2012 PROFILE OF YOUTH IN GREATER BRIDGEPORT

Presented ByRYASAP

Catalyst for Community ChangeBridgeport, CT

In Cooperation WithSearch Institute, Minneapolis, MN

FAIRFIELD

2011 PROFILE OF YOUTHOVERVIEW

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

Participating public school districts:Bridgeport, Fairfield, Monroe, Stratford &

Trumbull

Racial and Ethnic Breakdown50% White 15% Multi-racial18% Hispanic 13% African American3% Asian/Pacific Islander <1% Native American

2011 PROFILE OF YOUTHFAIRFIELD BREAKDOWN

844 Youth surveyed

Racial and Ethnic Breakdown77% White 11% Multi-racial5% Hispanic 3% African American4% Asian/Pacific <1% Native

American

FAIRFIELD YOUTH SURVEYED

• Fairfield students had 21.6 of 40 developmental assets on average – 24.2 in the 7th grade, 19.8 in the 11th grade and 19.3 in 12th grade

• Of the students surveyed, 48% presented themselves as male – indicating a 52% female response

DEVELOPMENTAL ASSETSEXTERNAL ASSETS

Positive experiences and support a young person receives from formal and informal connections to the community

(Regional which includes your data is in parentheses)

SUPPORT1. Family Support 80% Family life provides high levels of love &

support (72%) 2. Positive Family Communication 34% Young person & parents

communicate positively and youth seeks parental advice (27%) 3. Other Adult Relationships 56% Young person receives support

from 3+ nonparent adults (48%) 4. Caring neighborhood 50% Young person experiences caring

neighbors (38%) 5. Caring School Climate 39% School provides a caring, encouraging

environment (31%) 6. Parent Involvement in Schooling 35% Parent(s) actively involved

in helping young person succeed in school (25%) EMPOWERMENT

1. Community Values Youth 26% Young person perceives that adults values youth (19%) 2. Youth as Resources 32% Young people are given useful roles in the community (26%) 3. Service to Others 53% Young person serves in the community one (1) hour or more per week (52%) 4. Safety 59% Young feels safe at home, school and in the neighborhood (54)%)

EXTERNAL ASSETS continued BOUNDARIES & EXPECTATIONS

1. Family Boundaries 47% Family has clear rules & consequences and monitors young person’s whereabouts (41%)

2. School Boundaries 56% School provides clear rules & consequences (54%)

3. Neighborhood Boundaries 47% Neighbors take responsibility for monitoring youth behavior (41%)

4. Adult Role Models 39% Parent(s) and other adults model positive, responsible behavior (28%)

5. Positive peer influence 71% Young person's friends model responsible behavior (63%)

6. High Expectations 55% Both parent(s) and teachers encourage the young person to do well (52%) CONSTRUCTIVE USE OF TIME

1. Creative Activities 20% Young person spends 3+ hours/week in lessons or practice of music, theater or other arts. (22%)

2. Youth Programs 71% Young person spends 3+ hours/week in sports, clubs or organizations and school and/or community (61%)

3. Religious Community 54% Young person spends 1+ hours/week in activities in a religious institution. (52%)

4. Time at Home 60% Young person is out with friends “with nothing special to do” 2 or fewer nights/week (55%)

DEVELOPMENTAL ASSETSINTERNAL ASSETS

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

COMMITMENT TO LEARNING1. Achievement motivation 79% Young person is motivated to do well

in school (71%)2. School engagement 69% Young person is actively engaged in

learning (58%)3. Homework 71% Young person reports doing at least one (1) hour of

homework every school day (52%) 4. Bonding to school 68% Young person cares about his/her school

(53%)5. Reading for pleasure 22% Young person reads for pleasure 3+

hours/week (21%)POSITIVE VALUES

1. Caring 57% Young person places high value on helping others (54%)2. Equality & School Justice 53% Young person places high value on

promoting equality and reducing hunger & poverty (56%)3. Integrity 72% Young person acts on convictions and stands up for

his/her beliefs (74%)4. Honesty 71% Young person tells the truth even when it is not easy

(68%)5. Responsibility 67% Young person accepts and takes personal

responsibility (67%)6. Restraint 47% Young person believes it is important not to be sexually

active or to use alcohol/other drugs (40%)

INTERNAL ASSETS continuedSOCIAL COMPENTENCIES

1. Planning & Decision Making 39% Young person knows how to plan ahead & make choices (35%)

2. Interpersonal Competence 52% Young person has empathy, sensitivity, and friendship skills (48%)

3. Cultural Competence 42% Young person has knowledge of/comfort with people of different cultural/racial/ethnic backgrounds (45%)

4. Resistance skills 51% Young person can resist negative peer pressure & dangerous situations (45%)

5. Peaceful conflict resolution 58% Young person seeks to resolve conflict nonviolently (40%)

POSITIVE IDENTITY1. Personal Power 54% Young person feels he/she has control over “things

that happen to me” (45%)2. Self-esteem 60% Young person reports having a high self-esteem (53%)3. Sense of purpose 72% Young person reports that “my life has a

purpose” (63%)4. Positive view of personal future 81% Young person is optimistic

about his or her personal future (76%)

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.

FOUR CORE MEASURESPAST 30 Day Use

Past 30 Day Use0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

Alcohol (28.83)Tobacco (5)Marijuana (15.33)

Past 30-Day Substance Use by Asset Level

Alcohol Tobacco Marijuana0%

10%

20%

30%

40%

50%

60%

0-1011-2021-3031-40

Perception of RiskFOUR CORE MEASURES

Perception of Risk0

102030405060708090

100

Alcohol (69)Tobacco (95)Marijuana (77)

Perception of Substance Use Risk by Asset Level

Alcohol Tobacco Marijuana0%

20%

40%

60%

80%

100%

120%

0-1011-2021-3031-40

Perception of Parental Disapproval

FOUR CORE MEASURES

Perception of Parental Disapproval

80

84

88

92

96

100

Alcohol (86)Tobacco (98)Marijuana (93)

Perception of Parental Disapproval by Asset Level

Alcohol Tobacco Marijuana0

20

40

60

80

100

120

0-1011-2021-3031-40

Age of First UseFOUR CORE MEASURES

Age of First Use12.6012.8013.0013.2013.4013.6013.8014.0014.2014.4014.60

Alcohol (13.3)Tobacco (13.8)Marijuana (14.4)

GENDER DIFFERENCES

Developmental Asset Male

Female

Service to others – serves community 1-2 hours/week 46% 60%Safety – feels safe at home, school and in the community 66% 51%Adult Role models - Parent(s) and other adults model positive, responsible behavior

33% 46%

Creative Activities – spends 3 or more hours/week in lessons/practice in music/theater/other arts

15% 25%

Achievement Motivation – is motivated to do well in school 70% 87%Positive Peer Influence – Young person’s best friends model responsible

behavior61% 81%

Homework – young person reports doing at least one hour of homework/school day

61% 80%

Succeeds in School – gets mostly A’s on report card 24% 45%Caring – places high value on helping other people 49% 64%School Engagement – young person is actively engaged in

learning58% 78%

Bonding to School – young person cares about his/her school 60% 77%Values Diversity -Places high importance getting to know people of other racial/ethnic group

50% 60%

In addition to an educational achievement gap, there is a serious gap between the performance of young male students versus female students. Note the following differences of more than 8% between young male and

female students.

GENDER DIFFERENCES continuedDevelopmental Asset Mal

eFemale

Parent Involvement in Schooling– parents are actively involved in helping young person success in school

30% 40%

Neighborhood Boundaries – Neighbors take responsibility for monitoring youth behavior

42% 52%

Equality & Social Justice – places high value on promoting equality/reducing hunger & poverty

43% 61%

Caring Neighborhood – Young person experiences caring neighbors 45% 54%

Integrity – acts on convictions and stands up for what he/she believes 66% 78%

Responsibility – accepts and takes personal responsibility 61% 71%

Restraint – believes it is important not to be sexually active or to use alcohol/other drugs

40% 54%

Interpersonal Competence – has empathy, sensitivity & friendship skills

38% 65%

Overcomes Adversity– does not give up when things are difficult 72% 63%

Peaceful Conflict Resolution – young person seeks to resolve conflict nonviolently

42% 72%

Self-Esteem – young person reports having high “self-esteem” 65% 55%

Resistance Skills – young person can resist negative peer pressure/dangerous situations

43% 60%

Sense of Purpose – young person reports “my life has a sense of purpose”

75% 69%

Risk-Taking Behaviors

0%

10%

20%

30%

Risk-Taking Behaviors

0%2%4%6%8%

10%12%14%16%18%20%

Risk-Taking Behaviors

0%5%

10%15%20%25%

Youth Reporting Developmental Deficits

0%5%

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

Overall

The 8 Indicators of Thriving Youth

• Experience school success • Exhibit leadership

• Help others informally • Resist danger• Value diversity

• Control impulsive behavior• Maintain good personal health

• Overcome adversity

These are the factors commonly valued & accepted by developmental experts

as important elements of healthy human development.

THRIVING LEVELS

Just as assets protect against negative behaviors, they also promote positive behaviors. Having multiple protective factors (assets) as a

young person is more influential in ensuring positive youth outcomes than having risk factors (deficits & risky behaviors)

Youth with more Developmental Assets generally report higher average levels of thriving indicators.

0 - 10 11 - 20 21 - 30 31 - 4001234567

2.6

3.9

5.1

6.3

Average Number of Thriving

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Delays

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020406080

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0 - 1011 - 2021 - 3031 - 40

Thriving Indicators & Related Asset Levels

Fairfield’s Asset Challenge

8%

36%

43%

15%

Assets0-10 Assets11-20 Assets21-30 Assets31-40 Assets

All young people need assets ~ While it is crucial to pay special attention to youth who have the least resources (economically/emotionally), all children and adolescents will benefit from having even more assets than they have now.Everyone Can build assets ~ All adults, youth & children can play a role in developing assets by spreading positive messages to and about young people across the community.Building assets is an ongoing process ~ Asset development starts with a child is born, and continues through high school and beyond. Relationships are crucial ~ A key to asset development is strong relationships between adults & young people, between young people & their peers and between teenagers & younger children.Send consistent messages ~ Asset building requires sending consistent, positive messages to youth & adults about what is important. Repeat the message – again & again ~ Young people need to hear the same positive messages and feel support, over and over, from many different people.

Strengthening the Foundationof Developmental Assets

REMEMBERIt’s all

about the ASSETS