activity. The instructor may choose to do only one of these activities or both. The individual activities can serve as a re-teach component to the group activity. • The Talk About It section includes the instructional part of the lesson. This section is research-based, but also provides practical tips and skills teens need to know about the different topics. This section is written in script form. An instructor can choose to read it verbatim or paraphrase it for the students. The Talk About It section can be extended into classroom discussions. For each lesson, a PowerPoint presentation can be used. These sections require very little time (5-10 minutes) to go over with a class. • The Think About It section serves two purposes: discussion and reflection. This section gives students the chance to express their feelings, opinions, and/or concerns on the various topics—thus allowing a personalization of the topic. The questions in the Think About It section can be used as class discussion or answered individually by students. In knowing their audience, instructors can choose to discuss some Think About It questions as a class and others individually. These questions are also found in the Journal. • The End On It section summarizes the lesson’s main topics and bring the lesson to a close. It allows time for students to process the topic and ask questions if needed. This section is another opportunity for the instructor to summarize the main ideas and leave students with a clear message of what is important. Money HabitudesTM for Teens Cards Money HabitudesTM Cards are a fun, non-threatening way for teens to discover their money habitudes. The unique deck of cards, based on financial and psychological research, includes: • Fifty-four statement cards • Three sorting cards • Directions • Two general interpretation cards • An interpretation card for each of the six habitudes with ideas for what to do next Although the cards are not a serious diagnostic tool or prescriptive assessment to label youth or dictate a specific action plan, they can initiate serious conversations and lead to important insights relative to a wide range of money-related issues from basic financial literacy to dealing with impulsive spending. Since money is frequently equated with power, status, control, success, security, and self-esteem, understanding a person’s habits and attitudes related to money can open new ways to approach money management, and also open windows into many life issues. The Money HabitudesTM cards are very flexible. Feel free to adapt their use in any way as long as it remains a positive, interactive, hands-on experience where teens can discover and explore their own money habitudes. They can be used by many types of professionals interacting with teens and young adults including teachers, youth leaders, and counselors. Although this Instructor’s Manual was not written for parents, they VIII | MONEY HABITUDESTM COPYRIGHT © 2011 BY THE DIBBLE INSTITUTE