This document provides an overview of the Developmental Assets Profile (DAP), which is a survey developed by Search Institute that measures the presence of developmental assets in youth. The DAP can be used for clinical assessments, evaluation research, and individual or group assessment. It has been translated into several languages and used in over a dozen countries. A version for younger students is being developed. The document discusses Search Institute surveys, guidelines for DAP qualification, an example DAP assessment form, and future directions for the DAP.

1. Developmental Assets
Profile:
What it is and How to use it
Erika Klein, Search Institute
Amy Syvertsen, Ph.D., Search Institute

2. Session Overview
Welcome and
Introduction
Introduction to Search
Institute Survey
Services
Introduction to the
Developmental Assets
Profile (DAP)
Use of the DAP
Users of the DAP
Group exercise
What’s next?

3. Search Institute Surveys
●
Profiles of Student Life: Attitudes &
Behaviors
●
Me and My World
●
Creating a Great Place to Learn
●
Adult-Youth Engagement
●
Building Assets Strengthening Faith
●
The Survey of Student Resources and
Assets

4. Developmental Assets Profile
What is it?
What does it measure?
Who can use it?
How can it be used?

5. Clinical Assessments
Counterweight to the dominant risk and pathology
models of development
Should be used in conjunction with other sources of
data about a child for clinical or professional
purposes
“Absence of positives” is not necessarily
synonymous with a deficit-model approach
- External assets are considered
- Low scores reflect an impoverished environment, not
a failing of the individual

6. Evaluation Research
Sensitive to stability/change in reported
asset types and levels over time
Frequency of administration:
- Recommendation: 12-month intervals
- Lower Limit: 3-month intervals
Example: Communities Connect
[MGS Consulting Services, 2008]

7. Qualification Guidelines
For individual assessment:
1.Familiarity with Search Institute's Developmental Assets framework
2.Master's Degree in Education, Psychology, or related field, and
3.Certification or licensure in a professional field which requires training
and experience in the ethical and competent use of psychological tests.
For group assessment:
1.Familiarity with Search Institute's Developmental Assets framework
2.Master's Degree or equivalent experience in a related field
3.Basic understanding of survey administration, data analysis, and data
interpretation, and
4.The ability to conduct statistical analysis of group differences.

8. Qualification Guidelines (cont'd)
Qualification Requirements for Use of the DAP for Research Purposes:
1.Familiarity with Search Institute's Developmental Assets framework, and
2.Ph.D. Or equivalent degree in psychology, sociology, education, or related
field

10. Not At All
or Rarely
Somewhat or
Sometimes
Very or
Often
Extremely or
Almost
Always
    31. Involved in a religious group or activity.
    34. Involved in a sport, club, or other group.
   
40. Involved in creative things such as
music, theater, or art.
   
42. Spending quality time at home with my
parent(s).
I AM...

11. CONSTRUCTIVE USE OF TIME
___ 31. Religious activity
___ 34. Sport, club, group
___ 40. Creative activities
___ 42. Time at home
___ RAW SUM
_4_ NUMBER OF ITEMS
RAW SUM/4 = SCALE SCORE
Not At All or
Rarely = 0
Somewhat or
Sometimes = 1
Very or Often =
2
Extremely or
Almost Always = 3

17. What’s next for the DAP?
DAP use continues to spread across the world: it has been
used in Albania, Armenia, Bangladesh, Bolivia, Canada, China,
Dominican Republic, Egypt, India, Japan, Morocco, Nepal, and
Uganda, amongst others.
The languages the DAP has been translated into include:
Albanian, Armenian, Farsi, Portuguese, and Spanish.
The DAP has been incorporated into several student data
systems in schools across the US and Canada.
A version of the DAP for younger students is currently being
developed.
Developmental of the DAP Portfolio and other support
materials for the DAP.

18. Other sessions you might enjoy...
S-103: Childhood Trauma and the 40
Developmental Assets
S-115: Relationships and Their Influence on
Young People
S-123: Tracking Personal and Academic Growth
With Portfolios
S-125: BARR: A Positive Transition to High School

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