STRENGTHENING FAMILIES PROGRAM, AGES 7–17 LESSON 7 SUMMARY POSTER

Goals and Contracts to

Change Behavior
FAMILY GOALS:
1. Each person fill out their “Achieving
My Dreams and Goals” sheet. Have
kids share dreams and goals; discuss
ways to support their goals.
2. Each person take the “Assessing
My Talents and Strengths and Skills”
survey. Choose one new skill to
develop to benefit yourself, and one
skill to make family life happier. Each
person fill out a “Contract for Change.”
3. Discuss “How to Give Positive Criticism”
from the “Helping Kids Change for
the Better” handout. Practice the
skill several times using past family
situations.

FAMILY FUN:
Have each child make a paper collage,
with pictures and/or drawings of who and
l Goal-setting, tracking, and what they want to become in life.
rewarding help people change
for the better POWER PHRASE:
“Setting goals helps us develop
l Learn to give and receive positive talents and find purpose in life.
Practicing impulse control and
criticism using ‘Contracts for Change’ helps
us achieve our goals.”
l Setting up a budget will help you
achieve your dreams
©2011 KAROL KUMPFER, PH.D. AND JAYNIE BROWN 7-1
STRENGTHENING FAMILIES PROGRAM, AGES 7–17 LESSON 7

Helping Kids Change for the Better

Skills to help others change negative behavior

Preparing Kids for a Happy Life

1) Help kids decide what they really want in life and write goals to achieve it. 4) Have kids practice the new skill(s) several times and praise their efforts.
2) Identify the positive skills they need to achieve their goals. 5) Track behavior and reward efforts.
3) Help them fill out a Contract for Change to develop the skills. 6) Hold a pleasant, personal conference with your child and use the steps
Put “Tips to Achieve Success” into action. of Positive Criticism listed below when agreements aren’t met.

BEFORE YOU BEGIN ask yourself these five questions: (If the answer is yes to all of them, then proceed in a kindly manner.)

1) Is it my responsibility to give this person feedback? 2) Is the criticism true? 3) Is the criticism necessary? 4) Have I thought of several positive things
about the person that I can first share with him or her? 5) Did I ask for and receive permission to criticize? (Ex: “I noticed some things that seem to be
causing you trouble. May I talk to you about it?”)

How to Give Positive Criticism Tips for Delivering Difficult Feedback

PREPARE: DELIVER: PREPARE: DELIVER:

1) Feel genuine respect and 1) Say what you like about 1) Remember to protect the 1) Begin by saying what you like
concern for the person. the person first. relationship. about the person.
2) Pick a good time. 2) Ask if the person has noticed 2) Sit side by side (like partners, 2) Describe the problem as you
(Don’t criticize when someone the problem. on same team). see it.
is angry or upset.) 3) Describe how the problem 3) Look AT THE PERSON while 3) Ask what happened.
3) Pick a good place. affects others or is negatively giving all positive comments. 4) Ask what the person will do to
(Usually quiet, and away from affecting the person’s life. 4) Look STRAIGHT IN FRONT OF behave differently (next time).
other people.) (I noticed . . .) YOU when describing the 5) End by saying something
4) Have a pleasant face and 4) Ask what he/she thinks the problem or giving negative positive about the person.
calm voice. solution might be. Offer your comments.
own solution if needed.
5) Ask if he/she will make the HELPFUL TIP
change; and offer to help write Consider the “problem” you want there as you talk. Or look at and
up a “Contract for Change.” to discuss as an imaginary object point to a notebook in your lap on
6) Thank the person for listening; in front of you; point at it several which you have written a couple
express love. times to focus negative energy of words describing the problem.

Motivational Interviewing

1. Express empathy for the person’s problem, concern, or point of view. 5. Ask what he or she is willing to do differently.
2. Point out inconsistencies between the person’s values and their behavior. 6. Ask for a commitment to do it.
3. Validate the reluctance to change as natural; but not beneficial to him/her. 7. If willing, help the person fill out a “Contract for Change.”
4. Express confidence in the person’s ability to change. 8. Help the person with the items in the “Tips to Achieve Success” column.

©2011 KAROL KUMPFER, PH.D. AND JAYNIE BROWN 7-2

STRENGTHENING FAMILIES PROGRAM, AGES 7–17 LESSON 7

Achieving My Goals and Dreams

Read each morning to remember what you want most in life*

Think about who you want to be in five years, and write down what you want most in each area of your life. Then decide what you need to do to get there,
and what skills you need to develop to make it happen. Use the “S.M.A.R.T. Goals Tracking Sheet” or “Contracts for Change” to set up short weekly goals to
develop the needed skills and do the actions to make your goals and dreams reality. *Adapted from Dr. Daniel Amen’s “One Page Miracle” sheet.

MY GOA LS
Relationships School and Work Physical Health

Actions to Take: Actions to Take: Actions to Take:

Skills to Develop: Skills to Develop: Skills to Develop:

Emotional/Spiritual Health Financial Talents/Other

Actions to Take: Actions to Take: Actions to Take:

Skills to Develop: Skills to Develop: Skills to Develop:

Remember: “Don’t trade what you want at the moment for what you want long-term.

©2011 KAROL KUMPFER, PH.D. AND JAYNIE BROWN 7-3

STRENGTHENING FAMILIES PROGRAM, AGES 7–17 LESSON 7

Making S.M.A.R.T. Goals

(S)pecific; (M)easurable; (A)chievable-in-steps; (R)ewarding; (T)ime

S.M.A.R.T. goals was a term coined by George Doran. The letters stand for “Specific, Measurable, Achievable-in-steps, Rewarding, and Time-specific.” Use
the spaces below, and the “Contracts for Change,” to help your child set S.M.A.R.T. goals. Here’s an example of how to set up a S.M.A.R.T. goal. Make it:
S Specific: Set a specific goal, name it, and list the details of what you want to do.
M Measurable: How will you measure the goal? How will you tell when you’ve done it.
A Achievable-in-steps: Start very small and make your goal easily achievable. List the steps.
R Rewarding: What rewards will I get when completing my goal?
T Time: Decide on a date you will start and when to fill in a tracking log. Set a deadline for you to complete your goal.

S.M.A.R.T. GOAL 1

Specific Goal
Measurable
Achievable-in-steps (list the steps)

Rewarding
Time

TRACKING MY PROGRESS
WEEK MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY
1
2

3
4

S.M.A.R.T. GOAL 2

Specific Goal
Measurable
Achievable-in-steps (list the steps)

Rewarding
Time

TRACKING MY PROGRESS
WEEK MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY
1
2

3
4

©2011 KAROL KUMPFER, PH.D. AND JAYNIE BROWN 7-4

STRENGTHENING FAMILIES PROGRAM, AGES 7–17 LESSON 7

My Goals
Setting and tracking goals for kids

A goal is a plan to do a new thing that would make your life better or happier. Think about your life and family. What things could you do differently to make life
better and happier for you and them? Then choose two small goals to work on this week and write them below. Choose one goal to make your own life better or
happier. And choose one goal to make your family life better or happier. Track how well you are doing by putting an “X” in each box that you remember to work on
your goals. Ask a family member to help remind you.

GOAL #1
What is one thing you can do to make your own life better or happier?
WHAT:

WHEN:

REWARD:

TRACKING MY PROGRESS
Mark an X for every day you worked on your goal.

WEEK MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY

1
2

3
4

GOAL #2
What is one thing you can do to make your family life better or happier?
WHAT:

WHEN:

REWARD:

TRACKING MY PROGRESS
Mark an X for every day you worked on your goal.

WEEK MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY

1
2

3
4

©2011 KAROL KUMPFER, PH.D. AND JAYNIE BROWN 7-5

STRENGTHENING FAMILIES PROGRAM, AGES 7–17 LESSON 7

Contract for Change

Create new brain wiring for a happier life

You can create new brain wiring, and thus new habits, by mindfully changing your thoughts and practicing new pro-social behaviors. This can help you become
happier and achieve what is most important to you. Prepare for change by following the “Tips to Achieve Success” and use the four-week tracking sheet.

Essential Tips to
CONTRACT FOR CHANGE Achieve Success

Name Date 1) Choose one negative

behavior to change.
The negative behavior I want to change is
2) Feel a personal
motivation to change.
I want to change because
(Establish rewards you care
about; think how the behav-
The positive behavior I will do instead is ior is harmful, has negative
consequences, and violates
your values.)
I want this positive behavior instead because 3) Set-up your environ-
ment for success. (Choose
reminders; make it easy to
Reminders I will give myself are do; make plans to stay away
from negative influences
and triggers.)
I will track it by 4) Do “Positive Practice”
of the new behavior.
(Practice using pretend
Rewards I will earn for changing my thoughts and doing this new behavior situations until it’s easy
to do.)
5) Set a specific time to
report progress. (Weekly
Consequences if I don’t do it are Pleasant Personal Conference.)
6) Make it socially
rewarding. (Ask family
Positive Practice: and friends to look for and
compliment your efforts of
Parent’s Signature Child’s Signature Date: new good behavior.)

TRACKING MY PROGRESS
WEEK MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY
1
2
3
4

©2011 KAROL KUMPFER, PH.D. AND JAYNIE BROWN 7-6

STRENGTHENING FAMILIES PROGRAM, AGES 7–17 LESSON 7

Assessing Strengths and Skills

Developing pro-social skills helps wire your brain for success

Below, grouped by area of Intelligence, are pro-social attitudes and skills that enable us to fulfill our life’s goals and make a positive contribution to society. Because the
brain has the amazing ability to adapt and change its physical structure though our choices, we can increase our intelligence in each area through “Positive Practice.”

HOW: Each person ranks self [ 0-to-5 ] in each category. Then choose one skill to develop that would benefit self, and one that would help make your family life
happier. If you see a weak area, choose its Positive Opposite, make a S.M.A.R.T. goal and fill out a “Contract to Change.” Then track and reward your performance.

Emotional Intelligence IQ = Standard Intelligence Practical Intelligence

Aware of own feelings, needs, and motivations Reads extensively, studies math, science, Plans, thinks ahead; anticipates problems;
Uses accurate and positive self-talk literature to increase knowledge and intelligence weighs decisions before going forward
Aware of how own behavior affects others Has a good working memory: remembers, holds Sets goals; finds ways to fulfill them
Moderates own moods and responses information in mind to complete a specific task Organizes surroundings to create order
Exercises emotional control: is not easily angered Notices connections; make deductions Organizes time to do needed tasks
Expresses self politely Ponders deep questions Begins tasks without being reminded
Patient; can wait without annoyance Has good logical reasoning skills Stays on-task; ignores distractions
Chooses polite responses to stressors Has good problem-solving skills Checks work for mistakes; assures accuracy
Exercises impulse control; stops when appropriate Makes good decisions Budgets and spends money wisely
Notices others’ body-language; picks up Sees innovative solutions Responsible and dependable: takes owner-
emotions of others Mentally flexible; shifts attention from one ship of task and completes it.
Feels empathy for others’ needs aspect of a problem to another; doesn’t get stuck Persistent; doesn’t give up in the face of
Gracious; makes others feel comfortable obstacles or difficulties
Is kind and thoughtful Hardworking
Notices and expresses gratitude

Moral Intelligence Other Talents and Gifts

Adopts pro-social values Artistic
Develops a conscience, a strong inner voice Dance
that helps us know right from wrong Sports/ athletics
Committed to choose right Musical
Honest; tells the truth; doesn’t lie, cheat, Cooking
or steal Sense of humor
Obeys laws and rules Public speaking
Skills I will work on to develop
Appreciates and respects diversity Good communication skills
my intelligence
Values others as equals Drama, acting
Respects others’ rights and property Event planning
Kind; generous to others Organizing; intuitively senses who will work
Fair; values win-win negotiation well together
Admits mistakes; rectifies them Decorating; arranging things or surroundings
Values socially responsible sex (i.e. bonds Happy, cheerful, friendly
spouses; doesn’t spread disease, exploit Creative or inventive
women or children, or produce children Good at fixing things
outside marriage) Electronics or programming
Avoids all pornography Spiritual

©2011 KAROL KUMPFER, PH.D. AND JAYNIE BROWN 7-7

STRENGTHENING FAMILIES PROGRAM, AGES 7–17 LESSON 7

Time Master—Achieving Your Goals

Copy and use this sheet daily to use your time more effectively

Teach children time management skills by helping them fill out this sheet and track how they use their time: 1) Decide what needs to be done;
2) List priority/ importance of each; 3) Give each a realistic time limit; 4) Divide large projects into small steps; 5) Assign a time to do each thing;
6) Strive for balance; 7) Do most important things first; 8) Avoid procrastination; 9) Stay on task; 10) Evaluate nightly; plan for tomorrow.

What matters How long On

most? A, B, C Stuff to Do What’s Going On When
will it take? Task?
1. 6:00 a.m.
6:30
2. 7:00
7:30
3. 8.00
8:30
4. 9:00
9:30
5. 10:00
10:30
6. 11:00
11:30
7. 12:00 p.m.
12:30
8. 1:00
1:30
9. 2:00
2:30
10. 3:00
3:30
4:00
Project-Planning 4:30
PROJECT: DUE 5:00
5:30
STEPS: DATE 6:00
1.
6:30
2. 7:00
7:30
3. 8:00
8:30
4. 9:00
5. 9:30
10:00
6.

Having Trouble Getting Going? Try These Procrastination Busters:

Before you begin, do this: When it’s time to work, do this:
• Prepare a plan—write what to do when • Program your mind with positive self-talk
• Pick a “Power-Work” time and a set place • Pump up your brain blood-flow with exercise
• Prepare a production “pile” (all materials needed) • Smile, push through your fear, and touch the pile of materials
• Pick rewards (short and long term) for completion • Pick up a pencil and work for ten minutes

©2011 KAROL KUMPFER, PH.D. AND JAYNIE BROWN 7-8

STRENGTHENING FAMILIES PROGRAM, AGES 7–17 LESSON 7

Tips for School Success

Skills to help your kids achieve success in school

A child’s primary “job” growing up is to get a good education and acquire attitudes and skills to contribute to society and become a thoughtful, respon-
sible adult. Kids need to take their “job” of becoming well-educated seriously. Parents can help kids by emphasizing the exciting nature of learning
new skills that wire their brains for success. The more kids learn in one area, the smarter their brain becomes over-all. Teach kids that their brain loves a
challenge and they can learn even difficult material if they try different learning strategies and practice more. (For learning tips see: “Rediscover the Joy
of Learning” by Dr. Don Blackerby. For tips on brainpower see research by Dr. Carol Dweck.)

Prepare For Success During School After School

1. Care properly for your brain: Your brain is a 1. Don’t skip class or make excuses 1. Make a routine to study in the same place and time
biochemical “computer” that can do amaz- why you don’t need to go. You do. each day and do it.
ing things if you feed it, exercise it, and rest 2. Make the most of your time at 2. Make study time totally distraction free—no IMs,
it well. Eat a nourishing breakfast of whole school by getting to class on time. texts, or phone calls.
grains and protein (eggs or cottage cheese, Listen intently, and take good 3. Use a color-coded notebook system so things are
etc). Avoid high sugar cereals and high fat notes. Have a system for note tak- easy to find. Put finished homework into back-pack
food. Drink water to hydrate your brain ing so you can find them later: (Ex: or book bag as soon as you finish them.
and take a fish oil/Omega 3 supplement a spiral notebook for each subject). 4. Start early in the afternoon so you have plenty of
and multi-vitamin. Do some aerobic exer- Pre-made outline notebooks exist time to finish before bed.
cise (minimum of eight to twelve minutes) for this, or you can make your own. 5. Use a “Time Master” sheet to block out when you
every morning to increase blood flow to 3. Sit as close to the front as possible. will study each subject.
the brain. Get enough restful sleep. Your Move from people who distract 6. Eat brain-healthy snacks and drink water: no
brain puts the things you learned in the you with chatter or notes. junk food.
day into long-term memory during sleep. 4. Get an assignment notebook or 7. Have it quiet or listen to classical music (look-up
2. Have a good attitude about school and planner and write all homework the Mozart Effect).
your ability to learn. Keep your self-talk assignments and tests in it as soon 8. Work on most difficult subject first.
positive. as you get them. 9. Take a five-minute break every hour and do some
3. Be persistent. Don’t give up. When faced 5. Get ready for class by skimming over fast exercises (like jumping jacks, fast dance
with difficulty, you just need two things: a the next day’s material the night moves) to bring blood flow to the brain.
better strategy and more practice before so you can make comments 9. Use “Procrastination Busters” on the “Time Master.”
4. Know your learning style (ways and and ask good questions in class. Find a method for keeping on focus. (Some snap
times you learn best). Use all three: 6. Form study groups with smart wrist with rubber band each time they’re off focus!)
Visual learners take notes, make outlines, students who do their home- 10. Reward yourself for staying focused and complet-
view drawings in texts. Auditory: read work. (Look online for tips of ing all your homework.
material aloud, listen to books on tape; how to do it.) 11. Use “Time Master” sheets to break up your long
have someone read to you. Kinesthetic or 7. Be very polite, friendly, well- projects and term papers into smaller assign-
body-motion: do jumping jacks, jump rope groomed, and act interested in class ments. Start them early, so you have time to
etc. while reciting facts to remember. so the teacher will want to help you. revise and edit.

Tips for Successful Test-Taking

Mark the test date on your calendar as soon as you know it and begin studying days ahead. Make a study plan of what to study when and use a “Time Master”
sheet to break down “things to study” into specific blocks of time. Ask your teacher what material or chapters will be covered on the test. Use 3 x 5 inch note
cards to write important facts and formulas, and review them often. Make word associations (acrostics) to help you remember things. Take practice tests from
your book or teacher. Use colored markers to highlight points in your notes. Have someone quiz you. Before the test get a good night’s sleep; eat a good break-
fast that includes protein; and drink a glass of water so your brain is hydrated and has fuel. During the test read all the test instructions carefully first. Answer
multiple choice questions in your head; then find answer that is closest. Use positive self-talk; deal with test anxiety using stress reducers.

©2011 KAROL KUMPFER, PH.D. AND JAYNIE BROWN 7-9

STRENGTHENING FAMILIES PROGRAM, AGES 7–17 LESSON 7

My Homework Routine
Make a plan to succeed in school

MAKE A PLAN

Where I will study:

What time I will study:
What days I will study:
My REMINDER to go to my study spot:
My REWARD for following my homework routine for a week:

MY HOMEWORK ROUTINE TRACKING SHEET—Month 1

WEEK MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY
1
2

3
4

MY HOMEWORK ROUTINE TRACKING SHEET—Month 2

WEEK MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY
1
2

3
4

Draw a picture of the REWARD you will receive for doing your homework in your chosen place and at your
chosen time:

©2011 KAROL KUMPFER, PH.D. AND JAYNIE BROWN 7-10

STRENGTHENING FAMILIES PROGRAM, AGES 7–17 LESSON 7

Budget and Tracking Sheet

Simple forms to help your kids learn valuable financial skills

A budget is a plan-spending tool to help you decide in advance how to spend your money. Making and living by a budget can help you stretch your money
further, save for the things you really want, and give you peace of mind. Help children learn the skill of budgeting by planning and tracking what they earn
and spend. As they grow older, let them help plan and track family household spending so they get used to living by a budget.

In the family box below, write down “Fixed” expenses that don’t vary much in the box on the left. Put an X by each expense as you pay it. In the top shaded
line, write the amount you will spend in each “Variable” category that you have more control over. Whenever you spend any money in the Variable category,
write it in the white box and subtract from the amount you have left in that category. When you reach “zero” in the category, stop spending.

FAMILY TRACK-SPENDING CARD for MONTH: (INCOME: $ )

Food and Auto gas Clothes/ Gifts Recreation Charity Other What did
F I X E D B I L L S treats
and repairs personal you buy?
X Mark when paid Amount $ $ $ $ $ $ $
Housing
Auto payment
Electricity
Heating
Water
Phones
Internet
Insurance
Medical
Education
Savings
Charities

TOTAL $ $ $ $ $ $ $ $

KIDS’ BUDGET TRACKING CARD for MONTH: (INCOME: $ )

Food and Toys and Clothes/ Gifts Fun Charity Other What
THINGS I’M SAVING FOR
treats games personal did you buy?
X Mark when saved $ $ $ $ $ $ $ $

TOTAL $ $ $ $ $ $ $ $

©2011 KAROL KUMPFER, PH.D. AND JAYNIE BROWN 7-11

STRENGTHENING FAMILIES PROGRAM, AGES 7–17 LESSON 7

Pro-Social Skills for a Successful Life

Help kids change for the better

These skills will help your child in life and at school. Be sure to practice them together using pretend situations several times until they come naturally.

HOW TO HOW TO
`

ACHIEVE DEVELOP
YOUR GOALS A POSITIVE NATURE
1. Recognize that life has both good and difficult parts, and
1. Think deeply about what you want most in life. that our brains grow and become more capable by solving
2. Fill out the “Achieving My Goals and Dreams” sheet. problems.
3. Read your “Goals” sheet each morning. 2. Look for a positive benefit in each difficult situation.
4. Be aware when you get distracted or tempted to vary from 3. Daily smile and say positive things to yourself and others,
your goal. even if you don’t feel like it at first.
5. Practice “Mind-Switching” to bring your thoughts to what you 4. Look for three small things to feel grateful for each day and
want most. Then do it. write them in a journal.
5. Do something nice for someone else every day.

HOW TO HOW TO

DEVELOP
PERSISTENCE
ASK
FOR HELP
1. Decide something that you want to accomplish and write
down why it is important to you. 1. Raise your hand or stand near the person.
2. List all the steps you will need to take to achieve it. 2. Ask if the person has time to help you now. If not, ask for a
3. Mentally envision yourself doing each step; then begin. later time.
4. Daily encourage yourself to be brave, be determined, and 3. Describe the problem or need clearly.
not give up. 4. Listen carefully to what they say.
5. During each step, congratulate yourself for not giving up. 5. Thank the person for helping you.

©2011 KAROL KUMPFER, PH.D. AND JAYNIE BROWN 7-12

STRENGTHENING FAMILIES PROGRAM, AGES 7–17 LESSON 7

Pro-Social Skills for a Successful Life

Help kids change for the better

These skills will help your child in life and at school. Be sure to practice them together several times using pretend situations until they come naturally.

HOW TO HOW TO
`

GIVE POSITIVE
RECEIVE
CRITICISM
1. Feel respect and concern for the person.
CRITICISM CALMLY
1. Look at the person politely.
2. Pick a good time and place to talk to him or her. 2. Listen carefully to what he or she is saying.
3. Say what you like about the person first. 3. Ask polite questions if you need more information.
4. Ask if the person noticed the problem. 4. Restate the criticism.
5. Ask what he or she thinks the solution might be. 5. Don’t argue. Say, “Thank you. I’ll think about it.”
6. Offer your own solution if needed and ask if he or she will do it.
7. Thank the person for listening. Express love for him or her.

HOW TO HOW TO

GRATIFICATION
DELAY SUCCEED
IN SCHOOL
1. Take a minute each day to read over your most important goals
so they stay fresh in your mind.
1. Keep a good attitude about education and your ability to
2. When you are tempted by something that will take you away
learn. Use positive self-talk.
from your goals, take a big, mindful breath through your
nose and immediately shift your attention away from the 2. Don’t skip classes. Listen carefully and take notes.
pleasurable thing tempting you and think about your long- 3. Write down all your homework assignments and test dates in
term goal. a notebook as soon as you know about them.
3. Feel within yourself and ask, “What do I want most?” Listen for 4. Start your homework as soon as you get home.
a quiet moment for an answer to that question. 5. Divide large projects into small tasks. Do each sub-task on a
4. Make the choice that is in your best interest. set day.
5. Congratulate yourself for delaying gratification. 6. Be persistent. If things are hard, ask for help; do more practice
work; or find a better strategy.
7. Thank your teachers and be nice to them. They will be more
willing to help you.

©2011 KAROL KUMPFER, PH.D. AND JAYNIE BROWN 7-13

STRENGTHENING FAMILIES PROGRAM, AGES 7–17 LESSON 7

Discover and Share Your Talents and Gifts

You have unique and important ideas and talents to contribute to the world

“Every person is born into the world to do something

unique and something distinctive, and if he or she
does not do it, it will never be done.”
Benjamin E. May, educator and scholar

“There is a vitality, a life force, an energy, a

quickening that is translated through you into action,
and because there is only one of you in all of time, this
expression is unique. And if you block it, it will never
exist through any other medium and it will be lost.
The world will not have it.”
Martha Graham, dancer

“The tragedy of life does not lie in not reaching your

goal. The tragedy lies in having no goal to reach.”
Benjamin E. May, educator and scholar

©2011 KAROL KUMPFER, PH.D. AND JAYNIE BROWN 7-14