Introduction
Why do some kids grow up with ease, while others struggle? Why do some get involved in dangerous activities, while others spend their time contributing to society? Why do some youth "beat the odds" in difficult situations, while others get trapped? These and many other questions were asked by the community during the future search conference sponsored by the school district in February 1999.
At this conference, the community developed a vision that includes "developing the whole child." The school district has embraced this vision, and is using the work of Search Institute as a method for internalizing it.
Search Institute - 40 Developmental Assets
Research reveals that many factors influence why some young people find success in life and others have a harder time. Economic circumstances, genetics, trauma, and many other factors play a role. But these factors - which seem difficult, if not impossible, to change -aren?t all that matters. Search Institute, a nonprofit, independent research organization based in Minneapolis, Minnesota, has identified 40 concrete, positive experiences and qualities?developmental assets?that have a tremendous influence on young people?s lives and choices. Research shows that the 40 developmental assets help young people make wise decisions, choose positive paths, and grow up competent, caring, and responsible.
The bad news is that the vast majority of young people in the United States -regardless of race or ethnicity, age, gender, cultural background, religion, or income level - experience few of the assets. Indeed, on average, young people report experiencing just 18 of the 40 assets.
The good news is that everyone from all walks of life can help build assets. You don?t have to be a parent, a teacher, a youth worker, or a counselor (though these people certainly have important roles in asset building). You can be a child, teenager, single adult, parent, grandparent - anyone can build assets.
Watch for more research and information about the developmental assets and how individuals, organizations, and communities can - and are - working to ensure that all children and youth throughout the community experience more of these developmental assets.
More information about the Search Institute and the 40 Developmental Assets is available at http://www.search-institute.org/
If you have questions about the 40 Developmental Assets, please contact Jim Kohlmetz (DASD staff directory)
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External & Internal Assets
The Search Institute identifies 40 critical factors for young people?s growth and development. When drawn together, the assets offer a set of benchmarks for positive child and adolescent development.
External assets
The first 20 developmental assets focus on positive experiences that young people receive from the people and institutions in their lives. Four categories of external assets are included in the framework:
Support-Young people need to experience support, care, and love from their families, neighbors, and many others. They need organizations and institutions that provide positive, supportive environments.
- Empowerment-Young people need to be valued by their community and have opportunities to contribute to others. For this to occur, they must be safe and feel secure.
- Boundaries and expectations-Young people need to know what is expected of them and whether activities and behaviors are "in bounds" and "out of bounds."
Constructive use of time-Young people need constructive, enriching opportunities for growth through creative activities, youth programs, congregational involvement, and quality time at home.
Internal Assets
A community's responsibility for its young does not end with the provision of external assets. There needs to be a similar commitment to nurturing the internal qualities that guide choices and create a sense of centeredness, purpose, and focus. Indeed, shaping internal dispositions that encourage wise, responsible, and compassionate judgments is particularly important in a society that prizes individualism. Four categories of internal assets are included in the framework:
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The 40 Assets
| Family support Positive family communication Other adult relationships Caring neighborhood Caring school climate Parent involvement in schooling Community values youth Youth as resources Service to others Safety Family boundaries School boundaries Neighborhood boundaries Adult role models Positive peer influence High expectations Creative activities: participation in the fine arts Youth programs Religious community Time at home | Achievement motivation School engagement Homework Bonding to school Reading for pleasure Caring Equality and social justice Integrity Honesty Responsibility Restraint Planning and decision making Interpersonal competence Cultural competence Resistance skills Peaceful conflict resolution Personal power Self-esteem Sense of purpose Positive view of personal future
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Survey Results
Below are results of a survey given to nearly 800 6th to 12th grade students in the DeForest Area School District. Shown are the percentages of young people who experience each asset. The national percentages are based on surveys of almost 100,000 same-age youth in 213 towns and cities in the United States during the 1996-97 school year. Twenty-five of the 40 assets are experienced by fewer than half of the young people surveyed.
External Assets
Support
| Asset | DeForest | National |
| 1. Family support | 68% | 64% |
| 2. Positive family communication | 28% | 26% |
| 3. Other adult relationships | 43% | 41% |
| 4. Caring neighborhood | 39% | 40% |
| 5. Caring school climate | 29% | 24% |
| 6. Parent involvement in schooling | 29% | 29% |
Empowerment
| Asset | DeForest | National |
| 7. Community values youth | 21% | 20% |
| 8. Youth as resources | 25% | 24% |
| 9. Service to others | 47% | 50% |
| 10. Safety | 51% | 55% |
Boundaries and Expectations | Asset | DeForest | National |
| 11. Family boundaries | 46% | 43% |
| 12. School boundaries | 44% | 46% |
| 13. Neighborhood boundaries | 50% | 46% |
| 14. Adult role models | 28% | 27% |
| 15. Positive peer influence | 75% | 60% |
| 16. High expectations | 43% | 41% |
Constructive Use of Time
| Asset | DeForest | National |
| 17. Creative activities: participation in fine arts | 22% | 19% |
| 18. Youth programs | 63% | 59% |
| 19. Religious community | 62% | 64% |
| 20. Time at home | 55% | 50% |
Internal Assets
Commitment to Learning
| Asset | DeForest | National |
| 21. Achievement motivation | 66% | 63% |
| 22. School engagement | 67% | 64% |
| 23. Homework | 47% | 45% |
| 24. Bonding to school | 50% | 51% |
| 25. Reading for pleasure | 21% | 24% |
Positive Values
| Asset | DeForest | National |
| 26. Caring | 42% | 43% |
| 27. Equality and social justice | 46% | 45% |
| 28. Integrity | 64% | 63% |
| 29. Honesty | 64% | 63% |
| 30. Responsibility | 59% | 60% |
| 31. Restraint | 51% | 42% |
Social Competencies
| Asset | DeForest | National |
| 32. Planning and decision making | 30% | 29% |
| 33. Interpersonal competence | 48% | 43% |
| 34. Cultural competence | 33% | 35% |
| 35. Resistance skills | 43% | 37% |
| 36. Peaceful conflict resolution | 58% | 44% |
Positive Identity
| Asset | DeForest | National |
| 37. Personal power | 47% | 45% |
| 38. Self-esteem | 46% | 47% |
| 39. Sense of purpose | 55% | 55% |
| 40. Positive view of personal future | 74% | 70% |
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Anyone Can Build Assets!
Invite caring, responsible adults to be part of your children's lives.
Have a regular family night to do something fun together.
Be responsible for all of your thoughts, words and actions.
Smile and say hello to at least one new person each day.
Encourage teenagers to take leadership roles in their community.
Talk together about how to establish family rules and consequences.
Set daily homework goals.
Respect teenagers' privacy, but take interest in their friends and activities.
Be a positive role model in a young person's life.
Ask a young person to teach you a new skill.
Avoid comparing young people with each other.
Encourage teens to be involved in at least one hobby.
Let youth know you are proud of their talents, capabilities and discoveries.
Catch kids doing something right.
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Interested in getting involved? Contact David Perrodin at 842-6526.
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Grades 4-6