| Because most teens have not had the experience of | | | | money, where it all goes, and what ``we can't afford it'' |
| getting to the end of the money before the end of the | | | | really means. |
| month, the words, ``I can't afford it,'' have little or no | | | | This one can work for kids middle-school age and |
| meaning. | | | | above. |
| Here's what can happen in lots of homes: | | | | Parents, take your next paycheck to the bank and |
| ``Mom, can I get a new (fill in the blank)?'' | | | | have it cashed in all one dollar bills. (The bank tellers |
| ``No, honey, I'm sorry, but we can't afford it.'' | | | | are going to just love me!) Bring it home and call a |
| ``But mo-mom. Everybody else has one!'' | | | | family meeting. On the kitchen table, make a pile of all |
| ``No, we can't afford it.'' | | | | the ones. Then separate all the household bills into their |
| ``But mo-mom, (lots of words involving hassling and | | | | own separate pile. For each bill, (house payment, car |
| bugging).'' | | | | payment, braces, health insurance, electric bill, etc.) |
| ``We can't afford it!'' | | | | count out the one dollar bills and place them in the |
| Repeat this process a few times and here's what you | | | | appropriate pile. |
| get: | | | | In this way, kids get to see a very clear visual picture |
| ``Alright, you can have it, just this once. But don't ask | | | | of where the money goes. It gives them a context for |
| for anything else!'' | | | | understanding "we can't afford that right now." |
| Yeah, right. | | | | All of these suggestions and techniques serve to |
| What the kid learns is that what "we can't afford it" | | | | teach teens about the successful management of |
| really means is I just haven't bugged and hassled | | | | money in their lives. Come to think of it, these |
| enough. | | | | suggestions could be useful for grown-ups as well. |
| Here's a very concrete way to teach kids about | | | | |