used with permission as part of the building developmental assets in school communities training of...

Used with permission as part of the Building Developmental Assets in School Communities Training of Trainers workshop. Copyright © 2008 by Search Institute, 800-888-7828, www.search-institute.org/training-speaking

Welcome to

“Building Developmental Assets in School Communities”

Marilyn Peplau

Vision Training Associate


Greeting and Sharing

Kasserian ingera? Sapati ingera.

Translation: How are all of the children? All of the children are well.


Vision and Mission of Search Institute

Create a world where all young people are valued and thrive.

To provide catalytic leadership, breakthrough knowledge and innovative resources to advance the health of children, youth, families and communities.


• Become familiar with the connections between the asset framework and academic success.

• Begin to implement the framework in schools.

• Commit to forming and maintaining influential relationships with students.

• Commit to personally becoming an asset builder for the youth in your school and life.

Objectives


Promote Connectedness

Create trusting and caring relationships that promote open communication

Use effective classroom management and teaching methods to foster a positive learning environment

Provide learners with the academic, emotional, and social skills necessary to be actively engaged

SOURCE? United States Center for Disease Control


Asset Connections

• Support – a caring and accepting person

• Empowerment – using youth as resources

• Boundaries & Expectations – conveying high expectations to students/favorite rule

• Constructive Use of Time – hobby/passion

• Commitment to Learning – demonstrating lifelong learning

• Positive Values – guiding quote/philosophy

• Social Competencies – memorable feedback received or given about a strength

• Positive Identity – school role giving sense of worth


Boundaries & Expectations

LOOKS LIKE – Support SOUNDS LIKE – Respect FEELS LIKE – Safety

LOOKS, SOUNDS & FEELS LIKE

ENGAGEMENT


Risk Factors

• FamilyHistory, management, attitudes, low expectations

• PeerAlienation, friends, attitudes, early first use

• SchoolPolicy, availability, labeling, moving, failure, involvement, truancy

• CommunityPoverty, involvement, availability, norms


Risk Mingle Deal risk cards at your tables. Mingle with a partner of choice and share information. Exchange risk cards. Find a new partner…and repeat! Listen for the whistle! Keep your final risk card in your folder.

How does this activity represent youth experiences?

Used with permission as part of the Building Developmental Assets in School Communities Training of Trainers workshop. Copyright © 2008 by Search Institute, 800-888-7828, www.search-institute.org/training-speakingCopyright ©

2002 by Search Institute, 800-888-7828 or www.search-institute.org


Which Wolf Will We Feed?


Two Shifts

Beyond programs

RRelationships

Second Shift

to

From fixing young people’s problems

First Shift

Promoting young people’s strengths

to


Developmental Assets®

Building Blocks of

Healthy Development


Developmental Assets ®

Positive experiences, relationships, opportunities, and personal competencies

that young people need to be healthy, caring, competent,

and responsible.


Categories of Developmental Assets

External Assets

• Support

• Empowerment

• Boundaries and Expectations

• Constructive Use of Time

Internal Assets• Commitment

to Learning

• Positive Values

• Social Competencies

• Positive Identity


External Assets

Internal Assets


Discovering the Treasures called Developmental Assets

• Working with a partner(s), select an Asset gift bag and ‘unpack’ it.

• Read the assets and discuss importance for students.• Determine which asset category is represented.• Choose corresponding asset icon card.• Examine the data for that category in A Chance to

Listen. • Prepare to share with the other 7 groups. • Share with others – 2 minutes.


Support

Love

Caring relationships

Appreciation

Acceptance


Support Assets - Percentages Saskatchewan Youth Report

Family support

Positive family communication

Other adult relationships

Caring neighborhood

Caring school climate

Parent involvement-schooling 35%

36%

44%

45%

35%

72%


Empowerment

A chance to contribute

Feeling safe and valued

Copyright © 2009 by Search InstituteSM 800-888-7828 or www.search-institute.org

Report Number 60107

The Empowerment Assets - Percentages Saskatchewan Youth Report

Community values youth

Youth as resources

Service to others

Safety 50%

50%

32%

25%


Boundaries & Expectations

Rules & Consistent consequences

Encouragement


Report Number 60107

The Boundaries and Expectations

Assets – Percentages Youth Report

Family boundaries

School boundaries

Neighborhood boundaries

Adult role models

Positive peer influence

High expectations 55%

59%

26%

48%

56%

40%


Constructive Use of Time

Time well spent outside the classroom &

school to learn and

develop skills and interests


Report Number 60107

The Constructive Use of Time Assets - Percentages SaskatchewanYouth Report

Creative activities

Youth programs

Religious community

Time at home 57%

43%

61%

18%


Report Number 60107

Percent of Youth Reporting Each of 20 External Assets(Figure 6 from

Full Report)

SupportFamily support

Positive family communication

Other adult relationships

Caring neighborhood

Caring school climate

Parent involvement in schooling

EmpowermentCommunity values youth

Youth as resources

Service to others

Safety

Boundaries and ExpectationsFamily boundaries

School boundaries

Neighborhood boundaries

Adult role models

Positive peer influence

High expectations

Constructive Use of TimeCreative activities

Youth programs

Religious community

Time at home 57%

43%

61%

18%

55%

59%

26%

48%

56%

40%

50%

50%

32%

25%

35%

36%

44%

45%

35%

72%

0% 20% 40% 60% 80% 100%


Commitment to Learning

Learning for a lifetime

Belief in own abilities


Report Number 60107

The Commitment to Learning Assets -

Percentages Saskatchewan Youth ReportAchievement motivation

School engagement

Homework

Bonding to school

Reading for pleasure 27%

64%

30%

63%

61%


Positive ValuesGuiding principles and values

to make healthy choices

Internal Compass


Report Number 60107

The Positive Values Assets - Percentages Saskatchewan Youth Report

Caring

Equality and social justice

Integrity

Honesty

Responsibility

Restraint 33%

63%

69%

62%

44%

42%


Social Competencies

Relationship, problem-solving and

coping skills =

Life Skills


Report Number 60107

The Social Competencies Assets -

Percentages Saskatchewan Youth Report

Planning & decision-making

Interpersonal competence

Cultural competence

Resistance skills

Peaceful conflict resolution 43%

36%

27%

40%

25%


Sense of purpose,

powerand promise for

future

Positive Identity


Report Number 60107

The Positive Identity Assets - Percentages Saskatchewan Youth Report

Personal Power

Self-esteem

Sense of purpose

Positive view of personal future

77%

61%

50%

39%


Report Number 60107

Percent of Our Youth Reporting Each of 20 Internal Assets(Figure 7 from

Full Report)

Commitment to LearningAchievement motivation

School engagement

Homework

Bonding to school

Reading for pleasure

Positive ValuesCaring

Equality and social justice

Integrity

Honesty

Responsibility

Restraint

Social CompetenciesPlanning and decision-making

Interpersonal competence

Cultural competence

Resistance skills

Peaceful conflict resolution

Positive IdentityPersonal power

Self-esteem

Sense of purpose

Positive view of personal future

61%

63%

30%

64%

27%

42%

44%

62%

69%

63%

33%

25%

40%

27%

36%

43%

39%

50%

61%

77%

0% 20% 40% 60% 80% 100%


The Average Number of Assets Saskatchewan Youth Report(Figure 5 from Full Report)

17.417.016.817.519.2

20.821.8

18.5

Total 6 7 8 9 10 11 12


Planning and Decision-Making (asset #32)

Place the smiley face next to an asset (or category) that you are happy about.

Place the heart by an asset (or category) that requires support and encouragement to change.


Assets Up Close & Personal1. Check the assets that you had while growing up.

2. Total the number of assets that you checked.

3. Circle 1 or 2 assets that were particularly powerful.

4. Connect with your EMPOWERMENT PARTNER to share the power asset(s).

Which assets do you think are important for your students? Why?


The Average Number of Risk-Taking Behaviors (Figure 9 from Saskatchewan Full Report)

6.12.9

1.1

9.8

0

4

8

12

16

20

24 0–10 Assets

11–20 Assets

21–30 Assets

31–40 Assets


The Power of Assets to Protect: Problem Alcohol Use

(from Table 19 of Saskatchewan Full Report)

65%

43%

22%

8%

0–10 Assets

11–20 Assets

21–30 Assets

31–40 Assets


The Power of Assets to Protect: Violence


62%

40%

18%

7%

0–10 Assets

11–20 Assets

21–30 Assets

31–40 Assets


The Power of Assets to Protect: Illicit Drug Use


37%

18%

5%1%

0–10 Assets

11–20 Assets

21–30 Assets

31–40 Assets


The Power of Assets to Protect: Sexual Activity


36%

25%

13%

5%

0–10 Assets

11–20 Assets

21–30 Assets

31–40 Assets


The Average Number of Thriving Indicators

(Figure 8 from Saskatchewan Full Report)

4.0

5.0

6.2

2.8

0

2

4

6

80–10 Assets

11–20 Assets

21–30 Assets

31–40 Assets


The Power of Assets to Promote: Exhibiting Leadership


54%

72%83%

90%0–10 Assets

11–20 Assets

21–30 Assets

31–40 Assets


The Power of Assets to Promote: Maintaining Good Health(from Table 16 of Saskatchewan Full Report)

29%

51%

75%

92% 0–10 Assets

11–20 Assets

21–30 Assets

31–40 Assets


The Power of Assets to Promote: Valuing Diversity


31%

46%

62%

84% 0–10 Assets

11–20 Assets

21–30 Assets

31–40 Assets


The Power of Assets to Promote: Succeeding in School


7%

17%

34%

52%0–10 Assets

11–20 Assets

21–30 Assets

31–40 Assets


The Challenge Facing Saskatchewan Community (Figure 16 from Full Report)

33%

16%7%

44%

0–10 Assets

11–20 Assets

21–30 Assets

31–40 Assets


• Increased high school completion

• Increased enrollment in college

• Higher grades

• Higher achievement test scores

• Better attendance

• Less sexual intercourse and childbearing

• Less drug use

• Fewer conduct problems

Academic Achievement and Assets

Studies have associated Commitment-to-Learning assets directly or indirectly with:


Which assets does your school build well and intentionally?

Which asset could use more intentional

focus?

What’s one idea you have for buildingthat asset?


Asset-Building

Relationships

Program & Practices Environment

Building Assets


J Mac in Action


From . . .

Professionals’ work

Young people absorbingresources

Troubled young people

Accountable only for own behavior

Incidental asset building

Blaming others

Young people’s problems

Everyone’s work

Young people as resources

All young people

Accountable as well for other adults’ behavior

Intentional asset building

Claiming responsibility

Young people’s strengths

The Asset-Building Difference

To . . .


New Ways of Thinking and Being

Which is EASY for you? Which is CHALLENGING for you? Which is CHALLENGING for your

school?

Shifts made easier?


Who was there for you?


Levels of Relationship and Influence Can you go a step higher with a young person in your life?

Level 3. LEVERAGING THE RELATIONSHIPChallengingMentoringFollow up/Maintaining ContactSpark Champion / Opportunities

Level 2: NURTURING THE RELATIONSHIP & BUILDING TRUSTTaking a personal interest in the student

Demonstrating respect and empathyUnderstanding needsTreating students fairlyIdentifying and encouraging gifts and talents

Level 1: INVITING A RELATIONSHIP Basic, positive social interaction


West Carrollton Schools in OHBuild, build, build youth up,

Each and every day.

Asset building is HEART work.

It helps youth find their way!

“I have never been able to talk so intelligently about what we do—academically and culturally—as within the last five years. It’s so right!” Principal Barb Gardecki


AffirmationsAffirmationsHandout 9Handout 9

1. Read the affirmations.2. Choose a s-t-r-e-t-c-h affirmation that you can

do.3. Record it on “What Will I Do To Build Assets”

(question #2).4. Write 3 times—once each on 3 separate sticky

notes. [Write your name & phone number on one of the notes.]

5. Public declaration and repetition!

POSITIVE IDENTITY Partner


• 1,500 adults surveyed

• Asked what was important to do for young people

• 37% gap between what they said was important to do and those that actually did it

• Only 5% would receive an A

Grading Grown-ups: American adults report on their real relationships with kids (2000)


• Speak to the student in private

• Explain what you saw or heard

• Say what you value about the student

• Find the reason for the behavior

• Discuss and model alternative response

• Determine consequences together

• Thank the student

Influencing Appropriate Behavior


• Staff in hallways

• Doors open

• All staff and volunteers trained

• Hall friendliness the norm

• Assets posted

• Students involved in building assets

• Assets part of evaluations

• Physical environment warm and inviting

Creating an Asset-Rich Environment


The Seven Neckbones of the Giraffe Project• Choose something you’re

passionate about.

• Create a vision.

• Analyze the obstacles and resources.

• Make the commitment.

• Make a plan.

• Take action.

• Reflect, celebrate, plan next steps.


Stay Connected…• Search Institute Website www.search-institute.org

o HCHY ListServ (select “Participate” under Resources on the Home Page)

o SearchNews (access as above OR provide your email address on the Sign-In sheet today to join the growing asset movement!)

• I can help direct you too! ([email protected])


Stay Informed…

• Call Client Services for product consultation 1-877-240-7251

• Schedule additional trainings or special events call Vision Training Associates (the authorized provider of Search Institute training) at 1-800-294-4322. Ask about quantity discounts!

used with permission as part of the building developmental assets in school communities training of...

Documents

building developmental

mission of search institute

disease control slide

like support sounds

asset connections

asset framework

positive learning environment

high expectations