Life skills don’t come particularly easily to everyone. Some teens and young adults, especially those with special needs, have quite a bit of difficulty learning some of the skills they need as they transition into adulthood.
I created the following game – “The Real Game of Life” – for teens to help teach some of the basic life skills that many people take for granted, all the while reinforcing good decision making skills (because, hey, in the real game of life, we’re all forced to make decisions). The game is meant for at least two players, though a couple others may join to play the game too. It is helpful for at least one player to be someone who knows the basic life skills that the cards address, or at least have someone close by on the sidelines in case there are any questions, as well as to judge whether the answers given are adequate or correct.
The Real Game of Life
Materials needed to make “The Real Game of Life” include:
Printable “The Real Game of Life” cards, laminated for durability and cut apart
Twister game mat
Masking tape, optional
Here’s how to prepare and play the game:
Print “The Real Game of Life” cards and laminate and cut each of the cards apart. Then find a Twister game mat. You may have an old game of Twister at home somewhere that no one has played for several years; if not, you can still find the game affordably priced at most department stores. After attaining the Twister game mat, lay the mat out flat on the floor.
Next you will need to place one card on each circle of the game mat, face down. The extra game cards should be placed in a separate pile, easily accessible but away from the game mat. Then assign each column of circles with a point value; if you wish, you can label the columns with their point values on index cards. For instance, column one of the game mat might be worth one point; column two can be worth two points; and so on. Another option is to assign each colored circle with a different point value, with a range of possible scores from one to five. (Obviously, if you choose this option, you’ll want to somehow label the various circles with the points a player can earn if they land on that circle.)
Next, designate a line away from the mat from which to throw the beanbag from. One beanbag is sufficient for the game, though if you happen to have more beanbags, you can give each player his own to use. Designating the line with a line of masking tape could prove beneficial.
Decide which player will go first. Each player then takes turns throwing a beanbag onto the mat, aiming for a color circle with a card placed on top of it. If the player lands on a circle with a card, he reads and answers the question card aloud. If the beanbag lands on a white area, the player loses his opportunity to answer a question and earn points until his next turn.
If the player’s answer is adequate or correct, based on the therapist’s opinion (or the opinion of another person knowledgable about the life skills addressed), and requires little or no help, he earns the number of points designated to tht column (or circle) in which his beanbag landed. Then the card is subsequently removed from the game mat. If the player’s answer is not thought to be correct, he is to turn the game card back over so it can be answered later when someone lands on that circle.
If a beanbag lands on a circle that has already had its card removed, no question is asked nor any points earned for that turn, and it then becomes the next player’s turn.
If a player reads the question he draws from the mat aloud and decides that he cannot answer it adequately, he has three opportunities per game to lay the card back onto its designated circle and instead choose from the separate deck of game cards. If that question is answered correctly, the player earns the same number of points for which he would have earned had he answered the original question he landed on from the game mat.
The game ends once all the questions from the mat have been answered. The player with the most points at the end is declared the winner.
For a printable pdf version of “The Real Game of Life’s” instructions, as well as for the printable game questions, look and click below.
I have a confession. I’m human. I work with lots of kids and families, but I’ll be the first to admit that I am NOT a perfect parent. Sometimes I’m overwhelmed, sometimes I am too strict, sometimes I’m too lenient. Sometimes I even raise my voice (okay, sometimes I even yell). The truth is, some days I just don’t feel like being a parent, and that makes it awfully hard when you know that you still have to be, regardless of whether you feel like it or not.
Sometimes I get caught up in making sure my kids know what they “should” be doing or what they’re doing wrong, trying to make them responsible and raise them to be good, decent human beings. Sometimes I forget to tell them all the great things they’re doing right, because believe me, regardless of how tough the day’s been, they’re doing A LOT of stuff right too.
Realizing this, I came up with an idea (because I’m a problem solver). I needed something to help me remember to let them know that they’re doing some really great things, and I needed a reminder for myself to stop focusing on the misbehavior so much and start focusing on all the ways my kids are actually really awesome. By doing this, it’s actually a pretty neat strategy to get more positive behaviors from your children. It also helps your kids to start thinking more positively about themselves – and to realize that hey, you were paying attention after all.
Good Behavior Jars
In all my years of training and experience, I’ve learned to emphasize “Catch Them Being Good.” That’s the idea behind my idea: making Good Behavior Jars for my own children. I was afraid my own kids weren’t hearing enough of what they we’re doing “right,” and maybe too much more about what I thought they were doing “wrong.”
So I found two mason jars (because I have two children), and I labeled each with my children’s names. Each night (or early morning), I write them little notes about how proud I am of them or examples of things I caught them doing that I thought were really great that day (or the day before). Then I slip the notes in their own individual jars and let them open them in the morning so they can know that I really did see those good things! If you’re like me and have a child who can’t read yet, this is a great opportunity to sit and read the notes together. (Actually, it’s pretty cool to read the notes together with your older kids too!)
Sometimes when I sit down to start writing, I think I’ll only be writing a couple notes, particularly when we’ve had a particularly rough day, but more often than not, I find that once I start writing, I can’t stop remembering all the great things they did do! Some things I caught in the moment, and most things I didn’t realize in the midst of our rough day.
Here are some examples of the notes I’ve left my own kids:
The notes cheer me up, and more importantly, they help my kids know that they are doing some pretty amazing things (some that they themselves may not have even realized). The ten or fewer minutes I take to write these notes each day helps them think more positively about themselves and actually promotes an increase in positive behaviors throughout the day! Now I’m not saying that this is a miracle cure for those rough days. Rough days are normal. You’re going to have them. You’re human! Your kids are human! But if nothing else, the jars sure help me to remember to focus more on what they’re doing right and to help them know that I noticed. And ask any kid, that’s a pretty big thing in itself.