| For the past few years the most common challenge | | | | they are doing, where they are, what mood they are |
| that I find in young people who are referred to me is | | | | in, who they are with; this information will help them to |
| lack of motivation. They want to be, do or have | | | | identify what their WHY for doing something is. |
| something better however their cry is usually "I can't be | | | | 4. Discover the common thread. Review the |
| bothered!" | | | | responses to the three points above and find the |
| This is a worrying theme. So many naturally talented, | | | | common thread that runs through. This is an important |
| skillful and gifted young people just drifting their way | | | | step so don't rush it and it will be worth the wait. |
| through life. This robs them of their happiness and | | | | 5. The final step is best if the young person is left to |
| fulfillment and their light fails to shine. | | | | do this on their own over a week or so. They need to |
| The good thing is that they will usually be motivated in | | | | just ponder over the three questions below and make |
| some area of their life. So, if you are trusted with | | | | a note of their answers. These questions are aimed at |
| motivating a young person then your first mission is to | | | | helping them to identify their source of motivation, and |
| help them find out what motivates them now. If you | | | | there are no right or wrong answers.a) What have |
| can do this, then this will be the first secret to having | | | | you learnt about yourself from doing this exercise?b) |
| motivated young person. | | | | What is most important to you about X (the thing that |
| Here's a fun five step exercise to get the motivation | | | | they want to be motivated for)?c) Which of your main |
| fire going: | | | | strengths can you use to help get you motivated for |
| 1. Find out what activities throughout their young lives | | | | it? |
| have given them most satisfaction. Use open | | | | This exercise will lay the initial building blocks to getting |
| questions (what, where, when, how, etc;) and listen | | | | your young person's motivation back. When they |
| carefully to what is said and what is not said. | | | | become aware of why they do what they do, it will |
| 2. Everyone has two or three unique abilities or skills | | | | give them more responsibility and control over their |
| that they are gifted with. Instead of worrying too much | | | | actions and emotions. |
| about their weaknesses clearly name and recognise | | | | By taking the time to go through this exercise they will |
| their strengths. | | | | discover what is important to them and how they can |
| 3. Knowing their strengths leads to pinpointing what | | | | use their strengths to ignite their self-motivation. Feel |
| engages and interests them. Take a little time to | | | | free to drop me an email and let me know how you |
| carefully explore the situations when they are "in the | | | | get on. |
| zone." It will be useful to take note of things like what | | | | |