Developmental Assets for Youth 5-23-13

7/30/2019 Developmental Assets for Youth 5-23-13

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Jeanette Cullen

May 23, 2013


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Building Blocks for Raising Healthy Childrenand Youth BackgroundGrounded in extensive researchin youth development, resiliency, and

prevention, the Developmental Assetsrepresent the relationships, opportunities,

and personal qualities that young peopleneed to avoid risks and to thrive.


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The Power of AssetsStudies of more than 2.2million young people in the United Statesconsistently show that the more assets youngpeople have, the less likely they are to engage ina wide range of high-risk behaviors and the morelikely they are to thrive. Assets have power for allyoung people, regardless of their gender,economic status, family, or race/ethnicity.Furthermore, levels of assets are better

predictors of high-risk involvement and thrivingthan poverty or being from a single-parentfamily.


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The GapThe average young personexperiences fewer than half of the 40 assets.Boys experience three fewer assets than girls(17.2 assets for boys vs. 19.9 for girls).


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31-40 assets 0-10 assets

21-30 assets 11-20 assets


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A

Increased Thriving

Resilience

40

DevelopmentalAssets

Reduced Risks

The more

assets,

the better


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Coordinator

Social-Emotional

Development

Cognitive

Development

Identity

Development

Positive

Outcomes

Educational

Achievement

Health &

Safety

Social &

Emotional

Development

DAP

Mentoring

Relationship

Mutuality

Trust

Empathy

Interpersonal history, social competencies, developmental state, mentoring relationship,

program practices, family & community context

Case Managers

Parent/Peer

Relationships


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Building

Blocks ofHealthy

Development


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Support

Empowerment

Boundaries

and

Expectations

Constructive

Use ofTime


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Commitment

To Learning

PositiveValues

Social

Competencies

Positive Identity


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Small acts make a difference


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FROM TO

Problems Strengths

For Youth With Youth

Incidental Intentional Action


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QHow

Mentors

Approach

the

Relationship

WhatHappens

During

Meetings

How the

Match

Decides

What

To DoTogether

Success


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is listening


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The use of words (such as hiss or murmur)that imitate the sounds associated with theobjects or actions they refer to.

Examples: buzz, click, drip, chug, puff, ding-dong

How many onomatopoeias can you andyour partner come up with in 2 minutes?


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Directions: Use the

Developmental Asset Checklist.

Determine which assets can be built upon

during your match. Highlight the number of those most directly

built.

Highlight in another color the number of

those indirectly built.

Intentional focus on the assets is important.


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External Assets Support

1. Family SupportFamily life provides high levels of love andsupport.

2. Positive Family CommunicationParent(s) and child communicatepositively. Child feels comfortable seeking advice and counsel fromparent(s).

3. Other Adult RelationshipsChild receives support from adultsother than his or her parent(s).

4. Caring NeighborhoodChild experiences caring neighbors. 5. Caring School ClimateRelationships with teachers and peersprovide a caring, encouraging environment. 6. Parent Involvement in SchoolingParent(s) and Mentor(s) are

actively involved in helping the child succeed in school.


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7. Community Values YouthChild feelsvalued and appreciated by adults in thecommunity.

8. Children as ResourcesChild is includedin decisions at home and in the community.

9. Service to OthersChild hasopportunities to help others in the

community. 10. SafetyChild feels safe at home, at

school, and in his or her neighborhood.


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11. Family BoundariesFamily has clear and consistentrules and consequences and monitors the childswhereabouts.

12. School BoundariesSchool provides clear rules andconsequences.

13. Neighborhood BoundariesNeighbors takeresponsibility for monitoring the childs behavior.

14. Adult Role ModelsParent(s) and other adults in thechilds family, as well as nonfamily adults, modelpositive, responsible behavior. Childs closest friendsmodel positive, responsible behavior.

16. High ExpectationsParent(s), mentor(s) andteachers expect the child to do her or his best at schooland in other activities.


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17. Creative ActivitiesChild participates in music,

art, drama, or creative writing two or more times perweek.

18. Child ProgramsChild participates two or moretimes per week in coed curricular school activities orstructured community programs for children.

19. Religious CommunityChild attends religiousprograms or services one or more times per week.

20. Time at HomeChild spends some time mostdays both in high-quality interaction with parents

and doing things at home other than watching TV orplaying video games.


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Commitment to Learning 21. Achievement MotivationChild is motivated and

strives to do well in school. 22. Learning EngagementChild is responsive,

attentive, and actively engaged in learning at school andenjoys participating in learning activities outside ofschool.

23. HomeworkChild usually hands in homework ontime.

24. Bonding to SchoolChild cares about teachers andother adults at school.

25. Reading for PleasureChild enjoys and engages inreading for fun most days of the week.


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26. CaringMentor(s) tell the child it is important tohelp other people.

27. Equality and Social JusticeMentor(s) tell the child itis important to speak up for equal rights for all people.

28. IntegrityMentor(s) tell the child it is important tostand up for ones beliefs. 29. HonestyMentor(s) tell the child it is important to

tell the truth.

30. ResponsibilityMentor(s) tell the child it isimportant to accept personal responsibility for behavior.

31. HealthyMentor (s) tell the child it is important tohave good health habits and an understanding of

healthy sexuality.


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32. Planning and Decision MakingChild thinks aboutdecisions and is usually happy with results of his or herdecisions.

33. Interpersonal CompetenceChild cares about and isaffected by other peoples feelings, enjoys making friends,and when frustrated or angry, tries to calm him or herself.

34. Cultural CompetenceChild knows and is comfortablewith people of different racial, ethnic, and culturalbackgrounds and with his or her own cultural identity.

35. Resistance SkillsChild can stay away from peoplewho are likely to get him or her in trouble and is able tosay no to doing wrong or dangerous things.

36. Peaceful Conflict Resolution-Child seeks to resolveconflict nonviolently.


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37. Personal PowerChild feels he or she hassome influence over things that happen in hisor her life.

38. Self-esteemChild likes and is proud tobe the person that he or she is.

39. Sense of PurposeChild sometimesthinks about what life means and whether

there is a purpose for his or her life. 40. Positive View of Personal FutureChild is

optimistic about his or her personal future.


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Documents

Developmental Assets for Youth 5-23-13