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UYWI Test 1
 

UYWI Test 1

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  • This is a description of Jesus as a child.Think about this as a vision statement for a youth in your ministry.You want the youth to GROW. You want the youth to become STRONG.You want the youth to be WISE.You want the youth to WALK IN GOD’S GRACE.How do we develop young people so that they grow, become strong, become wise, and choose to walk in the ways of Christ?
  • SCRIPTURE TEXTTherefore go and make disciples of all nations, baptizing them in the name of the Father and of the Son and of the Holy Spirit, 20 and teaching them to obey everything I have commanded you. And surely I am with you always, to the very end of the age.”NOTES-- Imagine a poor child in a slum in Mexico City. Desperately poor. Does the Great Commission apply to that desperately poor child? Does that desperately poor child have the mandate to go and make disciples of all nations? Does that desperately poor child have a made to teach the nations everything Jesus has commanded?-- The Pentecostal branch of Christianity is growing like wildfire because average, everyday people – many of whom are desperately poor – read these words and believe the Scripture is speaking directly to them. On faith they pursue this mandate. They go out and change the world.
  • This is the PovertyCure video. The focus is on truly helping the poor around the world through freedom and enterprise, as opposed to foreign aid. The view of the human person in this video is what is critical to 90DEGREE certification: The view is that people have lots of capacity to develop and grow.This leads into the 40 developmental assets themselves
  • FROM THE SEARCH INSTITUTE WEB SITE:Since its creation in 1990, Search Institute’s framework of Developmental Assets has become the most widely used approach to positive youth development in the United States. The assets are grounded in extensive research in youth development, resiliency, and prevention. They represent the relationships, opportunities, and personal qualities that young people need to avoid risks and to thrive.
  • PARTICIPANTS SHOULD FILL IN THE BLANKS USING THEIR HANDOUTSExternal Assets > SUPPORTFAMILY SUPPORT: Family life provides high levels of love and support.POSITIVE FAMILY COMMUNICATION: Young person and her or his parent(s) communicate positively, and young person is willing to seek parent’s advice and counsel.OTHER ADULT RELATIONSHIPS: Young person receives support from three or more nonparent adults.CARING NEIGHBORHOOD: Young person experiences caring neighbors. CARING SCHOOL CLIMATE: School provides a caring, encouraging environment.PARENT INVOLVEMENT IN SCHOOLING: Parent(s) are actively involved in helping young person succeed in school. REMINDER: These external factors help young people need to avoid risks and to thrive
  • PARTICIPANTS SHOULD FILL IN THE BLANKS USING THEIR HANDOUTSExternal Assets > EMPOWERMENT7. COMMUNITY VALUES YOUTH: Young person perceives that adults in the community value youth. 8. YOUTH AS RESOURCES: Young people are given useful roles in the community.9. SERVICE TO OTHERS: Young person serves in the community one hour or more per week.10. SAFETY: Young person feels safe at home, at school, and in the neighborhood. REMINDER: These external factors help young people need to avoid risks and to thrive
  • PARTICIPANTS SHOULD FILL IN THE BLANKS USING THEIR HANDOUTSExternal Assets > BOUNDARIES & EXPECTATIONS11. FAMILY BOUNDARIES: Family has clear rules and consequences and monitors the young person’s whereabouts. 12. SCHOOL BOUNDARIES: School provides clear rules and consequences.13. NEIGHBORHOOD BOUNDARIES: Neighbors take responsibility for monitoring young people’s behavior.14. ADULT ROLE MODELS: Parent(s) and other adults model positive, responsible behavior. 15. POSITIVE PEER INFLUENCE: Young person’s best friends model responsible behavior.16. HIGH EXPECTATIONS: Both parent(s) and teachers encourage the young person to do well. REMINDER: These external factors help young people need to avoid risks and to thrive
  • PARTICIPANTS SHOULD FILL IN THE BLANKS USING THEIR HANDOUTSExternal Assets > CONSTRUCTIVE USE OF TIME17. CREATIVE ACTIVITIES: Young person spends three or more hours per week in lessons or practice in music, theater, or other arts.18. YOUTH PROGRAMS: Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in community organizations.19. RELIGIOUS COMMUNITY: Young person spends one or more hours per week in activities in a religious institution.20. TIME AT HOME: Young person is out with friends “with nothing special to do” two or fewer nights per week. REMINDER: These external factors help young people need to avoid risks and to thrive
  • PARTICIPANTS SHOULD FILL IN THE BLANKS USING THEIR HANDOUTS***** Note the switch to INTERNAL assets, what the youth has in him or herself. Internal Assets > COMMITMENT TO LEARNINGACHIEVEMENT MOTIVATION: Young person is motivated to do well in school.SCHOOL ENGAGEMENT: Young person is actively engaged in learning. HOMEWORK: Young person reports doing at least one hour of homework every school day.BONDING TO SCHOOL: Young person cares about her or his school.READING FOR PLEASURE: Young person reads for pleasure three or more hours per week.REMINDER: These internal factors help young people need to avoid risks and to thrive
  • PARTICIPANTS SHOULD FILL IN THE BLANKS USING THEIR HANDOUTSInternal Assets > POSITIVE VALUESCARING: Young person places high value on helping other people.EQUALITY AND SOCIAL JUSTICE: Young person places high value on promoting equality and reducing hunger and poverty.INTEGRITY: Young person acts on convictions and stands up for her or his beliefs.HONESTY: Young person “tells the truth even when it is not easy.”RESPONSIBILITY: Young person accepts and takes personal responsibility.RESTRAINT: Young person believes it is important not to be sexually active or to use alcohol or drugs.REMINDER: These internal factors help young people need to avoid risks and to thrive
  • PARTICIPANTS SHOULD FILL IN THE BLANKS USING THEIR HANDOUTSInternal Assets > SOCIAL COMPETENCIES32. PLANNING AND DECISION MAKING: Young person knows how to plan ahead and make choices.33. INTERPERSONAL COMPETENCE: Young person has empathy, sensitivity, and friendship skills.34. CULTURAL COMPETENCE: Young person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds. 35. RESISTANCE SKILLS: Young person can resist negative peer pressure and dangerous situations.36. PEACEFUL CONFLICT RESOLUTION: Young person seeks to resolve conflict nonviolently. REMINDER: These external factors help young people need to avoid risks and to thrive
  • PARTICIPANTS SHOULD FILL IN THE BLANKS USING THEIR HANDOUTSInternal Assets > POSITIVE IDENTITY37. PERSONAL POWER: Young person feels he or she has control over “things that happen to me.”38. SELF-ESTEEM: Young person reports having a high self-esteem.39. SENSE OF PURPOSE: Young person reports that “my life has a purpose.”40. POSITIVE VIEW OF PERSONAL FUTURE: Young person is optimistic about her or his personal future. REMINDER: These internal factors help young people need to avoid risks and to thrive
  • Pass out the form containing the 40 development assets self-test that is given to youth.Based on your time, discuss this checklist.NOTE: Participants will use this checklist during Session 3’s “putting it all together” activity

UYWI Test 1 UYWI Test 1 Presentation Transcript

  • Community Engagement: Session 1Understanding the 40 Developmental Assets
  • Scripture: The child Jesus, full of potential• Luke 2:40• The child grew and became strong; he was full of wisdom, and the grace of God was upon him.
  • Scripture: The Great Commission applies to all• Matthew 28:19-20• Development of young people is not just a nice thing, a good thing if it happens• Development of young people must be expected• It must be expected because much is required of our young people
  • The 40 Developmental Assets: Where did they come from?• Developed by the Search Institute• Search Institute researches positive youth development• Emphasis on qualities that young people need to avoid risks and to thrive• Grounded in extensive research
  • The 40 Developmental Assets External Assets > SUPPORT1. _____: Family life provides high levels of love and support.2. _____: Young person and her or his parent(s) communicate positively, and young person is willing to seek parent’s advice and counsel.3. _____: Young person receives support from three or more nonparent adults.4. _____: Young person experiences caring neighbors.5. _____: School provides a caring, encouraging environment.6. _____: Parent(s) are actively involved in helping young person succeed in school.
  • The 40 Developmental Assets External Assets > EMPOWERMENT7. _____: Young person perceives that adults in the community value youth.8. _____: Young people are given useful roles in the community.9. _____: Young person serves in the community one hour or more per week.10. _____: Young person feels safe at home, at school, and in the neighborhood.
  • The 40 Developmental Assets External Assets > BOUNDARIES & EXPECTATIONS11. _____: Family has clear rules and consequences and monitors the young person’s whereabouts.12. _____: School provides clear rules and consequences.13. _____: Neighbors take responsibility for monitoring young people’s behavior.14. _____: Parent(s) and other adults model positive, responsible behavior.15. _____: Young person’s best friends model responsible behavior.16. _____: Both parent(s) and teachers encourage the young person to do well.
  • The 40 Developmental Assets External Assets > CONSTRUCTIVE USE OF TIME17. _____: Young person spends three or more hours per week in lessons or practice in music, theater, or other arts.18. _____: Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in community organizations.19. _____: Young person spends one or more hours per week in activities in a religious institution.20. _____: Young person is out with friends “with nothing special to do” two or fewer nights per week.
  • The 40 Developmental Assets Internal Assets > COMMITMENT TO LEARNING21. _____: Young person is motivated to do well in school.22. _____: Young person is actively engaged in learning.23. _____: Young person reports doing at least one hour of homework every school day.24. _____: Young person cares about her or his school.25. _____: Young person reads for pleasure three or more hours per week.
  • The 40 Developmental Assets Internal Assets > POSITIVE VALUES26. _____: Young person places high value on helping other people.27. _____: Young person places high value on promoting equality and reducing hunger and poverty.28. _____: Young person acts on convictions and stands up for her or his beliefs.29. _____: Young person “tells the truth even when it is not easy.”30. _____: Young person accepts and takes personal responsibility.31. _____: Young person believes it is important not to be sexually active or to use alcohol or drugs.
  • The 40 Developmental Assets Internal Assets > SOCIAL COMPETENCIES32. _____: Young person knows how to plan ahead and make choices.33. _____: Young person has empathy, sensitivity, and friendship skills.34. _____: Young person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds.35. _____: Young person can resist negative peer pressure and dangerous situations.36. _____: Young person seeks to resolve conflict nonviolently.
  • The 40 Developmental Assets Internal Assets > POSITIVE IDENTITY37. _____: Young person feels he or she has control over “things that happen to me.”38. _____: Young person reports having a high self- esteem.39. _____: Young person reports that “my life has a purpose.”40. _____: Young person is optimistic about her or his personal future.
  • Activity: TAKE THE TEST YOURSELF• While the Asset Development Checklist is developed for young people, fill out this checklist based on who you are today
  • ApplicationWhat is one asset that is a part of your youth ministry that you are exercising well?What is one asset that your youth ministry needs to implement this week?
  • Asset MappingCommunity Asset Mapping is a capacity-focused way of redeveloping devastated communities. This positive approach is proposed as a substitute for the traditional deficits focus on a community’s needs and problems.
  • Tools Used in Asset Mapping• Community Visioning• Charettes• Appreciative Inquiry• Strategic Planning
  • Exegeting Your Community• Exegete: Explanation of critical interpretation• Applied to your community• Get out into your community – find out where why things are there and where they are going• Next session on 8 Forms of Capital