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1 This DREAMS Plan belongs to:
2 1 Family History & Support System Please give a brief description about your family: Do you currently have living relatives that help care for you,? If so, please list them: Do you have living siblings? If so please list their age and location: Where do you stay on holidays at the current time?: Where do you intend on going to secondary school?: Please list the three people in your life that you receive the most support and encouragement from:
3 2 DREAMS Plan We are here because we believe in you, and we fully believe that you were created for a purpose, and we want to see you reach your full potential as a compassionate human being. D > Develop what you want to be in your future - Your future is bright, and it is up to you to search through your passions, your talents, and your desires to decide a pathway to pursue. R > Realize what you will need to do to reach your dream - To achieve your dream you will need to know exactly what is expected of you at each step. Do the proper research to understand the education requirements for your dream. E > Educate yourself - The key to your success remains in the classroom. You must be diligent in the classroom, and excel in the areas that are most in unity with your dream. A > Apply what you have planned out with diligence and perseverance - Commitment leads to action, and action will bring your dreams closer. You are the author of your story, and your hard work can lead to some of your greatest achievements. M > Manage your dreams as you grow and as your circumstances change - In order for you to realistically reach your dream you will need to set goals for your life each school year, and reevaluate your plan. S > Share and encourage others around you to dream - It is our responsibility as human beings to give back to the communities in which we live. Serve others by sharing these same tools and cheering others on toward their dreams.
4 3 DEVELOP: Self Assessment One of the first steps in planning for your future is to take a look at yourself, to help you gauge what you are naturally good at, and to know what you would enjoy doing in the future. Values: What do you believe in, and how does it shape who you are? Please select the top five values from the following list that most matter to you in a future career: Autonomy: receiving no or little supervision Helping Others: providing assistance to individuals or groups Prestige: having high standing Job Security: a high probability that one will remain employed Collaboration: working with others Helping Society: contributing to the betterment of the world Recognition: receiving attention for your work Compensation: receiving adequate pay Achievement: doing work that yields results Utilizing Your Skills and Background: using your education and work experience to do your job Leadership: supervising/managing others Creativity: using your own ideas Variety: doing different activities Challenge: performing tasks that are difficult Leisure: having adequate time away from work Artistic Expression: expressing one's artistic talents Influence: having the ability to affect people's opinions and ideas
5 4 DEVELOP: Self Assessment One of the first steps in planning for your future is to take a look at yourself, to help you gauge what you are naturally good at, and to know what you would enjoy doing in the future. Interests: Choose the top five things that you enjoy doing from the list below: READING SCHOOL WORK PLAYING FOOTBALL EATING RUNNING DEBATING LEARNING DRAWING PICTURES COOKING FOOD TALKING LISTENING TEACHING OTHERS TELLING JOKES TRAVELING SINGING DANCING PLAYING MUSIC FIXING THINGS PRAYING CARING for ANIMALS LAUGHING WORSHIPPING CARING for OTHERS FARMING
6 5 DEVELOP: Self Assessment One of the first steps in planning for your future is to take a look at yourself, to help you gauge what you are naturally good at, and to know what you would enjoy doing in the future. Qualities: Please choose five words that your friends, family or teachers would use to describe you: KIND GENEROUS OUTGOING HARD WORKING SHY GRATEFUL JOYFUL LOUD FUNNY LEADER ATHLETE MUSICIAN SMART INTELLIGENT FRIENDLY COMPASSIONATE LOVING CONFIDENT OPEN-MINDED BRAVE DREAMER SINCERE WISE OUTSPOKEN HUMBLE STRONG FAITH HONEST COOPERATIVE PATIENT RESPECTFUL TRUSTWORTHY LOYAL
7 6 DEVELOP: Self Assessment One of the first steps in planning for your future is to take a look at yourself, to help you gauge what you are naturally good at, and to know what you would enjoy doing in the future. Talents & Abilities: Choose the top five things that you are good at from the list below FOOTBALL NETBALL RUNNING DETAIL ORIENTED DANCING MUSIC DRAWING WRITING STORIES LISTENING HELPING MATH LOVING OTHERS GEOGRAPHY COOKING LEADING BUILDING THINGS CLEANING FARMING ORGANIZING ANIMAL CARE ENCOURAGING HUMOR READING PUBLIC SPEAKING
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11 10 DEVELOP: Career Assessment Six career interest themes are described below. 1. REALISTIC: Persons who enjoy activities that involve primarily mechanical and physical abilities. You will find them in interest areas such as construction, health and fitness, sports and recreation, repair, technology, and other related activities. People in this category may also like working with tools or their hands, and enjoy adventurous nature and outdoor activities. 2. INVESTIGATIVE: Persons who enjoy gathering, analyzing, and interpreting information, and uncovering new facts or theories. They tend to have a strong scientific, curious orientation. They prefer academic or research environments that will allow them to develop ideas, and enjoy working alone rather than in groups. 3. ARTISTIC : Persons who value aesthetic qualities and have need for self-expression. This type also includes those who enjoy being spectators (rather than participants) of the arts and art activities. People in this category are as likely to express this interest through leisure and recreational activities as they are through professional practice. 4. SOCIAL : Persons who like to work with others in a helping relationship, usually through teaching, instructing, advising, counseling, or customer service. They prefer social environments that will allow them to interact regularly with people, work in groups or teams, and solve problems through sharing thoughts and feelings. 5. ENTERPRISING: "Born leaders." Competitive by nature, these persons like to manage, direct, or persuade others in a business or corporate setting. They seek positions of leadership, power, and status and enjoy guiding others toward specific organizational goals and economic success. They are also most likely to take personal and financial risks. 6. CONVENTIONAL: Persons who enjoy activities centered around the detail, organization, and accuracy of data. They often enjoy mathematical and data management activities and can be found in occupations such as (but not limited to) accounting, investment banking, and insurance.
12 11 DEVELOP: Career Assessment
13 12 DEVELOP: Career Assessment
14 13 DEVELOP: Career Opportunities Please select the top five choices from the list below on what you hope to do for a career in your future: Doctor Nurse Teacher Farmer Mechanic Banker Lawyer Footballer Musician Pilot Policeman Engineer Architect Accountant Social Worker Veterinarian Store Keeper Graphic Designer Journalist Hotel Worker Business Owner Marketing Sports Coach Driver Referee Librarian Politician Pastor Other: Why did you choose the specific careers above?
15 14 REALIZE: Future Requirements What level of schooling is necessary for me to achieve my dream? Who do I know that has already succeeded in achieving a similar dream? What resources do I need to achieve my dream? EDUCATION: Education Requirements What areas of schooling do I excel at currently? What new areas of education do I need to improve upon to achieve my dream? Who do I know that can help teach and guide me in the areas that I most need to improve in?
16 15 APPLY: Goal Setting Basics Specific: Is your goal well defined and clear? Can everyone understand it? Measurable: How will you know when your task has been completed? What evidence is needed to confirm its completion? How you will judge whether it has been completed or not? Attainable: Is the goal you are setting within your capabilities? Are there enough resources available to help you achieve this goal? Relevant: Is the goal important to who you want to become? Does the goal lead you down a path that you do not desire to travel? Time-Bound: Is there a deadline in sight? Is it feasible for you to meet the deadline that you have set? Lastly it is always important for you to ask WHY you want to achieve your goal or dream that you have for your future. What are the reasons behind your goal? The truth is, the larger your list, the stronger your motivation will be.
17 16 APPLY: Goal Setting For My Future What is an educational goal for this year? > What is my SPECIFIC goal: > How can it be MEASURED: > Is it ATTAINABLE: YES/NO > Is it RELEVANT to my life: YES/NO > TIME-BOUND: When can this goal be accomplished: > WHY do I want to achieve this goal? What is a personal goal for this year? > What is my SPECIFIC goal: > How can it be MEASURED: > Is it ATTAINABLE: YES/NO > Is it RELEVANT to my life: YES/NO > TIME-BOUND: When can this goal be accomplished: > WHY do I want to achieve this goal?
18 17 APPLY: Goal Setting For My Future What is an educational goal for five years from now? > What is my SPECIFIC goal: > How can it be MEASURED: > Is it ATTAINABLE: YES/NO > Is it RELEVANT to my life: YES/NO > TIME-BOUND: When can this goal be accomplished: > WHY do I want to achieve this goal? What is a personal goal for five years from now? > What is my SPECIFIC goal: > How can it be MEASURED: > Is it ATTAINABLE: YES/NO > Is it RELEVANT to my life: YES/NO > TIME-BOUND: When can this goal be accomplished: > WHY do I want to achieve this goal?
19 18 MANAGE: Goal Setting Revisited How have my circumstances changed since last year? How have my passions, interests, and skills changed since last year? How did I do in achieving my goals from the previous year? Have my goals for next year changed from the previous year, and if so, how? Have my goals for five years from now changed, and if so, how?
20 19 MANAGE: Goal Setting For My Future What is a new educational goal for this year? > What is my SPECIFIC goal: > How can it be MEASURED: > Is it ATTAINABLE: YES/NO > Is it RELEVANT to my life: YES/NO > TIME-BOUND: When can this goal be accomplished: > WHY do I want to achieve this goal? What is a new educational goal for five years from now? > What is my SPECIFIC goal: > How can it be MEASURED: > Is it ATTAINABLE: YES/NO > Is it RELEVANT to my life: YES/NO > TIME-BOUND: When can this goal be accomplished: > WHY do I want to achieve this goal?
21 20 MANAGE: Goal Setting For My Future What is a new personal goal for this year? > What is my SPECIFIC goal: > How can it be MEASURED: > Is it ATTAINABLE: YES/NO > Is it RELEVANT to my life: YES/NO > TIME-BOUND: When can this goal be accomplished: > WHY do I want to achieve this goal? What is a new personal goal for five years from now? > What is my SPECIFIC goal: > How can it be MEASURED: > Is it ATTAINABLE: YES/NO > Is it RELEVANT to my life: YES/NO > TIME-BOUND: When can this goal be accomplished: > WHY do I want to achieve this goal?
22 21 SHARE: Goal Setting For My Future We believe in your dreams, and we want you to believe in the dreams of others. Please list five people that are your peers or younger than you that you can encourage to reach their full potential as compassionate human beings
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