20 11 profile of youth in greater bridgeport

2011 PROFILE OF YOUTH IN GREATER BRIDGEPORTPresented By

RYASAP Catalyst for Community Change

Bridgeport, CT

In Cooperation WithSearch Institute, Minneapolis, MN

November 2011

2011 PROFILE OF YOUTHOVERVIEW

3,453 youth surveyed, an 18% sample of youth, grades 7-12 in Greater Bridgeport

Participating public school districts:Bridgeport, Fairfield, Monroe, Stratford and Trumbull,

CT

Racial and Ethnic Breakdown50% White13% African American18% Hispanic15% Multi-racial3% Asian/Pacific Islander<1% Native American

DEVELOPMENTAL ASSETSEXTERNAL ASSETS

Positive experiences and support a young person receives from

formal and informal connections to the community SUPPORT1. Family Support –Family life provides high levels of love & support2. Positive family Communication – Young person & parents communicate

positively and youth seeks parental advice3. Other Adult Relationships – Young person receives support from 3+

nonparent adults4. Caring neighborhood – Young person experiences caring neighbors5. Caring School Climate – School provides a caring, encouraging

environment6. Parent Involvement in Schooling – Parent(s) actively involved in helping

young person succeed in schoolEMPOWERMENT

7. Community Values Youth –Young persons perceives that adults in the community values youth

8. Youth as Resources– Young people are given useful roles in the community9. Service to Others– Young person serves in the community one (1) hour or

more per week10.Safety– Young feels safe at home, school and in the neighborhood

DEVELOPMENTAL ASSETSINTERNAL ASSETS

Things a community and family nurture within youth sothey can contribute to their own development

BOUNDARIES & EXPECTATIONS1. Family Boundaries–Family has clear rules & consequences and monitors

young person’s whereabouts2. School Boundaries– School provides clear rules & consequences3. Neighborhood Boundaries– Neighbors take responsibility for monitoring

youth behavior4. Adult Role Models– Parent(s) and other adults model positive, responsible

behavior5. Positive peer influence– Young person's friends model responsible behavior6. High Expectations – Both parent(s) and teachers encourage the young

person to do well

CONSTRUCTIVE USE OF TIME7. Creative Activities– Young person spends 3+ hours/week in lessons or

practice of music, theater or other arts.8. Youth Programs– Young person spends 3+ hours/week in sports, clubs or

organizations and school and/or community9. Religious Community – Young person spends 1+ hours/week in activities in

a religious institution.10.Time at Home – Young person is out with friends “with nothing special to

do” 2 or fewer nights/week

EXTERNAL ASSETScontinued

DEVELOPMENTAL ASSETSINTERNAL ASSETS

Things a community and family nurture within youth so

they can contribute to their own developmentCOMMITMENT TO LEARNING

1. Achievement motivation–Young person is motivated to do well in school2. School engagement– Young person is actively engaged in learning3. Homework– Young person reports doing at least one (1) hour of homework

every school day4. Bonding to school– Young person cares about his/her school5. Reading for pleasure– Young person reads for pleasure 3+ hours/week

POSITIVE VALUES6. Caring– Young person places high value on helping others7. Equality & School Justice – Young person places high value on promoting

equality and reducing hunger & poverty8. Integrity – Young person acts on convictions and stands up for his/her

beliefs9. Honesty – Young person tells the truth even when it is not easy10.Responsibility – Young person accepts and takes personal responsibility11.Restraint – Young person believes it is important not to be sexually active

or to use alcohol/other drugs

INTERNAL ASSETScontinued

SOCIAL COMPENTENCIES1. Planning & Decision Making –Young person knows how to plan ahead &

make choices2. Interpersonal Competence – Young person has empathy, sensitivity, and

friendship skills3. Cultural Competence – Young person has knowledge of/comfort with

people of different cultural/racial/ethnic backgrounds4. Resistance skills– Young person can resist negative peer pressure &

dangerous situations5. Peaceful conflict resolution – Young person seeks to resolve conflict

nonviolently

POSITIVE IDENTITY6. Personal Power– Young person feels he/she has control over “things that

happen to me”7. Self-esteem– Young person reports having a high self-esteem8. Sense of purpose – Young person reports that “my life has a purpose”9. Positive view of personal future – Young person is optimistic about his or

her personal future

ASSUMPTIONS ABOUT ASSETS

Individuals do not need the entire range of assets to thrive. Combinations of assets across domains reflect equally positive

adolescent development.

Having more assets is better than having a few. Having strong assets in one category can offset weak assets in another. However,

life is easier to manage if one has assets in all domains.

Continued exposure to positive experiences, settings and people, as well as opportunities to gain and refine life skills, supports young people in the acquisition and growth of these assets.

REGIONAL HIGHLIGHTS1998~2008~2011

ASSETS

• Students in the greater Bridgeport region had 19.4 of 40 developmental assets on average. This is an increase from 19.1 in 2008 and 17.5 in 1998.

• Assets fluctuated across the board with decreases in 8th,9th and 11th grade and increases in 7th, 10th and 12th.

ASSETS1998~2008~2011

0-10 Assets 11-20 Assets 21-30 Assets 31-40Assets0%

10%

20%

30%

40%

50%

60%

199820052008

ASSETS BY GRADE LEVEL

7 8 9 10 11 12 Total0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

199820052008

THRIVING INDICATORSThose assets that predict future thriving

behaviors

Helps Others

Overcomes Adversity

Exhibits Leadership

Values Diversity

Maintains Good Health

Delays Gratification

Resists Danger

Succeeds in School

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

200820051998

THRIVING INDICATORS

Bridgeport Fairfield Monroe Stratford Trumbull0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Succeeds in SchoolHelps OthersValues DiverstiyMaintains Good HealthExhibits LeadershipResists DangerDelays GratificationOvercomes Adversity

SUPPORT

Family Support

Positive Family Communications

Other Adult Relationships

Caring Neighborhood

Caring School Climate

Parent Involvement in Schooling

0% 10% 20% 30% 40% 50% 60% 70% 80%

2008%20051998

SUPPORTMUNICIPAL COMPARISONS

Bridgeport

Fairfield Monroe Stratford Trumbull0%

10%

20%

30%

40%

50%

60%

70%

80%

Family SupportPos. Family Communi-cationOther Adult relationshipsCaring NeighborhoodCaring School ClimateParent Involvement School-ing

EMPOWERMENT

Community Values Youth

Youth as Resources

Service to Others

Safety

0% 10% 20% 30% 40% 50% 60%

200820051998

BOUNDARIES AND EXPECTATIONS

Family Boundaries

School Boundaries

Neighborhood Boundaries

Adult Role Models

Positive Peer Influence

High Expectations

0% 10% 20% 30% 40% 50% 60% 70%

200820051998

CONSTRUCTIVE USE OF TIME

Creative Activities

Youth Programs

Religious Community

Time at Home

0% 10% 20% 30% 40% 50% 60% 70%

200820051998

COMMITMENT TO LEARNING

Achievemnt motivation

School Engagement

Homework

Bonding to School

Reading for Pleasure

0% 10% 20% 30% 40% 50% 60% 70% 80%

200820051998

POSITIVE VALUES

Caring

Equality and Social Justice

Integrity

Honesty

Responsibility

Restraint

0% 10% 20% 30% 40% 50% 60% 70% 80%

200820051998

POSITIVE VALUESMUNICIPAL COMPARISONS


10%

20%

30%

40%

50%

60%

70%

80%

CaringEquality/Soc JusticeIntegrityHonestyResponsibilityRestraint

SOCIAL COMPETENCIES

Planning and Decision Making

Interpersonal Competence

Cultural Competence

Resistance Skills

Peaceful Conflict Resolution

0% 5% 10%15%20%25%30%35%40%45%50%

200820051998

SOCIAL COMPETENCIESMUNICIPAL COMPARISONS

Bridgeport


10%

20%

30%

40%

50%

60%

Planning and Decision MakingInterpersonal CompetenceCultural CompetenceResistance SkillsPeaceful Conflict Reso-lution

POSITIVE IDENTITY

Personal Power

Self-esteem

Sense of Purpose

Positive View of Personal Future

0% 10% 20% 30% 40% 50% 60% 70% 80%

200820051998

POSITIVE IDENTITYMUNICIPAL COMPARISONS

Bridgeport


10%

20%

30%

40%

50%

60%

70%

80%

90%

Personal PowerSelf EsteemSense of PurposePositve View of Personal Future

HIGHLIGHTS1998—2008

RISKY BEHAVIORS

Only 8% of teens in greater Bridgeport smoked tobacco in the last 30 days with less than 1% smoking more than half a pack a day or more. This represents an

increase of 1% over 2005. 32% of young people drank alcohol in the last 30 days and 17% used marijuana. 19% of young people had 5 or more drinks in a row over the last two weeks, which

included 33% of high school seniors and 32% of juniors. Parental and peer disapproval of substance using behavior makes a difference as indicated by

disapproval being highest in Bridgeport and use of tobacco, alcohol and marijuana being the lowest.

Violent Behavior in the greater Bridgeport area represented wide differences between municipalities with all forms of violent behavior – used a weapon, carried

a weapon, hurt someone, been in a group fight and bullying behavior all being much higher in Bridgeport and Stratford and being the lowest in Monroe.

29% of area youth participated in sexual intercourse. 12% of young people had attempted suicide in their lifetime and 13% reported

being sad or depressed most of the time. 21% of young people skipped school 3 or more times without permission, a 4%

increase over 2005.

YOUTH REPORTING RISKY BEHAVIORS1998-2008

Sexual Intercourse

Anti-Social

Gambling (ever)

Depression

Suicide

Skipped School

0% 5% 10% 15% 20% 25% 30% 35% 40%

TrumbullStratfordMonroeFairfieldBridgeport

RISKY BEHAVIORSMUNICIPAL COMPARISONS


5%

10%

15%

20%

25%

30%

35%

40%

45%

Used WeaponCarried WeaponHurt SomeoneGroup FightThreats to Others

RISKY BEHAVIORS

Sexual Intercourse

Anti-Social

Gambling (ever)

Depression

Suicide

Skipped School

0% 5% 10% 15% 20% 25% 30% 35% 40%

TrumbullStratfordMonroeFairfieldBridgeport

PREDICTIVE DEFICITSThose behaviors that make youth most at-risk of

future problems

Drinking Parties

Alone at Home

TV Overexposure

Physical Abuse

Victim of Violence

0% 10% 20% 30% 40% 50% 60% 70%

200820051998

PREDICTIVE DEFICITSMUNICIPAL COMPARISONS


10%

20%

30%

40%

50%

60%

Predictive Risk Factors

Alone at HomeTV OverexposurePhysical AbuseVictim of ViolenceDrinking Parties

TOBACCO USEAGE OF ONSET

Bridgeport

Fairfield Monroe Stratford Trumbull Overall0%

10%

20%

30%

40%

50%

60%

70%

80%

<121314>15Never

ALCOHOL USEAGE OF ONSET

Bridgeport

Fairfield Momroe Stratford Trumbull Overall0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

<121314>15Never

MARIJUANA USEAGE OF ONSET

Bridgeport


10%

20%

30%

40%

50%

60%

70%

80%

<121314>15Never

TOBACCO, ALCOHOL & MARIJUANA30 DAY USE

Bridgeport


5%

10%

15%

20%

25%

30%

35%

40%

TobaccoAlcoholMarijuana

TOBACCO USEPARENTAL APPROVAL

Bridgeport Fairfield Monroe Stratford Trumbull Overall0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Not WrongSomewhatVery WrongDon’t Know

ALCOHOL USEPARENTAL APPROVAL

Bridgeport


10%

20%

30%

40%

50%

60%

70%

80%


TOBACCO USEPEER APPROVAL


5%

10%

15%

20%

25%

30%

35%

40%


ALCOHOL USEPEER APPROVAL


5%

10%

15%

20%

25%

30%

35%

40%

45%


MARIJUANA USEPEER APPROVAL


5%

10%

15%

20%

25%

30%

35%

40%

45%

50%


CONCLUSIONS

Many natural partnerships have occurred between communities over the years. However there is a much greater need for more

collaboration in Bridgeport and Stratford with the rest of the region. Young people in Bridgeport place much higher than their suburban counterparts in the area of Positive Values and Positive Identity and

yet, they perform much more poorly academically. Regional collaboration may pay strong benefits in closing the achievement gap.

Binge drinking remains a serious problem in greater Bridgeport. RYASAP should join with its municipal partners, Strategic Prevention framework grantees and with national experts to address this issue. In addition, parental and disapproval of young people’s substance

using behavior make a difference as evidenced by much higher disapproval ratings from Bridgeport and much lower substance use.

Peer and parental based initiatives should be implemented.

CONCLUSIONS Great progress has been made in instituting strength-based approaches to dealing with youth and community problems. However, we must remain diligent in continuing to foster positive approaches to working with youth Through community conversations, focus groups

and community forums. Peer based models such as those utilized in Monroe and Fairfield for

teen gambling education, PARTY for teen alcohol abuse and the Central High School substance abuse support groups have all been

successful in addressing major problems among youth. These models need to be extended to other areas of concern. They increase teen’s

sense of self and they successfully address social problems.Trumbull’s TPAUD model of collaboration including all sectors of the

Trumbull community to reduce underage alcohol use/abuse has had great results in the last three years of both reducing underage alcohol use/abuse and increasing developmental assets. Other communities

could benefit from such an approach.

20 11 profile of youth in greater bridgeport

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