Learning disabilities toolkit session 3 - Tutor notes resources/Financial... · Money Matters . Guidance for working with clients with learning disabilities . Tutor Notes for Session

Money Matters

Guidance for working with clients with learning disabilities

Tutor Notes for Session Three

2 ©2015 Citizens Advice Learning Disabilities Toolkit - Three/Oct17/v1

Citizens Advice financial capability

This toolkit has been produced as part of Citizens Advice Financial Skills for Life, based on preliminary work done with Stockton Citizens Advice. Although care has been taken to ensure the accuracy, completeness and reliability of the information provided, Citizens Advice assumes no responsibility. The user of the information agrees that the information is subject to change without notice. To the extent permitted by law, Citizens Advice excludes all liability for any claim, loss, demands or damages of any kind whatsoever (whether such claims, loss, demands or damages were foreseeable, known or otherwise) arising out of or in connection with the drafting, accuracy and/or its interpretation, including without limitation, indirect or consequential loss or damage and whether arising in tort (including negligence), contract or otherwise. Copyright © 2015 Citizens Advice All rights reserved. Any reproduction of part or all of the contents in any form is prohibited except with the express written permission of Citizens Advice. Citizens Advice is an operating name of the National Association of Citizens Advice Bureaux, Charity registration number 279057, VAT number 726020276, Company Limited by Guarantee, Registered number 1436945 England. Registered office: Citizens Advice, 3rd Floor North, 200 Aldersgate Street, London, EC1A 4HD



Contents Sessions aims and objectives 4 Session plan 7 Activity 1 Reintroducing yourself and the course 8 Activity 2 Things to save for 10 Activity 3 Saving our money – how? and where? 11 Activity 4 Small change challenge 12 Activity 5 Borrowing 13 Activity 6 Types of lenders 14 Activity 7 Save or Borrow? 15 Activity 8 Debt 16 Evaluation Guidance 17



Session aims and objectives This is a roughly 2 hour session on Money Matters for adults with a learning disability. This session introduces the ideas of saving and borrowing.

Timing of the sessions – this will need to be flexible. The times on the session plans work to a 2 hour session but it may take more or less time depending upon your group and their needs. If you don’t get through the whole session in 2 hours, don’t worry, just finish off the topic in the next session. Alternatively if the group sail thorough and you are ahead of time, be prepared to expand on the topic by taking some extra resources along with you at a higher level and use as extension activities.

The aims of the session are to:

• to develop learners’ understanding of saving and borrowing • to help learners to decide whether it is safe to borrow money • identify who they might borrow from • understand the benefits of saving

The objectives are that by the end of the session learners will be able to:

• identify things they might save up for • make choices about things they might want to save up for • identify who people borrow money from • make decisions about who it is safe to borrow from

Materials

• Blank flip chart paper • ‘Client handout’ workbooks • Marker pens • pens for learners

• scissors and glue sticks



Toolkit specific guidance

Manage expectations – Make it clear to clients that the session is an introduction to saving and borrowing: we are only helping them learn, we won’t be lending or borrowing any money with them.

Signpost and empower – Ensure that clients are aware that after the session they will have a clear idea where to go to answer certain queries and to get further assistance.

Timings – All times are only guidelines. Trainers are welcome to be flexible; if that means expanding some activities and dropping others, that’s up to the trainer.

Low-pressure commitments – Any agreement from the clients to enact any behaviour-change (large or small) should not act as a deterrent to further attendance. It should be stressed that this is NOT a situation to feel pressure about, and that it is a safe learning environment. Any behaviour changes agreed to but not maintained represent a talking-point and learning opportunity.

Carers – Many clients will bring carers or friends with them for support. Ensure you include them fully, and rely on their existing knowledge of the clients’ needs to guide how much involvement they have in each session.



Top tips



Lesson Plan

Red activities – Are essential to any session on this topic Amber activities – Are highly recommended but not essential Green activities – Are optional activities, if time allows The size of the bubble indicates roughly how much time – relative to the session - to spend on an activity.

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This session is intended to take around 60 minutes to deliver, if every activity is undertaken.

Activities 4 and 5 are both very valuable, but if time is tight, advisors can pick one or the other. As the plan shows, Activity Five takes longer (but is less detailed)

7

Introduction and putting learners at ease

5

8



Activity 1 - Reintroducing yourself and the course

Welcome learners

Make sure everyone is comfortable, has enough space at the table and that everyone can see the flip chart or whiteboard.

Housekeeping

Make sure you cover the basics: the location of the toilets and fire exits, and whether there is a fire drill planned.

Re-assure learners that the session will be relaxed and informal with support where needed. Let the group know when the break will be but stress that if anyone needs to take a break sooner or needs some help to let you know.

If required, ask the learners to write their names on a name badge so the tutor gets to know their names. The group may well know each other so it’s up to the tutor to decide if they need introductions. Some learners find this a bit stressful while others enjoy it – you will need to use your own judgement here.

Aims and Objectives

Depending upon the learning level of the learners you can give a brief explanation of the aims and objectives from a prepared flip chart and go through them with the group to ensure those who might have difficulty reading are included.

Carers

Many of these learners may have carers with them. In some cases, these will be professional carers, and in others it will be friends or family. Make sure you discuss the content of the session with them beforehand, so that they know what to expect and can provide guidance on what is suitable for the learner.

More than an any other session, introductions and putting clients at ease is essential here.



Recap of the previous session

Make sure that you recap the previous session with the learners, to remind them what was covered. The learners should bring their workbooks with them, as it can be useful to refer to them again in this session.

The previous session objectives were:

• describe what a bank and a bank account is • identify some of the bills you can pay and the services available through

your bank • have a greater understanding of what happens at an ATM • take steps to keep their money safe



Activity 2 – Things to save up for Learners may already save for larger items such as a holiday but some learners may think they don’t have enough money to save. By addressing these issues it opens up choice and can help learners in this client group gain an understanding that they have the right to choose what their money is spent on.

Start with a re-cap of last sessions final activity on money safety. A useful re-cap scenario is on page 1 of the workbook.

Read through the scenario and then ask the group what they think about Jane’s experience and what she could have done to prevent this from happening. Remind learners of keeping their PIN private and safe and what to do if they find themselves in this situation: Desired answers - They should go into the bank and ask for assistance at the counter. Explain to a bank staff member that they are having difficulty remembering their PIN. Do not accept help from a stranger at the ATM.

Things I might save up for

Using the pictures on page 2 of the work book, ask learners to see if they can identify what the pictures represent to them and if there are any things that they would like to save for.

AIC 20 - N



Activity 3 - Saving our money

It’s important to get learners to consider how they might practically save up money now that they have thought of what they might use it for. It’s important to keep these ideas clear and realistic. Use Page 3 to encourage a thought shower. On the flip chart or whiteboard, write down the learners’ ideas about how they could save up. Examples include:

o saving spare change o not spending all of their spending money each week o cutting back on cups of coffee / drinks out etc.

Now encourage them to think about where to keep the savings. Examples include:

o Bank o credit union o Jam Jar o Envelopes

AIC 20 - N



Activity 4 - The small change challenge

This activity aims to help learners see where their money goes. It’s about helping them to keep track of their small change and see that even a small saving can mount up over a year.

*For learners who are able, trainers may wish to make a version of the resource that does not have the amounts filled in so they can calculate the amounts themselves.

Ask learners to think about what it would be possible to save for, based on the figures on page 4-5 of the workbook.

Some learners might want to have a go at making a savings plan:

1. Decide what they want to save for e.g. a holiday, laptop, birthday 2. Work out the cost 3. The date they want to buy it 4. How much they need to save each week or month

Feeding back the activity – Ask learners to share what they have done with the group. Ask them to compare what they might save up for, and what they would need to save regularly. Do not let this get distracted into conversations about how much their personal outgoings are!

AIC 20 – B N



Activity 5 – Borrowing It is important that learners consider the impact of borrowing: this begins with the immediate emotional impact of asking for money, and can include the consequences of non-payment. Ask the learners what we mean by ‘borrowing’. Explain what borrowing means if they aren’t sure. Next, ask them to think about borrowing from friends. Some of the group may have had experience of this. See if they think that things could go wrong if a friend regularly asks to borrow money from you. Some possible answers could be: Feeling embarrassed Getting stressed about seeing them It might leave you short of money You could lose a friend You avoid going to where they might be Feel angry

Ask learners to record some of these ideas in their workbook (page 7). They may potentially want to discuss this with their carers.

AIC 20 - C



Activity 6 - Types of lenders

In this activity, the learners are asked to think of all of the other people or organisations who lend money. Loan Sharks Page 8 of the workbook shows a cartoon picture of a loan shark. Although this seems a harsh subject to address, many learners in this client group can be targeted by loan sharks, so it is an area worth covering. Ask the group what they a loan shark is – put their ideas on the whiteboard/flipchart. Some past ideas learners have suggested are: A bully, charges lots of money, violent, illegal … Learners can record their ideas on page 8 of their workbook. Doorstep Lenders Ask the group what they think a door -step lender is – put their ideas on the whiteboard/flipchart. Some past ideas learners have suggested are: a man who calls for payment every week - someone who tries to come into the house - selling things. Learners can record their ideas on page 9 of their workbook. How to deal with doorstep sellers On page 11 of the workbook there is a page entitled DO and on page 12 one entitled DON’T. Using the statements on page 13 ask with the learners which statement goes under DO or DON’T Learners can cut out the statements on page 13 and can place them on the correct page. They will need some support in deciding before sticking them down. Reinforce ‘keeping safe’ and make sure the group understands about not letting anyone into their home who they don’t know.

AIC 20 - C



Activity 7 – Save or Borrow? Lauren’s Scenario As a re-cap, read through the scenario on page 14. Ask the group what they think Lauren should do. See if they remember about borrowing and whether they think Lauren should have saved up for the holiday rather than borrowing from a company advertised on the TV. Allow time for the learners to take in the information in the scenario and prompt them with some of the problems of giving out personal information over the phone e.g. bank details, name, address, birth date etc.

AIC 20 – C N



Activity 8 – Debt

We now have the chance to link borrowing to debt and help learners to consider how debt can arise, how it can make them feel and what it can lead to.

Having talked about borrowing, it links in to the question of getting in to debt. Using page 15, ask learners what we mean by debt. Write their ideas on the whiteboard / flipchart.

Some ideas they might say are: owing people money, not having money to pay your bills, being in trouble etc.

They can copy their ideas on to page 16 of their workbook.

How do people get into debt?

Again write any ideas up on the whiteboard / flipchart and ask the learners to copy into their workbook – support with writing in needed.

AIC 20 – S T

Ending the session – More than with most other groups of clients, it is important that the tutor closes the session in a friendly and inclusive way that reassures the learners that they should come back for the next session. Many of the learners may want to stay and talk to the tutor for a while: tutors should factor this in to any timings regarding their personal arrangements.

Evaluation Guidance Areas that underpin client financial capability These are the Citizens Advice Financial Capability Areas that were carefully researched and developed by The Impact Team at Citizens Advice to help local offices measure client financial capability robustly and consistently across services. They were developed in line with the MAS UK Financial Capability Strategy Adult Outcomes Framework. Sample questions and scales can be found overleaf. An Impact Tool is available in Petra for recording responses and progress.

Keeping track of money Controlled spending

◉ Keep track of money going out, money coming in and calculate what's left over. ◉ Check my current balance and keep my papers in order.

◉ Spend or save only what I can afford after covering the basics I need to live, like food, housing and electricity.

Having enough money to live Planning ahead with money

◉ Have enough money to cover the basics I need to live like food, housing and electricity.

◉ Know when my bills and payments are due and keep on top of priority bills, like for electricity, loans and council tax. ◉ Put some money aside for big or unexpected costs.

Looking for the best deals Staying informed about money services

◉ Look at different options and buying the best deal for things like food, clothes, large items or services like phone, electricity or insurance. ◉ Get different opinions on what I am buying, like from reviews and comparison websites.

◉ Read the main information about money services I get like banking, benefits and loans. ◉ Stay on top of changes to these or get help when I don’t understand.

Mindset

◉ Confidence about taking action on my money matters.

Copyright © 2015 Citizens Advice All rights reserved. Any reproduction of part or all of the contents in any form is prohibited except with the express written permission of Citizens Advice. Please note these areas, questions and scales are owned by Citizens Advice and subject to copyright restrictions so reproduction must include the relevant copyright statement above and no changes to its wording, response categories or layout must be made. For further information please contact Satdeep Grewal on [email protected] or 03000 231 608.

mailto:[email protected]

Sample questions and scales for measuring client financial capability These questions can be used to ascertain how good someone’s financial capability is and so, what their level of need is. They also allow you to track progress by being used to follow-up with how someone is getting on after you have helped them.

Score 1 to 3 Score 4 Score 5 to 7

Low financial capability Average financial capability Advanced financial capability

High need Medium need Low need

Keeping track of money ◉ Calculate money going out, money coming in and what's left over. ◉ Check my current balance and keep my papers in order. Rate your knowledge about the above

No knowledge

No to some knowledge

Some knowledge

Some to good

knowledge

Good knowledge

Good to excellent knowledge

Excellent knowledge

Don’t know

1 2 3 4 5 6 7 ▢

How often do you do the above?

Never Never to sometimes

Sometimes

Sometimes to often

Often

Often to very often

Very often

Don’t know

1 2 3 4 5 6 7 ▢

Staying informed about money services ◉ Read the main information about money services I get like banking, benefits and loans. ◉ Stay on top of changes to these or get help when I don’t understand. Rate your knowledge about the above:

No knowledge

No to some knowledge

Some knowledge

Some to good

knowledge

Good knowledge

Good to excellent knowledge

Excellent knowledge

Don’t know

1 2 3 4 5 6 7 ▢

How often do you do the above?

Never Never to sometimes

Sometimes

Sometimes to often

Often

Often to very often

Very often

Don’t know

1 2 3 4 5 6 7 ▢

Mindset How much confidence do you have about taking action on your money matters?

No confidence

No to some confidence

Some confidence

Some to good confidence

Good confidence

Good to high confidence

High confidence

Don’t know

1 2 3 4 5 6 7 ▢

Copyright © 2015 Citizens Advice All rights reserved. Any reproduction of part or all of the contents in any form is prohibited except with the express written permission of Citizens Advice. Please note these areas, questions and scales are owned by Citizens Advice and subject to copyright restrictions so reproduction must include the relevant copyright statement above and no changes to its wording, response categories or layout must be made. For further information please contact Satdeep Grewal on [email protected] or 03000 231 608.

mailto:[email protected]



Trainer notes

Documents

Learning disabilities toolkit session 3 - Tutor notes resources/Financial... · Money Matters . Guidance for working with clients with learning disabilities . Tutor Notes for Session