
average speed
Finding the surface area of the walls and ceiling in a room to determine the cost of painting
the room

7th Grade

English Language & Literacy

Visit a local art museum together. Take time to closely observe the details of the paintings or
other art objects and talk about what you see there
Ask your child who his or her favourite authors are. Why does your child like their books?
What ideas does the author write about? Who are his or her favourite characters? Why?
Mathematics

Look for “word problems” in real life. Some 7th grade examples might include:

Figuring the amount of a 15% tip or determining what percentage of weekly income goes to
pay taxes
For a long-term project, help your child choose a stock and follow its value on the stock
market using the newspaper or the Internet. Have your child calculate the stock’s percent
increase or decrease each month

8th Grade
English Language & Literacy

Make time in everyone’s busy schedule for family discussions about things going on around
the world. Weekends can be a chance for everyone to catch up
Visit the campus of a local college with your teen. Begin talking about college early. What
does he or she expect from college? What high school courses will your child need to pass to
prepare for college?

Mathematics

Ask your child to share with you any work he or she is doing in math class that strikes him or her as
interesting. Some possibilities might include:

Solving interesting problems involving cylinders and spheres, such as figuring out how much
water fits inside a garden hose, or how many earths would fit inside the sun
Analyzing data with a scatterplot, for example to decide whether exercise and obesity are
related

Secondary School

At the beginning of high school, sit down with your child’s teachers, career advisor to discuss what it
will take for your child to graduate, your child’s goals, and his/her plans after high school. Create a
plan together to help your child reach these goals. This plan should include:

An appropriate course sequence to meet your child’s goals

The most appropriate extracurricular activities for your child
Your plan to help your child prepare for college or career.

If you raise your children to feel that they can

accomplish any goal or task they decide upon, you will
have succeeded as a parent and you will have given your
children the greatest of all gifts.
Parents as career coach
Parents are the greatest influencers of teens in their career
path. Teens interviewed for this module listed their parents as
the people they were most likely to talk to about careers.

As your child goes through secondary school, he or she will begin to think about different careers. As
a parent, you play an important role in this process – supporting your teen with encouragement and
information as they begin their life and career journey. Helping them narrow down their choices can
really help them with their decisions.

Some of the questions youth may have are:

 What is going on in the labour market?

 Which college should I apply to and how can I get marks that will get me there?
 How do I find my career passion?

Parents are in a position to help and there are resources and tools to help you as a coach.

 Keeping current is important

 With a bit of research you can find out what careers are growing and which ones are
shrinking.
 Understanding what’s happening in the world of work can really help youth find a fit! Labour
market information can tell you what is going on in different sectors teens may be interested
in.

We all want to help youth make good choices. Building on your own experience is a great place to
start.

Becoming a coach means…

 Working with youth to find their passions and explore their interests.
 Building on positive experiences in your life and theirs.
 Helping youth set challenging but achievable goals.
 Recognising and rewarding youth for their efforts and successes.
 Supporting youth with their choices and through their mistakes.
 Getting your son/daughter connected to people and resources they need.
 Encouraging them to “try on” careers by volunteering or through work experience
opportunities at school.
 Being a partner to teens and explore careers and education as a team.
 Encouraging them to try new things.
 Being informed; contact your local career advisor
 Thinking about the High Five messages and using them to help you as a coach!
Helping your child find a direction and a passion

We all want to help youth make good choices. Building on your own experience is a great place to
start. Young people respect honesty; they want to know that what they are feeling isn’t so different
from what you felt at their age.

What was your path to where you are now?

Take a few minutes to think about your career path, your interests and passions and how those
connect to where you are now. Think back to the way you saw your future when you were a
teenager. What comes to mind and who helped you?

Remember, along any journey there are always unexpected turns, pit stops and even a few speeding
tickets! You can use these stories from your own life as an opportunity to have your son or daughter
think about their own plans. It is a good time to talk about a backup plan – a “Plan B.”

How and why do people choose careers?

While everyone is different, there are some common reasons people choose their careers.

 Passion – a lifelong passion turns into a career

 Inspiration – someone or something inspired them along a path or into a career
 Experience – travelling, working or starting a family can lead you along a certain path
tickets!

There is no right or wrong path, just the path you are on and the next one you might take. For youth,
finding a path they are passionate about, fits their interests and builds on their skills is key. Being
there for them along the way and sharing what you have learned can really make a difference.

Talking about careers with youth

As your teen makes career choices in secondary school, it’s important to remember that things are
going to happen along the way that could change those plans. Helping them prepare for the good
and the bad along their journey is important, and that involves understanding what they are going
through.

What’s going on for the youth of today?

Youth today may be facing some of the same things as you did when you were young, but there are
a lot of differences. The choices available have increased dramatically however, the amount of
information young people have to sort through can be overwhelming. Some of the things youth say
they are thinking about include:

 That they may not achieve their dreams

 That making the wrong choice now it will affect them for a long time
 That they don’t feel they can talk to their parents about what is going on in their lives
 That they won’t have time to find themselves and what they are passionate about
 That there is so much to decide and so much going on in their lives.
When is the right time to talk about careers?

There is no wrong time to talk to teens about their interests. Some of the best conversations start
with “how was your day?” What are some of the things young people said they wanted to talk about
with their parents?

Family matters and decisions – what’s going on for their family and how they can be included in
decisions.

The big whys in the world – why do people go hungry, why do we go to war?

The future – what it is like to graduate, to learn a skill, to pursue post-secondary studies and be an
adult.

Current affairs – what’s going on in the world or in their community, and how they feel about it.

Personal interests – what’s important to them.

Their parents’ lives – what their parents were like at their age; stories that show their parents are
“real”.

Career conversation pointers

Bring discussions about careers and interests to the kitchen table. Use time spent in the car with
teens to ask about their interests and activities.

Get involved with your son or daughter in an activity (e.g. consider volunteering together). Make a
list of careers of interest and select one to explore and discuss each month.

Clip out articles for discussion and put them on the fridge for everyone to see.

Explore music, books, movies, TV shows, sports and other things teens are interested in.

Finding help as an advisor and ally

As you navigate the process of connecting with your teen and understanding career planning and its
challenges, you’ll quickly come to realise you can’t do everything alone. It is important to find allies
for yourself, as much as for your son or daughter.

Allies come in many different forms; some will be with you for a long time and others will help with a
specific situation. However long they are in your life it is important that you know who you can turn
to for support. Remember to involve people who play a major role in your teenager’s life, such as
advisors, teachers, friends or other parents.

Who are my allies?

Here are some ideas of where you can find an ally:

- Friends
- Family
 - Teachers
- Career Advisors
- Co-workers, etc.

Accessing your allies

Think about and check off the following areas where allies may be helpful, or come up with a few of
your own:

 Understanding my child’s interests, their strengths and how to explore them further.
 Finding out about careers and opportunities that are available.
 Finding out about relevant education and training opportunities.
 Helping with ideas on how to pay for education.
 Helping my child with other issues or challenges they are facing.

Learning and putting it into practice

When you’re looking toward the future, it is important to have a plan. Goals can help youth plan for
their success. Areas in which to set goals with your child:

 How many careers they will explore over a period of time

 How many people they will talk to in careers that interest them
 How many volunteer experiences they will have or what they want to gain out of each of
them
 How they will explore education and training paths to reach their goals
 How they will find balance between school, recreation, work and family
 What kind of grades they will get
 How they will develop and keep their career portfolio up-to-date
 How they will develop the skills they need

Remember: Achieving a goal deserves a reward. Make it a shared reward so you can share the
success!

If you write down a goal you are 70% more likely to achieve it!
How can I use goals to help youth?

Thinking about goals with your son or daughter and setting goals together can be a valuable
experience. Get involved and help them by taking on some of the responsibilities.

Write down goals and think about how you are going to achieve them, what steps you will take and
how you will know when you’ve succeeded. Check out the resource section to explore some goal-
setting tools you can use in this process.

What are some of the important skills for youth to develop?

We all have skills and we continue to learn and develop them throughout our lives. Essential skills
have been identified by professionals and employers as abilities that are critical to learn other skills
and succeed in the workplace. As a parent, you can look for their talents, help them recognize the
skills they have and talk about the ones they want to develop.

What are the essential skills?

Essential skills are the skills needed for work, learning and life. They provide the foundation for
learning all other skills and enable people to evolve with their jobs and adapt to change. The nine
essential skills are:

- Reading
- Use Numeracy
- Writing
- Oral Communication
- Working with Others
- Continuous Learning
- Thinking Skills
- Computer Use

How can I find out what a career is really like?

Using your networks to introduce teens to people in careers they are interested in can be a great
way to get the inside scoop! There are some great resources like Career-Choice on our website that
can answer questions about what the job is like, how to get into it, what you can earn and whether
the field is growing.

Check out each of the skills: Find ideas on how you can work with teens to develop skills in each of
the eight areas. You can also tie in what youth are doing in school to develop skills for specific
careers they may be interested in.

Developing a Career Map

Ask your son/daughter to think about where they want to be when they are 30 years old. What kinds
of things will be important in their life? Will they have a house? Where will they live? Will they be
married and have any children? What will their work life look like? What will they do for fun and
what will make them happy? Will they work in an office, from home, or have their own company?

Next, work with them to come up with a way to get there. Make a map of the path with the various
places they will visit along the way: school, jobs, travel, volunteer work and other things they want
to do or achieve.

Take some time to draw out your own map and how you got to where you are right now. Try to
remember the things that happened to you along the way. Compare them and talk about it with
your teen. Are there some useful experiences you could share? What were some of the things that
caused you to change your plans?

Financing the future, how can I help?

It is important to plan for the cost of a post-secondary education. The key is to start thinking about it
now so that you can be prepared. There are a lot of options to pay for your son/daughter’s
education and training. Some of these involve saving money as they grow, others include loans and
scholarships.

Wrapping it up

Parents play a key role in helping youth succeed. There is a wealth of information, resources and
people that can help you take on the role of coach and ally along your son or daughter’s career path.
Remember that every situation is an opportunity to learn and that it is about helping youth find a
path that fits them.

Don’t forget to think about the 5 messages as given above and help teens apply them along their
journey. We have highlighted a few of the key things you can do as a coach:

Show curiosity: Explore your teen’s intelligence, interests, skills and work attitude. Take time to
learn about what is going on for them and find some common ground.

Think about your path: Take time to think about the career/life path you chose and what you
learned from your experiences. Share these experiences with youth when the moment is right.

Model what you know and want: Remember youth are watching and listening. Take the time to
model what you say. Ask for their input, invite them to talk to you and ask them for feedback.

Get involved and be there: Be active in your teen’s life. The key is to have experiences you can talk
about. Once you get talking, the opportunity to help them will happen naturally.

Keep it in mind: Keep career and life planning in the front of your mind so that you can easily pick
learning moments with your son or daughter.

Tap in to your connections: Introduce your teen to opportunities and people that are in line with
their interests.

Create school and social connections: Attend advisory meetings and keep in touch with teachers.
Meet a career advisor. Take some time to tour colleges, universities or other training facilities. Be
informed!

Many parents of teenagers worry that they are losing their influence. They
suspect that their children are guided more by peer pressure and fitting in
with their friends than anything their parents might tell them. But research
evidence shows that it is in fact parents who are young people’s main
influence in choosing careers. During the writing of this module we talked to
a large number of teenagers and they all, without exception, agreed that
parents were their main role models and source of help at this time. They
wanted and welcomed their parents’ advice and support so long as – and this
is critical – their parents did not try to take control.
Understanding Teenagers
Being a parent is one of the most fantastic and rewarding things that we ever do, but without a
doubt it can also be one of the most difficult. Almost all parents will have times when they worry
about their children and their own ability to support and guide their child.

Knowing how to respond to the needs of teenagers isn’t always easy and there are no ‘right’
answers. Every teenager and every family is different from the next. Having said that, it can help all
of us in our role as parents to find out more about teenagers, to reflect on how we interact with
them.

What makes teenagers special?

Between the ages of 13 and 19 young people are developing physical, emotional and sexual
maturity. They are also establishing an individual identity separate from their family. Teenagers and
their families are of course all different from each other depending on their background, ethnic
origin, family culture etc, but there are some things that they have in common.

All change and development

Young people may be juggling many pressures and at the same time they will be experimenting with
relationships, behaviour, tastes and lifestyles. Often this is a time of increasing pressures at school
and college, when decisions need to be made about work, careers or training. All of this can make
teenagers anxious and stressed. Teenagers have entered a potentially exciting time of their life –
with many new horizons opening up and personal choices to make – but it can also be frightening
and confusing and may make them feel insecure.

During puberty many changes happen to a teenager’s body. It grows rapidly in height and weight,
sexual organs develop and the body’s production of sexual hormones soars. These changes affect
teenagers’ behaviour and attitude, and can lead to wild mood swings.

Some typical behaviours and characteristics identified by teenagers about themselves include: ‘know
it all’, increased interest in sex, rebellious, stressed, insecure, lazy, argumentative, challenging
authority, mood swings.

Peer pressure

Teenagers can sometimes be very self-conscious and worry a lot about fitting in. They compare
themselves to their peers and are often influenced by how others see them. Along with this they
have a desire to be noticed and recognised.

Teenagers may seem to reject or dismiss your views and values, but your influence, interest and
support continue to be crucial. Although they are always pushing the limits, teenagers need
boundaries. When setting rules and boundaries try to involve your teenager in recognising the
consequences of overstepping them. Remember, they are becoming young adults and as such
should expect to take responsibility for their actions. One of the most difficult things about parenting
teenagers is knowing when to allow them to make their own mistakes and when it is necessary to
step in to avoid disaster.

Adolescence is a time when many young people are idealistic. Because of this they often find
themselves impatient and at odds with the adult world. They also tend to believe that they have all
the answers while most adults have none. While this can be very irritating, it will work better if you
join in the discussion and explore each other’s beliefs rather than ignore the teenager or put their
ideas down. It’s all part of finding out who they are and what they believe.

Practical tips

 Understanding what teenagers are going through can help us to understand their behaviour.

 Remember the things that teenagers say they need: ‘acceptance’, ‘responsibility’, ‘respect’,
‘privacy’, ‘not to be stereotyped’, ‘to be listened to’.

 Don’t assume that your son or daughter knows how you are feeling – you need to explain
your feelings to them.

 Give young people a say in deciding rules and boundaries – the more investment they have
in drawing up an agreement with you, the more likely they are to stick to it.

 Be patient and listen to your teenager’s views – most of all be encouraging and show that
you care unconditionally.

Communication, communication, communication

Living with teenagers is all about communication. This is not always an easy task. However, if you
talk with and listen to teenagers, they will at least know that you are interested in them and in what
they have to say.

“Don’t try to be ‘cool’ and your teen’s best friend – you’ll embarrass yourself and them. It’s OK to be
a ‘fogey’; that's what they see you as anyway – but do it with humour. Laugh at yourself. ”

What makes a good parent ?

Some of the things teenagers say about what makes a ‘good parent’ include:

someone who listens

someone you can talk to
patience
someone who can compromise with the child and give reasons for setting limits.

Expressing themselves

At this time of physical and emotional change, teenagers often find it hard to express their feelings.
They may slam doors or pick fights because they don’t know any other way to deal with a problem.
Sometimes they answer back because they feel that they aren’t being heard. As a parent you can
help by not taking things personally, and avoiding arguing back. Describing what you see – e.g. “You
look fed up” – can sometimes help to start a conversation. Talk to them about alternative ways to
deal with their frustrations and don’t be afraid to tell them that you still expect to be treated with
respect.

Listening

Listening can be a surprisingly difficult skill for parents to develop; it’s easy to miss opportunities for
communication. Young people may give up quickly if we are not receptive or if we frustrate them by
not taking their views seriously. Try listening to what your teenager has to say without arguing with
them. This shows that you respect what they have to say. You don’t have to agree with their views;
indeed it’s important that teenagers know what your values are.

Being positive

Above all you will need to be positive about your teenager. This means spotting the good things
about them and looking for the best in everything they do. Teenagers, like the rest of us, need to
feel valued and cared for. Even if they have done something that they know you will disapprove of,
the message that they need to hear is “I love you even if I don’t like what you are doing”. Sometimes
teenagers need to be able to say “I hate you”. This probably means that they’re fed up with their
lives, their friends, or something you’ve said or done. Try not to get hooked into this – they need the
freedom to be able to express their frustrations and you may be the safest person to do this with.
Remember, in spite of how it may seem, young people want their parents to be happy too.

Practical tips

 Talking to your teenager, even about difficult issues, will help them to be safer, feel less
anxious and make up their own minds.

 Be open with your teenager – tell them what you think about things, and what is going on in
your life.

 Offering choices or a compromise can work better than making demands, e.g. “If you tidy
your room, I’ll clear the kitchen”.

 Try not to judge, but to understand and show you care.

 Spend time just being with or near your teenager as well as doing things together. Aim to
give them your time rather than just your advice.

 Tell them things about themselves that you appreciate, e.g. “I like the way you…”

 Acknowledge their feelings without judging, by saying “You look as if you feel unhappy,
upset, angry etc.”

 Ask questions that can’t be answered with a ‘yes’ or ‘no’, but be careful that it doesn’t come
across as an interrogation.
Changing Relationships

Relating to other people is important to teenagers. Although you are still very important in your
teenager’s life, he or she is probably trying to alter the relationship you once had into one that is
more adult to adult. At the same time, young people will be starting to relate with other significant
adults, as well as their peers. Teenagers will also start to seek and explore sexual relationships.

Get to know their friends, make them welcome, they are the most important people in your child’s
life right now… just show an interest. ”

There’s a lot going on for teenagers in terms of relationships and inevitably things will go wrong
from time to time. All of this can cause stress for parents, as well as the teenagers themselves. As
parents our role in modelling positive relationships with friends, family, and our partners is vital.

Sexuality

Teenagers are discovering their own sexuality which means they will be experiencing strong feelings
and emotions, which can be both exciting and daunting. It is during the teenage years that they may
discover and identify their own sexual orientation and learn to develop meaningful relationships,
even though many of these will be short lived.

It is important, as a parent, to recognise that every new relationship will be very important to your
teenager, even though you may not approve of their choice of partner. It is very difficult for some
teenagers to cope with these new sensations, especially if they feel they may be different in some
way from others in their peer group. They may be experimenting with different types of
relationships to see what feels comfortable for them.

Sexual orientation is who we are attracted to and is not a choice we make. Your teenager may be
heterosexual and attracted to people of the other sex, or she/he may be bisexual and attracted to
people of both sexes. Whatever sexual orientation they are, they all deserve acceptance and respect
for their feelings.

Practical tips

 Family support and relationships are important, but don’t expect teenagers to come to you
first.

 Teenagers will experience deeper and more complex relationships and will want to have
relationships with a wider range of people as they grow older.

 Talk about feelings and relationships, not just the physical facts.

 Use everyday media (such as adverts, TV, news) to start a conversation.

 Ask your child what they think about specific issues.

 Find out what they are learning about sex and relationships at school, and use this as a basis
for wider discussion.
DIFFERENT AND EQUAL

Whatever your culture, whether you are a Hindu, Muslim, Christian, Buddhist, Jain of any other or
even no religion, your experience of other cultures may be quite limited. It is sometimes easier to
ignore what you don’t know, but it is important in today’s multicultural society that you try to instil
in your child a sense of equality and understanding.

Your teenager will be learning at school about other cultures and mixing with others from different
backgrounds from their own. You can help them in their understanding of others by encouraging
them to take an interest in those people who don’t always look or behave as they do.

We are all judged by what we are, sometimes in a positive way and other times in a negative way.
We are judged for our similarities and differences, for example according to gender, age, ethnicity,
religion, sexual identity, ability or disability, levels of income and politics. Young people, can be part
of, or excluded from a group because of the length of their hair, their choice of clothing or by music
they listen to. It isn’t easy for them to understand that it is okay to be different. Therefore it is
important in everyday home life that parents can talk about differences and what makes people
special and lead by example in celebrating diversity and equality.

Practical tips

 Lead by example. Show your teenager that just because somebody looks or behaves
differently from them, it doesn’t mean that they are worse or better than themselves.

 Try to make sure your views and opinions are unbiased and non-judgmental. Always explain
that these are your personal beliefs and try to give the other side of the story too.

SCHOOL

School plays a very important part in your teenager’s life, both socially and educationally. For most
teenagers, time at school is happy and rewarding. However many teenagers are likely to have some
problems at school from time to time. Many parents find school to be a source of tension and
concern.

You may worry about your teenager’s attitude to school, their willingness to attend and the
demands that school places on them or the quality of the education or other provision. There may
also be social issues to deal with, such as bullying and troublesome friendship groups. School
remains one of the most emotive subjects between parents and teenagers. Whatever the problem,
remember you are probably not alone. Talking to other parents can be a great support.

If you have a concern about your child at school you should talk to school staff, and also look for
alternative sources of help. Parents often say that it is difficult for them to get the help that they
need early enough to prevent problems from getting worse. Teenagers can sometimes feel
comfortable with the most unlikely people and if they can use a Career Advisor to begin the process
of talking about the things that are bothering them, this may prevent the need for further help.

Practical tips
  Help your child to be happy at school by letting them know that you think education and
school life are important. Take an active interest in your teenager’s school work and
activities.

 If you have a concern about your child at school, talk about it with the school as soon as
possible. Involve your teenager in these discussions if you can.

 Attend parents’ careers events with your child.

 Career Advisors provide information, advice and support for teenagers on a wide range of
issues from courses and careers to relationships. It can help you to support your teenager
too.

BULLYING

Although many teenagers will not be directly affected by serious bullying, they may be victims or
perpetrators of bullying and they are likely to be aware of bullying going on around them in one
form or another. Unfortunately bullying is common and it causes a huge amount of unhappiness for
teenagers. One in twenty children is bullied to the point that it affects their education, relationships,
and even their work life later on.

What is bullying?

Bullying is any deliberate aggressive behaviour that is carried out to hurt another person. It can take
many forms such as:

 Physical – e.g. pushing, kicking

 Verbal – e.g. rumours, threats, name calling, sarcasm
 Emotional – e.g. humiliation, ridicule, exclusion from others
 Racial – e.g. gestures, taunts, graffiti
 Sexual – e.g. homophobic abuse, unwanted physical contact
 Online/cyber – e.g. misusing photos, sending lewd/hate texts etc.

Bullying reduces the victim’s self-confidence and leaves people feeling alone, guilty and vulnerable.
Victims of bullying may feel that they are to blame, they may not understand what is happening to
them and if they do, they may not be able to express it. Your teenager may be ashamed of admitting
to being bullied or afraid that if s/he does talk about it, they will not be taken seriously. Teenagers
say that they have often had a negative reaction from adults when they have tried to talk about it.

Signs of bullying

The signs that your teenager is being bullied can be wide ranging. They could include withdrawal
from friends and family, being very secretive on the subject of friends, disliking an activity that has
previously been enjoyed, not wanting to go to school or work. There may also be physical symptoms,
such as headaches or stomach aches, under achievement and loss of interest in school work. Victims
of bullying may become anxious or insecure and they may experience nightmares or have problems
sleeping. In addition to the above, missing or damaged belongings or unexplained cuts and bruises
could be the result of bullying.
Taking action

You can help your teenager most by recognising bullying and believing what they tell you if they do
admit there is a problem. Always treat allegations of bullying seriously.

In the first place talk with your teenager about ways that they can deal with the bullying themselves.
If this does not work you may want to encourage your teenager to keep a diary of incidents to take
to the school. Make the school aware of the bullying as soon as you can.

Parents whose teenagers have experienced bullying have found the following things helpful in
reducing the problem:

 Support from other parents;

 Peer support/mentoring schemes at school;
 Confidential systems to report bullying;
 Lots of communication between schools and parents when the bullying is happening;
 Help from schools for bystanders to condemn the behaviour and isolate the bully;
 Strong leadership from school Heads to deal with bullying in school.

If your teenager is being bullied at school and they are not able to deal with it without your
intervention, arrange to meet the staff concerned and make it very clear that you want the bullying
to stop and that you are prepared to work with them to help stop it. Try to get a commitment from
them to review the situation regularly with you and your teenager.

What about the bullies?

While victims of bullying deserve our full attention, so do the bullies themselves. Some parents will
have to face up to the uncomfortable reality that their own children are bullying others. Sometimes
people bully because of their own insecurities or anger. They may be being bullied themselves or
their behaviour may be due to problems at home, or peer pressure. This too will require open
communication and support as well as firm boundaries. Staff at the school or workplace will need to
be involved in helping to stop the bullying.

Practical tips

 Let your child know how he/she should treat other people. You are your teenager’s best
teacher, so set an example through your own behaviour. Let your child see you be kind,
speak well of others, solve problems without getting angry, be accepting of differences
between people such as race, religion, attitudes and so on.

 Bullies need help too – let them know that what they are doing is harmful, discuss ways that
they can change their behaviour and ask the school for guidance.

Involvement in antisocial and criminal behaviour

“If your teenager gets into trouble, don’t jump to conclusions, talk to them and find out their side of
the story.”
Although young people from the age of 16 are broadly considered responsible for their own
behaviour, teenagers may get caught up in negative, antagonistic or antisocial behaviour when they
are part of a group. The events going on around them may well feel out of their control.

Discovering that your son or daughter has been arrested for committing a crime can be upsetting
and scary for a parent. But if it happens to you, you’re not alone. Teenagers are also much more
likely to be the victims of crime than any other age group.

Arrest and detention

If your teenager is arrested and detained they are likely to be very daunted by the experience. Young
people have rights designed to protect them from unreasonable treatment. If s/he is under the age
of 16-18, you or another adult such as a social worker, must be present at the police station before
any questioning can take place.

You are entitled to receive legal advice from an advocate. Wait to see the advocate before talking to
the police, and neither you nor your teenager should sign anything until you have spoken to the
advocate. If your teenager is detained, s/he should be offered a copy of the FIR/complaint to read.
During questioning the police should not put unreasonable pressure on the suspect. Someone who
has difficulty in understanding language should be given an interpreter.

The role of parents

Parents are not held directly responsible for crimes committed by their children, but these days
there is a belief that parenting has an important role to play in the behaviour of teenagers. If a
young person is involved in criminal or antisocial behaviour it is important that they are supported.
Feelings are likely to be running high all round; it can be a frightening time for everyone. It is
important to remember that young people who are supported by their parents are less likely to re-
offend. Having said that, it is important that the whole family gets support.

Practical tips

 Teenagers experience crime both as offenders and victims, but most offenders don’t get
caught up in a life of crime.

 Watch out for warning signs such as stealing, having unexplained amounts of money,
truanting and substance misuse.

 Get help to explain to your teenager the consequences of future criminal behaviour.

Physical, mental and sexual health

Teenage 13-19 is a time of major physical, mental and sexual change that can be a great source of
interest, pride and excitement for all. All this change takes place in its own time, which can be earlier
or later, faster or slower than you or your teenager expect. In spite of all the fun, changing body
shapes, periods, pubic and facial hair and all the rest can be a source of concern or even
embarrassment for teenagers.
Mood and mind

Mood swings and behaviour changes are inevitable – stay in touch with your teenager and don't
overreact. Occasionally these can be symptoms of more serious problems. At least 1 in 10 young
people is affected by mental health issues which can vary from mild to severe. As with all problems,
the warning signs are wide ranging. You may be concerned if your teenager shows signs of severe
tension, irritability, aggression, hopelessness and withdrawal from family and friends. Other signs
are an inability to concentrate, changes in sleep patterns and either a lack of appetite or bingeing.
Some young people may self-harm or use alcohol or drugs as a way of dealing with their feelings or
get into dangerous situations.

Mental health concerns

More common mental health problems include depression and anxiety, obsession, compulsion and
eating disorders. Depression is not always easy to spot; it occurs when difficult emotions become
overwhelming. It can be triggered by a number of things such as conflict at home, stress or not being
listened to. Depression commonly appears for the first time in people aged 15-19. The good news is
that whilst depression is a serious illness, it can be treated with medication and/or counselling.

Eating disorders such as binge eating, anorexia and bulimia are becoming more common and they
affect young people of both sexes and of every age and background. In anorexia the sufferers have a
distorted image of their own bodies and constantly attempt to get thinner, sometimes to the point
of starvation.

Self- harm may be very hard to understand, but it is much more common than we think. One in ten
children undertakes some form of self-harm. Often the behaviour will be hidden and secretive. Self –
harm can take many forms including cutting the arms or legs with a knife or razor, burning, biting,
hitting or taking overdoses. Luckily most people who self harm do not want to kill themselves or
even do lasting damage to their bodies. Teenagers may hurt themselves to help with negative
feelings, to punish themselves or to feel more in charge. Self-harm can be a way of relieving
overwhelming feelings when they feel alone, angry, guilty or desperate.

It can be very difficult for parents to come to terms with the fact that there may be a problem with
their child’s mental health. It’s important to remember that many teenagers overcome mental
illness, even though it must be taken seriously. You may want to talk to the school to find out if they
have noticed any changes in behaviour.

Sexual health

In terms of sex, teenagers are becoming sexually active at a younger and younger age. You shouldn’t
make the mistake of thinking that this does not apply to your teenager – one third of young people
under the age of 16 are sexually active.

The range of things that your teenager will need information and advice about may seem daunting –
apart from information on physical changes and facts about sex, they will need to explore issues
around feelings and relationships, homosexuality, STIs, contraception, pregnancy, abortion and
“saying no”.
Practical tips

 If you think your child is becoming mentally stressed, listen to them and find out if there is
any way you can help. Be patient and understanding – what may seem like a minor problem
for you may be overwhelming to them.

 Some anxiety states can become dangerous. Consult your physician or seek alternative
professional help if you are worried.

Alcohol and drugs

Some teenagers are exposed to drugs in one way or another and many young people will
experiment with drugs. By the age of 16, one out of ten young people will have tried at least one
type of drug. Young people take drugs for many different reasons. It’s worth remembering that in
spite of the exposure that young people have to drugs and alcohol, most of them do not become
problem users.

Get informed

As a parent, you can help yourself by finding out about drugs – what they are called, the effects and
the risks. If you can do this with your teenager so much the better, you can learn together and you
can also see what information they already have. Don't jump to conclusions if your child seems to
know a lot about drugs, it doesn't necessarily mean that they have been using them. From your
point of view, knowing more about drugs will make it easier for you to recognise the signs if there is
a problem.

You also need to talk about the illegal nature of drugs, and what it would mean to your teenager if
they got caught – their police record, the impact this would have on school, jobs and careers.
Research shows that those who are well informed about sensible use and the potential dangers of
drugs are less likely to develop a serious problem.

Lets talk about it

Encourage your teenager to discuss their experiences of drugs with you. Be careful not to judge
them. It’s natural for a parent to want to protect their child, but you can’t watch them 24 hours a
day. Don’t over react if they tell you, or if you find out, that some of their friends have tried illegal
substances. Whilst their use of drugs may be a problem for you, most teenagers will not see drinking
or occasional drug use as a problem. Remember, teenagers are constantly testing boundaries,
experimenting and responding to peer pressure.

How serious is this drug use?

There are four categories of illegal drugs use:

1. The majority of young people who try illegal substances, do it three or four times and stop.
 2. “Social users” are the next largest group. For these young people using drugs is part of their
social lives. They do it with friends at a weekend and function relatively normally during the
week. Apart from the immediate effects, there may be some longer term risks.

3. The next group is where drug use becomes problematic. It starts affecting social function
and personality. Here substance misuse becomes compulsive and addictive. Drugs start
playing a more important role than anything else.

4. Injecting drug users are at the greatest risk. Injecting can lead to serious injuries and
infections. This level of self-harm is very dangerous. There are, however, ways of reducing
harm to injecting users – by seeking medical advice and using needle exchanges.

Spotting the signs and getting help

Often parents ask “How can I tell if my teenager is using drugs?” Spotting the signs will be easier
once you know more about drugs, but look out for these possible signs:

 Mood swings
 Being confused, irritable, or aggressive
 Showing anxiety
 Lots of energy, or no energy at all
 Secretiveness
 Loss of appetite

All of these can be usual teenage behaviours, and this can make drug use difficult to spot. If your
teenager’s drinking or drug use is becoming more serious, there may be more worrying symptoms
such as stealing, truanting and changes in behaviour where the teenager becomes more aggressive
or agitated.

If your teenager is using drugs, there are many helplines and information websites available for both
you as a parent, and for your teenager. Counselling, health services, treatment and support are all
available. Remember, you may need to be patient; it may take your teenager a while to seek help.

Communication

You might find the following advice helpful to start with:

 Try not to accuse your child as this will probably start a row; and if you are wrong, your child
may lose trust in you. Ask them to talk about their views and try to listen with respect to
what they say.

 Don’t try to discuss their drug use with them while you believe they are under the influence
of a drug.

 Decide in advance how you want to react if your child tells you that they have used drugs.
  Make clear to them what behaviour is acceptable to you, and what is not. Young people
need to understand that they are responsible for their actions and the consequences that
follow.

 Try not to threaten them with punishment – this might seem to offer a quick solution, but
it’s unlikely to give the results you are looking for.

Legal drugs

Although we tend to concentrate on illegal drugs, legal drugs are more common. Both alcohol and
tobacco are used to experiment, to relax or to be seen as part of the group. Excessive use of alcohol
may well be a greater threat to the health than illegal drugs.

Alcohol is the most commonly abused drug. Drinking by young people tends to increase between the
ages of 15 and 17, but binge drinking reduces as young people become more mature. Young people
are more likely to be in danger when they are drunk. The likelihood of them being involved in risky
sex and violence, for example, increases significantly. Make sure your teenager understands the risks
involved in misusing alcohol.

Practical tips

 A young person who decides to take an illegal drug or alcohol, is taking some very serious
risks. The risks include: prosecution and a criminal record, immediate health issues,
overdose, accidents and dangerous behaviour, mental distress.

 You can help yourself and your teenager by being informed about drugs, looking out for the
signs, talking to your teenager, being supportive and keeping the communication open
between you and them.

Internet and other technology

The Internet has a lot going for it. It’s fun and informative. Nowadays it plays an increasingly
important part of teenagers’ educational and social lives. It’s a resource where teenagers can
broaden their knowledge, share information and communicate with friends.

One of the great things about the Internet is that it’s very creative – all young people should be able
to use it in ways that suit them. In spite of this, some young teenagers say that they don’t have
sufficient access to the Internet. Young people who do not have access to computers at home may
feel very disadvantaged in comparison to their peers.

As a parent you need to understand as much as possible about how your teenager is using the
Internet so that you can support them to use it safely, and avoid some of the risks associated with
online activity.

Mobiles

As with computers, parents need to learn about how their teenager uses their mobile. Teenagers
tend to have their phones on all the time and they are usually used away from supervision. As a
parent, you will need to encourage balanced use and set rules around bills and appropriate use of
the online facilities.

So what’s wrong with technology?

Overuse of the Internet can be a problem. The Internet provides 24/7 entertainment, interaction
and communication and it can become addictive. Teenagers can become immersed in their online
world so that it takes over their lives. Hours spent on the Internet may mean that your teenager
leads an unbalanced lifestyle. It may make it harder for you to communicate with them and
inevitably it will become a distraction from other activities or aspects of their life. As parents we
need to set clear rules with our teenagers about the amount of time that they spend online.

Most use of the Internet by young people is unsupervised. You need to know what your teenager is
using the Internet for and they need to know about the dangers of viewing inappropriate websites.
While 57% of 9-19 year olds come into contact with online pornography, only 16% of parents think
their children have seen porn on the Internet.

Teenagers, like other Internet users, may be vulnerable to people who use shared personal
information for fraudulent use. Remind your teenager that they must never give out any personal
details such as contacts, school name, passwords.

Many young people will experience bullying through mobiles and the Internet at some time. As
many as 1 in 5 young people report being the target of cyber bullying. The impact of cyber bullying
on teenagers will be similar to any other bullying.

It is important that young people understand that people that they chat to online may not be who
they say they are and that they are reminded to be cautious in their online communication.

Practical tips

 ICT is a key part of teenagers’ education, individuality and an increasingly popular and cost
effective way of communicating with their peers.

 There are risks, but it is important that you do not ban access to the Internet or over react in
other ways.

 Keep informed – become confident at using the Internet and get your teenager to show you
what they do online.

 Talk about the risks and help your teenager to take appropriate action to protect
themselves.

 Watch out for signs that there is a problem – obsessive or secretive use of the Internet,
distress after using the Internet or their phone, changes in behaviour, inappropriate sexual
questions, not telling you where they are going or who they are meeting.

 As with any bullying – treat cyber bullying seriously.

 Appendix 1

The Employability Equation

The world of work is changing constantly with new careers and interesting opportunities becoming
available at an ever increasing rate. Young people need high quality information, advice and
guidance on careers and higher education if they are to make sensible and informed decisions about
their learning, training and employment against this background of change, diversity and at times,
uncertainty.

The Employability Equation guide for parents sets out the key choices and decisions that young
people face and provides suggestions about how to research and explore their options and develop
the skills required for success.

The employability equation summarises the key determinants and provides a framework for
identifying strategies and actions to improve employment prospects.

E = (Q + S + W) x C
E = Employability, Q = Qualifications, S = skills,

W = Work Experience, C = Contacts

From a parent’s perspective it’s helpful to have someone other than yourself (a professional
career advisor) providing guidance and support as you know it’s more likely to be taken
seriously! Added to this, it provides a level of reassurance that your child won’t opt for the
wrong educational path which could prove to be a costly mistake.

Qualifications

Your child’s qualifications are key determinants of their employability and career options. The entry
routes and requirements for some careers, for example medicine or engineering, are clearly defined
and require specific qualifications, but for many career entry routes and requirements are more
flexible. It is therefore important for you and your child to have up to date information about labour
market trends, which career sectors are growing and which are declining, their entry routes and
requirements as well as details of the subjects, courses and training options available to your child
locally, nationally and internationally.

Discussions with a qualified Careers Adviser will help your child compare and decide on which
qualifications are most appropriate for them and which will help them achieve their career goals.

But good qualifications alone are not enough. Qualifications open the doors for
interview, but won’t get you hired.
Skills

The subject knowledge and skills developed by studying for specific qualifications at school, college
or university are the basis for entry to some careers, but good employers place great emphasis on
employability skills, which include:

Communication - oral, written & visual, teamwork & leadership, investigating & analysing, initiative
& self-motivation, planning & organisation, flexibility & adaptability, time management, negotiating
& persuading, numeracy, self-awareness, computing & IT, decision-making & action planning,
curiosity & creativity.

Work Experience

Volunteering, internship, part-time work and social activities are all good ways for your child to find
out about career entry routes and requirements, develop employability skills and provide ‘can do’
statements and examples to support their CV and career profile.

Internship is a placement on an employer’s premises in which a young person carries out a particular
task or duty, more or less as would an employee, but with an emphasis on the learning aspects of
the experience. The benefits of young people preparing for, participating in and reflecting on work
experience include:

 An insight into the skills and attitudes required by employers

 Evidence to support employment applications
 Improved motivation and self-esteem, greater independence, enhanced self-confidence,
maturity and interpersonal skills

Volunteering and part-time employment are also valuable ways of broadening experience and
developing skills. Part-time work, often in relatively semi-skilled jobs, is an opportunity to develop
transferable employability skills and acts a source of motivation.

Unfortunately schools and colleges in India are not helping students to gain work experience.

How you perform in the work place is not the same as how you
perform in the class room. Teachers cannot be expected to
understand what all careers entail, or even recognise how a particular
aptitude might translate into a perfect career option, so a
professional Career Advisor will always be a good option. One of the
tools at their disposal is psychometric assessment. It is an excellent
way to help young people identify and understand their passions and
therefore choose further studies and career paths best suited to them
as an individual. Finding out what you love to do is a good start to
finding a job you will love to do.
Contacts

Contacts or personal networking have always been significant contributors to employability, but
technological advance and the advent of social media have changed how people make contact and
network.

Traditional face-to-face networking remains important and you can help your child develop the skills
and confidence to be a successful networker. Advice about how to dress, how to greet someone for
the first time, shaking hands, making eye contact, asking and answering questions, how to be polite
and assertive but neither reticent nor passive, will allow them to make the most of networking
opportunities, which could lead to offers of work experience or employment.

Online networking is increasingly important and the majority of recruiters use social media as part
their recruitment process.

69% of recruiters anticipate increased competition for jobs in 2017 - 2020

73% of recruiters plan to make more use of social media when recruiting

55% of recruiters have reconsidered an applicant based on their social media profile

As recruiters make more use of social media as part of the recruitment process, it is important that
your child recognises the contribution that their online presence, or personal brand, can make to
their employability. Your advice on what to include and what not to include, as well as tips on
internet safety, will help your child develop a positive online personal brand.

The first step is for your child to review their social media sites and ask themselves:

 Are the content appropriate?

 Does the content enhance or diminish their reputation?
 Would they be happy for potential employers to see their social media sites?