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Jeanette Cullen May 23, 2013

Building Blocks for Raising Healthy Children and Youth BackgroundGrounded in extensive research in youth development, resiliency, and prevention, the Developmental Assets represent the relationships, opportunities, and personal qualities that young people need to avoid risks and to thrive.

The Power of AssetsStudies of more than 2.2 million young people in the United States consistently show that the more assets young people have, the less likely they are to engage in a wide range of high-risk behaviors and the more likely they are to thrive. Assets have power for all young people, regardless of their gender, economic status, family, or race/ethnicity. Furthermore, levels of assets are better predictors of high-risk involvement and thriving than poverty or being from a single-parent family.

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

31-40 assets

0-10 assets

21-30 assets

11-20 assets

A
40 Developmental Assets
The more assets, the better
Increased Thriving Reduced Risks Resilience

Coordinator
Parent/Peer Relationships
Social-Emotional Development

Positive Outcomes
Educational

Mentoring
Relationship

Mutuality Trust Empathy

Cognitive Development

DAP

Achievement

Health &
Safety

Identity Development

Social &
Emotional Development

Interpersonal history, social competencies, developmental state, mentoring relationship, program practices, family & community context

Case Managers

Building Blocks of Healthy Development

Support

Boundaries and Expectations

Empowerment

Constructive Use of Time

Commitment To Learning

Social Competencies

Positive Values

Positive Identity

Small acts make a difference

FROM
Problems For Youth Incidental

TO
Strengths With Youth Intentional Action

How Mentors Approach the Relationship

What Happens During Meetings

How the Match Decides What To Do Together

Success

is listening

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

Examples: buzz, click, drip, chug, puff, dingdong


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

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.

External Assets

Support

1. Family SupportFamily life provides high levels of love and support. 2. Positive Family CommunicationParent(s) and child communicate positively. Child feels comfortable seeking advice and counsel from parent(s). 3. Other Adult RelationshipsChild receives support from adults other than his or her parent(s). 4. Caring NeighborhoodChild experiences caring neighbors. 5. Caring School ClimateRelationships with teachers and peers provide a caring, encouraging environment. 6. Parent Involvement in SchoolingParent(s) and Mentor(s) are actively involved in helping the child succeed in school.

7. Community Values YouthChild feels valued and appreciated by adults in the community. 8. Children as ResourcesChild is included in decisions at home and in the community. 9. Service to OthersChild has opportunities to help others in the community. 10. SafetyChild feels safe at home, at school, and in his or her neighborhood.

11. Family BoundariesFamily has clear and consistent rules and consequences and monitors the childs whereabouts. 12. School BoundariesSchool provides clear rules and consequences. 13. Neighborhood BoundariesNeighbors take responsibility for monitoring the childs behavior. 14. Adult Role ModelsParent(s) and other adults in the childs family, as well as nonfamily adults, model positive, responsible behavior. Childs closest friends model positive, responsible behavior. 16. High ExpectationsParent(s), mentor(s) and teachers expect the child to do her or his best at school and in other activities.

17. Creative ActivitiesChild participates in music, art, drama, or creative writing two or more times per week. 18. Child ProgramsChild participates two or more times per week in coed curricular school activities or structured community programs for children. 19. Religious CommunityChild attends religious programs or services one or more times per week. 20. Time at HomeChild spends some time most days both in high-quality interaction with parents and doing things at home other than watching TV or playing video games.

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 and enjoys participating in learning activities outside of school. 23. HomeworkChild usually hands in homework on time. 24. Bonding to SchoolChild cares about teachers and other adults at school. 25. Reading for PleasureChild enjoys and engages in reading for fun most days of the week.

26. CaringMentor(s) tell the child it is important to help other people. 27. Equality and Social JusticeMentor(s) tell the child it is important to speak up for equal rights for all people. 28. IntegrityMentor(s) tell the child it is important to stand up for ones beliefs. 29. HonestyMentor(s) tell the child it is important to tell the truth. 30. ResponsibilityMentor(s) tell the child it is important to accept personal responsibility for behavior. 31. HealthyMentor (s) tell the child it is important to have good health habits and an understanding of healthy sexuality.

32. Planning and Decision MakingChild thinks about decisions and is usually happy with results of his or her decisions. 33. Interpersonal CompetenceChild cares about and is affected by other peoples feelings, enjoys making friends, and when frustrated or angry, tries to calm him or herself. 34. Cultural CompetenceChild knows and is comfortable with people of different racial, ethnic, and cultural backgrounds and with his or her own cultural identity. 35. Resistance SkillsChild can stay away from people who are likely to get him or her in trouble and is able to say no to doing wrong or dangerous things. 36. Peaceful Conflict Resolution-Child seeks to resolve conflict nonviolently.

37. Personal PowerChild feels he or she has some influence over things that happen in his or her life. 38. Self-esteemChild likes and is proud to be the person that he or she is. 39. Sense of PurposeChild sometimes thinks 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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