40 Ways Anyone Can Build Assets


Published on

  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • Welcome and housekeeping announcements. Introduce the planning committee who invited them.
  • Note that the framework is not a program Rather it is a philosophy for positive youth development Provides a common language for the community to mobilize around.
  • If group is small we all answer the questions one person at a time. If large group (more than 15), answer at each table or one-on-one simultaneously.
  • This is an opportunity to get involved with others in strengthening youth in Northside
  • Search Institute is a non-profit organization based in Minneapolis, Minnesota. Search Institute’s research validates our intuition about what is needed and what we have experienced The list of developmental assets grew out of much reading, thinking, and discussion – among the researchers and with community people who work in the field of youth development – about what young people need to succeed. Once the list was made, researchers looked for and found literally hundreds of studies that support the choice of these assets. In addition, they constructed a survey that measures the number of assets in young people’s lives, and the found that the more assets young people have, the better off they seemed to be. The list of developmental assets identifies crucial relationships, experiences, opportunities, and personal qualities that children and adolescents need to grow up healthy, caring, and responsible
  • The framework recognizes the importance of a community-wide approach to asset building Ask the group, “What other groups/organizations could we add to this diagram to represent a community-wide approach?” If no participants say – make sure to add, “law enforcement (police officers), churches (or faith community), youth, town government”. Marion will introduce the Community Building handout and talk about it.
  • This means we move toward affirming and increasing young people’s strengths. If we can agree that this is a good thing, let’s talk about how to affirm and increase young people’s strengths In education, in organizations, in companies, what’s the usual way we try to solve problems? If we have a problem with violence or drugs or anything else, what do we usually do? We implement a program. We implement a program to reduce the incidence of drug abuse, or of bullying, or of teen pregnancy, or just about anything else we can think of. In many cases we implement a “targeted” program to “fix” the kids. Now, many programs, implemented well by competent people, are effective; but there’s got to be more than time limited programs. That’s the second shift
  • The second shift I’m going to ask you to make is to go beyond programs – beyond programs and toward relationships, relationships for and with young people. This way of looking at young people focuses on how we – and I mean everyone here, including myself- how we interact with young people. That’s where it starts We can have the greatest programs in the world, but if the people who deliver the programs aren’t treating those young people with respect, with genuine care and interest and with a continual message that young people are valued, - well, not much good is going to happen. Or if it does, it’ll happen despite those programs And besides, most of a young person’s experience growing up happens outside programs; it happens in informal interactions at home, down school corridors, and in the general community. It happens in their relationships with other people. Relationships are what help us move through adolescence to adulthood – positive, healthy relationships. So let’s keep those two shifts in mind as we get more into what developmental assets are. I’d like you to look at your handout, “40 Developmental Assets” The list of developmental assets grew out of much reading, thinking and discussion – among researchers and with community people who work in the field of youth development.
  • This list can help us shape and adopt a new view about the shift we need to make in our thinking and our approach toward young people It includes all adults and youth, not just professionals.
  • Attaching the framework to our intentions promotes positive change for young people. We all want healthy environments and asset building moves us toward focusing on what we can do something about.
  • You don’t have to memorize 40 things to align with developmental assets. Begin to look at the 2 categories as a starting point. They’re divided first into External Assets – those that young people can get from outside sources, like friends, family, school, and organizations in the community And Internal Assets – those that young people develop within themselves.
  • An asset in the Support category is Asset #3, Other Adult Relationships: the young person receives support from three or more non-parent adults (you’ll see this listed on your handout) An asset in the Empowerment category is Asset 9, Service to Others: the young person serves in the community one or more hour per week. Asset 11 in the Boundaries and Expectations category is Family Boundaries: the family has clear rules and consequences and monitors the young person’s whereabouts. And under the Constructive Use of Time category you can find Asset 17, Creative Activities: the young person spends three or more hours per week in lessons or practice in music, theatre, or other arts. All these are external assets, good things we need to surround young people with. Each specific asset gives opportunities for individuals and communities to work to build external assets for young people.
  • Now look at Internal Assets, competencies and values that young people learn and internalize on their way to becoming responsible and healthy adults. In the Commitment to Learning category is Asset #22, School Engagement: the young person is actively engaged in learning. In the Positive Values category is Asset # 30, Responsibility: the young person accepts and takes personal responsibility. Look at the Social Competencies category: Asset # 35 is Resistance Skills: the young person can resist negative peer pressure and dangerous situations. And finally, look at the last category, Positive Identity. An example is Asset # 37, Personal Power: young people feel that they have control over things that happen to them. Provide a story about an internal asset in action where teenagers took control of a situation and did something to improve their lives.
  • Discuss this as a group. Introduce the regional Attitudes and Behaviors survey handout. Note that nat’l and regional results are pretty similar overall.
  • Lucia - See the correlation between youth reporting the highest number of assets also reporting the lowest amount of involvement in risky behaviors. The youth reporting the lowest number of assets also reported the highest amount of involvement in problem behaviors.
  • The youth reporting the fewest assets reported the least involvement in behaviors that promote success. Yet, the youth reporting the highest number of assets reported the highest amount of involvement in behaviors that promote success.
  • What slice of the pie would we like to se as the biggest? Blue definitely. There are things we can do to increase assets. The more youth have the better the positive perceptions and successful results.
  • Mimi - In the end we’re not talking just about information or a message about new attitudes. We’re talking about deeds, actions, relationships. That’s what building developmental assets is all about. It starts with relationships, because to a great extent, we can build developmental assets through our relationships with young people. Now do the “Let’s Talk” activity It grows with each person and each community that begins to act with the assets in mind, and with each new pulling together of people to make more positive things happen. It ends with young people growing up believing they’re good, strong, and productive – because they are.
  • Start off with the “What is an Asset Builder?” activity #8 from the Get Things Going book. Then have the discussion.
  • Remember that there are CAVE people. Be polite and don’t try to win them over. Know that you only have so much time and it is important to put your energy where you can have the most influence and smile and walk toward others who have the same investment you do in mind.
  • You can obtain a power point presentation about asset building at the ASAP Center web site.
  • Go online to learn more. You can also call and ask to talk to someone who may be able to connect you with others in different areas who are working toward similar goals.
  • Thank you for caring about and investing in Northside. We hope to see you May 9 for the next training! Please take a moment to complete the survey from your packet before you leave.
  • 40 Ways Anyone Can Build Assets

    1. 1. 40 Ways Anyone Can Build Assets Northside Asset Builders Coalition May 2 & 4, 2009
    2. 2. Welcome! <ul><li>You accepted an invitation to: </li></ul><ul><ul><li>learn about the asset building framework </li></ul></ul><ul><ul><li>Identify ways to work together to promote developmental assets </li></ul></ul><ul><ul><li>Be part of shaping how this will look in Northside </li></ul></ul>
    3. 3. Introductions <ul><li>Assets make me think of… </li></ul><ul><li>I am interested in asset building because… </li></ul><ul><li>My hope for the children and youth of my community is… </li></ul>
    4. 4. Common Interests <ul><li>We care about young people </li></ul><ul><li>We’re concerned about their well being </li></ul><ul><li>Sometimes aren’t sure what to do </li></ul>
    5. 5. A Positive Approach… Developmental Assets <ul><li>Represents common wisdom </li></ul><ul><li>Based on research conducted by Search Institute </li></ul>
    6. 6. Provides A Framework
    7. 7. Two Shifts First Shift From fixing young people’s problems to Promoting young people’s strengths
    8. 8. Two Shifts <ul><li>Second Shift </li></ul><ul><li>Beyond programs to Relationships </li></ul>
    9. 9. A New View <ul><li>From… </li></ul><ul><li>Young people’s problems </li></ul><ul><li>Professional’s work </li></ul><ul><li>Young people absorbing resources </li></ul><ul><li>Troubled young people </li></ul>To… Young people’s strengths Everyone’s work Young people as resources All young people
    10. 10. Asset Building moves us… <ul><li>From… </li></ul><ul><ul><li>Problem focus </li></ul></ul><ul><ul><li>Reactive </li></ul></ul><ul><ul><li>Blaming </li></ul></ul><ul><ul><li>Crisis management </li></ul></ul><ul><ul><li>Competition </li></ul></ul><ul><ul><li>Despair </li></ul></ul><ul><li>TO… </li></ul><ul><ul><li>Positive focus </li></ul></ul><ul><ul><li>Proactive behavior </li></ul></ul><ul><ul><li>Claiming responsibility </li></ul></ul><ul><ul><li>Vision building </li></ul></ul><ul><ul><li>Cooperation </li></ul></ul><ul><ul><li>Hope </li></ul></ul>
    11. 11. Developmental Assets <ul><li>Eight types of assets in two categories: </li></ul><ul><li>External assets </li></ul><ul><li>Internal assets </li></ul>
    12. 12. External Assets <ul><li>Support </li></ul><ul><li>Empowerment </li></ul><ul><li>Boundaries & Expectations </li></ul><ul><li>Constructive Use of Time </li></ul>
    13. 13. Internal Assets <ul><li>Commitment to Learning </li></ul><ul><li>Positive Values </li></ul><ul><li>Social Competencies </li></ul><ul><li>Positive Identity </li></ul>
    14. 14. Thinking about the young people you know… <ul><li>What assets do you believe are strongest ? </li></ul><ul><li>What assets are most lacking ? </li></ul><ul><li>What do you think are the average number of assets among young people? </li></ul>
    15. 15. The Power of Assets to Protect Starting and Supporting Asset Building in Communities T
    16. 16. The Power of Assets to Promote Starting and Supporting Asset Building in Communities T
    17. 17. Gaps in Assets Among Youth 31–40 Assets 9% 0–10 Assets 15% 21–30 Assets 35% 11–20 Assets 41%
    18. 18. Asset Based Principles <ul><li>Strengths more than risks </li></ul><ul><li>Relationships more than programs </li></ul><ul><li>All adults and youth , not just professionals and parents </li></ul><ul><li>Engagement more than services </li></ul><ul><li>Unleashing , not controlling or directing </li></ul><ul><li>Long term , not a quick fix </li></ul>
    19. 19. What About You? <ul><li>How does your community already build assets? </li></ul><ul><li>What ideas do you have for asset building in your community? </li></ul>
    20. 20. Imagine 5 years from now… A generation from now… <ul><li>What do you, as an individual, plan to do to support young people? </li></ul><ul><li>What would you like your community to do? </li></ul>
    21. 21. What We Want <ul><li>We need local leaders and volunteers to help connect the dots </li></ul><ul><li>Share your energy and enthusiasm </li></ul><ul><li>Support/participate in planning and hosting local asset building workshops/activities </li></ul>
    22. 22. CAVE People <ul><li>C itizens </li></ul><ul><li>A gainst </li></ul><ul><li>V irtually </li></ul><ul><li>E verything </li></ul>
    23. 23. Regional Resources <ul><li>Ohio Resource Network (ORN) </li></ul><ul><ul><li>www.ebasedprevention.org </li></ul></ul><ul><li>Asset Builders Alliance </li></ul><ul><ul><li>www.ouraba.org/ </li></ul></ul><ul><li>ASAP Center </li></ul><ul><ul><li>www.asapcenter.org/ </li></ul></ul>
    24. 24. Contact Search Institute <ul><li>www.search-institute.org </li></ul><ul><li>800-888-7828 </li></ul>
    25. 25. Thank You We truly value your dedication and commitment