Building developmental assets in our schools

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A great presentation on how the 40 developmental assets impact our youth. Take a look.

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Building developmental assets in our schools

  1. 1. Building Developmental Assets in Our Schools Martin Greer, Ph.D. Lead Psychologist Las Cruces Public Schools January, 2008
  2. 2. What are Developmental Assets? <ul><li>“ Search Institute's 40 Developmental Assets® are concrete, common sense, positive experiences and qualities essential to raising successful young people. These assets have the power during critical adolescent years to influence choices young people make and help them become caring, responsible adults. “ </li></ul><ul><li>- www.search-institute.org </li></ul>
  3. 3. The Asset Test <ul><li>Does it prevent risk behavior? </li></ul><ul><li>Does it build resiliency? </li></ul><ul><li>Does it promote positive youth development? </li></ul>
  4. 6. Benefits of Building Assets in Schools <ul><li>Energizes positive energy in school staff </li></ul><ul><li>Boosts school achievement </li></ul><ul><li>Reduces school discipline problems </li></ul><ul><li>Affirms, includes and empowers everyone in the school community </li></ul>
  5. 7. Major Shifts <ul><li>Deficits to Strengths </li></ul><ul><li>Programs to Relationships </li></ul><ul><li>Skill Deficits to Skill Development </li></ul>
  6. 8. The Power of Relationships <ul><li>Peter Benson – “Relationships are the oxygen of human development.” </li></ul><ul><li>James Comer – “No significant learning occurs without a significant relationship.” </li></ul>
  7. 9. Relationship Ladder <ul><li>Step 1 – Making Connections – Use the person’s name and smile. </li></ul><ul><li>Step 2 – Getting to Know the Young Person – What interests the person? What’s going on in his/her life? </li></ul><ul><li>Step 3 – Identifying and Encouraging the Young Person’s Strengths and Talents – Support the young person though talking, listening and sharing. </li></ul><ul><li>Step 4 – Challenging Young People – Help the young person set goals, acknowledge his/her efforts, and have high expectations of him/her. </li></ul><ul><li>Step 5 – Focusing on Building Specific Assets – Do something for or with the young person outside of your usual routine (e.g., attend an athletic or music event where the young person is playing or performing). </li></ul><ul><li>Step 6 – Maintaining Relationships – Find a way to continue your involvement with the young person over time (e.g., send a birthday card or attend a graduation). </li></ul>
  8. 10. Assets have Power! <ul><li>Protect Against Risk Behavior </li></ul><ul><li>Promote Thriving Behaviors </li></ul><ul><li>“ Building developmental assets with young people is at least as successful in increasing their academic performance as any other single documented strategy” – Search Institute </li></ul>
  9. 11. Positive Effects of Assets Asset Bars: 0-10, 11-20, 21-30, 31-40
  10. 12. Effects of Asset Deficits Asset Bars: 0-10, 11-20, 21-30, 31-40
  11. 13. The Asset Gap
  12. 14. YRRS: Teen Perception of Caring Relationships
  13. 16. <ul><li>Mental Health Indicators on the YRRS </li></ul><ul><li>Persistent feelings of sadness and hopelessness – 31.8% </li></ul><ul><li>Seriously considered suicide – 20.8% </li></ul><ul><li>Made a suicide plan – 17.2% </li></ul><ul><li>Attempted suicide – 14.8% </li></ul><ul><li>Suicide attempt resulting in injury – 5.8% </li></ul>
  14. 17. Counselor Survey Results <ul><li>Students </li></ul><ul><ul><li>Elementary School – Concerns with peer friendliness and bullying </li></ul></ul><ul><ul><li>Secondary School – Concerns with bullying, school safety and gang problems </li></ul></ul><ul><li>Staff </li></ul><ul><ul><li>Students need to learn respect for others, being able to manage being teased or bullied </li></ul></ul>
  15. 18. Asset Building Does Not Add Something to the Plate… <ul><li>It Is The Plate! </li></ul>
  16. 19. Hierarchies of Needs and Achievement RELATIONSHIPS RELEVANCE RIGOR HIERARCHY OF ACHIEVEMENT
  17. 20. Need to Focus on the Whole Pyramid <ul><li>Sole Focus on Rigor – Too Many Disconnected and Bored Students </li></ul><ul><li>Sole Focus on Relationships – Too Little Focus on Purpose and Achievement </li></ul><ul><li>Sole Focus on Relevancy – Too Many Disconnected Students and Too Little Focus on Achievement </li></ul>
  18. 21. Keys to Building Relationships <ul><li>Connection, Caring & Communication </li></ul><ul><li>Positive School Climate and School Community </li></ul><ul><li>Involve Students in Active Learning, Leadership and Service </li></ul><ul><li>Culture – Heritage & SES </li></ul><ul><li>Commitment & Action </li></ul><ul><li>High Expectations </li></ul><ul><li>Acknowledgment, Encouragement & Reinforcement </li></ul>
  19. 22. Keys to Relevancy <ul><li>Career Education and Exploration </li></ul><ul><li>Career Webs & Classroom Discussion </li></ul><ul><li>Culture – Heritage & SES </li></ul><ul><li>The Power of Education - Job Satisfaction, Income Potential & Other Factors </li></ul><ul><li>Promoting student’s strengths and passions! </li></ul>
  20. 23. Keys To Rigor <ul><li>Clearly Defined Educational Standards </li></ul><ul><li>Available High Quality Curriculum </li></ul><ul><li>State of the Art Teaching Techniques </li></ul><ul><li>High Quality Assessment Tools </li></ul><ul><li>Differentiated Instruction </li></ul><ul><li>Professional Learning Communities </li></ul><ul><li>Focused Administrative Leadership </li></ul>
  21. 24. “If parents are assets to their children, it makes our job easier. If parents are not assets, it makes our job more important!” Chris Beyer, Search Institute
  22. 25. <ul><li>“ We are the leaders we have been waiting for” </li></ul><ul><li>- Gandhi </li></ul>

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