The Asset Activist's Toolkit

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The Asset Activist’s Toolkit

Handouts and Practical Resources for Putting Assets into Action Handouts by Jolene L. Roehlkepartain A SEARCH INSTITUTE PUBLICATION

The Asset Activist’s Toolkit Handouts and Practical Resources for Putting Assets into Action

Handouts by Jolene L. Roehlkepartain

ASSETS IN ACTION TOOLKIT

15

The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action Jolene L. Roehlkepartain

Search Institute 615 First Avenue Northeast, Suite 125 Minneapolis, MN 55413 www.search-institute.org 612-376-8955 • 800-888-7828

Copyright © 2005 by Search Institute ISBN-13: 978-1-57482-289-2 (e-book) All rights reserved. The purchaser has permission to reprint these tools and handouts for noncommercial, educational use only. For additional permission, write to Permissions at Search Institute. The following are trademarks of Search Institute: Healthy Communities • Healthy Youth®, Search Institute SM, Developmental Assets™

At the time of this book’s publication, all facts and figures cited are the most current available; all telephone numbers, addresses, and Web site URLs are accurate and active; all publications, organizations, Web sites, and other resources exist as described in this book; and all efforts have been made to verify them. The author and Search Institute make no warranty or guarantee concerning the information and materials given out by organizations or content found at Web sites, and we are not responsible for any changes that occur after this book’s publication. If you find an error or believe that a resource listed here is not as described, please contact Client Services at Search Institute.

Credits Editors: Kay Hong, Tenessa Gemelke Production coordinator: Mary Ellen Buscher Design and typesetting: Nancy Wester The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action is a resource of Search Institute’s Healthy Communities • Healthy Youth initiative. This effort seeks to unite individuals, organizations, and communities to join together in nurturing competent, caring, and responsible children and adolescents. Major support for Search Institute’s Healthy Communities • Healthy Youth (HC • HY) initiative is provided by Thrivent Financial for Lutherans. Lutheran Brotherhood, now Thrivent Financial for Lutherans, is the founding national sponsor for HC • HY. This product was funded in part by the C. Charles Jackson Foundation. Some of the ready-to-use communication tools in this toolkit are drawn from Get the Word Out: Communication Tools and Ideas for Asset Builders Everywhere. These materials can also be downloaded at www.search-institute.org/publications/download. You will be asked to enter a username (“wordout”) and a password (“rdytouse”).

10 9 8 7 6 5 4 3 2 1

16

ASSETS IN ACTION TOOLKIT • INTRODUCTION

About Search Institute Search Institute is an independent, nonprofit, nonsectarian organization whose mission is to provide leadership, knowledge, and resources to promote healthy children, youth, and communities. The institute collaborates with others to promote long-term organizational and cultural change that supports its mission. For more information, visit www.searchinstitute.org. Licensing and Copyright The handouts and tools in The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action may be copied as many times for as many people as you want. We ask that each time you copy one of them, you respect the following guidelines: Search Institute credit and copyright information on each handout is not removed, altered, or obscured in reproduction. Any material added for local distribution is clearly differentiated from material prepared by Search Institute. Search Institute material is not altered in content or meaning. The handouts are not resold for profit. You may use the information from the handouts in other formats for promotional or educational purposes, using the following attribution: Reprinted with permission from The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, Copyright © 2005 by Search Institute, Minneapolis, Minnesota, 800-888-7828, www.search-institute.org. All rights reserved.

Printing Tips These handouts will be more effective at getting the word out about asset building if the copies you distribute are neat and easy to read. Here are some things you can do to get high-quality reproduction without spending a lot of money: • Always copy from the original. Copying from a copy lowers the reproduction quality. • Make copies more appealing by using brightly colored paper or even colored ink. Often a quick-print shop will have daily specials on certain colors of ink. • Consider printing each handout on a different color paper for variety. • If you are using more than one handout or a handout that is more than one page, make two-sided copies. • Make sure the paper weight is heavy enough so that the words don’t bleed through. We recommend using at least 60-pound offset paper. A 20-pound paper could show through.

NAME OF PAGE

3

CONTENTS

6 ACKNOWLEDGMENTS 7 INTRODUCTION 13 HANDOUTS

75

Encouraging Young People to Build Assets......................................77

95

Complete List of Handouts .........13 Handouts Grouped by Specific Individuals and Sectors..............18

23

Part 4: Activate Sectors (Handouts 39 –52) Education.........................................98 Neighborhoods ..............................102

Part 1: Introduce Developmental Assets (Handouts 1 –8)

Youth-Serving Organizations ........105 Child-Care Providers .....................108

Spreading the Word about Developmental Assets ........................25

Congregations ...............................112

Making Communities Better Places

Family-Serving Organizations .......114

for Kids ...............................................30

Health Care....................................117

The Power of Research in Your

Law Enforcement and

Asset-Building Efforts.........................34

39

Part 3: Mobilize Young People (Handouts 26–38)

Juvenile Justice ..............................121 Community-Based Organizations 130

Part 2: Engage Adults (Handouts 9–25)

Banks and Other Financial Institutions ....................................132

Encouraging Adults to Build Assets ..................................................41 Developing Asset-Building Volunteers ..........................................70

Partnerships ...................................135

139

Part 5: Invigorate Programs (Handouts 53–70) Getting Programs on Board with Asset Building ................................141

4

CONTENTS

Integrating Asset Building into All Aspects of Your Program..........154

247 READY-TO-USE COMMUNICATION MATERIALS

Finding Financial Support for Your

• Asset-Building Articles ...............250

Asset-Building Program .................163 • A Make-It-Yourself Assets Building Assets during Holidays ...168

Awareness-Raising Packet...........270

177 Part 6: Influence Civic Decisions

• Casual Ways to Talk about the Assets....................................277

(Handouts 71–92)

• Letters to the Editor ...................279 How Civic Leaders Can Use the Asset Approach ..............................179

• Press Releases..............................282

Involving Young People in Your

• Media Alerts ...............................290

Community ...................................194

• Public Service Announcement Scripts .........................................292

Getting All Community Residents Involved in Asset-Building Civic Decisions........................................216

303

ADDITIONAL RESOURCES

227 Part 7: Distribute the Lists of 40 Developmental Assets (Handouts 93–101) Using the Different Lists of 40 Developmental Assets ..............229

CONTENTS

5

ACKNOWLEDGMENTS

Many individuals, organizations, and communities have been building Developmental Assets for and with young people, and their efforts have inspired many people to begin building assets and to create healthy communities. As this work continues to move forward and expand, innovative ideas continue to unfold, many of which are included in this guide. Although there are many people to thank, I would like to single out a few. I appreciate the helpful and thoughtful guidance of Executive Editor Kay Hong during this process, and an extra thanks goes to Richard Crayne, Gary Duneman, Gay Neal, Bill Perry, and Corey Stevenson for providing insightful information for this guide. In addition, you’ll discover many other individuals mentioned throughout this guide. And I thank them, too. —Jolene L. Roehlkepartain

6

ACKNOWLEDGMENTS

INTRODUCTION

F

or many people, the Developmental

many levels at once. On one level, your focus is

Assets have become a source of ideas and

on getting the word out about asset building to

inspiration for their work to create

as many individuals, groups, organizations,

healthy communities; they provide a focus on

and sectors as possible. The more you do this,

strengths and opportunities rather than frustra-

the more you see how each audience adapts the

tion and despair. With the asset framework,

asset approach to fit with its practices and

Search Institute has identified 40 positive expe-

goals.

riences and qualities that all of us have the

On a second level, you’re likely to extend

power to bring into the lives of children and

your reach from informal contacts and presen-

youth of all cultural backgrounds, from every

tations to more formal use of various media—

type and size of community, and in any family

newsletters, newspapers, radio, and television—

of any income level. By focusing on bringing

for informing the broader community about

more of the assets to greater numbers of young

Developmental Assets, the impact assets have

people, thousands of activists have found new

on the well-being of young people, and the

and effective ways to bring improvements to

benefits of starting or joining an asset-building

their larger community as well.

initiative.

The book Assets in Action: A Handbook for

The Asset Activist’s Toolkit: Handouts and

Making Communities Better Places to Grow Up

Practical Resources for Putting Assets into Action

brings together the best collective ideas from

contains resources to assist you on both levels:

Search Institute and some of the many commu-

• Handouts created especially to reach spe-

nity asset-building initiatives across the United

cific groups and individuals, including tip

States and Canada. There you can read about

sheets (bulleted lists of ideas) and activity

Search Institute’s in-depth research into how

handouts (ready-to-use activities that re-

four distinct initiatives are transforming their

quire some planning and reflection).

communities and hear from asset builders sharing, in their own voices, what has worked for

• Ready-to-Use Communication Mate-

them. This collection is an attempt to transfer

rials that provide you with the text you

some of those great ideas into practical tools

need for newsletter and newspaper arti-

for starting and sustaining asset building in a

cles, press releases, public service an-

community.

nouncements, and other venues.

Building a strong, effective asset-building initiative means working in a community on

INTRODUCTION

7

How to Use This Book

list ways young people can build assets in their

Whether you’re new to asset building or a seasoned veteran, The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action makes it easy for you to get more people on board and to integrate asset building throughout your neighborhood, your organization, and your community.

personal life and school life. Part 4: Activate Sectors—A third action strategy entails activating sectors. The 14 handouts in this section (39–52) give specific ideas on how to mobilize each sector to build assets. Part 5: Invigorate Programs—The 18 handouts in this part (handouts 53–70) high-

Handouts

light specific ways to incorporate the fourth ac-

The tip sheets and activity handouts throughout

tion strategy of invigorating programs. Seven

this book appeal to a wide range of people in dif-

handouts (54–60) outline how different types

ferent roles and sectors. Distribute these hand-

of programs can build assets. Four additional

outs to reach even more people and to challenge

handouts (61–64) suggest ways to integrate

those already on board to do even more.

asset building into all aspects of each program,

The handouts are in seven parts, which

and the remaining handouts give ideas on how

give more information about the asset frame-

to find financial support and build assets dur-

work and the five action strategies that Search

ing holidays (65–66 and 67–70, respectively).

Institute has identified for making community Part 6: Influence Civic Decisions—The

change.

final action strategy focuses on influencing Part 1: Introduce Developmental

civic decisions. Twenty-two handouts (71–92)

Assets—Eight handouts provide more infor-

give specific ideas on how civic leaders can use

mation about Developmental Assets, such as

the asset approach, how to involve young peo-

spreading the word about the framework, how

ple in your community, and how to get all resi-

to make communities better for kids, and the

dents involved in asset building.

power of research in your asset-building efforts. Part 7: Distribute the Lists of 40 DevelPart 2: Engage Adults—This is the first of

opmental Assets—No matter how you use

the five action strategies. Use these 17 hand-

the other handouts to get the word out about

outs (9–25) to distribute information about the

asset building, use the lists of Developmental

assets to different groups of adults. You’ll find

Assets to inform people about the 40 assets.

handouts applicable for parents, health-care

Here you will find a list for each of six different

workers, business employees, agency workers,

age-groups. You also will find the list of 40 as-

organizational leaders, volunteers, and more.

sets in English, Spanish, and French.

Part 3: Mobilize Young People—The sec-

Within each of the seven parts, you’ll find not

ond action strategy involves mobilizing young

only reproducible handouts to distribute but

people to build assets. The 13 handouts (26–38)

also additional information to help you with

8

INTRODUCTION

your outreach methods. Each group of hand-

cation purposes. They’ll save you time and let

outs starts out with a one-page overview that

you focus your energies on other areas.

gives you suggestions for the audience, tips on how to use the handouts, helpful asset-building tools, and a sidebar that highlights how an in-

The 40 Developmental Assets Framework

dividual, organization, or community is building assets. Each handout includes a permissionto-copy credit line, so you are welcome to use

In 1989, Search Institute identified key factors that young people need to succeed. Since then, the asset framework has evolved into a power-

these handouts as often as you would like.

ful concept that names not only what adoles-

You also can use certain elements of a handout and incorporate those elements into another handout. If you do so, make sure you use the following attribution: Reprinted with permission from The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action (specify the number of the handout you are quoting) Copyright © 2005 by Search Institute, Minneapolis, Minnesota, 800888-7828, www.search-institute.org. All rights reserved.

cents need to become caring and competent adults but also how children can grow up well. Currently there are lists of assets for six different age-groups: infants (birth to 12 months), toddlers (13 to 35 months), preschoolers (3 to 5 years), elementary-age children (6 to 11 years), an updated list for middle childhood (8 to 12 years), and a list for adolescents (12 to 18 years). All of these lists include the same asset categories. The first four asset categories encompass the external structures, relationships, and activities that promote a pos-

Ready-to-Use Communication Materials

itive environment for young people to grow up well. The four categories of external assets are:

Whenever you have an opportunity to spread the asset message through a media channel but

Support—Young people need to be sur-

find yourself at a momentary loss for ideas or

rounded by people who love, care for, appreci-

simply out of time to create something new,

ate, and accept them.

turn to this section. You’ll find: Empowerment—Young people need to feel

• Articles on each category of assets, on each of the 40 assets, and on assets for the seasons of the year; • Examples of letters to the editor, press releases, and other media announcements; and • The pages for a customizable awarenessraising booklet you can create yourself. Use any of these materials as they are, or download and adapt them for your communi-

valued and valuable. When young people are safe and respected, they feel empowered. Boundaries and Expectations—Young people need clear rules, consistent consequences for following or not following these rules, and expectations to do their best. Constructive Use of Time—Young people need opportunities—outside of school—to

INTRODUCTION

9

learn and develop new skills and interests with

order to grow up well. Currently only 9 percent

other caring young people and adults.

of young people have this many assets.

Young people not only need to be surrounded

The Five Action Strategies

by these external structures, they also need to be taught internal commitments that help them to grow up well. The four categories of internal assets are:

To transform a community, an organization, or even a neighborhood into an asset-building place, Search Institute researchers have identified five action strategies. These strategies are outlined in detail through a number of the

Commitment to Learning—Young people need a sense of the lasting importance of learn-

handouts. (See Handouts 4, 9, 26, 39, 53, and 71.) These action strategies are:

ing and belief in their own abilities. Strategy 1: Engage Adults—Engage adults Positive Values—Young people need to develop strong guiding values and principles to help them make healthy life choices.

from all walks of life to develop sustained, strength-building relationships with children and adolescents, both within families and in neighborhoods.

Social Competencies—Young people need the skills to interact effectively with others, to

Strategy 2: Mobilize Young People—Mobi-

make difficult decisions, and to cope with new

lize young people to use their power as asset

situations.

builders and change agents.

Positive Identity—Young people need to be-

Strategy 3: Activate Sectors—Activate all

lieve in their own self-worth and to feel that

sectors of your community—such as schools,

they have control over the things that happen

congregations, youth-serving organizations,

to them.

businesses, human services, and health-care organizations—to create an asset-building culture

Search Institute research throughout the

and to contribute fully to young people’s

United States and Canada has consistently

healthy development.

shown the power of these Developmental Assets. When young people report having more

Strategy 4: Invigorate Programs—Invigo-

assets, they’re less likely to get into trouble and

rate, expand, and enhance programs to become

are more likely to act in positive ways, such as

more asset rich. Make programs available and

succeeding in school and valuing diversity.

accessible to all children and youth.

Although Developmental Assets have a powerful effect on young people, too few young

Strategy 5: Influence Civic Decisions—

people have enough assets. The average young

Influence decision makers and opinion leaders

person has only 19 of the 40 Developmental As-

to leverage financial, media, and policy re-

sets. Researchers have determined that young

sources in support of this positive transforma-

people need 31 or more of these 40 assets in

tion of communities and society.

10

INTRODUCTION

Use these five strategies and the tools here to

occur. But every small step does make a differ-

mobilize individuals, organizations, and your

ence. With the help of these tools, you can

community as a whole to build assets. As you

spark residents’ imaginations to do something

inspire individuals and groups to build assets,

they’ve never done before that brings out the

you’ll see your community slowly transform.

best in the children and adolescents in your

True change takes years, if not decades, to

community.

INTRODUCTION

11

COMPLETE LIST OF HANDOUTS

23

Part 1: Introduce Developmental Assets (Handouts 1– 8) Spreading the Word about

39

Part 2: Engage Adults (Handouts 9–25) 9. Action Strategy #1:

Developmental Assets

Engage Adults ...........................40

1. The Developmental Assets Framework ................................26 2. The Power of One.....................27

Encouraging Adults to Build Assets 10. Going Deeper with

3. Building Assets Day by Day .....29 Making Communities Better

Asset Building ...........................42 11. Assessing Your Asset-Building Actions ......................................44

Places for Kids 4. The Five Action Strategies for

12. Asset-Building Ideas for Parents and Caregivers .............46

Putting Assets in Action ...........31

13. Asset-Building Ideas for

5. Phases of the Change

Working Parents .......................48

Pathway ....................................32

14. Asset-Building Ideas for The Power of Research in Your

Grandparents ............................50

Asset-Building Efforts 15. Asset-Building Ideas for 6. Boosting Student

Pet Owners................................52

Achievement.............................35 16. Asset-Building Ideas for 7. Developmental Assets among

Extroverts..................................54

Youth of Color ..........................36 17. Asset-Building Ideas for 8. Building Assets to Strengthen

Introverts ..................................56

Substance Abuse Prevention ....37 18. Asset-Building Ideas for Senior Citizens..........................58 19. Asset-Building Ideas for Dentists and Orthodontists......60

COMPLETE LIST OF HANDOUTS

13

20. Asset-Building Ideas for

32. Being an Asset-Building

Executives and

Friend ........................................85

Administrators ..........................62 21. Asset-Building Ideas for

33. Dating as an Asset Builder........86 34. Spending Your Time in Asset-

Receptionists.............................64 22. Asset-Building Ideas for

Building Ways...........................88 35. Asset-Building Ideas for Teen

Private Music Teachers .............66 23. Asset-Building Ideas for

Employees .................................89 36. Recognizing the Asset Builders

Librarians ..................................68 Developing Asset-Building

in Your Life ...............................91 37. Making Asset-Building

Volunteers

Decisions about What to Do after Graduation .......................92

24. Asset-Building Ideas for Volunteers.................................71

38. Working with Adults in AssetBuilding Ways on Boards and

25. Going Deeper as an Asset-

Commissions ............................93

Building Volunteer ...................72

175 Part 3: Mobilize Young People

195 Part 4: Activate Sectors (Handouts 39-52)

(Handouts 26–38)

39. Action Strategy #3:

26. Action Strategy #2:

Activate Sectors.........................96

Mobilize Young People .............76 Encouraging Young People to Build Assets

Education 40. Asset-Building Ideas for Schools ....................................100

27. Becoming an Asset-Building Student .....................................78 28. Youth as Asset-Building

Neighborhoods 41. Asset-Building Ideas for

Change Agents..........................80

Neighborhoods .......................103

29. Asset-Building Team and Club Leaders .............................81 30. Building Assets as a Team or

Youth-Serving Organizations 42. Asset-Building Ideas for Youth-Serving Organizations...107

Club Member............................83 31. Talking with a Parent or Caregiver in Asset-Building Ways..........................................84

14

Child-Care Providers 43. Asset-Building Ideas for Child-

COMPLETE LIST OF HANDOUTS

Care Providers.........................110

Congregations 44. Asset-Building Ideas for Networking Congregations ....113

139 Part 5: Invigorate Programs (Handouts 53–70) 53. Action Strategy #4:

Family-Serving Organizations

Invigorate Programs ...............140

45. Asset-Building Ideas for FamilyServing Organizations ............115

Getting Programs on Board with Asset Building

Health Care

54. Asset-Building Ideas for Arts,

46. Asset-Building Ideas for

Theater, Literary, and Music

Health Care.............................119

Programs .................................143 55. Asset-Building Ideas for

Law Enforcement and

Camping Programs .................144

Juvenile Justice 47. Asset-Building Ideas for Law

56. Asset-Building Ideas for Parks and Recreation Programs........146

Enforcement and Juvenile Justice .......................122

57. Asset-Building Ideas for PeerHelping Programs ...................148

48. Asset-Building Juvenile Diversion Program..................124

58. Asset-Building Ideas for Volunteer and Service-

49. Asset-Building Contract for

Learning Programs..................149

Juvenile Diversion Program ...127

59. Asset-Building Ideas for Community-Based Organizations 50. Asset-Building Ideas for

Sports Programs ......................150 60. Asset-Building Ideas for

Community-Based

Youth Programs ......................152

Organizations .........................131 Integrating Asset Building into Banks and Other Financial

All Aspects of Your Program

Institutions 61. Asset-Building Ideas for 51. Asset-Building Ideas for Banks

Building Relationships in

and Other Financial

Your Program ..........................155

Institutions .............................133 62. Asset-Building Ideas for Involving Parents in Your

Partnerships

Program...................................157

52. Ideas for Creating Asset-Building Partnerships ............................136

63. Creating Safe, Asset-Building Places for Young People..........159

COMPLETE LIST OF HANDOUTS

15

64. Building Assets in Every Part of

75. Our Asset-Building

Your Program ..........................161 Finding Financial Support for

Proclamation ..........................186 76. Getting Residents’ Feedback about Asset Building...............187

Your Asset-Building Program 65. Identifying Funding Sources

77. Feedback on Asset Building in Our Community ................188

for Your Asset-Building Efforts......................................164

78. Taking an Asset-Building Approach to Helping

66. Funding Information to

Families with Taxes.................190

Gather for Your AssetBuilding Efforts.......................166

79. Creating Asset-Building Neighborhood Parties.............192

Building Assets during Holidays 67. Asset-Building Ideas for Celebrating Birthdays .............170 68. Asset-Building Ideas for

Involving Young People in Your Community 80. Getting Young People Involved in Your Local

Valentine’s Day .......................172

Government ...........................196 69. Asset-Building Ideas for Halloween ...............................173

81. Where in the World Is . . . ? (Navigating through Your

70. Asset-Building Ideas for the

Local Government).................198

December Holidays.................175 82. You’re Invited to Get

177 Part 6: Influence Civic Decisions (Handouts 71–92)

Involved ..................................206 83. Recognizing Outstanding Asset-Building Young People

71. Action Strategy #5:

in Your Community ...............207

Influence Civic Decisions.......178 84. Outstanding Asset-Building How Civic Leaders Can Use the

Youth Award Nomination

Asset Approach

Form........................................208

72. Using the Asset Framework in Making Policy Decisions ....180

85. Voting for the First Time ........210 86. Creating Effective AssetBuilding Youth Councils and

73. Why Positive Youth Development Matters in

Youth Involvement in Civic

Civic Decisions .......................182

Decisions.................................212

74. Making Proclamations to

87. Running an Asset-Building

Gain Asset-Building Support ..184

Youth-Led Philanthropy Program...................................214

16

COMPLETE LIST OF HANDOUTS

Getting All Community Residents

94. 40 Developmental Assets for

Involved in Asset-Building Civic Decisions

Infants (Birth to 12 months)...231 95. 40 Developmental Assets for

88. Becoming an Asset-Building Voter .......................................217

Toddlers (13 to 35 months) ...233 96. 40 Developmental Assets for

89. An Asset Builder’s Guide to Knowing Your Legislative

Preschoolers (3 to 5 years) .....235 97. 40 Developmental Assets for

Representatives .......................219

Elementary-Age Children

90. Working with Elected

(6 to 11 years) ........................237

Officials on Asset-Building

98. 40 Developmental Assets for

Issues .......................................221

Middle Childhood

91. Asset-Building Tips for

(8 to 12 years) .........................239

Speaking at City Council

99. 40 Developmental Assets for

Meetings .................................223 92. Running for Elected Office on

Adolescents (12 to 18 years)...241 100. 40 Developmental Assets for

an Asset-Building Platform.....224

Adolescents in Spanish: 40 elementos fundamentales

227 Part 7: Distribute the Lists of 40 Developmental Assets (Handouts 93–101)

del desarrollo (de 12 a 18 años) .......................................243 101. 40 Developmental Assets for

Using the Different Lists of 40

Adolescents in French: 40 Acquis

Developmental Assets

dont les jeunes ont besoin

93. Identifying Audiences to

pour reussir (12 à 18 ans) .......245

Distribute the Different Lists of 40 Developmental Assets........230

COMPLETE LIST OF HANDOUTS

17

Handouts Grouped by Specific Individuals and Sectors

Children and Youth 80. Getting Young People

When you’re working with a specific group or certain individuals, use this guide to help you find handouts more quickly. Whenever you’re working with any group of individuals, always include the list (or lists) of the 40 assets

Involved in Your Local Government ...........................196 81. Where in the World Is . . . ? (Navigating through Your Local Government).................198 82. You’re Invited to Get

(Handouts 93–101).

Involved ..................................202 Adults

83. Recognizing Outstanding

2. The Power of One.....................27 3. Building Assets Day by Day .....29 83. Recognizing Outstanding AssetBuilding Young People in Your Community ............................207 84. Outstanding Asset-Building Youth Award Nomination

Asset-Building Young People in Your Community ...............207 84. Outstanding Asset-Building Youth Award Nomination Form........................................208 85. Voting for the First Time ........210 86. Creating Effective Asset-

Form........................................208 88. Becoming an Asset-Building Voter .......................................217 89. An Asset Builder’s Guide to

Building Youth Councils and Youth Involvement in Civic Decisions.................................212 87. Running an Asset-Building Youth-Led Philanthropy

Knowing Your Legislative Representatives .......................219 90. Working with Elected Officials on Asset-Building Issues .........221

Program...................................214 89. An Asset Builder’s Guide to Knowing Your Legislative Representatives .......................219

91. Asset-Building Tips for 90. Working with Elected Officials

Speaking at City Council Meetings .................................223 92. Running for Elected Office on an Asset-Building Platform.....224

on Asset-Building Issues .........221 91. Asset-Building Tips for Speaking at City Council Meetings .................................223

• Applicable Handouts in Part 2 (Handouts 9–25) ....................39

• Applicable Handouts in Part 3 (Handouts 26–38) ..................75

• Applicable Handouts in Part 7 (Handouts 93–101) ..............227

• Applicable Handouts in Part 7 (Handouts 93–101) ..............227

18

HANDOUTS GROUPED

Families

70. Asset-Building Ideas for the

2. The Power of One.....................27 3. Building Assets Day by Day .....29

December Holidays.................175 79. Creating Asset-Building Neighborhood Parties.............192

12. Asset-Building Ideas for Parents and Caregivers .............46

88. Becoming an Asset-Building Voter .......................................217

13. Asset-Building Ideas for Working Parents .......................48

• Applicable Handouts in Part 7 (Handouts 93-101)...............227

14. Asset-Building Ideas for Grandparents ............................50 68. Asset-Building Ideas for

Schools 6. Boosting Student

Valentine’s Day .......................172 69. Asset-Building Ideas for

Achievement.............................35 7. Developmental Assets among

Halloween ...............................173 70. Asset-Building Ideas for the December Holidays.................175 78. Taking an Asset-Building

Youth of Color ..........................36 8. Building Assets to Strengthen Substance Abuse Prevention ....37 40. Asset-Building Ideas for

Approach to Helping Families with Taxes ...............................190 88. Becoming an Asset-Building Voter .......................................217 • Applicable Handouts in Part 7 (Handouts 93–101) ..............227

Schools ....................................100 52. Ideas for Creating AssetBuilding Partnerships .............136 54. Asset-Building Ideas for Arts, Theater, Literary, and Music Programs .................................143 57. Asset-Building Ideas for Peer-

Neighbors

Helping Programs ...................148 15. Asset-Building Ideas for Pet Owners................................52

59. Asset-Building Ideas for Sports Programs ......................150

18. Asset-Building Ideas for Senior Citizens..........................58

67. Asset-Building Ideas for Celebrating Birthdays .............170

41. Asset-Building Ideas for Neighborhoods .......................153

• Applicable Handouts in Part 7 (Handouts 93–101) ..............227

68. Asset-Building Ideas for Valentine’s Day .......................172 69. Asset-Building Ideas for

Congregations 44. Asset-Building Ideas for

Halloween ...............................173

HANDOUTS GROUPED

Networking Congregations ....113

19

52. Ideas for Creating Asset-

Child-Care Providers

Building Partnerships .............136 55. Asset-Building Ideas for

43. Asset-Building Ideas for ChildCare Providers.........................110

Camping Programs .................144 58. Asset-Building Ideas for

52. Ideas for Creating AssetBuilding Partnerships .............136

Volunteer and Service-

61. Asset-Building Ideas for

Learning Programs..................149 61. Asset-Building Ideas for

Building Relationships in Your Program ..........................155

Building Relationships in Your Program...................................155 62. Asset-Building Ideas for

62. Asset-Building Ideas for Involving Parents in Your Program...................................157

Involving Parents in Your

63. Creating Safe, Asset-Building

Program...................................157 63. Creating Safe, Asset-Building Places for Young People..........159 64. Building Assets in Every Part of Your Program......................161

Places for Young People..........159 64. Building Assets in Every Part of Your Program ..........................161 • Applicable Handouts in Part 7 (Handouts 93–101) ..............227

• Applicable Handouts in Part 7 (Handouts 93–101) ..............227

Children-, Youth-, and FamilyServing Organizations

Businesses

6. Boosting Student

2. The Power of One.....................27 3. Building Assets Day by Day .....29

7. Developmental Assets among Youth of Color ..........................36

20. Asset-Building Ideas for Executives and

8. Building Assets to Strengthen

Administrators ..........................62 21. Asset-Building Ideas for

Substance Abuse Prevention ....37 20. Asset-Building Ideas for

Receptionists.............................64 51. Asset-Building Ideas for Banks and Other Financial

Executives and Administrators ..........................62 21. Asset-Building Ideas for

Institutions .............................133 52. Ideas for Creating Asset-

Receptionists.............................64 42. Asset-Building Ideas for

Building Partnerships .............136 • Applicable Handouts in Part 7 (Handouts 93–101) ..............227

20

Achievement.............................35

HANDOUTS GROUPED

Youth-Serving Organizations 107 45. Asset-Building Ideas for Family-Serving Organizations 115

52. Ideas for Creating Asset-

52. Ideas for Creating Asset-

Building Partnerships .............136

Building Partnerships .............136

• Applicable Handouts in Part 5

• Applicable Handouts in Part 7

(Handouts 53–70) ................139 • Applicable Handouts in Part 7 (Handouts 93–101) ..............227 Government Agencies

(Handouts 93–101) ..............227 Law Enforcement and Juvenile Justice 6. Boosting Student Achievement.............................35

20. Asset-Building Ideas for Executives and

7. Developmental Assets

Administrators ..........................62 21. Asset-Building Ideas for

among Youth of Color..............36 8. Building Assets to Strengthen

Receptionists.............................64 47. Asset-Building Ideas for Law

Substance Abuse Prevention ....37 47. Asset-Building Ideas for Law

Enforcement and

Enforcement and

Juvenile Justice .......................122

Juvenile Justice .......................122

52. Ideas for Creating Asset-

48. Asset-Building Juvenile

Building Partnerships .............136 • Applicable Handouts in Part 6 (Handouts 71–92) ................177 • Applicable Handouts in Part 7 (Handouts 93–101) ..............227

Diversion Program..................124 49. Asset-Building Contract for Juvenile Diversion Program ...127 52. Ideas for Creating AssetBuilding Partnerships .............136 • Applicable Handouts in Part 7

Health Care

(Handouts 93–101) ..............227 8. Building Assets to Strengthen Substance Abuse Prevention ....37 19. Asset-Building Ideas for

Libraries 23. Asset-Building Ideas for

Dentists and Orthodontists......60 20. Asset-Building Ideas for

Librarians ..................................68 52. Ideas for Creating Asset-

Executives and

Building Partnerships .............136

Administrators ..........................62 21. Asset-Building Ideas for

63. Creating Safe, Asset-Building Places for Young People..........159

Receptionists.............................64 46. Asset-Building Ideas for

• Applicable Handouts in Part 7 (Handouts 93–101) ..............227

Health Care.............................119

HANDOUTS GROUPED

21

Part 1

Introduce Developmental Assets Handouts 1–8

Spreading the Word about Developmental Assets The Developmental Assets framework is a rich concept that’s simple to grasp but allows for different levels of enthusiasm and participation. People who are especially excited about asset building often take a two-pronged approach to spreading the word about Developmental Assets: making the asset framework easy to understand for those learning about it for the first time while also creating opportunities for individuals to go in-depth into the framework to see the richness that it offers.

Audience for These Handouts Distribute these handouts to anyone you’re try-

How to Use These Handouts Handout 1: The Developmental Asset Framework gives an overview of the framework and its power. A number of veterans distribute this handout first (before giving out the list of 40 assets) so that people can see the power of the assets along with the conceptual thinking behind the framework. Handout 2: The Power of One outlines how one person can make a difference in a young person’s life. It also highlights how many people can have an even greater influence. Use Handout 3: Building Assets Day by

ing to reach about asset building, as well as to

Day to help newcomers see how their small,

those who are already involved to encourage

daily actions can make a difference. Often indi-

them to intensify their efforts.

viduals who reflect on the adults who made a difference in their lives will more quickly see the connection between small, doable actions and the impact on young people.

All It Takes Is a Minute Organizers of the asset-building initiative in Bemidji, Minnesota, developed the Just A Minute

Other Asset-Building Tools Two tools that encourage individuals to see the simplicity of asset building are Search Insti-

program to show that it takes “just a minute” to

tute’s 150 Ways to Show Kids You Care (available

build assets for and with young people. Organizers

in both English and Spanish) and 40 Ways Any-

created monthly radio announcements, bulletin in-

one Can Build Assets. Visit www.search-

serts for congregations, and inserts for local busi-

institute.org/catalog/ to order copies of these

nesses to include with paychecks.

resources.

SPREADING THE WORD ABOUT DEVELOPMENTAL ASSETS

25

HANDOUT

1

The Developmental Assets Framework How do you help young people become caring,

Search Institute’s framework organizes

productive citizens? Researchers at Search Insti-

these 40 assets into eight categories: sup-

tuteSM have found that Developmental Assets™,

port, empowerment, boundaries and expecta-

which are the building blocks of healthy devel-

tions, constructive use of time, commitment to

opment, make a difference. Young people with

learning, positive values, social competencies,

more of these Developmental Assets are:

and positive identity. Currently there are several lists of

1. More likely to make choices we value

Developmental Assets that illustrate how

(which researchers call thriving

each asset is defined for a specific age-group.

indicators);

For a copy of the lists with the definitions, go

2. Less likely to get into trouble (which researchers call risky behaviors); and

to www.search-institute.org/assets. Even though researchers have found that Developmental Assets are powerful for all

3. More likely to bounce back when life

young people, too many young people do

gets hard (which researchers call

not report having enough assets. The av-

resiliency).

erage young person experiences only 19.3 Developmental Assets out of 40, and re-

Developmental Assets are positive factors in young people, families, communities,

searchers have set a benchmark for each young person to have at least 31 or more assets.

schools, and other settings that have been

Young teenagers are more likely to report

found to be important in promoting young

having more Developmental Assets than older

people’s healthy development. Search Institute

teenagers. The average student in grade 6 has

researchers have identified 40 Developmental

23.1 assets compared to 18.3 assets of students

Assets that make a difference in the lives of

in grade 12. Only 9 percent of young people

young people.

surveyed report having 31 to 40 assets.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

26

HANDOUT #1

HANDOUT

2

The Power of One

One of the most powerful aspects of building

researchers Peter C. Scales and Nancy Leffert

Developmental Assets is that one person can

discovered that individuals who take the time

make a difference. Each person has that

to support young people and build assets are

power—not just the individuals who we believe

more likely to help young people experience

are doing more than we are.

the following qualities of life:

“Virtually every major social movement

• Greater self-esteem, hopes for the future,

in this nation has begun with individuals mak-

and cheerfulness

ing a personal commitment to addressing a need or cause in their own lives, their commu-

• More prosocial behavior

nity, or their world,” says Search Institute Presi-

• Fewer behavior problems

dent Peter Benson. Research backs up this statement. In Developmental Assets: A Synthesis of the

• Fewer feelings of loneliness, anxiety, or depression

Scientific Research on Adolescent Development,

• Less substance use • Reduced experience of violence

The Power of Many

• Higher grades

Individuals have also discovered that when they team up with one person or more, they can have

• Higher school completion rates

an even bigger impact. Lieutenant Doug Sharlow

• Higher test scores

of the Kennebunk Police Department in Maine

• More positive feelings toward school

started an asset-building program with another

In communities throughout North America, in-

officer in which all first-time, nonviolent juvenile

dividuals are building assets in small and big

offenders must sign a contract, have a parent sign

ways. Here are a few examples:

a contract, write letters of apology to the victims, and participate in an eight-week, decision-making skills course through the police department. In the first 15 months, the program served 57 young people. Only three became repeat offenders,

Parent Lynn Stambaugh created a list of all the adults who interacted regularly with her kids—not just teachers, but also coaches, janitors, bus drivers, and music teachers. She wrote each of them a letter, thanking them for the

which was a 7 percent recidivism rate compared

important role they have in her children’s lives.

to the usual 35 to 40 percent rate.

Many recipients wrote or called to thank her.

HANDOUT #2

27

Sixteen-year-old Leander Morgan

Fifth grader Lacey Lewandowski

used to create comic books that had violent

heard about Locks of Love, an organization

themes—until he learned about asset building.

that accepts donations of hair to give to people

Then he started creating comic books with pos-

who cannot grow hair or have cancer. Since

itive themes, such as respect. An elementary

Lacey had long hair, she decided to go with a

school started using his comic books, and he

short hairstyle and donate her hair to Locks of

even spoke at a school assembly, which he

Love. Then she encouraged other kids and par-

thought was cool.

ents to do the same.

Gary and Carrie Surber invite the

Assistant Principal John Headlee

neighborhood children to play games, run

identified seven older students at his high

races, or just stop and talk at their home. Carrie

school to mentor about 40 younger students

says it’s easy. “You just hang out,” she says,

who were skipping class too much. Each older

“spending lots of time with kids.”

captain worked with five to six students, and

Custodian Harlan Fuchs got to know some of the athletes after school while he

most of the younger students started skipping less and doing better in school.

worked. He then made a donation so that two

Neighbor Elaine Lerdall noticed boys

students could attend a summer basketball

playing basketball in an unpaved alley. Since

camp.

her sons were grown and she had an unused basketball hoop in her driveway, she invited the boys to use her hoop instead.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

28

HANDOUT #2

HANDOUT

3

Building Assets Day by Day Most asset building occurs for free and with only a small investment of time. Use this worksheet as a springboard to help you identify which small actions you can take that will make a big difference. When you were younger, what did adults do

Where do you tend to see young people during

that made you feel valuable and important?

the course of your day? (Becoming aware of where you see young people will help you to pay more attention during those times of your day to take your small action.)

Which of those actions meant the most to you? Why? What small action can you take when you see children and teenagers during the course of your day? Some asset builders make it a point to make eye contact and smile at each young person. Others say hello. What one small thing can you do?

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #3

29

Making Communities Better Places for Kids Creating a healthy community for young

initiatives grow. Use this handout with your

people entails taking a big-picture approach to

leaders so that you can be more intentional

ensure that you’re covering the breadth and

with your planning efforts.

depth of your community. There are a lot of in-

Use Handout 5: Phases of the Change

dividuals and organizations to reach, and hav-

Pathway to give your leaders and planners a

ing a plan can make your efforts more effective.

sense of what to expect as you start and broaden your efforts. Change takes time, and

Audience for These Handouts Distribute these handouts to anyone who wants to make your community a better place

it’s helpful to see how change occurs every step of the way.

for children and teenagers. Use them with your

Another Asset-Building Tool

leaders, staff, and volunteers.

The Search Institute book Assets in Action: A Handbook for Making Communities Better Places to

How to Use These Handouts Handout 4: The Five Action Strategies for Putting Assets in Action gives an overview of

Grow Up gives an in-depth look at the five action strategies and how communities are using each of these strategies to promote asset building.

the effective strategies that help asset-building

Taking Intentional Steps Leaders of the GivEm 40 Coalition in Traverse City, Michigan, worked with school and community leaders for two years before measuring the Developmental Assets of the young people in the 19 schools. “When you’re a new initiative, it’s a delicate, fledgling kind of time,” says Mimi Petritz-Appel, who was the community’s first asset-building coordinator before moving to coordinating asset-building efforts within one of the schools. Leaders identified individuals and organizations who saw how asset building enhanced the work they were already doing.

30

THE ASSET ACTIVIST’S TOOLKIT

HANDOUT

4

The Five Action Strategies for Putting Assets in Action No matter how you organize your asset-building efforts, you can strengthen those efforts by using these five action strategies that help your movement gain momentum and make progress. Strategy 1: Engage Adults—Engage adults from all walks of life to develop sustained, strength-building relationships with children and adolescents, both within families and in neighborhoods. Strategy 2: Mobilize Young People—Mobilize young people to use their power as asset builders and change agents. Strategy 3: Activate Sectors—Activate all sectors of your community—such as schools, congregations, youth-serving organizations, businesses, human services, and health-care organizations—to create an assetbuilding culture and to contribute fully to young people’s healthy development. Strategy 4: Invigorate Programs—Invigorate, expand, and enhance programs to become more asset rich and to be available to and accessed by all children and youth. Strategy 5: Influence Civic Decisions—Influence decision makers and opinion leaders to leverage financial, media, and policy resources in support of this positive transformation of communities and society.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #4

31

HANDOUT

5

Phases of the Change Pathway Although it’s easy for many people to see the benefits of asset building, a number of people will resist change. It’s not easy to change, even when what you’re wanting is admirable. Search Institute researchers have identified five major phases of change. Keep these in mind as you develop your assetbuilding efforts since these phases apply to individuals, organizations, sectors, and communities.

Phase 1:

Phase 3:

Receptivity (Being Open to Change)

Mobilization (Organizing for Change)

For the change process to begin, those involved

This phase requires motivating people to act. It’s

(such as individuals, organizations, or a com-

about bringing together a team with members

munity) must recognize and acknowledge that

who are committed to the cause of asset build-

their young people are not getting all the help

ing and about using strategies that encourage

they need to grow up healthy. They know that

and sustain action to build assets for and with

things need to change and can be improved.

young people. As people become motivated and

People are dissatisfied. They’re not happy with

mobilized, they often begin to connect with

the status quo. They want something better.

other allies through informal networking in addition to establishing a more formal coalition.

Phase 2: Awareness (Understanding the Possibili-

Phase 4:

ties of Change)

Action (Making Change Happen)

Before anyone can change, people need infor-

This phase focuses on doing. Individuals build

mation that helps them think differently about

assets. Organizations build assets. Community

what young people need to succeed. They must

leaders and residents build assets. This phase

be convinced of the benefits of asset building

entails the small, daily actions that people take

and of their own capacity (of using their time,

to build assets along with the larger systematic

skills, and opportunities) for personally engag-

and programmatic actions that build assets.

ing with young people.

32

HANDOUT #5

Phase 5:

about what they’ll do next, they automatically

Continuity (Ensuring That Change

do it. These are the actions that become woven

Becomes a Way of Life)

into the fabric of personal, organizational, and

This phase emphasizes the sustaining energy,

community life. As the newness wears off, this

momentum, and progress that are required

phase sustains the ideas and systems that work

over the long term for building assets for and

while also embracing new ideas.

with young people. Instead of people thinking

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #5

33

The Power of Research in Your Asset-Building Efforts The Developmental Assets framework is a rich concept that’s simple to grasp but also includes many nuances. Compelling patterns emerge as

Bringing Community Leaders Together through Research

we learn more about the ways in which assets work in the lives of young people. Research can

In Santa Fe, New Mexico, community leaders from

be an especially useful tool for identifying these

the United Way and the school district used

patterns and sparking enthusiasm about the

Search Institute research to convince community

asset approach.

members to survey more than 4,000 young people in grades 7 to 12. They found three survey spon-

Audience for These Handouts

sors and seven organizations to contribute money

Distribute these handouts to those concerned

and in-kind donations to fund their community re-

about the following topics: school achievement

search project. Now that the survey results of their

(Handout 6); young people of color (Handout

young people are complete, leaders look forward

7); and building assets to strengthen substance

to mobilizing their community around building as-

abuse prevention (Handout 8).

sets for and with young people.

How to Use These Handouts Individuals use these three handouts in many

asset-building efforts, the handout on school

ways. Some have used them to show the power

achievement makes a strong case for how De-

of Developmental Assets in other areas besides

velopmental Assets impact how well young

risky behaviors and thriving indicators. (If you

people do in school.) Others use them in train-

want to get more schools involved in your

ings and outreach efforts.

34

THE ASSET ACTIVIST’S TOOLKIT

6

HANDOUT

Boosting Student Achievement New Research on the Power of Developmental Assets* The Question Should schools, school districts, and other policymakers invest in building Developmental Assets as a strategy for boosting student achievement?

The Bottom Line New studies suggest that Developmental Assets play a significant role in academic achievement across a wide range of students. In fact, Developmental Assets appear to have as much or more influence on student achievement as other demographic factors and school reform strategies. Thus, building Developmental Assets has great promise as a strategy for boosting student achievement.

The Evidence New research, including longitudinal studies, reveals the following: • As shown in the figure on this page, the higher students’ current asset levels, the higher their current GPA. In addition, the more assets students reported in 1998, the higher their GPA three years later. • Students’ asset levels are twice as accurate in predicting achievement as demographic factors such as gender, family composition, socioeconomic status, or race/ethnicity. • Students whose levels of Developmental Assets remained stable or increased had significantly higher GPAs three years later than students who declined in their assets. And the more their assets increased, the more their GPAs increased.

• Students from all racial/ethnic backgrounds with high levels of assets (31–40) are about 5 to 12 times as likely as those with few assets (0–10) to be successful in school. • Students in low-income families who experience more Developmental Assets appear to be much more likely to do well in school than students in low-income families who do not experience many Developmental Assets. Search Institute’s framework organizes 40 assets into eight categories: support, empowerment, boundaries and expectations, constructive use of time, commitment to learning, positive values, social competencies, and positive identity. The complete framework is available at www.searchinstitute.org/assets.

Average GPA* by Levels of Assets 3.5 3.0 2.5

;; ;;

3.0

3.2

2.7

2.1

2.0 1.5

0–10 Assets

11–20 Assets

21–30 Assets

31– 40 Assets

*4.0 grade point scale N = 325 students in grades 6 through 12 in St. Louis Park, Minnesota, 1998.

*This page is condensed from Scales, P. C., & Roehlkepartain, E. C. (2003). Boosting student achievement: New research on the power of Developmental Assets. Search Institute Insights & Evidence 1 (1), which is available for free downloading at www.search-institute.org/research/insights. Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #6

35

HANDOUT

7

Developmental Assets among Youth of Color Unique Strengths, Shared Strengths* Are Developmental Assets important for healthy development for young people from all racial/ ethnic groups, regardless of socioeconomic status? Does the importance of particular categories of assets vary across racial/ethnic groups?

The Bottom Line New Search Institute research shows that African American, American Indian, Asian American, Latino/Latina, White, and Multiracial youth all benefit similarly from experiencing more of the 40 Developmental Assets in their lives, regardless of their socioeconomic status. At the same time, the importance of particular categories of assets varies by race/ethnicity, suggesting the need for focused, ongoing dialogue within communities of color about their unique strengths and opportunities for nurturing healthy children and youth.

The Evidence Analyses of Search Institute’s aggregate dataset of 217,277 youth in grades 6 through 12 (including 69,731 youth of color) surveyed in 318 U.S. communities during the 1999–2000 school year found the following: • As shown in the figure on this page, Developmental Assets protect youth from all racial/ethnic groups studied from engaging in 10 different high-risk behaviors, including violence, alcohol use, and use of other illicit drugs. • Developmental Assets also promote thriving behaviors (such as valuing diversity, maintaining good health, and succeeding in

school) among young people from all racial/ethnic groups. • These relationships hold true even after accounting for socioeconomic status. • At the same time, Developmental Assets do not necessarily work in the same ways for all youth. For example, constructive-use-oftime assets seem more strongly correlated with school success for American Indian and Asian American youth than for others. Search Institute’s framework organizes 40 assets into eight categories: support, empowerment, boundaries and expectations, constructive use of time, commitment to learning, positive values, social competencies, and positive identity. The complete framework is available at www.searchinstitute.org/assets.

Risks and Assets, by Race/Ethnicity On average, young people with more Developmental Assets engage in fewer high-risk behaviors (out of 10 that are measured) than youth with fewer assets. 25

20 Number of Assets

The Questions

Multiracial

15

African American Latino/Latina

10

White Asian American American Indian

5

0 1 2 3 4 5 6 7 8 9 10 Number of High-Risk Behaviors

Source: Search Institute surveys of 217,277 youth in grades 6 through 12 during the 1999–2000 school year.

*This page is condensed from Sesma, A., Jr., & Roehlkepartain, E. C. (2003). Unique strengths, shared strengths: Developmental Assets among youth of color. Search Institute Insights & Evidence 1 (2), which is available for free downloading at www.search-institute.org/research/insights. Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

36

HANDOUT #7

HANDOUT

8

Building Assets to Strengthen Substance Abuse Prevention Tapping the Power of Community

In what ways can Search Institute’s Developmental Assets framework and its grassroots approach to mobilizing community capacity strengthen substance abuse prevention efforts?

The Bottom Line Because of the power of Developmental Assets in young people’s lives, asset building offers innovative strategies for building community capacity to ensure that fewer young people engage in substance abuse and other high-risk behaviors, and that more young people thrive.

The Evidence Cross-sectional and longitudinal research shows that Developmental Assets play a powerful role in preventing alcohol, tobacco, and other drug (ATOD) use across diverse samples of youth (See figure on this page). The Developmental Assets framework and the mobilization strategies it suggests hold promise for building capacity through communitycentered approaches. There are three dimensions to this approach: • Cultivate community readiness and commitment; • Create an infrastructure in the community; and • Build community capacity through five action strategies, each of which speaks to a domain of capacity within community: engaging adults, mobilizing young people, activating sectors,

invigorating programs, and influencing civic decisions. Building Developmental Assets points toward opportunities for community-centered practices that have the potential to “blend and braid” science-based principles with asset-based community building.

Developmental Assets and ATOD Use The more Developmental Assets young people experience, the less likely they are to engage in eight types of alcohol, tobacco, and other drug use. For example, this chart shows that those young people who experience more than 20 assets engage, on average, in fewer than one of the eight forms of ATOD use measured. 6

Mean Number of ATOD Behaviors (out of eight)

The Question

5 4 3 2 1 0

0

10

20

30

40

Number of Assets (out of 40)

The eight forms of ATOD use included in this analysis are alcohol use, binge drinking, drinking and driving, cigarette use, smokeless tobacco use, marijuana, inhalants, and other illicit drugs.

This page is condensed from Benson, P. L., Roehlkepartain, E. C., & Sesma, A., Jr. (2004). Tapping the power of community: The potential of asset building to strengthen substance abuse prevention. Search Institute Insights & Evidence 2 (1), which is available for free downloading at www.search-institute.org/research/insights. Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #8

37

Part 2

Engage Adults Handouts 9–25

HANDOUT

9

Action Strategy # 1: Engage Adults What It Is

ment by encouraging them to take small

Engage adults from all walks of life to develop sustained, strength-building relationships with

steps and have clear roles. • Keep the momentum going once adults become engaged.

children and adolescents, both within families and in neighborhoods.

Check It Out

Talk about It

• In Bellevue, Washington, adults meet regularly with elementary school kids during

• Which adults are you trying to target?

the lunch hour to hang out with the kids

Why?

or help them with their reading and

• What do you want adults to do in your

homework.

asset-building efforts?

• Adults at Bethlehem Lutheran Church

• How do you inform and educate adults

in Kalispell, Montana, revamped the

about asset building?

church’s rally day and made it intergener-

• How do you eliminate (or work around)

ational. They set up a fair that included

barriers that keep adults from participat-

activities for young people and informa-

ing? • How will you know if adults are engaged?

tion for adults to get involved. • In South Dakota, the Watertown Healthy Youth Initiative organized a series of city-

Act on It

wide block parties to help adults and young people in neighborhoods connect

• Customize your approaches to address

with each other.

specific groups of adults.

• Young people in Essex, Vermont, identi-

• Rebuild neighborhood connections. • Identify and cultivate adult role models,

fied and honored asset-building adults by creating a poster of all their pictures.

opinion leaders, and champions. • Strengthen people’s capacity for engage-

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

40

HANDOUT #9

Encouraging Adults to Build Assets Key individuals who can build assets are the adults in your neighborhood, community, businesses, and organizations. The ways adults interact with young people can make the difference in building one or many assets.

How to Use These Handouts Connect with key organizations and businesses in your community to distribute these handouts to individual adults. Target adults of different ages, such as young adults, parents, grand-

Audience for These Handouts

parents, seniors, and retired individuals.

Individuals can distribute these next 14 hand-

ample, offer free asset-building trainings at local

outs to adults in the community, in neighbor-

businesses during the lunch hour. Consider

hoods, businesses, schools, community

hosting a town meeting or visiting neighbor-

programs, congregational programs, and

hood association meetings to get the word out.

family-serving organizations. See Part 4: Activate Sectors for additional ideas.

Individuals and Organizations to Include in Your Outreach Efforts Reach adults through these avenues:

Be creative in reaching adults. For ex-

Some audiences may be easier to reach than others. To find private music teachers, for example, contact music teachers and directors in your school district. (They often have a list of private music teachers.) Music organizations and music businesses also have lists.

• Neighborhoods

• Schools

One Adult Neighbor Can Build Assets

• Community-based programs

Paul Miller became a mentor when his 12-year-old

• Family-serving organizations

neighbor Anna Navarro asked him to help her with

• Congregations

a science fair project. Because her neighbor was

• Employers

• Volunteer programs • Senior programs • Libraries

an engineer, Navarro thought he might have some helpful tips. The two quickly bonded, and they worked together on science projects for six years. Navarro’s projects won many awards, and she even competed in international science competitions, thanks to the help of her neighbor.

ENCOURAGING ADULTS TO BUILD ASSETS

41

HANDOUT

10

Going Deeper with Asset Building Once you’ve been building assets for a while, you may want to go deeper. But how? Make an even bigger difference in the life of a young person by trying these asset-building ideas: • Once you know the names of young

methods, such as trolling, fishing off a

people, get to know them even

dock, or fly-fishing.

better. Find out about their interests,

• Build assets every single day. If

hobbies, passions, and dreams.

you’ve tried saying hello to young people

• Meet the parents of the young people

once in a while, make the commitment to

you know. Learn their names. Tell the par-

say hello every day—or every single time

ents what you like about their child.

you see young people.

• Consider sticking with a group of

• Choose an activity you enjoy doing

kids rather than volunteering for a spe-

with young people and stick with it. If you

cific age-group. For example, instead of al-

enjoy writing and photography, get a

ways coaching 5th graders in basketball,

group of neighborhood kids together to

work with the same group of kids as they

publish a neighborhood newsletter with

move through grades 6 and 7.

you. Create a publication schedule and get together to assemble each issue.

• Tell other adults about asset building. If you’re an employee, get your

• Fill a niche that no one else has

coworkers on board. If you’re a parent, tell

filled. One parent was troubled that the

other parents about the asset approach.

kids stood alone at the bus stop. So she

Do whatever you can to spread the word

started waiting with the kids every morn-

about asset building.

ing (and learning their names) and greet-

• When you meet a young person you’re particularly fond of, figure out ways to

ing them when they came home at the end of the day. She went a step further and began getting to know the bus driver.

spend meaningful time with that young person. For example, if you both enjoy fishing, go fishing together on a regular basis. If you usually like to bait-andhook fish from a boat, try other fishing

She also dealt with issues that arose. Whenever a kid was locked out of the house, she took her or him to her house to do homework and hang out until the parent came home.

42

HANDOUT #10

• Seek out opportunities to connect

mental Assets. You might be surprised by

with young people. Find out if your local school district has someone who can tell

what they have to say. • Become a significant adult in the

you about volunteer opportunities in the

life of at least one young person.

school. School districts and individual

Pick a young person you know—someone

teachers are always looking for adult vol-

in your neighborhood or in your congre-

unteers to help their students throughout

gation. Make plans to do something

the year.

monthly with that child. One single par-

• Team up with another adult and cre-

ent was delighted when an elderly neigh-

ate an asset-building activity. For example,

bor asked if he could hang out with her

two neighbors got together and created a

son once a month. The man took the boy

garden. The garden was in one neighbor’s

to the circus, to the park, and to the li-

yard, and the other neighbor helped get

brary. These outings gave the single parent

local young people involved in choosing

a much-needed break and formed a bond

what to plant, shopping for the seeds,

between the boy and the neighbor. The

planting, weeding, and harvesting the

boy eventually called the man his

garden.

“Grandpa Angel,” since he needed a name to separate him from his other grandpa.

• Start an asset-building study group. Get a small group of adults together and

• If your community has an asset-building

use the Taking Asset Building Personally

initiative, ask the initiative’s coordi-

workbook and leaders guide (published by

nator how you can build assets on a

Search Institute) as a resource.

regular basis.

• Talk with young people and find out how you could help them build Develop-

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #10

43

HANDOUT

11

Assessing Your Asset-Building Actions Which asset-building actions are important for adults to build in young people? Search Institute identified a number of actions and asked young people (ages 12 to 17) to rank actions that were most important to them. Before you learn the results, assess how often you do the following asset-building actions. Checkmark either always, sometimes, or never for each statement. How often do you take the following actions?

Always

Sometimes Never

1. Teach respect for cultural differences—Teach young people to respect the values and beliefs of different races and cultures, even when those values

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and beliefs conflict with your own. 2. Encourage school success—Encourage young people to take school seriously and do well in school. 3. Teach shared values—Teach young people the same core values as other adults do, such as honesty, equality, and responsibility. 4. Seek opinions—Seek young people’s opinions when making decisions that affect them. 5. Report misbehavior—Tell parent(s) if you see a young person doing something wrong. 6. Report positive behavior—Tell parent(s) if you see a young person doing something right. 7. Provide service opportunities—Give young people opportunities to make their communities better places, such as feeding the homeless or cleaning up a park.

44

HANDOUT #11

How often do you take the following actions?

Always

Sometimes Never

8. Guide decision making—Help young people think through the possible good and bad consequences of their decisions.

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9. Ensure the well-being of neighborhood children and youth—Feel responsible to help ensure the wellbeing of young people in your neighborhood. 10. Have meaningful conversations—Have conversations with young people that help adults and young people really get to know each other. 11. Know names—Know the names of many young people in your neighborhood. 12. Pass down traditions—Actively teach young people to preserve, protect, and pass down the traditions and values of your ethnic and/or religious culture. 13. Play sports/do art with kids—Help young people spend their leisure time in supervised, constructive activities. 14. Give financial guidance—Offer young people guidance on responsibly saving, sharing, and spending money. 15. Discuss religious beliefs—Openly discuss your religious or spiritual beliefs with young people. 16. Discuss personal values—Openly discuss your own values with young people.

How did you do? According to results from Search Institute’s Grading Grown-Ups 2002 study, young people ranked the above asset-building actions in the order in which they appear. Statement number one was most important, and statement #16 was the least important. Sixty-three percent of young people say it’s most important for adults to teach respect for cultural differences (statement #1). Only 21 percent of young people say it’s most important for adults to discuss their personal values (statement #16). The most startling result was that only 3 percent of young people say that most adults they know report positive behavior (statement #6). For more information on the Grading Grown-Ups study, visit www.search-institute.org/norms.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #11

45

HANDOUT

12

Asset-Building Ideas for Parents and Caregivers Being a parent or caregiver can be very hard

• Regularly do things with your child, in-

work—no surprise there, right? Most parents

cluding projects around the house, recre-

and caregivers have things they love about

ational activities, and service projects.

their role as well as problems with their kids

Take turns planning activities to do to-

that they have to deal with. What might be sur-

gether as a family.

prising, though, is that one of the best ways to

• Eat at least one meal together as a family

deal with problems is to focus on positives. Re-

every day.

search shows that a more effective approach to raising healthy, competent kids is to concen-

• Negotiate family rules and consequences for breaking rules.

trate on building Developmental Assets. These assets form the foundation young people need

• Develop a family mission statement focus-

to make healthy choices and to succeed in life.

ing on building assets. Then use it to help

The more assets your kids have, the stronger

make family decisions and set priorities.

this foundation will be. There are probably lots of asset-building

• Talk about your values and priorities, and live in a way that is consistent with them.

things you already do for your children—even if you don’t call them that. Here are some ways

• If you are parenting alone, look for both female and male adult role models who

to be intentional about asset building:

can be mentors for your children.

• Post the list of 40 Developmental Assets on your refrigerator door. Each day, do at

• Nurture your own assets by spending time

least one asset-building thing for each

with people who support and care about

family member.

you. Also, take opportunities to learn new things, contribute to your community,

• Connect with other parents who are inter-

and have fun. You’ll take better care of

ested in asset building. Form relationships

your children if you take care of yourself.

in your neighborhood, on the job,

• Think about the way you were parented

through a congregation, or through a

and how that affects your relationships

parent-education organization. • Give your children lots of support and approval while also challenging them to take responsibility and gain independence.

with your children. If there are parts of your relationship with your parents that were very difficult or that get in the way of your parenting, consider talking with someone about these issues.

46

HANDOUT #12

• Don’t let anyone in your family (includ-

• Be aware of differences in how you relate

ing you) watch too much television. Find

to your children. Are you more comfort-

other interesting and meaningful activi-

able with boys or girls? If so, why? What

ties for your children to do—with you,

impact does that have in your family?

with their friends, and by themselves.

• Talk to your children about the 40 Devel-

• Learn as much as you can about what

opmental Assets. Ask them for suggestions

your kids need at their current ages.

of ways to strengthen their assets.

• Recognize that children need more than

• Do intergenerational activities with ex-

just financial support. They also need

tended family and with other neighbor-

emotional and intellectual support. Bal-

hood adults and families.

ance family time with other priorities like

• Be an asset builder for other young people

work, recreation, and hobbies.

in your life.

• Don’t wait for problems to arise before

• Remember that you are not alone. Other

talking with your children’s teachers. Keep in regular contact with them about how your children are doing and what you can do to help your children learn.

asset builders in your children’s lives include coaches, child-care providers, religious education teachers, club leaders, and neighbors. Work with these people to give

• Think of teenagers as adults in training. Teach them something practical, such as

kids consistent messages about boundaries and values.

how to change a tire on the car, prepare a meal, or create a monthly budget.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #12

47

HANDOUT

13

Asset-Building Ideas for Working Parents All parents can build assets for and with their

• Talk with other parents about your

children, including parents who work. As a

needs—and theirs. A working parent

working parent, you face unique challenges in

didn’t want to spend the extra $200 a

juggling the different responsibilities of your

month to drop off her child at child care

life. Yet, you also have unique opportunities for

10 minutes before the bus took her child

building assets. Consider these ideas to build

to school (and her supervisor wouldn’t

assets for and with your children:

give her permission to come in 10 minutes later). So she teamed up with a stay-

• Take care of yourself first. If you’re always

at-home parent who happily took in the

exhausted, overwhelmed, and stressed,

child. In the end, the stay-at-home parent

you’ll find it difficult to build assets for

said it was even better for her since having

your children.

the child come to the house in the morn• Analyze your priorities. You can’t do it all,

ing motivated her kids to be dressed and

even if you would like to. One parent

ready so that they could play.

cleaned the house less when she went • Many divisions between parents occur

back to work after her infant was born.

around the issues of working and parent-

Over time, she gradually added in more

ing. Emphasize what you have in com-

frequent cleanings (and joked about how

mon with other parents (wanting to raise

keeping herself and her baby clean was

successful kids) rather than differences.

more than she could handle when unhelpful family members harassed her

• Enlist everyone in the family to do their

about her poor housekeeping skills). Be

part with chores. Some families create a

sure to reach out and ask other adults for

chore time when everyone does chores at

help when you need it.

the same time. Others divide (and rotate) chores between family members.

• Use your transition times to decompress and refuel. Traveling to and from work

• Learn more about your employer’s policies

provides some of the few times you may

about work and family. Some companies

actually be alone. Consider turning off the

offer child-care reimbursements or a pre-

radio, breathing deeply, and trying to

tax, dependent-care account. A few may

relax (no matter what the commute looks

offer dental plans that include some cov-

like).

erage for braces. Find out if you can take a sick or personal day to care for a sick

48

HANDOUT #13

child. Discover your company’s policy re-

• Keep involved in your children’s school

garding family emergencies. Some compa-

and activities. Use the little time that you

nies also occasionally allow employees to

have in meaningful ways. Attend all

bring in their children on school holidays.

parent-teacher conferences and open

It’s always better to know about these poli-

houses. Consider volunteering for activi-

cies before an emergency arises.

ties that do not require a lot of your time and energy (such as reading books to a

• Arrange for emergency backups. Some-

classroom, assisting with a classroom holi-

times a school may close early due to a

day party, or chaperoning a field trip).

storm when your office doesn’t close. Sometimes your child gets sick when

• Periodically ask your child her or his per-

you’re in the middle of a critical deadline.

ceptions of your work. Children and

Identify individuals and services that can

teenagers will quickly point out if you’re

help you out in an emergency (and use

working too much or are becoming too

these only for emergency situations).

preoccupied with work. Make adjustments if needed.

• Touch base with other parents. As your children grow and change, you may be

• Teach your child about the value and

baffled by some of their behaviors. When

meaning of work. If you’re always com-

one parent commented to another parent

plaining about work, your kids will as-

about how her 13-year-old was driving her

sume that work is a bad thing. If you talk

nuts, the other parent quickly added more

about your enthusiasm for certain proj-

examples. Soon the two were laughing

ects, they’ll learn that work can be some-

and realizing that they had entered a new

thing exciting and worthwhile.

phase with their children. It helped both

• Create special times with your children.

of them to feel less alone and less stressed. • Include your children in your work. Talk

Schedule a family time to do something everyone enjoys, such as go to a water

about issues that arise at your work and

park. Have one parent take one child out

how you’re working through them. Occa-

for breakfast. Wake up at 3 A.M. to watch a

sionally bring your child to the office. As

meteor shower.

your children get older, offer to have them assist you with certain simple tasks, such as collating handouts for a workshop.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #13

49

HANDOUT

14

Asset-Building Ideas for Grandparents Being a grandparent means different things to

• Help make history come alive for your

different people. Many children in the United

grandchildren. Tell them stories about

States are being raised by their grandparents or

their parents and about your own life.

spend a great deal of time with them. Other

Help them think about their future by

grandparents live in different states or coun-

talking about goals and dreams you had

tries than their grandchildren and rarely, if

as a young person.

ever, see them. Whether you see your grand-

• Model lifelong learning by reading, taking

children daily or just once in a while, you can

classes or lessons, or trying new things.

do many things to help nurture their assets.

Talk with your grandchildren about what

Here are some ideas for building assets for

you are learning and why it is important

and with your grandchildren:

to you.

• Support your children in their parenting.

• Model involvement in community service

There are different ways to do this, includ-

(for example, planting a plot in a commu-

ing telling them what you think they do

nity garden or volunteering at an animal

well, giving them a break by babysitting

shelter). Talk about your experience and

once in a while, and being respectful of

why you have decided to contribute to

the way they do things (even if you’d do

your community.

them differently). • Attend school and community events that • Have clear boundaries and high expecta-

your grandchildren are involved in.

tions for how you expect your grand• If your grandchildren live far away, try to

children to behave. Also talk with your children about the boundaries and expec-

see them on a regular basis. Also think of

tations they have for your grandchildren.

creative ways to stay connected with them

Finally, talk with your grandchildren

at other times. Call them often, mail them

about how you hope they will behave and

notes, send email messages, or tape-record

why those things are important to you.

yourself reading them stories.

• Introduce your grandchildren to other car-

• Spend some individual time with each

ing elders, such as your friends or other

grandchild. Frequently tell each one how

relatives. The more exposure older people

special he or she is and how much you

and youth have to one another, the better

love her or him.

able they will be to relate and get along.

50

HANDOUT #14

• Avoid making comparisons among your

certs, theater productions, museums, and

grandchildren. Enjoy what is unique

art exhibits.

about each one.

• Talk with your children about the bound-

• Play games with your grandchildren, such

aries they have for your grandchildren.

as card games, board games, computer

Work together to provide consistent

games, or made-up games.

boundaries and messages.

• Expose your grandchildren to cultural, re-

• Talk about your values, your priorities,

ligious, and family rituals.

and world issues that concern you. Em-

• Give children enriching experiences with the arts. For example, take them to con-

phasize why these things are important to you and how they influence your life.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #14

51

HANDOUT

15

Asset-Building Ideas for Pet Owners As a pet owner, you have an easy way to reach

home, so after 10 minutes, I’ll put her back

out to young people and build assets: through

in her cage.”

your pet. Many children and teenagers adore

• When you’re planning a trip, consider

pets, and if your pet enjoys young people,

asking a teenager (or a child with

make the most of this opportunity. Consider

the help of a parent) to care for

these ideas to build assets for and with young

your pet when you’re away. Young peo-

people:

ple often feel honored when you ask, and

• If you have a pet that you walk, say hello to children and teenagers and get to

many take this responsibility seriously. • If your pet has not had obedience

know some of their names when you go

training or does not like children, keep

on walks. Some pet owners always smile

your pet away from children at all times to

and say hi to young people when they’re

ensure everyone’s safety. Be especially

out walking.

mindful of circumstances where your pet

• Introduce your pet to young people. Tell how your pet responds best when

may bolt or injure a child accidentally. • As you get to know the teenagers around

meeting new people and how your pet

you, ask to meet their pets. Share your

likes to play.

love of animals with them.

• If your pet enjoys the company of chil-

• Invite a neighborhood child to walk

dren, contact the school’s volunteer coor-

your dog with you. That way you can

dinator (or the director of a child-care cen-

exercise your dog and get to know a child

ter) to see if there are opportunities for

better at the same time.

you to bring your pet into the classroom. (Children also love petting a dog

• If you have an annual neighborhood or apartment complex party, create a di-

during storytime.)

rectory to distribute that lists types • Be clear about how much stimulation your pet enjoys (or can toler-

and how well they respond to young

ate). For example, say: “We’re taking my hamster out, but she likes to be petted by one person at a time. She also does better when she spends most of her time in her

52

of pets residents have, their names,

HANDOUT #15

people. Talk to young people about all the pets that live nearby, since many young people (especially children) love animals.

• Offer to give a fish or two to a

about what overexcites or upsets your pet

young person who is starting an

and step in before nips occur.

aquarium. Go beyond offering the fish.

• Offer to take a young person who

Once the parents and the young person say yes, set up a time to bring over the fish. • Monitor young people closely when

loves animals to the animal shelter, pet store, or zoo. Enjoy your time together with the animals.

they play with your pet. Be clear

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #15

53

HANDOUT

16

Asset-Building Ideas for Extroverts Extroverts, a phrase coined by Carl Jung and

formers. Others enjoy entertaining a

used as a temperament scale in the Myers-

group of kids as a clown or mime. Always

Briggs Type Indicator®, can easily build assets

ask what an individual would enjoy.

for and with young people when they take ad-

• Use your networking skills to get others

vantage of their strengths. Extroverts (who

involved in asset building.

make up 75 percent of the population) are sociable and outgoing. They love being with people

• Challenge yourself to get to know an in-

and meeting new people. Consider these ideas

troverted child (and give yourself lots of

to build assets for and with young people:

time for this to happen). One extroverted adult decided to smile and say hello to an

• Learn the names of as many young people

introverted child every time she saw the

in your neighborhood as you can.

girl. Even though the girl refused to look

• Greet young people whenever you see

at her or respond, the woman decided to

them. Smile. Say hello. Call them by

stick with the approach and see how long

name, if you know their name.

it took to get a response. Six months later (after seeing each other weekly), the girl

• Be spontaneous in your asset-building ef-

met her eyes and said hello. Once the girl

forts. What new, unplanned thing could

did that, the two became friends.

you do right now to bring out the best in children and youth?

• Tap your sense of adventure to expose young people to new activities, ideas, and

• Examine what you enjoy most about

places.

being an extrovert. Some extroverts thrive on throwing parties and planning celebra-

• Become an asset builder for all the young

tions. Others enjoy getting to know every child in their neighborhood.

people in your extended family. • Laugh with young people. Tell jokes to-

• Be sensitive to introverts and people who

gether. Tease young people in friendly

are shy, since extroverts can easily overpower less outgoing people.

ways that are not embarrassing. • Vary your asset-building efforts so you can

• Don’t assume that introverts participate in

interact with a variety of young people

only quiet asset-building activities. Some

and build assets in many different ways.

introverts are excellent speakers or per-

54

HANDOUT #16

• Form an asset-building idea group. Get to-

• Talk about your enthusiasm for asset

gether with other asset builders to net-

building with other people.

work and swap ideas.

• Get to know the kids of your friends and

• Reach out to young people who may be overlooked by other adults—especially

coworkers. • Become a champion asset builder by

those who aren’t involved in many programs or activities. Get to know them.

building assets for and with young people every day.

• If you enjoy networking, create assetbuilding networks between young people. Or connect young people with significant adults in your community.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #16

55

HANDOUT

17

Asset-Building Ideas for Introverts If you’re an introvert, you probably feel sur-

• If you’re uncomfortable speaking to young

rounded by extroverts. (You are.) Only 25 per-

people whom you don’t know, reach out

cent of the population is introverted, a phrase

to the ones you do know. Build their as-

coined by Carl Jung and used as a temperament

sets. Let the extroverts build the assets of

scale in the Myers-Briggs Type Indicator®. A lot

other young people.

of existing asset-building strategies have been

• Tap your strengths in introversion and use

designed by and created for extroverts. Yet, you

them to build assets. If you prefer to play a

have a lot to offer. Consider these ideas to build

quiet board game with an individual child

assets for and with young people:

or teenager, offer to do that instead of as-

• Focus on the positive qualities of being an introvert (for example, introverts are often

sisting with coaching a sports team. • Consider becoming a mentor since many

good at listening and sensitive to the emo-

introverts prefer to spend concentrated

tions of others). Introverted young people

time with one young person.

look up to introverted adults to see how they care for themselves and thrive in an

• Recognize what extroverts offer to asset building. Drop extroverts a note or pull

extroverted world.

them aside to thank them for what they • Choose introverted asset-building actions

do. Appreciate the fact that many extro-

that you enjoy. For example, if you love

verts enjoy being with large groups of

reading, consider tutoring one child in

young people and thrive on being outgo-

reading, or periodically read aloud to chil-

ing and friendly.

dren at school or in a child-care center if • Focus on an asset-building activity you re-

you enjoy public speaking.

ally enjoy. For example, if you love music, • Take time to figure out how you want to

invite a young person who is studying an

build assets. Introverts often watch from

instrument to attend a concert with you.

the sidelines before jumping in. Don’t feel

Or listen to a music CD together.

pressured to act until you feel ready. • If you have trouble remembering names • Seek out asset-building opportunities

and faces, don’t be embarrassed. Many in-

where you can spend time with one or

troverts have trouble in this regard. Focus

two young people. Get to know these

instead on what you do remember. If the

young people well.

56

young person notices, make a joke about

HANDOUT #17

it, such as, “Did you know that introverts

both spread out a little by keeping an

have a hard time remembering names? I

empty chair between us. That way we’ll

can’t even remember my own name most

have more room.”

days! So please, don’t take it personally.”

• Keep track of young people’s birthdays.

• Use your body language to show young people that you care about them. Make

Send them birthday cards. • Pace yourself. If you ignore your introver-

eye contact with them. Lean toward them when they’re talking. Smile.

sion and try to do too much, you may find it even harder to build assets. Take

• If you prefer more physical space, say so. For example, if a young person sits too

care of yourself so that you’re energized to build assets.

close to you, say something like, “Let’s

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #17

57

HANDOUT

18

Asset-Building Ideas for Senior Citizens Growing older can bring many positive

• Start a “round robin” letter for your neigh-

things—knowledge, wisdom, experience, per-

borhood or extended family. Write a brief

spective. Sharing this wealth with young

personal update, include a picture or two,

people builds assets in a way that no other age-

and send it to one person. That person

group can. Whether you work outside the

does the same thing and sends it to the

home or in, have grandchildren or don’t, have

next person, who adds their contribu-

a lot of money or a little, you can offer young

tions. The letter keeps going around (get-

people support, a sense of history, boundaries,

ting thicker and thicker) until everyone

and most important, a positive relationship

has seen all of the entries. Encourage

with a caring adult. Here are some ideas for

young children to enclose pictures they’ve

what seniors can do to build assets for children

drawn or a tape-recorded message.

and youth:

• Introduce yourself to the children and

• Post the list of assets in your home. Com-

youth who live near you. Learn their

mit to doing at least one asset-building

names and greet them when you see

thing each day, week, or month.

them.

• Speak well of children to other adults. If

• Make spending time with children and

you hear people making negative general-

youth part of your routine. If you take a

izations about young people, don’t let

daily walk, greet young people you see

them get away with it.

along the way. When you’re at the grocery store, smile at the young children and say

• Ask your friends about the children and

hi to them.

youth in their lives. If you have a chance to meet those young people, tell your

• Spend time with young people, doing

friends what you like most about them.

things you enjoy. If you like to crochet, teach a young neighbor how. If you like to

• Reach out to the children and youth in

tinker with cars, talk with the automotive

your family, whether they are your grand-

teacher at a high school about volunteer-

children, great-grandchildren, nieces and

ing in a class.

nephews, grandnieces and grandnephews, or other relatives. Send letters, visit, call

58

• Volunteer at a child-care center, school, or

them, or invite them to your home. Let

congregational youth program. (One 1st-

them know your door is open if they want

grade classroom had a man they called

or need you.

Grandpa Chuck who came to class on a

HANDOUT #18

weekly basis to listen to the children read

resentful or taken advantage of as a

aloud.)

babysitter.

• Become a foster grandparent for a family

• If your community has an asset-building

that doesn’t have grandparents or whose grandparents live far away.

initiative, get involved. • If you had a special older person in your

• Set boundaries for when you are willing to

life when you were a child, think about

care for other people’s children—includ-

the things that made that relationship

ing your own grandchildren. You’ll be a

special and offer the young people in your

much better asset builder if you don’t feel

life some of those same gifts.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #18

59

HANDOUT

19

Asset-Building Ideas for Dentists and Orthodontists As a dentist or orthodontist, you see many chil-

• Match dental hygienists with patients

dren and teenagers in your practice. You may

whom they enjoy the most. Some like

see them for only short lengths of time, but a

working with young children; others do

lot happens within those few minutes—or few

not. Some enjoy teenagers. Work with

hours. Consider these ideas to build assets for

people’s strengths.

and with young people:

• When you gather information on new pa-

• Set up an area for young people in your

tients, include a section for young people

waiting room. Have a children’s area with

that asks about the name of their school,

a small table and chair (if you have room),

the community their school is in, and

books, tablets, coloring books, crayons,

which grade they are currently in. Ask the

and washable markers. Restock the area on

young person about her or his school.

a regular basis. One orthodontist created

• Offer a book stash with the sign “feel free

an area with video games for teenagers to

to take one book with you” to encourage

play while they waited.

patients to read and build asset 25: read-

• Hang posters on the ceiling where young patients lie in your chair during appoint-

ing for pleasure. • Let children choose from a bucket of small

ments.

toys or treats following an appointment.

• Make notes in each patient’s chart about

• Ask each patient who is a high school sen-

her or his interests or hobbies. Then ask

ior for a photograph. Make a display of all

your patients about specific interests and

these photos to celebrate their senior

hobbies the next time they come in. This

year—and also their graduation.

attention to detail shows that you’re per• Collect school calendars from all your

sonally interested in the young person.

nearby districts. Then when parents are • Give young people choices as often as pos-

making appointments, you can have them

sible. Let them decide the flavor of polish,

consult their school calendar if they want

fluoride treatment, even the dental floss

to make appointments when their kids

you use. Some dentists and orthodontists

have a school break.

offer numerous choices so that young people get excited about the next visit to try a

• Sell or give away tooth jars and containers, since many children enjoy collecting

new flavor.

their teeth.

60

HANDOUT #19

• If you want a young person to do some-

braces in good condition. In addition to

thing that may be difficult (such as floss-

the incentive contest, one orthodontist

ing while wearing braces), break the task

also has her photograph taken with each

down and make it easier so that young

individual winner. These photos are dis-

people are more apt to comply at least

played in the winners circle of the waiting

sometimes rather than not at all. For ex-

room.

ample, suggest that the young person floss

• On the day that a young person has a

only the bottom teeth or top teeth at one

major procedure done, have the dentist or

time and try to do this at least once or

orthodontist who did the procedure call

twice a week.

the young person at the end of the day to

• Hang up a sign that includes the names of

see how he or she is doing. (Consider this

young people getting their braces on and

for tooth extractions, getting braces put

off on a particular day.

on, or getting braces removed.)

• If you give anything to patients when

• Make tooth care fun for young people.

they leave, let them have choices again,

One orthodontist orders a wide range of

such as the color of the toothbrush, the

colors for bands and encourages young

flavor of a mouthwash, or the flavor of

people to come up with creative color pat-

dental floss.

terns. Teenagers wear red, white, and blue bands on the Fourth of July, and many

• Create incentive programs if you want

enjoy wearing their school colors.

young people to comply with more difficult tooth care, such as caring for braces.

• Dedicate one wall for young people’s feed-

One orthodontist has a “Super Star Clean”

back. One dentist sets aside a quarterly

Hygiene Incentive program in which

opinion wall where young people each get

young patients receive a $10 gift certifi-

one die-cut paper shape on which to write

cate if they collect 10 hygiene points.

their opinions about different topics

They receive two stars for each six-month

(Then the wall is decorated with all these

cleaning by a dentist and one star for each

die-cut papers.) Examples include book-

six-week appointment for which they

shaped (my favorite book), star-shaped

come in showing that they’ve brushed

(my favorite hero), and school-shaped (my

and cared for their teeth and kept their

favorite subject in school).

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #19

61

HANDOUT

20

Asset-Building Ideas for Executives and Administrators Because you are a leader, employees and other

• If possible, offer internships, part-time po-

individuals look to you for information, in-

sitions (particularly in the summer), and

sight, and ideas. They want to know what mat-

volunteer opportunities for young people.

ters and how their contributions make a differ-

Match them with an adult employee who

ence. Transform your organization by using the

can mentor them.

asset approach and helping others see how

• Promote asset building by getting employ-

they can build assets for and with young

ees, other leaders, and board members (if

people. Consider these ideas:

your organization has a board) to build as-

• Learn more about the asset framework and

sets for and with young people. Recognize

the power of Developmental Assets. Iden-

their efforts through your newsletter, bul-

tify how it would be beneficial for your or-

letin boards, and ceremonies.

ganization to become involved in asset

• Partner with another organization in your

building.

community to build assets for and with

• Encourage employees to get involved per-

young people. For example, two organiza-

sonally with asset building. Identify strate-

tions in one community teamed up to col-

gies to make it easier for employees to

lect used musical instruments to give to

build assets. For example, one organiza-

young people who wanted to learn an in-

tion gave employees one hour of paid

strument. In another community, organi-

time off per month to volunteer in a

zations came together to create a commu-

school during school hours. (Employees

nity service day for everyone to transform

who didn’t want to volunteer did not re-

a run-down park into a place where chil-

ceive the benefit.) Another organization

dren and teens wanted to go.

encouraged working parents to attend all

• Connect with other community leaders to

parent-teacher conferences by giving

start (or support) an asset-building initia-

them the flexibility of attending these

tive in your community. For more infor-

conferences during work hours.

mation, go to www.search-institute.org/

• Offer shadowing opportunities so that

communities.

young people can visit your office and get

• Identify ways to become personally in-

a sense of what daily life is like in certain careers.

volved in asset building. Do you want to mentor a young person interested in the work of your organization? Do you want

62

HANDOUT #20

to read books to children in a child-care

• Link up with an executive or an adminis-

center or a school three to four times a

trator from another organization, school,

year? Do you want to create a scholarship

business, or child-care center. Together

for a high school senior?

come up with ideas for building assets for

• Recognize young people who build Developmental Assets in your community. Encourage your local media to do stories on

and with young people and transforming your community into an asset-building place for young people and their parents.

these individual young people.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #20

63

HANDOUT

21

Asset-Building Ideas for Receptionists You can create an asset-building atmosphere in

candy or some other item to a child, give

the way you interact with people as you wel-

it to the adult and say to the young per-

come, greet, and assist them. Since you are usu-

son, “Here’s a treat for you, and you can

ally the first contact people have (either over

have it when your mom [or dad] says so.”

the phone or in person), you play a critical role

Offer temporary tattoos for older kids and

in shaping people’s views of your organization.

teenagers.

Consider incorporating these asset-building

• Learn the names of individuals of all ages

ideas into your position:

who come in on a regular basis. Try to call

• Go out of your way to make eye contact

people by name whenever you see them.

and smile at each child and teenager. If a

(This ability may especially impress young

family comes in, say hello to each individ-

people.)

ual to help everyone feel welcome.

• Provide free asset-building materials for

• First impressions make a big impact. Even though you have a number of responsibil-

people to take. • If possible, wear a nametag so that people

ities, always make it a priority to welcome

can call you by name. If you want to wear

young people as they arrive.

a nametag on a regular basis, make a cus-

• Smile as you answer the phone. Even

tomized one that draws people’s atten-

though the caller can’t see you, your smil-

tion. (Some children’s toy stores or craft

ing will make you feel more upbeat and

stores can help you create these tags.)

positive as you talk with the caller.

• If your office’s pens often disappear, use

• Be empathetic when young people be-

floral tape (a green tape available at most

come upset. Say something like, “You

florists and craft stores) and attach some-

must feel so frustrated!” or “I would be

thing decorative to each pen. For asset-

upset if I were you, and here is how I can

building pens, laminate cutout images of

help.” Often your empathy will alleviate a

children and teenagers you know (with

conflict.

their parents’ permission) and attach them to the pens. If many of the people you

• Have a goodie basket. (You can keep it

greet are young people, attach popular

hidden and bring it out only at certain

trading cards instead.

times, such as when you see a child.) If you would like to hand out a piece of

64

HANDOUT #21

• Decorate the front desk to make it feel

• If you have a waiting area, make it an

more welcoming to young people. You

asset-building area with books and maga-

might use different holiday themes or

zines for children, teenagers, and adults.

hang up news clippings of young people

Periodically update these selections.

who make your local news or local school news. (You can often subscribe to a school’s newspaper for a small fee.)

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #21

65

HANDOUT

22

Asset-Building Ideas for Private Music Teachers Every time you teach a music lesson, you can

• Create interesting ways to practice repeti-

build an important relationship with a young

tive music skills, such as scales and études.

person. The way you interact with young

For example, have the student practice a

people and the way you teach them can greatly

scale slowly (with four beats per note) to

influence the choices they make. You may al-

learn the scale and focus on the tone and

ready be using some of these ideas to build as-

sound. Then adjust the speed (from adagio

sets for and with your students:

to allegro), the style (such as slurred or staccato), or the dynamics (forte or piano).

• Have high expectations for young people and show them how exciting it is to mas-

• Instead of reacting right away after a

ter a piece of music. Recognize, however,

young person plays a piece, ask the stu-

that each student is different; adjust your

dent how he or she thought it went.

expectations so that each student is chal-

• Find creative ways to deal with the fear of

lenged and not overwhelmed or bored.

recitals and public performances. Some

• Ask questions so that the young person in-

teachers have an annual informal recital

tegrates the learning instead of relying on

and one formal recital. For the informal

your knowledge. For example, during tun-

recital, have everyone (performers and au-

ing, ask the young person if the note that

dience members) wear pajamas and slip-

he or she hears sounds right. At first a

pers. Or have an informal recital near Hal-

young person may not be able to tell, but

loween so that performers can wear a

gradually he or she will be able to discern

costume. Have the advanced students ad

whether a note sounds good or bad. It

lib a scary section in the middle of their

may take a few years before a young per-

piece.

son can hear whether a note is flat or

• Periodically ask the student what he or she

sharp.

likes best about the instrument and what type of music gets her or him excited.

• Notice what young people enjoy about

Work with those passions and interests.

working with you. One piano teacher discovered that her students loved talking

66

• It takes most young people years to learn

with her, so she changed lesson times

the skills of music practice. During a les-

from 30 minutes to 45 minutes without

son, help students slow down. Break

raising the fees to accommodate more

pieces into small sections so that students

time to talk.

can learn the nuances of a musical piece. HANDOUT #22

• Occasionally play duets with your stu-

number of these students may have mas-

dents so that they can experience your

tered their instrument more and can be

love for the music and enjoy hearing a

great role models for your current stu-

bigger sound. Some teachers also like to

dents.

spring a duet on students to check their

• At least once a year, show a young person

sight-reading skills periodically.

how much progress he or she has made.

• Display photographs of your students in

Go back to the piece of music that a stu-

your studio. Hang up the artwork and

dent played a year ago and have her or

cards they give you. One teacher takes an

him play it again. (For most students, this

annual recital picture with her students.

review will be easy.) Point out how much

She enlarges the photo to an 8 x 10,

the student has grown in a year.

frames it, and hangs it on her wall. After

• Be excited about what you do. Nothing

22 years, her wall is covered with framed photos of her students.

builds assets more for young people than having a caring adult light up when he or

• If you’re a veteran teacher, consider having an alumni concert and invite back all

she sees them and shares her or his excitement about music.

of your students from years ago to play. A

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #22

67

HANDOUT

23

Asset-Building Ideas for Librarians You already serve children and teenagers in

shows based on books, storytimes, and

your library. The way you interact with them

possibly bookmobile visits in the parks.

and create programs for them adds to their base

• Create essay writing contests for teenagers

of Developmental Assets. As librarians have

to celebrate Black History Month (Febru-

adopted the asset approach, they’ve discovered

ary), National Women’s History Month

even more ways to reach out to young people.

(March), Asian/Pacific American Heritage

Consider some of these asset-building ideas:

Month (May), Hispanic Heritage Month (September), National American Indian

• Train all paid staff and volunteers in the

Heritage Month (November), or another

asset approach.

celebration that is especially relevant in

• Create book buddies, matching high

your community. Recognize the winners

school students with young children to

at a public reception and invite the win-

read them stories and teach them how to

ners to read their essays aloud.

use your library’s computers.

• Develop classes for young people to learn

• Ask groups of teenagers and upper-

computer skills, such as using your li-

elementary-age children to create lists of

brary’s computers to conduct research on

their favorite books. Compile these lists

the Internet, designing Web pages, using

and distribute them, giving the young

specific computer software, and mastering

people credit for their recommendations.

your electronic library catalog.

• Display art that young people have made. Link up with school art teachers and child-

• Recruit Spanish-speaking adults to read books in Spanish aloud to children for a

care centers to find young artists.

Spanish storytime, or choose another lan-

• Ask children, teens, and parents for feed-

guage that reflects a population in your

back on your library’s programs and activ-

community that does not speak English as

ities. Distribute a survey. Conduct focus

a first language.

groups. Use their best ideas. • Identify ways to meet the needs of young

• Invite authors to do readings at your library. Seek out authors of children’s books

people while also balancing the needs of

and young adult fiction.

many library patrons who come to your li-

• Help teenagers with their postgraduate

brary for concentrated quiet times. • Partner with your community’s parks and recreation department to offer puppet

68

HANDOUT #23

plans. Organize a career fair and invite different adults to talk about their jobs.

• Encourage young people to read over the

• Recruit high school students to read for

summer by having a summer reading pro-

children’s storytimes, assist librarians, and

gram.

tutor young teenagers.

• Create a youth services coordinator for a

• Respond to trends in positive ways. Many

volunteer or staff person to oversee activi-

public libraries now see more children

ties and programs for children and

coming unsupervised and even spending

teenagers at your library.

the entire day on school and summer holidays. Some libraries have connected adult

• Have regular storytimes for younger children of specific ages. For example, create

volunteers with these children to get to

story times for infants (birth to 12

know them, redirect their attention to

months), toddlers (13 to 35 months), and

other library activities when they become

preschoolers (3 to 5 years).

bored, and help them feel safe and less alone by eating lunch with them.

• Distribute free asset-building tip sheets, the lists of assets for each age-group, and

• Target low-income areas of your community and design innovative ways to get

other asset-building materials. • Visit 1st-grade classrooms in your commu-

young people more excited about reading.

nity and assist children in getting their

Consider setting up a teen advisory coun-

own library card. (You can send home per-

cil in the area to assist you. Because trans-

mission slips to parents in advance.)

portation often hinders some residents from getting to the library, one teenager

• Create book clubs for teenagers. Design

set up a makeshift library in her neighbor-

mother-daughter and father-son book

hood by collecting donated books. Or

clubs for upper-elementary-age children.

partner with a community-based organiza-

• Assess your current activities and pro-

tion to get your books into more young

grams for young people. Most libraries

people’s hands.

offer the most for young children and the

• Enlist teenagers and adult volunteers to

least for teenagers.

create a flower garden on your library

• Offer storytimes for families that model

grounds. Let the teenagers lead in the

and teach family members how to read to-

planning and implementation with the

gether, sing, and do interesting activities. • Schedule events in your space to give

adults assisting them in their efforts. • Get to know the names of young people

teenagers a place to hang out. For example, you could schedule a teen poetry slam or writing workshop.

who visit your library, particularly the regulars. Greet them and call them by name whenever you see them.

• Deliver books to shelters for homeless families.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #23

69

Developing Asset-Building Volunteers Volunteers are key to any asset-building move-

help individuals become asset-building volun-

ment. Helping individuals develop into asset-

teers. When individuals know what’s expected

building volunteers can motivate them over a

of them, they’re more likely to stick with a vol-

longer period of time. When people catch the

unteer activity and even possibly come up with

vision of asset building and see how it makes a

additional ideas that enhance your efforts. It’s

difference, they’re often empowered to do

critical to take time to support and sustain vol-

their part.

unteers once you get them to commit; otherwise you’ll always find yourself in the crisis

Audience for These Handouts Adults can distribute these handouts to volunteers, whether they are first-time volunteers or veterans.

mentality of finding volunteers to fill slots. Consider contacting some of your influential volunteers who no longer are involved and get their input into your volunteer recruitment, support, and sustaining efforts. Often people

How to Use These Handouts

who have experience have a lot of valuable

Whether you have volunteer roles in place or

questions that you can ask with this activity

are creating new positions, use this handout to

handout.

insight to give. They may identify additional

The Power of Volunteers Fifteen high school students volunteered to survey their peers in Essex, Vermont, asking them to identify adults who had made a difference in their lives. Young people identified 170 “natural mentors,” whose photographs were then used to make a Who’s Who collage that was posted in the community. Because of the thank-you letters and recognition they received as a result of the poster, many of these informal asset-building adults then volunteered to sign up as formal mentors.

70

THE ASSET ACTIVIST’S TOOLKIT

HANDOUT

24

Asset-Building Ideas for Volunteers Your role as an asset-building volunteer is more than being a program leader, assistant, or coach. It entails being a model, a guide, a friend, a source of support. Here are ideas to build assets for and with young people as you volunteer: • Relate in positive, meaningful ways to the age of the young people you’re volunteering with. When children or teenagers come, make eye contact with them. Smile. Show them how happy you are to see them, even if your enthusiasm is running low. • Find out more about the 40 assets for that specific age-group by getting a copy of the list of assets. Keep the list with your other volunteer papers and consult it often. Currently several lists are available: one for infants, toddlers, preschoolers, elementary-age children, children in middle childhood (grades 4 through 6), and teenagers (grades 6 through 12). • Find out more detailed information about the expectations and responsibilities of your volunteer role. Be clear about what you can offer and what skills you have. • Help outsiders feel like insiders. Reach out to young people who aren’t included in the group. Help them feel welcome. • Be accessible but put boundaries on your accessibility. Some volunteers make themselves available only during their volunteer hours. Others give young people their email address and encourage them to contact them. A few

invite young people to hang out with them in a public place, such as a park basketball court during daylight hours. • Stretch young people by teaching them something new and stimulating. For example, demonstrate the different ways to tie knots and discuss each knot’s purpose. • Set realistic, reasonable, and attainable goals for young people to build their social competencies, develop healthy relationships, and form a positive identity. • Get to know not only the young people you work with but also the other adult volunteers. Ask personal questions of both adults and young people to find out more about their families, their interests, their opinions, their dreams. • Be concrete and explicit about teaching young people practical skills, such as peaceful conflict resolution (asset 36), resistance skills (asset 35), planning and decision-making skills (asset 32), and more. • If you see or meet the parent(s) of one of the young people you work with in your volunteer efforts, tell the parents what you enjoy about their child and what you see that makes their child unique. • Ask young people meaningful, thoughtful questions that not only challenge them intellectually but also help them think through their beliefs and values.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #24

71

HANDOUT

25

Going Deeper as an Asset-Building Volunteer Use the Developmental Assets framework as your guide to become an assetbuilding volunteer. The eight categories of assets lend themselves to creating thought-provoking questions and actions.

Supporting Others • How can you support those you serve? • How can you support the leaders of your

Setting Boundaries and Expectations • How do you convey your expectations to those you serve?

organization? • How can you become a “champion sup-

• Which boundaries are important in your volunteer work?

porter” for other volunteers? • How can you support yourself so that you

• How do you enforce these boundaries consistently?

have the energy to continue your volunteer efforts?

Empowering Others • How can you find ways to give the people you serve a chance to talk about their ex-

Designing Activities That Are Constructive Uses of Time • How can you develop activities that are

perience and concerns?

meaningful for those you serve?

• How can you give the people you serve

• How can you help those you serve find a

meaningful responsibilities and roles?

72

sense of balance in the activities they do?

HANDOUT #25

Committing to Learning More

Building Social Competencies

• What information would be helpful to

• Which social skills can you teach the peo-

make you feel more effective as a volunteer?

ple you serve? • How can you break down each skill and

• How can you learn that information and integrate it into your volunteer efforts?

make it easier for others to learn? • How can you encourage others to resolve

• What resources are available to help you

conflicts peacefully and effectively?

remain motivated as a volunteer?

Promoting Positive Values

Developing a Positive Identity

• How can you affirm those you serve

• How can you help those you serve tap

when they model and articulate their

into their sense of personal power?

own positive values?

• How can you ensure that those you serve

• How can you create a warm, caring climate in your activities so that others feel

are using their skills and talents in ways that give them a sense of purpose?

genuinely cared for?

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #25

73

Part 3

Mobilize Young People Handouts 26–38

HANDOUT

26

Action Strategy # 2: Mobilize Young People What It Is

• Recognize young people who build assets and lead asset-building efforts.

Mobilize young people to use their power as asset builders and change agents.

Check It Out • Teenagers at Winter Park High School in

Talk about It

Florida created murals in school hallways

• How can you create a list of all the differ-

and painted school bathrooms to build

ent groups of young people to reach?

Developmental Assets.

• How can you tap into the leadership of

• Twenty Native American young people in

young people and get them on board (so

Wadena, Minnesota, volunteered to help

that they can then spread the word to

renovate the town’s youth-oriented activ-

their peers)?

ity and technology center, the Cyber Café.

• How can you encourage young people to

• In Kamloops, British Columbia, students

build their own assets?

in grades 6 and 7 compiled lists of how

• How can you incorporate young people as

they could build assets during an asset-

active partners in your community and in

building workshop. Some young people

various organizations in your community?

developed lists with 20 or more ideas.

• How can you highlight the asset-building

• The asset-building initiative in Hartford,

actions that young people do?

Kentucky (Ohio County’s Together We Care), started a Youth Ambassador Coun-

Act on It

cil through which middle and high school

• Work with young people rather than plan-

students make community decisions that

ning and conducting activities for them.

affect young people in the community. In

• Involve young people in meaningful ways.

2001, the youth council recruited 1,200 young people to volunteer for 12,000

• Work with young people to develop a

hours to improve the community.

range of asset-building actions that are easy for newcomers and more challenging for veterans.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

76

HANDOUT #26

Encouraging Young People to Build Assets

Throughout schools, communities, organizabuild assets. Not only can they build assets for

One Young Person Can Build Many Assets

and with others, they also can nurture their

Charles Moore of Longmont, Colorado, kept up

own assets by the choices they make.

his grades while also volunteering for the Boy

tions, and congregations, young people can

Scouts, the Lyons Food Share, the Longmont Hu-

Audience for These Handouts Individuals can distribute these next 12 handouts to young people at school, in community programs, congregational programs, and youth-serving organizations.

Young People and Organizations to Include in Your Outreach Efforts Reach young people through these avenues:

mane Society, and the Boulder Veterinary Clinic. The Longmont Youth Center recognized Charles in its annual Youth Assets Awards program for his many asset-building efforts. use the handouts in their work and volunteer efforts. Teachers can distribute Handout 27: Becoming an Asset-Building Student. School counselors can use Handout 37: Making AssetBuilding Decisions about What to Do after Graduation. Coaches and club leaders can use the two

• Schools • Before- and after-school programs • Employers of teenagers

handouts on team/club leadership and membership (Handouts 29 and 30). Employers can use the one on teen employees (Handout 35).

• Parks and recreation programs • Youth-serving organizations (YMCA, YWCA, Scouts, 4-H, etc.) • Community hangouts (skateboard parks, youth centers, etc.)

Consider incorporating one or more of these handouts into curriculum and programs. Sometimes a teacher or club leader will focus on dating, teen employment, parent relationships, the future, and friendships. Many of these handouts focus on specific issues that can be used to

• Congregational youth groups

enhance these programs and curriculum. If you’re trying to get young people more in-

• Libraries

volved in the community, use the two handouts

How to Use These Handouts Link up with many different people who have access to young people and encourage them to

on becoming a change agent (Handout 28) and on how young people can work with adults effectively in youth-adult partnerships (Handout 38).

ENCOURAGING YOUNG PEOPLE TO BUILD ASSETS

77

HANDOUT

27

Becoming an Asset-Building Student Taking school seriously is only one way to be-

• Talk with your parents about their expec-

come an asset-building student. You can tap

tations for you at school. Ask them why

your curiosity and motivation to do well, and

they have those expectations for you.

you can care about your school. Try a few of

• Set other little goals in addition to com-

these ideas to build assets for yourself as a

pleting your homework. Use clear hand-

student:

writing. Work to keep your assignments

• Find out what your teachers expect of

flat instead of wrinkled. Write a question

you. Sometimes you may need to ask since

to the teacher if the assignment got you

some teachers are clearer than others.

thinking.

• Break down long-term assignments and

• How can you keep your homework assign-

projects into small steps and set a deadline

ments organized? Some students like to

for each step. Use your planning and deci-

keep a daily planning calendar. Others

sion-making skills (asset 32) to do this

rely on a list. Some prefer a separate

every time a new long-term project is as-

pocket folder for each subject. Use a sys-

signed.

tem that helps you excel.

• Try an extracurricular activity that you

• Which subject is hard for you? Why? How

might enjoy. Look beyond what your

can you find a way to make it easier?

friends are doing. For example, if you

Promise yourself that you won’t procrasti-

enjoy learning about other cultures, visit

nate on difficult assignments. Sometimes

the international club in your school or

meeting with the teacher can help, or you

community.

may want to find a tutor.

• Compare how you do when you study

• If you have the choice of where to sit in a

with a friend versus when you study

classroom, sit up front. Students who do

alone. Which helps you study better?

well tend to sit in the front, and if you

Why? How can you get the best results on

miss a class, the students in the front two

tests and projects?

rows usually take the best notes.

• Do you ever feel tempted to cheat? If so,

• When you’re starting your homework, do

when? Why? What do you hope cheating

the hardest assignments first, when you

will get you? How can you get the same

have the most energy.

result honestly instead?

78

HANDOUT #27

• Get to know the teachers more personally.

• When you don’t understand something,

Often when you know a teacher, he or she

ask a question. You’re usually not the only

will pay more attention to you, and you’ll

one who’s confused, and many students

be more willing to participate in class.

are afraid to ask.

• Spend time reading something you enjoy

• Find a service group in your school, and

every day, even if it’s not assigned. Read a

participate in an effort to help other peo-

comic book, a magazine, or the sports sec-

ple in your community or in the world.

tion of a newspaper. Reading for pleasure

Often groups like Amnesty International

is one of the 40 Developmental Assets.

or the National Honor Society will schedule volunteer events.

• Participate in class discussions. If you’re shy, try saying just one thing that you

• Learn more about something you’re curi-

might not normally say.

ous about. Have fun as you learn.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #27

79

HANDOUT

28

Youth as Asset-Building Change Agents You have the power to bring about change. You can link up with a friend and promote small changes or big changes. Every young person can become an asset-building change agent. Here’s how: • Identify what you want to change using your gifts and interests. In Delaware, Caitlin McGee volunteers weekly to read books to preschoolers at her local Head Start program. The 11year-old has been doing this for four years. • Pay attention to your reactions when you meet and get to know people. When Makenzie Snyder of Bowie, Maryland, met a foster child when she was seven, she was sad that this boy had to carry around all his belongings in a trash bag. Makenzie began collecting duffel bags and teddy bears to donate to foster children. She has already given away more than 30,000 bags and bears. • Develop a project that’s concrete. Sixteenyear-old Russ Ferguson helped the elderly in his community do simple tasks, such as change lightbulbs, clear items out of their attics, and move furniture. • Don’t take no for an answer. Find another way to get something done. When 11-yearold David Leavitt asked about donating the leftover food in his school cafeteria, adults told him that many had tried but there was too much red tape. David attended a county school board meeting and got the school board to agree to donate food from all 92 schools in the county.

• Believe that you can make a difference. When Nickole Evans was a junior in high school, she launched her own Web page (www.y2k youth.org) where youth from around the world could obtain resources to improve their communities. “It takes but one child to educate a whole village,” says Nickole. • Ask others to pitch in. Sixteen-year-old David Adamiec of Westbrook, Connecticut, not only founded Kidpacks of America (which assembles back-to-school backpacks for neglected and abused children), he also has recruited hundreds of people in his community to help. He even recruits Boy Scouts, since their volunteerism helps them earn Eagle status. • Gather examples of similar success stories to make the case for your idea. Even if your idea is original, you can find other examples of how youth are making a difference in their schools, organizations, and communities. • Set goals. Although Makenzie Snyder has given away 30,000 duffel bags and stuffed animals to foster children, she wants to help each foster child in the United States—all 530,000 of them. • Pair up with another young person. Kate Widland and Valerie Kaye started the TIGER (Two Individual Girls’ Environmental Remedy) Project to improve the environment in Albuquerque and the state of New Mexico.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

80

HANDOUT #28

HANDOUT

29

Asset-Building Team and Club Leaders Congratulations! You’re a leader of a sport,

• Place a copy of the 40 Developmental As-

club, or group. It’s a high honor to be selected

sets for Adolescents in your team or club

as a leader. You have a great opportunity to

folder. Become familiar with the 40 Devel-

build assets for and with young people who are

opmental Assets. How can you build assets

in your group or team. Here are a few ideas to

for and with the young people in this

get you started:

group?

• Work closely with the coach or adult ad-

• As you become more familiar with asset

viser. What are her or his expectations of

building, suggest ways to integrate it into

you in this role? Clarify the adult’s hopes

your group. For example, the captain of a

and discuss what you’re comfortable

football team may suggest creative ways

doing.

players can express pain and disgust (instead of swearing) so as to be good role

• Advocate for training. Too many team and

models for the younger people who attend

club leaders are thrown into their posi-

the games. The yearbook editor in chief

tions without any training. Ask your

may suggest that the yearbook staff buy

coach or adult adviser if there are any

matching T-shirts designed by one of the

workshops, seminars, or conferences that

staff members to promote asset 24: bond-

can equip you with the skills you need to

ing to school. (When young people bond

be an effective leader.

to their cocurricular school activities, • Recognize your tricky role. Even though

they’re more apt to bond to their school

you are the leader, you also have friends

in general.)

in this group. How will you balance these friendships with the leadership tasks you

• Discuss your expectations for the group or team. What are your hopes and goals?

need to do? If you’re not sure, seek out the

How will participants know how to meet

guidance of your coach or adult adviser.

these hopes and goals? • Be a role model. Even though you have • Empower the members of your club or

friends in this group, everyone is still

team. Ask for their ideas. Find out what

looking up to you. How will you act when

they want to get out of the club, sport, or

you get mad? Discouraged? How will you

group.

celebrate and encourage the group to celebrate when things go well?

• Seek out inactive members. Ask why they have become inactive and encourage HANDOUT #29

81

them to be honest. (Many will be polite

receive attention for the good work they

and use acceptable excuses, such as busy-

do, and recognition often motivates them

ness.) Tell the member how much you

to continue working hard.

miss her or his participation. Sometimes

• Enjoy what you do. When others see how

this interest is enough to get someone

much joy you get out of playing tennis,

coming back. If not, seek out the person again and find out what’s really going on. • Ask for periodic feedback from your coach

singing in the chamber choir, or making something in the welding club, they often can catch the spirit, too. Recognize, how-

or adult adviser. Set up monthly meetings

ever, that the more members work to-

to discuss progress and set new goals.

gether to create a positive, caring environ-

• Recognize the contributions of your team and club participants. Individuals like to

ment, the more everyone will enjoy being there.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

82

HANDOUT #29

HANDOUT

30

Building Assets as a Team or Club Member As a member of this group, you have a lot to

• Figure out ways for your group to have a

contribute. Your participation and ideas count.

group identity. Suggest having a group

You also can build Developmental Assets along

T-shirt for everyone to wear. Make locker

with the rest of the group. Consider these ideas:

decorations out of construction paper and hang them on group members’ lockers on

• Give your best. Your commitment and

competition, deadline, or performance

your hard work make a difference.

dates. • Get to know the other group members. Learn everyone’s name. A group becomes

• Work with your group leaders. It’s not al-

stronger when everyone knows each

ways easy to lead a group, so cooperate

other. Be more intentional about this if

with them and encourage other group

your group includes young people of dif-

members to do so, too.

ferent ages and grades. Younger partici-

• If some group members always act up, talk

pants may feel intimidated by (or in awe

with the group leaders about setting

of ) older participants. Learning their

boundaries as a group that everyone can

names and saying hello to them between

agree on. Decide how to handle conflicts

classes can make their day.

before they arise.

• Be on time and stay for the entire time.

• Respect the property and equipment you

When people come late or leave early a lot, it hurts the whole group.

use. Encourage others to do the same. • If you disagree with what’s happening in

• Know when to focus and when to cut

your group, say something, but do so in a

loose and goof around. Members of a

respectful manner.

group have fun but also work together to

• When your group finishes its season or

make progress.

term, thank the leaders. Drop them a

• When you see a better way to get things

note. Call them on the phone. Say thanks

done, suggest your ideas.

in person.

• Notice when other group members and

• Enjoy yourself. Point out when humorous

leaders do well or work hard. Congratulate

things happen. Have fun.

them. Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #30

83

HANDOUT

31

Talking with a Parent or Caregiver in Asset-Building Ways Your relationship with your parent or caregiver has changed over the years. And if you have two caregivers, you probably have a very different relationship with each of them, especially if you see one more than the other. Whether your relationship is strong or weak, you do need to talk to them at times. Consider these asset-building talking tips: • Try to talk with your parent at least once a day—if not more. Relationships build when people spend time together and talk. That’s true of friendships and family relationships. • Be aware that your relationship affects how you talk with each other. If you have a close relationship, you’ll have an easier time talking than in a relationship that’s strained or distant. • Assume the best about your parent. Caregivers have a lot of stress in their lives, just like you do. If you have trouble talking about an issue, ask why it’s hard. • Think about when you choose to talk. Parents have a hard time responding right when they come home from work or when they’re in the middle of a busy project (such as cooking a meal or putting your brother to bed), stressed out, or falling asleep. • Talk about everyday things if you have trouble talking about bigger issues. Tell about your day. Ask what happened in your parent’s day. • Recognize how facial expressions and body language say a lot. Match your words with

your face and physical gestures. Encourage your parent to do the same. You can tell that a parent isn’t happy about an upcoming sleepover if she’s rolling her eyes and sighing loudly about it while giving you the go-ahead. • Don’t raise your voice. If your parent is screaming, ask her or him not to yell. It’s hard to talk when a shouting match is in session. • Apologize after you say the wrong thing. • If you haven’t had any success in getting a parent to agree to something, think of ideas that might make it easier for your parent. For example, if your parents haven’t let you use the car after you and your friends trashed the backseat and used up an entire tank of gas, ask to borrow the car to run an errand for them. Offer to wash the car and clean it out for free. Wait to ask about borrowing the car to pick up friends after you’ve earned back some of your parents’ trust. • Tell your parent or caregiver more about yourself. • Ask your parent or caregiver about themselves. • Talk with your friends about communicating with parents. Find out what works for them and what doesn’t. Share your ideas. • Share the funny things that happened during your day. Tell jokes. Initiate conversations with your parent so that you can laugh together.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

84

HANDOUT #31

HANDOUT

32

Being an Asset-Building Friend Friendships, like all relationships, never stay the same. Sometimes spending time with friends can be a lot of fun. Other times, they can make you mad or sad. To be an asset-building friend, consider these ideas: • Do activities that you both enjoy when you’re together. If you have different interests, either focus on what you agree on or take turns choosing what to do next.

pressuring you to do something you don’t want to do. Talk with others about your feelings, especially if you’re not sure what those feelings mean. • Take a chance and meet new people. Sometimes new people can develop into friends. • Recognize that some friendships change. Some friends will be friends for life; others stick around for only a short while.

• Become a better listener. When your friend has something to say, genuinely pay attention. Ask questions. Be sure your friend wants advice before you offer it.

• Ask your parents what they think of your friends. Parents sometimes notice things that you may not. Ask them to mention strengths as well as things that might worry them.

• Identify what you admire most about your friends. How can you be more like that?

• When your friend hurts your feelings or makes you mad, say so. (But do so in a way that isn’t mean.) See if the two of you can work it out.

• When your friend suggests doing something risky or that could get you into trouble, don’t join in just because you’re friends. Be willing to say no and stand up for your beliefs. Have a plan for getting in touch with a trusted adult if you think you might need help getting out of a difficult situation. • Be a positive influence on your friends. Make good choices and encourage your friends to do the same. • Refuse to call friends names or tease them in ways that are hurtful. • Pay attention to how you feel when you’re with a friend. You may start to feel uneasy when the friendship is changing. Or you might become agitated when a friend is

• If you hear a friend talking about violence or suicide, recognize that you need someone else’s help with the situation. Don’t be afraid to talk with a trusted adult. • Ask questions to learn more about your friends. Find out about their families and their interests away from school. • Do something nice for a friend. If your friend forgot her or his lunch, give away part of yours. Or lend your friend money to buy a lunch. • Congratulate your friends when they do something difficult or extraordinary. Get excited about their accomplishments.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #32

85

HANDOUT

33

Dating as an Asset Builder

As you become interested in dating someone,

when people are nervous or really shy.)

you may find yourself wondering about a lot of

Point out this imbalance (in a respectful

questions. Do you have the courage to ask

way) so that both of you get a more equal

someone out? What if he or she says no? What

chance to talk.

if he or she says yes? What if someone asks you

• Watch for red flags. Project Horizon, an

out? What happens on a date? What happens

organization in Lexington, Virginia, is

after you have been dating awhile? As you start

dedicated to reducing dating, domestic,

dating and continue dating, consider these

and sexual violence. It identified the fol-

asset-building tips:

lowing warning signs that a dating rela-

• Get to know your date as a friend first. Ask

tionship is likely to become violent. These

questions. Tell some things about yourself.

red flags include a date who has a short

Find out more about this person. (Your

temper, blames others for her or his own

initial attraction may grow stronger or

faults, can’t express emotions verbally,

weaker, depending on what you find out.)

treats you like property, isolates you from friends and family, and solves conflicts

• If going out alone with one person seems

with violence. Asset-building dates talk

overwhelming, invite another couple to

about their feelings, respect and value

join you—or even a group. Most teenagers

you, take responsibility for their choices,

start by dating in groups, then in smaller

express anger appropriately, resolve con-

groups, and finally as couples.

flicts peacefully, and encourage you to so• Choose interesting activities. Introduce

cialize with others.

your date to canoeing or visit an art museum together. Even if most dates involve

• Before you go out on a date, make deci-

going to the movies, that doesn’t mean

sions about your values. What are you willing to do? What do you not want to

you have to.

do? When you feel yourself getting caught • Find out when your parents and your

up in the passion of the moment, try to

date’s parents expect you home. Make sure

remove yourself from the situation before

you’re back by the curfews they set.

you make decisions. Remember to do

• Notice who does most of the talking dur-

86

what is right for you as an individual, not

ing your date. Does one of you dominate

just what you think is “normal” or ex-

more than the other? (That can happen

pected by someone else.

HANDOUT #33

• Don’t rush your relationship. Enjoy get-

with each date. You might both pay when

ting to know each other.

you date person number one. When you date person number two, she might pay.

• Prepare a backup plan if the date doesn’t

When you date person number three, you

go well. What will you do if the two of

might pay. It doesn‘t matter whether

you don’t click as you had hoped? What if

you’re a girl or a guy, make decisions

your date gets mad and dumps you off in

based on you and your date.

a remote area of town? What if you get the feeling that the date isn’t a good idea

• Respect your feelings. Respect your date’s

when you’re in the middle of it?

feelings. That can become tricky when one of you wants to keep dating but the

• Support each other in ways that aren’t too

other wants to break it off. Talk about

little or too much. Sometimes one person

your different feelings.

wants to spend all of her or his time with the date after a single date when the other

• Pay attention when you feel pressured to

person wants to talk a couple of times a

do something that you don’t want to do.

week. Explain what feels most supportive

Who’s pressuring you? Why? How can

to you.

you stand up for what you want to do?

• Talk with your date about your expecta-

• Recognize that it’s normal to date, and it’s

tions. Who makes the decisions about

also normal not to date. Some people start

what to do on a date? Who will pay?

dating earlier than others. Some date a lot

Why?

more than others. Figure out what fits you

• Recognize that each person you date will

best.

be different. Expectations may change

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #33

87

HANDOUT

34

Spending Your Time in Asset-Building Ways How do you spend your time? Do the activities you do build your assets? On the chart below, list all the activities you do in the far left column. Include school, time with friends, family time, each extracurricular activity, working part-time, your congregation, media time (TV, video games, computer, etc.), hanging out. Then for each activity, checkmark whether each statement in the seven following columns is true. When you finish, think about whether you spend your time in other ways that build your assets.

Name of Activity

Includes positive adults

Includes positive peers

Builds my assets

Teaches me new things

Uses my skills

Gets me excited

Benefits my future

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

88

HANDOUT #34

HANDOUT

35

Asset-Building Ideas for Teen Employees Many young people work part-time. Research

• Ask your employer if he or she will set up

has found many benefits to work, along with

a homework study area for breaks. A num-

some downsides. When you focus on the posi-

ber of businesses are open to this idea. If

tives and reduce the negatives, you’ll make

so, use it.

working better for you. Consider these asset-

• Stay alert to your energy levels and

building tips on teen employment:

moods. Does work give you more energy

• If possible, choose work that you enjoy,

and help you feel more confident? Or do

not just a job that will earn you money.

you feel stressed and tired? Pay attention to how this condition changes over time.

• Balance work with your other important commitments. You also need time for

• Limit the number of hours you work. Re-

friends, family, homework, school, and ex-

searchers have found that young people

tracurricular activities.

who work more than 15 hours a week have more problems than those who work

• Nurture your Developmental Assets.

fewer hours.

Search Institute researchers have found that young people with more assets have

• See whether your employer will use the

fewer problems because of working than

school calendar for scheduling hours for

young people with few assets.

young people to work. Some employers will let a valued teen employee take a few

• Take the full calendar year into account

months off from working to participate on

when making decisions about work. Some

a basketball team. Other employers are

young people work only during the sum-

willing to give students a lighter load dur-

mer months, when school isn’t in session

ing the last week of each quarter. Employ-

and extracurricular activities are fewer.

ers can only be flexible, however, if they • Decide how you will use your earnings.

know about these situations far in advance.

Once you start adjusting to a lifestyle that • As you master skills on the job, ask your

requires more money, you may feel

employer for more responsibilities. Don’t

tempted to work more hours.

become bored at work. Keep learning and • Talk with other young people about work.

growing.

What do they enjoy? What bothers them? • Talk about your work with your parents.

What would their ideal work situation look like? Why? Share your experiences.

HANDOUT #35

Invite them to your workplace.

89

• Watch which attitudes you are adopting

earn cash and free up their time to lead a

because of work. A lot of teen jobs are

club or start a community project. Most

repetitive and require few skills. If you

young people want to build their skills,

have work like this, you may conclude

contribute, and earn some money. What’s

that work is drudgery. Not all work is this

the best way to accomplish these things

way. The best jobs bring out the best in

without wearing yourself out?

you and expand your skills.

• Get to know the people at your work—the

• Periodically ask your employer for feed-

adults and the young people. Learn their

back. Find out how you can be a better

names. Smile when you see them. Talk as

employee.

you work together.

• Think about how to meet your goals. Some young people take on odd jobs to

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

90

HANDOUT #35

HANDOUT

36

Recognizing the Asset Builders in Your Life Some people you just can’t forget, like the history teacher who got excited about your projects, or the coach who always made you laugh. These are the asset builders in your life. And they often don’t hear about the difference they’re making. You now have the chance to offer this recognition. Use this activity handout as a way to identify the asset builders in your life and to thank them for what they do. If you discover you have a lot of asset builders around you (and in your past), don’t be shy about telling them. Who doesn’t appreciate hearing from someone who has good things to say? Start by identifying:

Who? Who influences you in positive ways? Consider family members, neighbors, teachers, coaches, adults in your congregation, club leaders, and community leaders. List their names here.

What? What did these people do to make a difference in your life? Be specific.

When? When did these people do these things? Now? In your past?

Where? Where did these things happen? At school? Through the parks and recreation program?

How? How will you tell these people what you think? Consider writing thank-you notes or sending emails. Call or visit them. Take the first person on your list out for lunch.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #36

91

HANDOUT

37

Making Asset-Building Decisions about What to Do after Graduation Big decisions loom about what to do after you graduate from high school. Will you continue your education? Will you work? Will you take some time off? As you think about what to do after graduation, consider the following questions and tips: • What do you want to do after graduation? Why? If you’re not sure, why? • What skills do you have? Which of these would you like to develop?

pen to your decision if that relationship changed? • Which values guide your life? (Don’t worry, most adults don’t even know how to answer this question.) Values include caring for others, advocating for justice, being honest, making something better, accomplishing a goal, or developing something new.

• Which subjects fascinate you in school? How can you learn more about these subjects after graduation?

• If you’re not sure what you want to do, what do you know? For example, you may want to continue playing a sport or a musical instrument. Or you may know where you would like to live.

• How do others react to your dreams and plans? How do their reactions influence which step you take next?

• Which adults have been helpful so far in your efforts to sort out your future? How can you stay connected to these adults?

• What did you want to do when you were 12 years old? Do you still have the same dreams, or have they changed? Remember, it’s never too late to return to an idea that still interests you.

• Who else could be helpful?

• Which accomplishments are you proudest of? Why? What do they say about you and your best qualities? • What do your parents want you to do? Why? • Which activities get you excited? Why? • Who is influencing your current decision (besides your parents)? Sometimes a friend, teacher, or someone you’re dating has a big influence on your plans. What would hap-

• What kind of people do you enjoy being with? Some people are drawn to those who start new projects and clubs. Others like those who investigate or analyze things. Others enjoy being with people who help others. The author of What Color Is Your Parachute?, Richard Nelson Bolles, says there’s a relationship between “the people you like to be surrounded by and your skills and your values.” • How empowered do you feel to make your own decision? Why? • How excited are you about your plans? What would get you even more excited?

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

92

HANDOUT #37

HANDOUT

38

Working with Adults in Asset-Building Ways on Boards and Commissions You’re serving in a group where young people

other commitments to school, family,

and adults work together. To be effective, be

friends, and other activities.

aware of the strengths and pitfalls of youth-

• If someone in the group makes it easier for

adult partnerships. In many communities and

you to participate (by giving you rides,

organizations, young people and adults can ad-

linking you up with training, or support-

vocate for and create change when they work

ing your ideas), thank the person. Work

hand in hand. Consider these asset-building

on building more of a relationship with

ideas to work effectively with adults:

her or him.

• Ask for a clear role. What does the group expect of you and the other young people in

• Take risks and suggest new ideas. Your involvement in this group means that peo-

the group? Why? What about the adults?

ple want to hear your suggestions.

How are your roles the same? Different? • Have a voice in making decisions. In your

• When adults work together, they often critique suggestions and improve them. This

group, every person (adult and young per-

process can be jarring when you’re not

son) should have an equal voice. If this

used to it. If others criticize or dissect your

isn’t the case, say something.

idea, they usually like the idea and are try-

• Know the goals of the group. If the group

ing to improve it. People who don’t like

hasn’t set clear goals, suggest that it do so.

an idea usually drop it and go on to something else.

• Assume the best about the other adults and young people in your group. Most

• Speak up when adults try to take over.

people are not used to working with

(They usually don’t mean to.) Many adults

adults and young people in true partner-

will try to schedule meetings when it’s

ships. Expect some bumps along the way.

convenient for them, not for you and the other young people involved. Suggest al-

• Ask questions. If you don‘t understand

ternative ideas.

what’s going on, ask. If someone is using large words or unfamiliar abbreviations,

• Participate fully but don’t always go along

say that you need more clarity—or a concrete example.

with the group. If the group wants to meet over a mealtime and you’re on a tight

• Be willing to say yes. Be willing to say no. Do your part, but remember you also have HANDOUT #38

budget, say so. If the group wants to meet in a place that’s hard for you to get to, ex-

93

plain that the location doesn’t work for

ways getting these assignments? This type

you.

of work should be equally shared between adults and youth.

• If you disagree with most of the group’s decisions, pull someone aside whom you

• Periodically check in with the other youth

trust and admire. Talk about your experi-

members of the group. Ask about their ex-

ence. You may be representing an under-

perience with the group. Talk about how

valued group of people in your commu-

to make the group better.

nity who need to be included more.

• When you like what’s happening in the

• Learn the name of everyone in the group.

group, tell the group. Sometimes groups

Get to know not only the young people

get so task oriented that they forget to

but also the adults.

stop and reflect on how it’s going overall.

• Pay attention to who is doing the work no one wants to do. Are the young people al-

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

94

HANDOUT #38

Part 4

Activate Sectors Handouts 39–52

HANDOUT

39

Action Strategy # 3: Activate Sectors What It Is

your asset-building efforts to address those interests and concerns.

Activate sectors of the community—such as schools, congregations, businesses, and youth,

• Focus on making the case for a resistant sector to become involved in asset building.

human service, and health-care organizations—to create an asset-building culture and

• Communicate first with key leaders in

to contribute fully to young people’s healthy development.

each sector. • Provide ongoing support to each sector and each organization that gets on board.

Talk about It • How can you identify the variety of sectors

and organizations in your community?

Check It Out • In Clarkston, Michigan, physician John

• How can you spread the word about asset

Blanchard got together with other health-

building with each of these sectors?

care colleagues and designed a series of age-appropriate, asset-building parenting

• How can you develop asset champions

brochures to distribute to families when

with each sector?

they visit the doctor’s office.

• How can you show the links between a

• Students, parents, and teachers from all of

particular sector’s vision and strategies

Hampton, Virginia’s middle and high

with asset building?

schools came together for a CARE (Creat-

• How can you help sectors and organiza-

ing A Respectful Environment) confer-

tions identify ways to unleash their asset-

ence. The conference focused on building

building capacity?

relationships and building assets. • The Buffum-Downtown YMCA in Long

Act on It

Beach, California, integrated asset build-

• Start with sectors that are most open to

oped a Student Assets for Fitness Educa-

tions, and child-care centers).

tion program, and founded a Teen Asset

• Learn about the needs, interests, concerns, and attitudes of specific sectors. Adapt

96

ing into its after-school child care, devel-

asset building (such as schools, congrega-

HANDOUT #39

Institute program.

• In Hanover, New Hampshire, community

• 3rd-grade teacher Janet Muller meets with

leaders created a booklet titled “Youth and

her 25 students at Duniway Elementary

the Law: Partners in Making a Positive

School (along with their parents) once a

Community.” In addition to spelling out

month at the Dragon’s Breath Cafe in

specific laws, the booklet also includes in-

Portland, Oregon. While drinking hot

formation on youth rights and responsi-

chocolate and eating cookies, they read a

bilities along with a map that shows

children’s book together and discuss it.

where young people can skateboard.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #39

97

Education

Some of the easiest allies for asset building are schools. People who work in schools are already concerned about developing wellrounded young people. Most catch the vision of asset building quickly and often jump on board with enthusiasm. The trick, however, is that most communities think that once the major school district is on board, they’ve cov-

Schools to Include in Your Outreach Efforts As you spread the news about asset building, include these schools in your outreach efforts: • All the schools within your public school district • Charter schools

ered this sector. In reality, however, most communities have more schools than just the ones

• Homeschool associations

in the district. And even when a school district

• Parent-teacher organizations (such as the

is on board, often a few schools emphasize asset building more than others.

PTA, PTO, PTAO, PTSO) • Private schools (elementary, middle schools, and high schools)

Audience for This Handout

• Schools affiliated with juvenile correction Distribute handout 40 to teachers, school ad-

facilities

ministrators, school office workers, and active leaders in the community who are involved in

• Trade schools

education issues.

• Alternative schools • Schools of higher education (community

Student-Led Conferences In Gillette, Wyoming, students lead the parentteacher-student conference at Pronghorn Elemen-

colleges, universities, colleges, technical schools, trade schools) • Preschools • Montessori schools

tary School. Students prepare for the conference by determining how well they have met the goals they set earlier in the year and identifying which Developmental Assets they feel they’re improving and how.

98

How to Use This Handout Encourage individuals who use this handout to identify where their asset-building strengths are and which areas could use more emphasis. For

THE ASSET ACTIVIST’S TOOLKIT

example, asset-building schools often include

Handouts for Creating Caring Schools (published

asset building in relationships first, followed by

by Search Institute). Handouts have been devel-

incorporating asset building into school cli-

oped for school staff, teachers, special educa-

mate, curriculum, and policies.

tion staff, guidance counselors, social workers, principals, school administrators, office staff,

An Asset-Building Tool For Schools

custodians, bus drivers, food service workers, school nurses, coaches, students, and parent

Get more individuals in schools involved in asset building by using the reproducible activ-

leaders.

ity handouts in Pass It On at School: Activity

EDUCATION

99

HANDOUT

40

Asset-Building Ideas for Schools Becoming an asset-building school requires examining all aspects of your school periodically and incorporating asset-building ideas that can make your school even more effective and asset rich. In each of the areas below, checkmark how well you’re using the Developmental Assets framework.

Relationships

Yes

No

• We intentionally build assets with students.

❑

❑

___________________________

• We intentionally build assets between teachers.

❑

❑

___________________________

• We intentionally build assets between teachers,

❑

❑

___________________________

• We intentionally build assets with parents.

❑

❑

___________________________

• We intentionally build assets with volunteers.

❑

❑

___________________________

Yes

No

❑

❑

___________________________

❑

❑

___________________________

• We decorate the walls with students’ work.

❑

❑

___________________________

• We have a good morale among the staff.

❑

❑

___________________________

• Most students enjoy coming to school every day.

❑

❑

___________________________

school administrators, and office personnel.

School Climate • We have clear expectations for how students are to act in school. • We create a warm climate with a lot of personal interaction.

100

HANDOUT #40

How?

How?

Curriculum

Yes

No

❑

❑

___________________________

❑

❑

___________________________

❑

❑

___________________________

Yes

No

• Our decision-making systems build assets.

❑

❑

___________________________

• We use the Developmental Assets framework

❑

❑

___________________________

❑

❑

___________________________

❑

❑

___________________________

• We have incorporated asset building into our existing curriculum. • We use the Developmental Assets framework in developing new curriculum. • We evaluate potential curriculum using the Developmental Assets framework.

School Policies

in hiring new staff. • We evaluate staff using the Developmental Assets framework. • We incorporate asset building into our policies.

How?

How?

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #40

101

Neighborhoods

An ideal way to reach community residents is by targeting neighborhoods. In some neighborhoods, residents know each other well. Others have weaker connections, but most have at least a few, even if those relationships were formed years ago.

Placing an Emphasis on Neighborhoods The community of Bend, Oregon, recently developed a neighborhood association program to organize residents into active neighborhoods. Community residents have started coming together

Audience for This Handout

and forming neighborhood associations within the

Distribute Handout 41 to people who live in neighborhoods, whether they live on residential blocks, in apartment complexes, or in small towns.

city. The goal is to create as many as 18 neighborhood associations so that every resident can participate in grassroots-level civic affairs. “It’s so exciting to watch Bend evolve into one great

Individuals and Organizations to Include in Your Outreach Efforts As you spread the news about asset building,

community of great neighborhoods,” says Dianne Crampton, coordinator for Bend’s Office of Neighborhood Associations.

include these neighborhood groups and individuals in your outreach efforts:

How to Use This Handout

• Block captains

Encourage individuals who use this handout to

• Neighborhood associations

identify where their asset-building strengths are

• County associations

and which areas could use more of an emphasis. For example, asset-building neighborhoods

• Apartment complex managers

often include asset building in informal rela• University and college dormitory assis-

tionships first, followed by incorporating asset

tants (often called resident assistants)

building into neighborhood climate and com-

• Individuals and families who live in each

munity policies.

neighborhood

102

THE ASSET ACTIVIST’S TOOLKIT

HANDOUT

41

Asset-Building Ideas for Neighborhoods When neighbors gather together and form

be like in three years? Five years? Ten?

neighborhood groups, they create important

How can young people be part of making

webs of support and power. A strong neighbor-

your vision a reality?

hood group can greatly enhance the safety of a

• Meet with neighborhood parents to find

neighborhood while also building assets for

out what their needs are. Sometimes a

and with young people. Consider these ideas:

working parent wishes she could be at the

• Create a neighborhood group that meets

bus stop but can’t because of work. Some-

on a regular basis. (Some neighborhood

times a stay-at-home parent can take a

groups meet annually whereas others

child home for an hour or two. Or maybe

meet quarterly. More active groups tend to

parents of younger children are looking

meet monthly.) Give everyone the oppor-

for teenage babysitters.

tunity to talk, contribute, and create ways

• Have a neighborhood book swap. Ask

to make the neighborhood an asset-

neighbors to donate books they’ve already

building environment for young people.

read and have everyone come to find new

• Give your neighborhood an annual

books.

checkup. How many neighbors know the

• Involve young people in planning neigh-

names of young people? Do young people

borhood block parties so that interesting

feel valued and respected?

activities for young people can be part of

• Before setting neighborhood boundaries, first work on creating a caring neighbor-

the event. • Figure out ways to connect with neighbors

hood. Setting boundaries is easier once

who don’t attend neighborhood gather-

neighbors know each other and have de-

ings. Sometimes a neighbor works or trav-

veloped a sense of trust and respect.

els a lot or may have a long-term illness.

• Find out what neighbors like to do. Orga-

• Identify ways for neighbors to help each

nize a neighborhood softball team and

other. Encourage young people to partici-

challenge a block nearby to a game. Or

pate also. In one community, a 2nd grader

have a neighborhood craft and hobby day. • At a neighborhood gathering, discuss

asked if she could help a neighbor who was scheduled to have surgery. The 2nd

people’s vision for your neighborhood.

grader helped the neighbor with chores

What do you want your neighborhood to

and played with the neighbor’s child dur-

HANDOUT #41

103

ing recovery. In another community, a 5th

member (including ages of their children,

grader saw that a family moved into his

their interests, and where they work) to

neighborhood and went with his parents

help residents learn more about them.

to introduce themselves. A month later,

• Recognize neighbors who do helpful

the son of the new neighbors accidentally

things. When Hurricane Isabel hit Hamp-

locked himself out of the house and knew

ton, Virginia, the neighborhood initiative

whom he could visit to ask for help.

recognized Liz Nieder-Bocka because she

• Create a short-term discussion group to

visited her neighbors immediately after

talk about how to create an asset-building

the storm, checking first on families with

neighborhood.

young children, the elderly, and those recovering from surgery. She provided food

• Identify ways for people to get to know

and comfort to her neighbors.

each other more quickly. In St. Louis Park, Minnesota, the Lenox Neighborhood As-

• Publish a neighborhood, block, or apart-

sociation publishes a newsletter that in-

ment complex newsletter as another way

cludes a brief paragraph about each board

to keep people connected and informed.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

104

HANDOUT #41

Youth-Serving Organizations

A community often has dozens and even hundreds of youth-serving organizations that provide worthwhile activities for young people. These organizations have direct influence on young people and can make a major impact on them. Youth-serving organizations that learn about asset building often see how asset building provides a new focus for their programs.

Audience for This Handout Distribute Handout 42 to leaders of youthserving organizations, coaches, program leaders, and program volunteers. See Part 5: Invigo-

Youth-Serving Organizations to Include in Your Outreach Efforts As you spread the news about asset building, include these youth-serving organizations in your outreach efforts: • Sports and recreation programs • Camps • Youth service programs • Mentoring programs • Youth drop-in programs • YMCAs and YWCAs

rate Programs for additional handouts to use • Scouts

with specific programs.

• 4-H and the Future Farmers of America

Integrating Asset Building throughout the YMCA of Greater Seattle

• Youth clubs • Youth exchange programs

The YMCA of Greater Seattle offers asset-building

How to Use This Handout

programs in more than 200 locations, making it

Meet with key leaders of youth-serving organi-

easy and convenient for young people to partici-

zations to tell them about asset building and

pate in activities near their home. The YMCA has

get them on board. If possible, show how asset

had a staff retreat to introduce staff members to the Developmental Assets, and includes a 15-

building fits with what their organization is doing. Encourage youth-serving organizations to train their program leaders, program volun-

minute training on Developmental Assets in its

teers, and coaches in the asset framework so

new staff orientation. The Y also collects stories of

that individuals working directly with young

assets in action and includes these stories in

people can build assets for and with them.

newsletters and over-the-counter pieces.

YOUTH-SERVING ORGANIZATIONS

105

An Asset-Building Tool For YouthServing Organizations Get ideas for asset-building activities, methods, and programs from Walking Your Talk: Building Assets in Organizations That Serve Youth (published by Search Institute). This book describes numerous exemplary asset-building youth programs and youth-serving organizations across North America.

106

THE ASSET ACTIVIST’S TOOLKIT

HANDOUT

42

Asset-Building Ideas for Youth-Serving Organizations Youth-serving organizations can integrate asset building into all aspects of their work—from the kinds of programs they offer to how they

Programs and Activities • How can you integrate asset building into the programs that already exist?

schedule these programs. Consider these ques-

• How can you use the Developmental As-

tions for using the Developmental Assets

sets framework in designing asset-building

framework in your work:

activities in your programs?

Relationships

• How can you schedule your programs so that they occur at times that are most con-

• How can individual adults (staff members

venient for families?

and volunteers) interact individually with young people in asset-building ways?

• How can you examine the locations, the fees, and the transportation issues of your

• How can you build relationships with the

activities to ensure more involvement?

parents of the young people you serve? • How can you set up a system so that new staff members and new volunteers learn about interacting with young people in asset-building ways?

Continuing Asset-Building Innovation • How can you encourage individuals to continue creating new asset-building ideas

Training

to use in youth programs?

• How can you train staff members about

• How can you set up a system (such as having asset building as a regular meeting

asset building?

agenda item or having a quarterly gather-

• How can you train volunteers about asset

ing) to keep people thinking about asset

building?

building and swap ideas? • How can you train the young people you • How can you recognize individuals who

serve about asset building?

build Developmental Assets? • How can you train the parents of the young people you serve about asset building? Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #42

107

Child-Care Providers

Many infants, toddlers, preschoolers, and

care programs to child-care teachers and

elementary-age children spend time in child-

providers.

care centers and in child care provided through individual families. For many young children, child-care providers are the second most significant adults in their lives, right behind the parents. Because of this, child-care providers have a significant opportunity—and influence—in building Developmental Assets for and with

Child-Care Providers to Include in Your Outreach Efforts As you spread the news about asset building, include these child-care providers in your outreach efforts: • Child-care centers

young children.

• Family child care (usually based in

Audience for This Handout

individual homes)

Distribute Handout 43 to individuals who provide child care, from directors of child-

• Before- and after-school child-care programs (often offered at schools) • School-age child care

A Child-Care Center Founded and Operated with Developmental Assets One of the first child-care centers to use the Developmental Assets framework as a centerpiece

• Faith-based child-care centers (and faith-based nurseries) • Hourly child-care centers • Child-care centers offered in shopping malls

for its mission and curriculum, Orchard Valley Learning Center in Aurora, Colorado, has since in-

How to Use This Handout

corporated asset building into its daily operations.

Develop ways to reach child-care providers.

The center has created and taught a 40-week cur-

Many asset-building champions have found

riculum cycle that addresses each of the 40 as-

that their efforts are most effective when they

sets. Staff are trained in the asset approach, and

go to child-care centers, since this sector often

parents receive asset materials in their registration packets. Asset lessons are highlighted and individ-

is stretched for time, money, and other resources.

ualized for each child in the daily notes to parents.

108

THE ASSET ACTIVIST’S TOOLKIT

Asset-Building Tools for Child-Care Providers

group. The Leader’s Guide for What Young Children Need to Succeed (also distributed by Search

Get ideas for building assets for and with infants, toddlers, preschoolers, and elementaryage children in What Young Children Need to Succeed (distributed by Search Institute). This practical guide gives ideas on how to build each of the 40 Developmental Assets for each age-

Institute) includes 50 ready-to-use handouts for training staff and parents about building assets for and with children. You can find more resources for child-care providers and parents of young children in the online catalog at www.search-institute.org.

CHILD-CARE PROVIDERS

109

HANDOUT

43

Asset-Building Ideas for Child-Care Providers Setting the foundation for each child is critical

week, such as the line leader or the leader

for children’s long-term success and growth. As

to pick an activity or book.

a child-care provider, you have the opportunity

• Take photos of children periodically. Get

to build assets for and with children in many

double prints made. Display one set of

ways throughout your day. Consider these

prints for everyone to see, and give the

ideas for building assets:

extra prints to the parents of the children in the pictures.

Positive Relationships

Parent Involvement

• Look children in the eyes and squat to their height when you talk with them.

• Keep parents updated daily on how their

• Use discipline techniques that teach and also help to form a child’s identity.

children are doing while in your care. • Create periodic parent activities, such as

• When you get overwhelmed or tired, see if

an annual dinner (or luncheon) or parent

there’s a way to take a short break or do an activity that recharges your batteries, such

training on the asset framework. • If you have a board or committees, in-

as reading books to children.

clude at least two parents.

• Form personal relationships with each

A Spacious Environment

child and each child’s parents.

• Create stimulating, age-appropriate learn-

Recognition of Children

ing centers that children can choose from during their free time.

• Hang children’s artwork throughout the

center at two different heights: one at the

• Periodically clear away the clutter so that

eye level for adults and one at the eye

children have more room to play.

level for the children in your care. • Decorate your rooms in ways that are • Start a “star of the week” and ask parents to bring in photos of their child to put on a bulletin board. Have the child who is “star of the week” be the leader for the

110

HANDOUT #43

stimulating, yet also soothing for children.

Engaging and Diverse Activities

• Use the Developmental Assets framework to adapt and create activities that stimu-

• Create a predictable daily schedule for children that includes a variety of activities (and locations for toddlers and older

late children and build assets at the same time.

children). • Keep on the lookout for new activities to try and encourage other caregivers to do the same.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #43

111

Congregations

Statement of Core Values Congregational leaders of different faith traditions came together in St. Louis Park, Minnesota, to create a Statement of Core Values for Children and Youth to show their support for the community’s

Congregations provide a broad range of oppor-

asset-building initiative and to emphasize their

tunities to build assets for and with young

commitment to children, youth, and families.

people from their religious education to their

Once the statement was created, congregational

youth work and intergenerational activities. In

leaders then sought out the support of other con-

a number of communities, congregations that

gregations in the community by having each con-

linked with other congregations have formed

gregation sign the statement.

powerful associations in bringing out the best in young people.

How to Use This Handout

Audience for This Handout

Set up a meeting with a congregational leader,

Distribute Handout 44 to individuals who pro-

munity meets. Present the Developmental As-

vide leadership as staff members or volunteers

sets framework and how it can be beneficial to

in congregations.

congregations. (An ideal first handout is Hand-

ideally at the place where her or his faith com-

out 47 from Pass It On, published by Search In-

Congregational Leaders to Include in Your Outreach Efforts As you spread the news about asset building, include these congregational leaders in your outreach efforts: • Clergy

stitute.) Once a congregation gets on board, give the following handout to leaders interested in linking congregations together.

Asset-Building Tools For Congregations For congregations that want to integrate asset

• Spiritual leaders

building into their programs, activities, and

• Youth workers

congregational life, Building Assets in Congrega-

• Volunteer congregational leaders

tions (published by Search Institute) provides step-by-step ideas. For congregations wanting

• Children’s workers

to connect with other congregations in the

• Places of worship of a wide variety of

community for asset-building efforts, Network-

112

faith perspectives (Buddhist, Christian,

ing Congregations for Asset Building (published

Hindu, Muslim, Jewish, Sikh, Unitarian

by Search Institute) gives strategies and ideas

Universalist)

for working together.

THE ASSET ACTIVIST’S TOOLKIT

HANDOUT

44

Asset-Building Ideas for Networking Congregations You don’t have to work in an interfaith setting

together to “reawaken the faith-filled outlook

to build assets in the religious community.

that would renew a spirit of hope in our com-

However, working with other congregations is

munities” after three young people died. Con-

one of the most effective ways to mobilize the

gregational leaders were instrumental in plan-

religious community for building assets. By

ning a community rally and led pilgrimage

doing so, it puts into practice the idea that

walks from their congregations to the rally.

asset building can unite people across faith and ideological lines who share a commitment to

Step 3: Host several planning meet-

young people. Steps to consider in forming a

ings. It might take several months with several

network of asset-building congregations:

meetings of your planning group to decide your next steps. Discuss these questions: What

Step 1: Identify potential religious

kinds of activities will have the most impact

leaders whom you know. Find out if they

starting out? Who will coordinate activities in

are interested in being allies and advocates for

the religious community? Is there a sponsoring

asset building. Share your thoughts and explore

organization or network in the community

their interests. Find out others they know with

worth linking to?

whom they would be willing to talk (perhaps

Step 4: Inform congregations and

with you).

other stakeholders about your efforts.

Step 2: Host an initial meeting of re-

Depending on what you choose to do, consider

ligious leaders who have expressed inter-

creating a media release, a letter to (or, better

est. Share basic information about Develop-

yet, visits with) other religious leaders, and an-

mental Assets. Find out what interests them

nouncements to congregations.

and what priorities emerge. Identify others who could participate and pay particular attention

Step 5: Form task forces to get the

to religious and racial/ethnic diversity. In Iowa,

work done. Work in small groups (with each

congregational leaders from the communities

group focusing on a specific task) to move your

of Hawarden, Chatsworth, and Ireton rallied

plans and efforts forward.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #44

113

Family-Serving Organizations

Family-serving organizations can provide criti-

• Family initiatives

cal strategies in equipping parents and care-

• Family agencies

givers to become asset-builders. They can support parents, educate them, and provide opportunities for families to spend time to-

• Family and children services • Family life education

gether. Family-serving organizations also can

• Family and Communities Together

provide leadership in your community as

• Community counseling

strong advocates for families, lobbying for pub-

• Employee assistance programs

lic policies that make it easier for families to

• Family programs offered by community-

build assets and changing the social stigma that

based organizations, schools, congrega-

keeps some parents from seeking the services

tions, and youth-serving organizations

and support they need.

How to Use This Handout

Audience for This Handout

Many leaders and volunteers in family-serving Distribute Handout 45 to leaders and volunteers who work in family-serving organizations and programs.

organizations see the potential for asset building in their efforts. The Developmental Assets framework gives them a tangible way to help

Family-Serving Organizations to Include in Your Outreach Efforts

families build on their strengths and help their

As you spread the news about asset building,

organizations, offer trainings, or distribute this

include these family-serving organizations in

handout to individuals who work or volunteer

your outreach efforts:

in this area as you meet them.

children grow up well. Meet with leaders within family-serving

Easing the Stress of Custodial Exchanges Some parents with joint custody have poor or contentious relationships with their former spouses. When it’s time to bring their child to their former partner, emotions can run high. To provide a neutral, safe, nurturing environment for these exchanges, the Visalia YMCA in Visalia, California, provides the Safe Exchange Program for court-ordered exchanges between custodial parents. Children may stay at the center for up to an hour. While one staff person talks with the parent, another staff person plays with the child until the other parent arrives.

114

THE ASSET ACTIVIST’S TOOLKIT

HANDOUT

45

Asset-Building Ideas for Family-Serving Organizations Since parents have a central role in providing a

• Talk with parents in your community to

healthy foundation for children and also in

learn how well the services and programs

building Developmental Assets, your organiza-

you provide match their needs, interests,

tion has countless opportunities for support-

and priorities.

ing, educating, and empowering parents. You

• Create family-friendly spaces within your

also can create meaningful ways for family

facility (with comfortable seating, chil-

members to spend time together so that their

dren’s toys and books, and refreshments).

relationships can grow and deepen. Consider

Encourage families to relax, hang out, and

some of these asset-building ideas:

talk with each other.

• Examine your existing family and parent-

• Support and encourage family time. Avoid

ing programs to determine whether they

planning activities that disrupt or take

focus more on family deficits or family

away from family time.

strengths. • Offer opportunities and services that look • Offer programs and services that

at parents and families holistically and

strengthen partner relationships, whether

comprehensively (“wraparound services”)

parents are married or divorced.

rather than focusing on just one part of

• Affirm families in what they’re already

life or one particular problem (“categorical

doing right. Help families see their

services”).

strengths and show them how to build on

• Work with families to create family leader-

their strengths.

ship activities that help parents see them-

• Provide parent education on how to parent effectively with the Developmental

selves as leaders in the community. • Equip staff and volunteers to work with

Assets framework. One resource to consider is Taking Asset Building Personally

families with children throughout the first two decades of life. Some research has

(published by Search Institute).

shown that family support programs are

• Involve families in developing services

more comfortable with young children

and delivery plans, as well as being on

and are not as well equipped to address the

committees or advisory groups. Empower

issues of families with teenagers—a time

families to make a difference in your or-

period when parents often indicate the

ganization or agency.

need for extra information and support.

HANDOUT #45

115

• Talk with families about the best way to

• Do community-building activities in all

support, encourage, and equip them.

your family programs and activities so that

Don’t automatically assume that parents

parents can get to know other parents.

want workshops or other formal programs and activities.

116

HANDOUT #45

Health Care

Health-care systems have a big impact on fami-

community. Many health-care organizations

lies, especially when children are young. Re-

want to advocate health-promotion strategies

searchers have found that one of the primary

while also developing a community presence.

sources of support and information for new

Asset building is one way for health-care sys-

parents are health-care workers. Health-care

tems to meet both of these goals.

systems, however, can provide much more than assistance to families and young people. They also can serve as visionary leaders in asset-building communities and partner with other sectors to provide a strong influence in a

Audience for This Handout Distribute Handout 46 to clinics, hospitals, health-care systems, health-care foundations, and also to individuals whom you might overlook, such as school nurses and individuals em-

Asset-Building Health-Care Winners

ployed by the health-care system (who may live in your community but work in a different community).

The Park Nicollet Foundation in St. Louis Park, Minnesota, is the first such organization in the

Health-Care Systems to Include in Your Outreach Efforts

United States to change its grant criteria to cite Developmental Assets. The foundation also was

As you spread the news about asset building,

key in initiating a free clinic for teens, children,

include these health-care systems in your out-

and infants in the community that serves 900

reach efforts:

young people each year. In Colorado, Kaiser Per-

• Hospitals

manente hosted BYOA (Bring Your Own Assets) parties for its medical staff and also rewrote the

• Health-care clinics

scripts to include asset-building messages in its

• Urgent-care clinics

theater performances to schools. Last year, more

• Health-related organizations (such as the

than 40,000 children and families enjoyed these performances by the HMO. Both the Park Nicollet Foundation and the Colorado branch of Kaiser Permanente received the 2002 Jostens Our Town Corporate Awards for asset building.

American Diabetes Association) • Individual physicians in private practices • Individual dentists and orthodontists • Pharmacies

HEALTH CARE

117

• Home health-care services

families. These individuals are often looking for additional ways to promote their positive

• Health-care facilities

health messages, and asset building provides • Health maintenance organizations (HMOs)

another means for them to do that. Meet with leaders of health-care organizations to talk about asset building. Consider of-

How to Use This Handout

fering a training or workshop for health-care

Many health-care workers get excited about

workers. Use this handout (as one of many) to

asset building once they hear about it, particu-

show the unique contributions that individuals

larly those who work in pediatrics and with

can make as health-care providers.

118

THE ASSET ACTIVIVIST’S TOOLKIT

HANDOUT

46

Asset-Building Ideas for Health Care You want individuals to be healthy and keep

book Love and Survival, by Dean Ornish,

healthy. You also want individuals to develop

M.D. (New York: HarperCollins, 1998),

into well-rounded people so that they can

discusses the scientific basis for the heal-

maintain good mental health and make a con-

ing power of intimacy, which is what the

tribution to the world they live in. Asset build-

first six Developmental Assets are all

ing is a key way to ensure these qualities of life.

about.

Research has shown that Developmental Assets

• Emphasize to patients how the Develop-

reduce many of the health-compromising be-

mental Assets can reduce some of the

haviors (such as alcohol use, drug use, tobacco

health-compromising behaviors that re-

use, violence, and depression) that often re-

quire costly medical treatment. Parents

quire costly medical treatment. Consider some

want their children to grow up healthy

of these ideas:

and make smart choices about wearing

• Integrate asset building into all your

seatbelts, not using drugs, and not getting

health-care facilities. For example, ensure

into fights. Highlight how the Develop-

that your facilities provide a supportive,

mental Assets have the power to protect

caring environment for patients of every

young people from risky behaviors.

age, and especially for children and

• Involve young people as volunteers in

teenagers.

your health-care facility.

• Offer information about asset building to

• Focus on how to make the most of en-

parents and their children when they seek care.

counters with patients. In the patient’s chart, make note of special interests or ac-

• Train other health-care staff and volun-

tivities that the individual has or does,

teers in the Developmental Assets frame-

and ask about them the next time the pa-

work. Discuss the possible implications

tient comes in. (For example, a teenager

asset building can have within the work

who plays basketball might be impressed

that you do.

if you asked her or him about basketball

• Incorporate asset building into health care to advance people’s health. Find connections between health care and asset building by some of your favorite medical

during the next appointment.) Even if the patient has switched activities, your question would show that you’re taking a personal interest in the patient.

researchers and leaders. For example, the

HANDOUT #46

119

• See how your clinic can become involved

for and with young people. For example,

in a community-wide asset-building initia-

public health nurses in Kodiak, Alaska,

tive. Some serve on committees. Others

talk to parents about Developmental As-

become leaders. A number provide finan-

sets during well-child exams. They also

cial and in-kind support.

display information about Developmental

• Study the list of 40 Developmental Assets and see how your clinic can build assets

Assets in the exam room and in the patient waiting area.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

120

HANDOUT #46

Law Enforcement and Juvenile Justice

Although asset building focuses on the healthy development of all young people, there are young people who have run away from home, dropped out of school, engaged in risky behaviors, and become juvenile offenders.

Law Enforcement and Juvenile Justice Workers to Include in Your Outreach Efforts As you spread the news about asset building, include these individuals in your outreach efforts:

Audience for These Handouts

• Police

Distribute Handout 47 to those who work in

• Corrections personnel

law enforcement, juvenile justice, municipal

• Judges

court, and individuals who are connected to law enforcement and juvenile justice, such as those who work in social services and government agencies. Work with law enforcement

• Attorneys • Parole officers • Lobbyists for juvenile justice

and juvenile justice employees in your community to set up an asset-building juvenile diversion program, and use Handouts 48 and 49 as a basis for this program.

• Caseworkers for juvenile offenders

How to Use These Handouts Many individuals within law enforcement and juvenile justice have direct contact with young

An Asset-Building Teen Court

people, for instance during altercations, arrests, court appearances, and in juvenile detention.

If a young person in Georgetown, Texas, gets ar-

Other individuals have less daily contact with

rested and charged with a juvenile Class C misde-

young people, but they make decisions about

meanor, the young person can choose to be heard

policies and systems that affect young people

in Teen Court rather than Juvenile Court. The offender is represented by a teenage attorney and is heard by a jury of teens. Since its inception, Teen

directly. People in law enforcement and juvenile justice get excited about asset building because it brings a positive approach and a sense of

Court has reduced the rate of teen repeat offenses

hope to their work. They’re looking for ways to

by using an asset-building approach to teaching

help young people get back on track and also

about responsibility and citizenship.

ways to keep youth from entering the system (or getting too far into it).

LAW ENFORCEMENT AND JUVENILE JUSTICE

121

HANDOUT

47

Asset-Building Ideas for Law Enforcement and Juvenile Justice All young people need Developmental Assets,

• Use the Developmental Assets frame-

and that includes young people at risk for get-

work as a tool for case management for

ting into trouble and those already in trouble

juvenile offenders.

with the law. In a number of communities, in-

• Work with programs (or help develop

dividuals in law enforcement and juvenile jus-

them) that identify young people who are

tice are incorporating the Developmental As-

at the highest risk of committing crimes—

sets framework into their work and are seeing

before they begin to get into trouble with

positive results. Consider some of these ideas:

the law. Identify ways to build their Devel-

• Look for links between the 40 Develop-

opmental Assets so that they can become

mental Assets and your work. Tom English,

productive, successful citizens in your

program coordinator for the Institute on

community.

Violence and Destructive Behavior at the

• Partner with schools. Some police de-

University of Oregon (and past president

partments and school districts have worked

of the Oregon Council on Crime and

together so that police officers and young

Delinquency), was drawn to the empower-

people get to know each other (and young

ment and positive aspect of asset building.

people learn that making smart choices will

“Asset building works for kids in the sys-

help them succeed). In some school dis-

tem,” he says. “Instead of looking at these

tricts, police officers teach anti-drug pro-

kids as law violators, which they are, we

grams in the classroom with an emphasis

also need to take a look at the competency

on building personal relationships in addi-

deficits and the skills deficits that brought

tion to teaching the curriculum.

them into the system.” • Examine your community laws and • Examine your attitude toward the juveniles with whom you work. Which ones have the most potential to you? Why?

Assets framework. In Minneapolis, young people picked up for municipal curfew vi-

How can you help them develop the skills they need?

olations are taken to the Curfew/Truancy Center, where they are safe and can be su-

• Tell others in your field about asset

pervised until a parent picks them up.

building. Talk about how you see the De-

While young people wait, center workers

velopmental Assets framework enhancing

talk with them about why they’re on the

the work you do.

122

ordinances based on the Developmental

HANDOUT #47

streets past curfew and how they can find

the elementary schools, and spent two

activities that keep them out of danger.

hours each week in the classroom interacting with students as tutors, readers, and

• Become more visible with young

teachers of conflict resolution.

people in the community. In Cape Girardeau, Missouri, police officers assigned

• Have fun with young people. In Iowa

to be community service officers have

Falls, Iowa, Police Chief Douglas Strike

eaten lunch on a regular basis at the jun-

chauffeurs teenagers to the prom in his

ior high and senior high school, provided

1950s patrol car with the lights flashing

the training for school crossing guards at

and the siren screaming.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #47

123

HANDOUT

48

Asset-Building Juvenile Diversion Program Program Description: The asset-building juvenile diversion program is an alternative to

Offenses Accepted into Juvenile Diversion: Any petty misdemeanor and any

prosecution that uses community service, edu-

misdemeanor charge (when it is a first-time of-

cation, referral, restitution, and group interac-

fense) that includes, but is not limited to:

tion in an effort to lower risky behavior (and

• Disorderly conduct

minimize the chances of becoming a repeat offender) while building Developmental Assets to

• Disturbing the peace

help the young person succeed.

• Minor attempting to purchase alcohol

Target Population: Juvenile offenders

• Minor in possession of alcohol

with no prior record who have been charged

• Minor purchasing alcohol

with a petty misdemeanor or a misdemeanor.

• Possession of a Class D substance

Program Summary: Based on the per-

• Public drinking

sonal history and the misdemeanor charge of

• Shoplifting $50 or less

the young offender, an individual program is

• Trespassing

set up in contract form. (See Handout 49: AssetBuilding Contract for Juvenile Diversion Pro-

Mentor Involvement: Mentors are essen-

gram.) The contract includes supervision from

tial to the success of this program. Each juve-

six months to one year, restitution to the vic-

nile offender is assigned a mentor who works

tim, community service, education, referral, ac-

with the caseworker to befriend and monitor

ademic monitoring, and group interaction.

the youth’s participation in the program on an

During the contract period, juveniles must re-

ongoing basis. Mentors are recruited from the

port periodically (as stipulated by the contract)

community, and they must be at least 21 years

to their contact person. If the young person

old and have received mentor training that in-

complies with the contract and commits no

cludes asset building and information about

new offenses, the case is closed without prose-

this program (including information about the

cution. If the youth is not compliant or re-

court process). Mentors not only provide moni-

offends, the case is referred for prosecution.

toring but also serve as role models and support for the young person and her or his family.

124

HANDOUT #48

Parent Involvement: The parent(s) of the

cuses on how lower numbers of Developmental

juvenile offender is expected to provide all

Assets are linked to an increase in risky behav-

transportation for the juvenile to complete this

iors and misdemeanor activity. (Most misde-

program successfully. In addition, the program

meanors are listed as risky behaviors by Search

recognizes the critical role of parents and also

Institute researchers.) The focus of the class is

works with the parent(s) during the duration of

not only on decreasing risky behavior but also

their child’s involvement in the program. Par-

on increasing behavior that builds Develop-

ents are expected to attend the first and last

mental Assets and success.

class of the 12-class program.

Class 5: Why Education Matters—Participants will focus on the commitment-to-learning

Education Component of this Juvenile Diversion Program: Education in a group setting is an essential component of this program. Group education occurs two times a month over a six-month period for a total of 12 classes:

assets (assets 21–25) and learn why school and lifelong learning are essential to their success. Class 6: Your Support Network—Participants will examine their current support network (assets 1–6) and analyze how helpful each person is within their support network. Activi-

Class 1: Introduction to the Program

ties also include meeting new people and find-

and Legal System—Participants and their

ing more people who support and care.

parents are introduced to each other (through community-building activities), and they learn about the program and the legal system. At one point in the class, parents are separated from the group and meet together to discuss their role and to get to know other parents.

Class 7: Time Well Spent—Young people are more likely to succeed when they are involved in meaningful activities (assets 17–20) and are doing things that empower them and help them feel valued (assets 7–10). Participants are introduced to individuals in the community

Class 2: An Introduction to Developmen-

who can help them find constructive activities

tal Assets—Participants learn about the De-

that fit with their interests.

velopmental Assets framework and how it can help them succeed in this program, and in life in general.

Class 8: Personal Awareness and Growth—This class delves into the positiveidentity assets (assets 37–40) and how young

Class 3: Coping and Conflict Resolution

people’s perceptions of themselves affect their

Activities—Participants will learn practical

behavior. Activities include identity formation

skills for how to cope with difficult situations,

and learning about role models young people

how to handle conflicts peacefully (asset 36),

respect and wish to emulate.

and how to respond to difficult situations. Information about resiliency is presented in a

Class 9: Goal Setting and Personal Decision Making—Participants will do activities

practical way.

that help them set goals and make decisions

Class 4: Risky Behaviors and Misde-

(asset 32), and handle negative peer pressure

meanor Activity—In the context of the De-

(assets 33–36).

velopmental Assets research, this session foHANDOUT #48

125

Class 10: What You Stand For—This ses-

pants then work with their mentors to break

sion focuses on the values participants have

down their goal into small, achievable steps,

(assets 26–31), and how those values fit in with

and they create an action plan for getting

boundaries and expectations (assets 11–16) to

started.

help form an essential part of each person’s

Class 12: Graduation—Parents also attend

character.

this celebratory session in which young people

Class 11: Planning for a Better Future—

are recognized for completing the educational

Participants dream about their future and iden-

component of the program.

tify a major goal they wish to achieve. Partici-

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

126

HANDOUT #48

HANDOUT

49

Asset-Building Contract for Juvenile Diversion Program Today’s date: ____________________________________________________________________________ Juvenile’s name: _________________________________________________________________________ Juvenile’s offense: ________________________________________________________________________ Caseworker’s name: ______________________________________________________________________ Caseworker’s contact information: _________________________________________________________ Mentor’s name: __________________________________________________________________________ Mentor’s contact information: ____________________________________________________________ Supervision time frame for this program:

❑ six months ❑ nine months ❑ one year

Program ends (date): _________________________ Restitution plan:

❑ letter of apology to the victim

❑ spoken apology to the victim

❑ monetary restitution to the victim

❑ work for the victim

Restitution description: ___________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ Community service total hours to be completed: ___________________________________________ Community service description: ___________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________

HANDOUT #49

127

The 12-class education component is scheduled for: ________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ Other components (check all that apply and include details at the end of this section):

❑ academic tutoring

❑ improved academic performance

❑ regular attendance at school

❑ drug/alcohol evaluation

❑ referral to a community agency

❑ drug/alcohol treatment

❑ referral to counseling

❑ shoplifting treatment

Other component description: ____________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ Check-ins occur (frequency): ______________________________________________________________ between (name of juvenile): _____________________ and (name of adult): _____________________ Youth Agreement I agree to comply with all aspects of this asset-building juvenile diversion program, and if I do, this case will be closed without prosecution. I understand that if I do not fully comply with all aspects of this program, I will be referred for prosecution and must appear in court on the charges against me. Printed name of youth: ___________________________________________________________________ Signature of youth: ______________________________________________________________________

Parent/Guardian Agreement I agree to support my child in all aspects of this asset-building juvenile diversion program, and if my child successfully completes all aspects of this program, this case will be closed without prosecution. I understand that if my child does not fully comply with all aspects of this program, my child will be referred for prosecution and must appear in court on the charges against her or him. Printed name of parent/guardian: _________________________________________________________ Signature of parent/guardian: _____________________________________________________________ _________________________________________________________________________________________

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HANDOUT #49

Completion Facts: Number of hours of community service performed: _________________________________________ Other information: ______________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ Young person has fully complied with all aspects of this contract by the date stated:

❑ Yes

❑ No (if no, the offender is referred back to the court system)

Name of caseworker completing this form: _________________________________________________ Signature of caseworker: __________________________________________________________________ Date of completion: ______________________________________________________________________

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #49

129

Community-Based Organizations

In towns, cities, and counties, community-

viding housing, food, health care, transporta-

based organizations provide critical services,

tion, and other vital services.

programs, and resources for residents. They’re community focused, and they quickly relate to the community-building aspect of asset building. These organizations also tend to work with people that your asset-building efforts may have a hard time reaching, such as immigrants, low-income families, and individuals with

Community-Based Organizations to Include in Your Outreach Efforts As you spread the news about asset building, include these organizations in your outreach efforts: • Public health clinics

physical and mental disabilities.

• Housing advocacy groups

Audience for This Handout

• Community arts programs

Distribute Handout 50 to those who work in

• Soup kitchens, food banks, and food

community-based organizations within your

shelves

area. Most have small staffs and small budgets

• Transportation services for the community

but work to address a big agenda, such as pro-

• Disability services • A community museum or theater • Community nonprofit organizations

Helping Teenagers Save for College

• Immigration advocacy groups • Community service groups

The United Way of Metropolitan Atlanta launched a Youth Individual Development Account program whereby young people between the ages of 14 and

• Faith-based community organizations • Community financial assistance organizations

18 who maintain a C average or higher can save money and have their savings matched on a twoto-one ratio. Each young person sets a savings

How to Use This Handout Many individuals within community-based or-

goal choice of $250, $500, or $1,000 and also en-

ganizations have direct contact with families,

gages in community involvement projects. Those

teenagers, and children. Use this handout with

who save $1,000 receive an additional $2,000 for

leaders and staff members of community-based

a total of $3,000.

organizations, along with their volunteers. (Some have large volunteer bases.)

130

THE ASSET ACTIVIST’S TOOLKIT

HANDOUT

50

Asset-Building Ideas for Community-Based Organizations People working and volunteering in community-

young people to tap their resources to make

based organizations are dedicated to making a dif-

a difference.

ference in the lives of community residents. Often your energy focuses on combating entrenched so-

• Don’t assume that your organization needs to do everything alone. Create collabora-

cial problems, such as violence, teen pregnancy,

tive programs with other community

and social disintegration. Although the needs are

organizations interested in asset building.

high (and continue to grow), asset building pro-

Or form a network of community-based or-

vides a way to see more opportunities and make

ganizations to see what impact you can have

more of a difference without requiring additional

by working together.

funds or time. Consider some of these ideas: • Use the Developmental Assets frame-

• If your organization has little contact with young people, ask the people you serve

work to reflect on your organization’s

about their families. Sometimes the in-

mission and goals so that you can provide

dividuals you serve have family members

programs and services that best benefit the

who also benefit from your services. Devise

community and its young people.

simple strategies that build assets for and

• Identify ways of using the positive

with young family members you may never

focus of asset building to energize staff

see; for example, plan an asset-building

members and volunteers in their work.

event in your community for young people.

• Involve young people in meaningful

• Connect with schools to see if you can cre-

ways. Not only do young people increase

ate service opportunities for a classroom

productivity, they also bring energy and cre-

of students or individual students. Schools

ativity into your organizations. Develop

often are looking for ways that students can

work-study programs, internships, and vol-

serve the community.

unteer opportunities for young people.

• Integrate an intergenerational com-

• With budget cuts and limited available vol-

ponent into your programming so that you

unteers, it’s tempting to have all programs

intentionally connect individuals across

and services run by professionals. Cre-

generations who use your services and

atively identify ways to educate and

programs.

mobilize individuals, families, groups, and

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #50

131

Banks and Other Financial Institutions

Banks and other financial institutions are key asset-building partners, not only for community initiatives but also for building Developmental Assets in young people. Encourage financial institutions to see beyond the monetary benefits of asset building and urge them to do their part in bringing out the best in young people.

How to Use This Handout Meet individually with leaders of financial institutions to find out their knowledge of and interest in building Developmental Assets with and for young people. Some leaders have a broader community vision while others have a bottom-line approach to leadership. Whatever their emphasis, work with them to show them

Audience for This Handout

the benefits of asset building.

Distribute Handout 51 to leaders and employ-

An Asset-Building Tool for Banks and Other Financial Institutions

ees of financial institutions.

Financial Institutions to Include in Your Outreach Efforts

Equip young people with financial planning

As you spread the news about asset building,

Institute). This workbook is a practical guide for

include these financial institutions in your out-

banks, communities, schools, and other organi-

reach efforts:

zations interested in a positive approach to em-

• Banks

powering young people to build competency in

• Credit unions

areas such as earning, spending, investing, sav-

• Independent financial planners

ing, and giving. It also includes the money im-

• Financing companies (such as mortgage companies)

plications of each asset category and informa-

• Investment advisers

decisions.

and management skills with An Asset Builder’s Guide to Youth and Money (published by Search

tion on how to make responsible financial

• Bankruptcy-service companies

Connecting Young People to Financial Issues First Merchants Bank sponsors an annual Stock Market Game that runs from October to December for teams of young people in east-central Indiana. Students research and analyze stock information and invest $100,000 of simulated money.

132

THE ASSET ACTIVIST’S TOOLKIT

HANDOUT

51

Asset-Building Ideas for Banks and Other Financial Institutions Banking is much more than boosting the bot-

have a policy that every teller and every

tom line and achieving financial goals. It’s also

banker gives a sticker to a child when her

about creating an environment in which

or his parents are making a transaction.

people want to bank and being a visible force

• Offer free, short workshops for

in your community. Building Developmental

young people on money issues, such as

Assets with and for young people is an easy

opening and maintaining a bank account,

way for a financial institution to become a

using a credit card and ATM card wisely,

more active leader in the community. It also is

and financial management for teens. Give

a way for young people to begin learning about

these at a local high school to attract more

financial management and become individuals

young people.

who make sound money choices over their life• Ask employees for ideas about at-

time. Consider these asset-building ideas:

tracting young people to your bank. • Promote accounts for young people.

One teller said another community bank

Many banks offer free savings accounts

had more young people as customers be-

that do not require a minimum balance

cause the bank gave tours to children and

until young people turn 18 as long as a

teenagers as school field trips, taught

parent also has an account with the bank

young people how to use the ATM, and al-

and cosigns on the child’s account. Some

ways had free cookies to give to young

banks encourage teenagers to open no-

people when they came in.

interest, free checking accounts along with a parent as a cosigner to give them practice

• Team up with a teacher and advise an investment club at a nearby

in maintaining a checking account.

school. Have young people make mock • Partner with a school to offer financial workshops for young people.

investments and track how their investments do over time. Teach young people

Emphasize saving, investing, spending, and contributing money to worthy organizations in addition to earning it.

how to choose investments wisely by informing them how to read company annual reports, entries in the Morningstar

• Have stickers, candy, or other small items to give to young children whenever

Mutual Fund annual sourcebook, and the stock pages of the newspaper.

they come into your bank. Some banks

HANDOUT #51

133

• Include a segment on asset building

bank has been robbed, and how people

during bank trainings, especially during new employee trainings.

and the money in your bank are safe. • Become a more visible presence in

• Ask young people about their per-

your community beyond banking.

ceptions about banks. Some children

Get involved in your community’s asset-

are frightened by the high security of

building initiative (or help start one). En-

banking practices. Others are curious

courage bank employees to volunteer peri-

about bank robbers. Calmly explain why

odically in schools and/or youth-serving

security is important, how rarely your

organizations.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

134

HANDOUT #51

Partnerships

Sectors and Organizations to Include in Your Outreach Efforts

Although one individual, one organization, and one sector can make a big difference in building assets for and with young people, it doesn’t take long to see the potential of how partnerships and collaborations can further your asset-building efforts. Many key community leaders are used to working in collaborative task forces and committees, and have ways

As you spread the news about asset-building partnerships, include these sectors and organizations in your outreach efforts: • Schools • Congregations

to make bigger things happen by partnering • Youth-serving organizations

with others.

• Child-care centers

Audience for This Handout

• Businesses

Distribute Handout 52 to leaders of different

• Health-care systems

organizations and sectors who are interested in • Law enforcement and juvenile justice

(or open to) developing partnerships.

• Neighborhoods • Government departments and agencies

An Agricultural Partnership

• Corporate and philanthropic foundations

A partnership involving the public school, local

• Banks and other financial institutions

business, colleges, and community volunteers in

• The media

Milton-Freewater, Oregon, has teenagers digging

How to Use This Handout

in the dirt. Middle school students have started 3,000 ivy plants and then will transplant them as ground cover on highway overpasses in the area.

Meet individually with key leaders to learn of their interest and experience in working with

Volunteer adults with expertise in plants and agri-

partnerships and collaborations. (You may be

culture mentor the teenagers in these planting

surprised by what’s already going on in your

projects.

community that you’re unaware of.) Discuss ideas of how organizations and sectors can work together to build assets for and with young people. PARTNERSHIPS

135

HANDOUT

52

Ideas for Creating Asset-Building Partnerships Because asset building represents a framework

don’t involve a major, long-term invest-

and a vision that can be shared across many

ment. That way you also can see results

sectors of a community, it has the potential to

sooner and find out how you work to-

open doors for individual organizations and

gether. In Dublin, California, the public

sectors to partner with other organizations in

school district and the public library

meaningful ways. Consider these ideas to cre-

worked together to create a homework

ate an asset-building partnership:

center after school at the library for young people in grades 3 to 8.

• Start by nurturing relationships. Establishing a foundation of trust and re-

• Identify what’s already happening.

spect helps people involved know and

Partnerships work best when they meet

value each other. Take time to build rela-

new needs or develop new visions, instead

tionships and listen to each other’s ideas,

of duplicating efforts that already exist.

stories, and experiences.

• Use out-of-the-box creative thinking

• Focus on common ground. Every or-

to choose a partnership project.

ganization has its own emphases and be-

Place a child-care center in a senior center

liefs, which can conflict with other organ-

(and create opportunities for seniors and

izations. Use the Developmental Assets

children to interact and build relation-

framework as a starting place for everyone

ships). Have youth leaders from local con-

involved to gather for joint learning, dia-

gregations team together to provide activi-

logue, and action.

ties for elementary-age children and

• Involve everyone in decision making. To create a true partnership, ensure that all stakeholders are involved in planning and decision making. Too often an organization that has a lot of influence or finances can attempt to take charge of a partnership, thus defeating the intent of

middle school teenagers after ball games. Call it “Fifth Quarter” and have refreshments, music, and recreation available. If you have a local historical society, see if it would create a junior curator program to introduce young people to your community’s historical preservation efforts. Talk to the retirement homes in your commu-

working together.

nity about hosting an intergenerational • Keep it simple. People are busy. It can be hard to coordinate schedules. Begin by planning some simple joint projects that

136

HANDOUT #52

scout troop. Propose that your local chamber of commerce partner with a school to

hold a career fair. If you have an arts

work. Partnerships require creativity and

group in your community, invite its mem-

risk. Be adventuresome and use your

bers to partner with youth to produce a

imaginations while investing time and re-

performance troupe whose presentations

sources into the partnership.

deal with pertinent teen issues, such as

• Give your partnership time to de-

dating, succeeding at school, and develop-

velop. Like any relationship, a partner-

ing decision-making skills.

ship takes time to form and develop. Cre-

• Network with others. Organizations

ate realistic timelines and reasonable

often have a rich resource of people who aren’t always at the table. Find out who

expectations. • Publicize the efforts of your part-

else could be helpful in your organiza-

nership. Try to get media coverage, espe-

tion—and in theirs.

cially if you’re designing an activity or

• Recognize the necessary investment.

event that involves young people.

Building partnerships takes time and

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #52

137

138

NAME OF PAGE

Part 5

Invigorate Programs Handouts 53–70

HANDOUT

53

Action Strategy #4: Invigorate Programs What It Is

• Encourage simple ways for programs to build assets.

Invigorate programs to become more asset rich and to be available to and accessed by all children and youth.

Talk about It • How can you get many programs involved with asset building? • How can you help program leaders strengthen the asset-building potential of their existing programs while also becoming more intentional about asset building? • How can you recognize individual asset champions who include asset building in their programs? • How can you help program leaders connect with each other to share asset-building ideas? • How can you assist program leaders in including asset building in their program practices, evaluation, and operations?

Act on It • Start with programs that are most open to asset building, such as youth-serving programs, youth clubs, youth sports, and youth musical groups. • Highlight how the asset approach can increase a program’s impact and success.

• Highlight the widespread commitment to kids in your community. • Periodically check in with program leaders to hear their asset-building success stories and encourage them to continue building assets.

Check It Out • In Lyon County, Nevada, the Central Lyon Parks and Recreation Department created weekly asset-building activities in its Just Kids Latchkey programs. • The Fort Bend Community Library in Richmond, Texas, partnered with nine community organizations to launch an after-school program in which trained high school students troubleshoot computer programs and middle school students get help with reading and homework. • North Shore Synagogue in Syosset, New York, designed an asset-building youth lounge and has youth group programming planned and led by young people. • Young people in Murrieta, California, build assets for and with other young people while also mediating conflict through Murrieta Valley High School’s Tier II Plus PALS program.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

140

HANDOUT #53

Getting Programs on Board with Asset Building

Although asset building is not a program, every program can build the 40 Developmental Assets. Programs have direct contact with young people and often can greatly influence their

• School-based programs • Community-based programs • Individual programs through an organiza-

lives. Reach out to various youth program

tion (such as Scouts, 4-H, and Future

workers to tell them about asset building and

Farmers of America)

to get them to integrate the asset approach into their program activities.

• Congregation-based programs (many programs rent space from a congregation)

Audience for These Handouts Distribute the next seven handouts to specific program leaders in your community. You may also want to meet with administrators of these programs, since they often have contacts with all the program leaders within a certain area.

• Your local parks and recreation department (which often offers countless programs for young people) • Camps • Youth-serving organizations • Youth-led programs

Individuals and Organizations to Include in Your Outreach Efforts

How to Use These Handouts

As you spread the word about asset building to

You can take a couple of different approaches

program leaders, include these individuals and

to using these handouts. Some people take the

organizations in your outreach efforts:

top-down approach by meeting with program

Asset-Building Activities at Camp At the YMCA Camp in Leavenworth, Washington, program leaders organized an asset-building scavenger hunt for the migrant students, most of whom had never been to a camp before. These students were part of the Panteras Unidas Club (United Panthers Club), and program leaders wanted to foster a sense of community for these young people while also building their Developmental Assets. The scavenger hunt asked young people to find a rock (for support), a battery (for empowerment), a rope (for boundaries and expectations), a clock (for constructive use of time), a book (for commitment to learning), an eraser (for positive values that erase destructive activities), a Panteras Unidas Club T-shirt (for social competencies), and a mirror (for positive identity).

GETTING PROGRAMS ON BOARD WITH ASSET BUILDING

141

administrators and having them distribute them to program leaders. (The drawback to this method, however, is that sometimes handouts can get stuck in someone’s office and never be distributed.) Others hand them out as they meet people who are program leaders and volunteers. Also consider offering a training for program leaders or finding out when various program leaders have a training (and ask to be included for 10 to 15 minutes as part of the

Asset-Building Tools For Programs As program leaders get on board with asset building, encourage them to go deeper with these asset-building resources published by Search Institute: • For youth programs—More Than Just a Place to Go • Peer-helping programs—An Asset Builder’s Guide to Training Peer Helpers

session). In some areas, young people have taken charge of getting the word out to a pro-

• Volunteer and service-learning pro-

gram area, such as a group of teenage baseball

grams—An Asset Builder’s Guide to

players wanting the community’s Little League

Service-Learning

to build assets.

• Programs for teenagers—Building Assets Together and More Building Assets Together • Programs for elementary-age children— Building Assets Is Elementary

142

THE ASSET ACTIVIST’S TOOLKIT

HANDOUT

54

Asset-Building Ideas for Arts, Theater, Literary, and Music Programs Although participation in creative activities is one of the 40 Developmental Assets, programs in art, theater, and music can build each of the 40 assets. Consider these ideas: • Unleash young people’s creativity while also setting high standards for mastering skills. Young people often have innovative ideas for creating a stage set or choosing a favorite piece of music, poem, or a subject to artistically portray. • Create visual, musical, literary, and theatrical symbols of asset building. • Use the asset framework to design and adapt your program content. • Encourage your leaders (both adults and young people) to build relationships with program participants.

and competitions. Sometimes other young people (who may not have the artistic skills of your program participants) would enjoy trying a one-time activity (and you may discover a new talent). • Post work (and promotional creations) by your group throughout the community (or your school). • Assemble a small library for your program so that young people can check out books about technique, individuals who have mastered your art, and other perspectives that would broaden their knowledge and skills. • Develop ways for participants to provide leadership for your program (and if your program has participants of different ages, devise a leadership aspect whereby older participants mentor younger participants in leadership skills).

• Involve young people in promoting your program so that people come to your performances and exhibits.

• Set high standards for how participants are to act and interact in your program.

• Empower young people to tell their stories through written, visual, musical, or theatrical ways.

• Instill a sense of community within your program. Order T-shirts or have some other types of visual symbols (such as a flag or mascot) for your program.

• Occasionally offer an intergenerational activity so that young people can get to know people of other ages. Invite retired or senior musicians to practice with you one day or have a group of college students mentor your participants. • Develop periodic one-time activities for any young person who wants to participate. Many artistic groups form through auditions

• Celebrate achievement by individuals and as a group. • Give each participant a copy of the list of assets for her or his age-group. Talk about asset building. Encourage program participants to build assets for and with each other.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #54

143

HANDOUT

55

Asset-Building Ideas for Camping Programs Day camps and overnight camps give young

even have certain times when young peo-

people opportunities that few other programs

ple are allowed to email home).

can. Through camps, young people spend con-

• Integrate a service project into your camp

centrated time in a location that’s typically

activities. Campgrounds often require a

cloistered from everyday life. They’re often

lot of maintenance and care, so plan a

given program choices that are unique and un-

service project for the campers.

usual because of the location. Consider these • Expect camp counselors to be role models.

ideas for integrating assets into camping

Provide them with training about this criti-

programs:

cal aspect of their role. • Create ways for young people to become • Use your program time to promote asset

better acquainted with each other and with the adults who work at the camp. In-

building. Build in time to discuss and re-

clude getting-to-know-you activities and

flect on activities from an asset-building

community-building activities.

perspective. • Create camping opportunities that chal-

• Be clear about boundaries and expectations. Some camps do not allow young

lenge young people to build on their

people to bring any electronic devices;

skills. If you’re located on a lake, consider

others allow specific times for young

offering a “cross-the-lake” swim at 6 A.M.

people to use them. If young people balk

for your campers who are experienced

at your boundaries, have solid explana-

swimmers. (Ensure their safety by having

tions for your policies.

a lifeguard follow them in a boat.) Or set up archery competitions.

• Recognize that some young people may • Engage young people in leadership roles

not have any or much experience with camping. They may resist trying certain

in your camp. Experienced campers can be

camping activities because of their inexpe-

mentors for first-time campers. If your

rience—or their fear of failure.

camp has a diversity of ages, have older young people teach children certain skills

• Encourage young people to write to their

or lead occasional activities.

families (even if it’s just a postcard) during weeklong or longer camps. Provide stamps

144

• Emphasize an experiential educational as-

and postcards for young people who may

pect to your program. If you’re located on

not have brought these items (some camps

a lake or river, have young people analyze

HANDOUT #55

the water quality. Or dub young people

• Empower young people by giving them

“tree detectives” as they learn more about

choices during activities. For example, if

the mysteries of tree biology and forestry.

you have a craft activity, consider having

Or have young people look for and iden-

two or three possible outcomes that use

tify different birds and animal tracks.

the same materials (or two to three differ-

• Train staff, volunteers, camp counselors,

ent crafts).

and young people in the asset framework. Encourage everyone to build assets for and with each other.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #55

145

HANDOUT

56

Asset-Building Ideas for Parks and Recreation Programs Leaders in parks and recreation believe that

• Provide free times for young people to use

programs and activities enhance the quality of

basketball courts, hockey rinks, and soccer

life for all people. Asset building fits naturally

fields when school is not in session. One

in parks and recreation since so many families

recreational program offered free one-hour

and young people participate in these types

basketball court times for each age-group:

of activities. Consider these ideas to enhance

6- to 8-year-olds, 9- to 12-year-olds, 13- to

what you offer from an asset-building

15-year-olds, and 16- to 18-year-olds.

perspective:

• Make opportunities for adults and

• Publish a map of all the park locations

teenagers to plant and tend a public gar-

within your community so that residents know where the parks are. If possible, list

den in your community. • Have focus groups with parents in your

what each park offers, such as play-

community to assess your program offer-

grounds, basketball hoops, tennis courts,

ings and to identify areas where you can

biking trails, ice-skating rinks, and warm-

expand. Work together to ensure mean-

ing houses.

ingful opportunities for young people. For

• Train all staff members and volunteers in

example, one parks and recreation depart-

asset building. Because so many staff and

ment discovered that low-income parents

volunteers interact with young people,

wanted recreational activities for their

they can build assets by the way they greet

children during the summer but could not

young people and get to know them.

afford the ones offered. So the department teamed up with other organizations,

• Plan special events that appeal to families.

schools, and congregations in the commu-

One parks and recreation department

nity to offer a playground program for

holds a free New Year’s Eve party from 5 to

these children that was free to their par-

9 P.M. for families in one of the commu-

ents and also fit the requirements for re-

nity’s major parks. Families can enjoy a

ceiving reduced-lunch meals.

bonfire, go ice-skating or sledding, buy hot refreshments, and pay to ride in a

146

• Be intentional about expanding the inter-

horse-drawn carriage. Just before 7, 8, and

generational focus of your programs. It’s

9 P.M., organizers have countdowns and

easy to age-segregate young people into

encourage people to blow horns and

programs and to have only high school

cheer.

and college students providing all the di-

HANDOUT #56

rect supervision for certain activities, such

mental disabilities, meet with nearby com-

as playground recreation.

munity parks and recreation programs to see if you can each offer one short-term

• Distribute information about other

program or activity in each community

providers of structured time use in your

and create a comprehensive list of offerings

community (schools, congregations, and

for families interested in these activities.

youth and children organizations) to improve the reach and quality of programs.

• Ensure that all playground equipment is safe and meets national standards.

• Identify which children, youth, and areas of your community are being overlooked

• Provide recreational field trips for activi-

in your programming. One community

ties outside of your community. For ex-

parks and recreation program, for exam-

ample, offer busing for a fee for young

ple, created a traveling puppet wagon that

people to go to an amusement park, a

visited neighborhoods with children who

climbing wall, or canoeing. School breaks

didn’t have nearby parks. Not only did the

are often ideal times, as are summers.

puppeteers put on puppet shows, they

• Periodically publish recreational ideas that

also provided recreational activities for the children before and after the shows.

families can use to play together. For example, parents of young children can visit

• Offer some programs during the day for children who are being homeschooled.

the different playgrounds that you have at the different parks, walk along a nature trail, or bike together on a family-friendly,

• If you do not have the resources to offer programs for young people with develop-

flat bike path.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #56

147

HANDOUT

57

Asset-Building Ideas for Peer-Helping Programs Peer-helping programs make a big impression and a big impact on young people. Peer helpers are trained to listen to each other, give perspective, and influence each other in positive ways. Use these ideas to build assets through your peerhelping program: • Continue to emphasize the heart of peer helping and asset building: relationships. Deepen each relationship you have so that young people feel cared for and connected to each other. • Spread the word about how peer helping empowers young people. Peer helping is one of the few successful programs in which young people lead all aspects of the program without depending on paid professionals. This is a key aspect of asset building. • Nurture your own Developmental Assets. Seek out people who help you build your assets and your skills. • Show a genuine interest in all young people, not only your friends, but also people you don’t know well and those whom you may not like. • Recognize young people who build assets. • Connect with other organizations and youthserving sectors to get them on board with peer helping. If your program is based in a school, work with youth-serving organizations (such as YMCAs, 4-H, and Scouts) or religious congregations to start peer-helping programs.

• Expand your program so that it will have more impact. For example, would young people benefit from peer mediation or peer tutoring? • Know your limits. If you feel someone needs a professional counselor, connect the person with a counselor. Don’t take on situations that you’re not equipped to handle. • Highlight how peer helping promotes positive actions and builds assets rather than just prevents and deals with problems. • To get to know someone (or know someone even better), ask open-ended questions instead of closed questions. Closed questions can be answered with one or two words. For example, if you asked, “Do you like winter?” the person may say no and then stop talking. If you asked an open-ended question, such as, “If you were in charge of winter, how would you run the season?” you would get a lengthier, more revealing answer. • Use the asset framework to enhance your peer-helping activities. • If you know of other schools, organizations, or nearby communities with peer-helping programs, consider visiting one. Getting together with other young people who enjoy peer helping can often energize you and give you new ideas. • Periodically get together to have an assetidea swap. Bring your asset-building ideas and share them with each other.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

148

HANDOUT #57

HANDOUT

58

Asset-Building Ideas for Volunteer and Service-Learning Programs Although service is one of the 40 Developmen-

recipients. Include young people in lead-

tal Assets, volunteer and service-learning pro-

ing each of these steps.

grams can nurture all 40 assets. When service

• Discuss the positive values that your proj-

becomes a core strategy for building assets, vol-

ects promote. Talk about why positive val-

unteer and service-learning efforts are strength-

ues are important for creating a healthy

ened. Try these ideas to integrate the asset

society.

approach into your volunteer and service• Encourage young people to identify addi-

learning programs:

tional ways they can use their gifts, tal• Create activities and projects that encour-

ents, and interests through service.

age young people to grow. If you’ve always collected food for a food drive, go

• Use the asset framework to choose service

deeper by having young people deliver the

projects, plan them, and evaluate them.

food, interact with some of the recipients,

The asset framework can open up new

and reflect on various aspects of the

possibilities and new perspectives.

experience.

• Set clear expectations. How do you want participants to interact with each other?

• Emphasize relationships. Nurture relationships between adults and young people,

With recipients? When they get upset?

between group members, and between

When they want to celebrate?

young people and the recipients of your

• Support young people as they serve. Cre-

volunteer efforts.

ate service teams that are big enough to make progress yet small enough for young

• Connect your projects with their broader

people to get to know each other.

social issues. For example, if you’re volunteering in a homeless shelter, learn about

• Recognize asset builders in your group on

and discuss poverty in your community,

a regular basis. Track the specific ways

state, country, and the world.

young people build assets and talk about

• Build skills as you plan, make decisions, take action, form relationships, and serve

these actions as a group. Not only will this honor the asset builders, it also will give others ideas about how to build assets.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #58

149

HANDOUT

59

Asset-Building Ideas for Sports Programs Young people benefit a lot from sports pro-

• Devise ways for young people to lead cer-

grams. They learn about teamwork. They build

tain aspects of your program. They can

their individual skills. They also get to exercise,

lead drills, referee a scrimmage, or brain-

which promotes healthy bodies. Sports pro-

storm ideas with you if your team gets

grams can do even more, however, when you

into a slump.

include the asset approach. Consider these ideas

• Connect your athletes with athletes of dif-

for integrating assets into your sports programs:

ferent ages in your community. For ex-

• Encourage all your athletes to get to know

ample, if you have a 6th-grade basketball

each other. During practices, have athletes

team, have the team attend high school

alternate their partners. Devise warm-ups,

basketball games. Have your players vol-

cool-downs, and skill-building activities

unteer to help younger children (such as a

that also help athletes learn each other’s

3rd-grade team) during a practice.

names.

• If young people have a hard time making

• Expect athletes to treat each other with re-

it to practices and games, find out why.

spect, including players who may not be

Sometimes there may be scheduling con-

as skilled as the others. Also teach players

flicts or transportation issues. Adjust your

to respect the opposing team.

practice times, if needed. Figure out ways to arrange transportation, such as teaming

• Have team members clean up after them-

up players who live near each other to ride

selves at the gym or on the field.

together. • Keep tabs on what athletes do away from • Have a one-time parent-child scrimmage.

the games and practices. Some athletes

(If your athletes are young and do not

(unbeknownst to their coaches) haze new-

have many athletic skills, even the compe-

comers or pick on certain athletes. Find

tition by having parents partner up and

out what’s happening and stop these types

tie their left leg to another parent’s right

of behaviors.

leg.) Young people usually enjoy playing • Use a positive approach to discipline and

against their parents, especially if it’s a

enforcing boundaries. If one athlete cuts

fun-filled event.

in line, remind her or him of the importance of being a responsible role model

• Set clear expectations for referees, coaches, parents, and fans who attend sporting

(asset 15).

events.

150

HANDOUT #59

• At the end of the season, take time to say

• Recognize an athlete when he or she

a few positive things about each player. If

makes rapid progress in an area. Some ath-

possible, have a celebration, even if your

letes practice a lot at home, and you can

team didn’t do well.

highlight this dedication when you see an athlete mastering skills.

• Create ways for each athlete to chart her or his individual progress. Some coaches

• Get to know more about each athlete,

make a training sheet that lists all of the

such as her or his interests outside of

required skills. Others remind athletes

sports.

throughout the season of the progress

• Figure out ways for athletes to have fun.

they’re making.

Infuse some humor into each practice and

• Notice when athletes get discouraged. Talk

game.

about how an athlete’s motivation can go up and down through the season. Give tips on how to stick with something when it gets hard.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #59

151

HANDOUT

60

Asset-Building Ideas for Youth Programs Your program gives young people a lot of op-

• Show young people how each of your

portunities. They build their skills. They get to

activities and projects builds assets. Point

know other people in the program. They learn

out the connections. For example, if you

more about their own interests. Your program

do a service project, talk about how your

can give young people even more when you

project not only builds asset 9: service to

also build their Developmental Assets. Consider

others but also assets 26: caring and 27:

these ideas for integrating assets into your

equality and social justice.

youth program:

• Create opportunities for young people

• Foster a caring atmosphere during

to lead various aspects of your program.

program times. Young people will be more

They can take leadership in planning,

open to participating and learning when

choosing certain activities, leading an

they feel safe and cared for.

activity, or teaching other members a certain skill.

• Teach young people about the 40 assets. Help them set goals for building

• Meet with other program leaders

their assets—and each other’s—through

and brainstorm five ways you can build

your program.

assets through your program.

• Get to know the parents of young

• Use the asset approach to determine

people in your program. An ideal time is

not only what you do in your programs

during drop-offs and pickups if parents are

but also how you do those things. Build re-

providing transportation.

lationships. Create a sense of community. Model how you want participants to act.

• Schedule your program during the key hours when young people typically

• Take photos of young people (or ask

have downtime, such as between 3 and

someone else to take photos, such as an-

6 P.M. This also helps parents who may be

other program leader, parent, or young

working.

person). Make double prints. Give one to the young person in the picture and hang

• Set high standards for how program

the other print in your program area.

participants, staff, and volunteers act and interact during your program. Construct

152

• If you have a dedicated space for your pro-

guidelines that emphasize the positive

gram, have the program participants

rather than the negative.

decide how to decorate it and then let

HANDOUT #60

them decorate it. (If you share the space

• Give each young person some one-

with another program, ask whether you

on-one attention during your program

can have a dedicated bulletin board or

time. Encourage other program leaders

wall space to claim for your group.)

and volunteers to do the same.

• Post the list of 40 assets in your program area. Use the list that corresponds to the age-group of the participants.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #60

153

Integrating Asset Building into All Aspects of Your Program Although asset building is not a program in itself, every program can build the 40 Develop-

• Youth-serving organizations • Youth-led programs

mental Assets. Once program workers have tried the asset approach, they may be ready to expand their efforts. These handouts offer ways

How to Use These Handouts

to more deeply infuse asset building into every

Create training or learning opportunities for

facet of a program.

program leaders so that they can not only un-

Audience for These Handouts

derstand the asset approach but also want to integrate it into their programs. Some program

Distribute the next four general handouts to pro-

leaders will catch on more quickly than others,

gram leaders and volunteers in your community.

so be patient. As program leaders begin integrating asset building into their programs, highlight

Individuals and Organizations to Include in Your Outreach Efforts

their ideas and methods. Get the word out about asset building in any way you can.

As you encourage program leaders and volunteers to integrate asset building into their programs, include these individuals and organizations in your outreach efforts:

Building Assets through a Program in a New Way Teenagers involved in the Teen Power program in

• School-based programs

Westfield, Wisconsin, do community improvement

• Community-based programs

projects as well as individual improvement proj-

• Individual programs through an organiza-

ects. All participants are given $100 to explore

tion (such as Scouts, 4-H, and Future

something they want to do when they grow up.

Farmers of America)

Program Director Susan Allen says the money

• Congregation-based programs (many pro-

comes from state grants and is part of the “Follow

grams rent space from a congregation)

Your Dream” aspect of the program. One student

• Your local parks and recreation department (which often offers countless pro-

studied architecture. Every young person received

grams for young people)

a boost and an opportunity that went beyond her

• Camps

154

used the money for ice-skating lessons. Another

or his expectations.

THE ASSET ACTIVIST’S TOOLKIT

HANDOUT

61

Asset-Building Ideas for Building Relationships in Your Program Asset building is about developing positive rela-

time at the end of each program so that

tionships in which program participants feel

young people are dismissed one at a time

cared for and valued. It includes nurturing all

when their parents or caregivers come for

relationships, such as those between leaders

them. As parents arrive, a program leader

and participants, those between leaders and

accompanies each young person to greet

volunteers, those between participants, and

the parent and talk with the parent briefly.

those between leaders and the parents of partic-

“If everyone is piling out the door and

ipants. Build Developmental Assets through re-

handing around the pen to sign out, you’re

lationships by considering these ideas:

not building relationships,” she says.

• Integrate getting-to-know-you activities as

• Be clear about how participants interact

part of your program so that participants

with each other. Have zero tolerance for

can quickly learn each other’s names.

name-calling, bullying, and snubbing other participants.

• Set up short activities in which participants build their skills and get to know

• Promote an atmosphere of high expecta-

each other at the same time. For example,

tions, caring, and a sense of humor. Par-

have young people work with a different

ticipants will learn and achieve more

partner while passing a ball or doing a

when they feel cared for and also can

choreographic warm-up.

laugh during the learning process.

• As you learn more about a person in your

• Connect with participants periodically be-

group, share that information with the

tween program meetings and practices.

rest of the group (except, of course, for

Call participants. Drop them a note or

things told to you in confidence). This

email. Attend one of their other activities.

helps build a sense of community.

Go out of your way to greet them when you see them in public.

• Once you learn all the names of the participants and leaders, work on getting to

• When conflicts arise, teach participants

know the parents who drop off their kids,

how to resolve them peacefully without

pick them up, and attend program events.

overpowering the other individual or

In Ontario, Canada, Shawna Ferris, direc-

simply giving in.

tor of day camping and community

• If you have one or two participants who

outreach at the YMCA of Hamilton-

pull down the rest of the group, take them

Burlington, builds a 10-minute pack-up HANDOUT #61

155

aside individually. Restate your group’s be-

• Welcome individuals who may join your

havior expectations. If they don’t comply,

program later in the season or program

talk with them along with their parents. If

year. Do more getting-to-know-you activi-

the behavior still doesn’t change, suspend

ties to help the new person become part of

them from the group. (Many programs set

the group more quickly.

these boundaries but do not enforce them,

• Join in when participants get the giggles.

which only encourages bad behavior.)

Then help the group refocus to meet your

• When a participant misses a meeting or

goals. Balance accomplishments with fun.

practice, let the person know he or she was missed. If possible, have one leader and one participant both reach out to the person individually.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

156

HANDOUT #61

HANDOUT

62

Asset-Building Ideas for Involving Parents in Your Program Parents are key partners for your program, even

overview of the program and explain your

if a number of them are silent partners. Parents

expectations of parents. For example,

ensure that young people get to your activities.

some programs ask parents to take turns

They encourage young people to stick with ac-

bringing treats for each group meeting.

tivities when they become discouraged, and

• Talk individually with each parent be-

they provide invaluable support. Help parents

tween the beginning and the end of the

feel welcome to get involved in your program

program. Find out what expectations they

with these asset-building ideas:

have. Tell the parent what you like about

• Suggest simple ways for parents to get involved without expecting a heavy invest-

her or his child. • Help parents find a balance in their in-

ment of time. For example, give parents

volvement. Invite parents who never

the list of program participants (by first

come to attend at least one game, one per-

name only) and encourage them to get to

formance, or one practice. If a parent hov-

know and support these young people.

ers and doesn’t give her or his child space,

(This is particularly helpful if you lead a

encourage the parent to drop off the child

team sport so that many people can cheer

one time to give each of them the chance

on each young person.)

to develop individually.

• Get to know the names of as many par-

• Recruit adults other than parents for your

ents as possible. Greet them by name

more time-consuming volunteer activities.

when you see them.

Just because a parent signs up a child or

• Compile a list of parent contact informa-

teenager for an activity doesn’t mean the

tion. Get their addresses, phone numbers

parent wants to commit as much time as

(home, work, and cell), pager numbers,

her or his child.

email addresses, and so on. Ask which

• Consider having a 10- to 15-minute con-

communication method they prefer, since some parents like email whereas others do not want to be called at work. This way you’ll have a list of all your parents and will be able to contact them easily.

ference with each program participant and her or his parents. Schedule this meeting between the beginning and end of your program season or year. Have parents either come early or stay after a regularly

• Have a short parent meeting at the beginning of your program. Give a brief

scheduled group meeting. This personalized, individualized meeting often builds

HANDOUT #62

157

deeper relationships and encourages a

• Thank parents for their contribution to

greater commitment to your program by

the program. Even parents you rarely see

both the parents and the child.

often do a lot of behind-the-scenes work

• Give parents the list of 40 assets and basic

of providing transportation, buying program supplies, and supporting their child’s

information about asset building. Tell them how you’re building assets for and

involvement.

with program participants and encourage them to do so at home.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

158

HANDOUT #62

HANDOUT

63

Creating Safe, Asset-Building Places for Young People When people work together and form a sense

• Make environments safe for young people

of community, reports the National Crime Pre-

by childproofing areas for children and

vention Council, they’re more likely to prevent

having age-appropriate toys. Teenagers

crime and help young people feel safe. Creating

thrive in environments where they have

safe places for children and youth entails en-

stimulating activities to do with people

suring not only their physical safety but also

who care about them.

their emotional well-being. A few ideas:

• Encourage adults who work or volunteer

• Get to know the names of everyone

with young people to create a caring envi-

around you and encourage young people

ronment where children and youth feel

to do the same. People who know each

accepted and valued.

other tend to feel safer and also know

• Build the social-competencies assets.

whom to turn to when they need help

Young people who have resistance skills

and support.

(asset 35) and can resolve conflicts non-

• Discuss safety issues with children and

violently (asset 36) are less likely to be-

youth. Find out where and how they feel

come victims of crime. Children and

unsafe. Young people’s perceptions of

youth who have strong planning and

safety are just as important as their actual

decision-making (asset 32), interpersonal

safety.

competence (asset 33), and cultural competence (asset 34) skills are more apt to

• All young people need adequate adult su-

make smart choices not only in dangerous

pervision. Experts recommend that the

situations but also in everyday experiences

child-to-adult ratios in child-care centers

when interacting with a diversity of peo-

be three to four infants per adult, four to

ple.

six toddlers per adult, and seven to 10 preschoolers per adult. States vary, how-

• Set clear boundaries and expectations of

ever, in required staffing ratios. When it

acceptable behavior. Define what you col-

comes to teens, researcher Laurence Stein-

lectively agree is safe and unsafe behavior.

berg found that young people between the

Then consistently uphold these guidelines.

ages of 11 and 16 who had supervision

• Encourage young people to report unsafe

were less likely to become victims—or perpetrators—of trouble.

behavior. Talk about how to handle fights, bullying, and other dangerous behaviors. Be consistent about how you handle

HANDOUT #63

159

discipline so young people know they can

what makes a situation safe. Avoid scaring

rely on you to keep the environment safe.

them with many examples of danger and violence.

• Evaluate how much unsupervised time young people have during the day. Con-

• Find out whether children and youth have

sider developing opportunities for mean-

safe ways to get to programs, activities,

ingful experiences that connect them with

and safe havens. Creating safe places for

caring adults and young people.

young people is only worthwhile if children and youth also feel secure getting to

• Teach young people safety and selfprotection skills. Emphasize what young

and leaving these places.

people can do, how others can help, and

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

160

HANDOUT #63

HANDOUT

64

Building Assets in Every Part of Your Program Use the Developmental Assets framework to enrich your program. Figure out creative ways to build all 40 of the Developmental Assets in each of these aspects of your program:

Individual Relationships •

How can you build assets for and with young people by the way you interact with them?

•

How can you encourage young people to build each other’s assets?

Program Climate •

How can you create a warm, caring climate?

•

How can you respond when the climate begins to become tense or cool?

Program Location •

How can you decorate your surroundings in asset-building ways?

•

How can you include program participants in making your place feel like their place?

HANDOUT #64

161

Program Publicity •

How can you promote your program in asset-building ways?

•

How can you involve young people in your publicity efforts?

Program Content •

How can you include asset-building activities in your curricula?

•

How can you adapt your activities so that they build relationships and a sense of community?

Program Evaluation •

How can you include asset building in your program evaluation?

•

How can you get feedback from program participants, their parents, and your leadership?

Your Overall Program •

How can you use the asset approach in all your program plans and decisions?

•

How can you recognize the asset-building actions of individuals in your program?

•

How can you include asset building in all aspects of your program?

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

162

HANDOUT #64

Finding Financial Support for Your Asset-Building Program The question of money tends to come up early

zation or foundation. They can use this hand-

in asset-building programs. You need funds for

out to ask questions to learn more about fund-

supplies and sometimes for uniforms. Leaders

ing possibilities.

of asset-building programs can emphasize that program leaders and volunteers can do a lot to build assets without any money, but funding also can go a long way by expanding your outreach efforts to build assets for and with more young people.

How to Use These Handouts Most programs turn to foundations or government agencies for a grant to fund their activities. Some asset-building programs also do this, but many have taken a more grassroots ap-

Audience for These Handouts

proach to finding financial support. Many de-

Distribute Handout 65: Identifying Funding

Others form partnerships to receive in-kind do-

Sources for Your Asset-Building Efforts to pro-

nations, such as the use of a photocopier, the

gram leaders. Instead of relegating funding to

use of a community print shop, and so on.

an individual or small group, try to get as many

velop asset-building projects to raise money.

These handouts include a number of cre-

people involved and as invested as possible

ative ideas to get you started. As you continue

since someone may have a contact you would

your search for financial support, remember

have never considered.

that this is only a start. Where else can you go

Give Handout 66: Funding Information to

for funds? Who else can assist you? What are

Gather for Your Asset-Building Efforts to indi-

you overlooking that could turn out to be a

viduals who plan to contact a funding organi-

rich resource?

Grants Based on Developmental Assets A number of programs have found that foundations and other grant-making organizations are using the Developmental Assets framework as criteria for grant proposals. In Poughkeepsie, New York, Dutchess County leaders funded three programs in 1999 based on the program’s asset-building philosophy toward young people. In many areas, the United Way ties funding to Developmental Assets for programs seeking financial support.

FINDING FINANCIAL SUPPORT FOR YOUR ASSET-BUILDING PROGRAM

163

HANDOUT

65

Identifying Funding Sources for Your Asset-Building Efforts It costs money to run programs and make flyers and brochures to promote them. Use this checklist as a jumping-off point for identifying funding sources for your asset-building efforts. Then make notes about your ideas.

Possible Funding Sources ❑

Service organizations (Rotary, Kiwanis, Elks, Lions, etc.)

❑

Local foundations (especially community foundations for community efforts)

❑

Community residents

❑

Board members of organizations interested in asset-building efforts

❑

Local businesses, including law firms, health-care organizations, and insurance companies

❑

Congregations

❑

Organizations that have funds left at the end of their fiscal year

❑

Civic organizations (community art groups, Knights of Columbus, municipal women’s clubs, neighborhood groups, civic conversation groups)

❑

Web sites that have information on grant opportunities, such as www.grantselect.com, www.nonprofit.gov, or www.youthdevelopment.org/research.htm.

❑

Your idea—

❑

Your idea—

164

HANDOUT #65

Notes about possible funding sources: _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________

Projects to Raise Money ❑

Serve-a-thon—Get pledges to do a service project on a specific day.

❑

Theater performance partnership—Ask a local service organization (such as the Rotary, Kiwanis, Lions, or Elks) if it would agree to buy out a local live theater performance. Then together sell tickets for slightly above the ticket price to raise money for your efforts.

❑

Art, antique, or hobby fair—Ask people to bring things to sell and give either a portion or all of their proceeds to your cause.

❑

Luncheon or dinner—Sell tickets to a luncheon or dinner that features a speaker, a style show, a talent show for young people, or some other form of entertainment. Make sure the ticket price is above your costs so that you’re raising money in addition to meeting your expenses.

❑

Auctions—Have a silent or live auction (with an auctioneer) to auction off certain items, such as crafts, antiques, and donated items.

❑

House tours—See if someone (or a number of different people) who owns an interesting house in your area would be open to you having a house tour that requires tickets, which you would sell.

❑

Product Sales—These typically do better when they’re tied into an event, such as flowers for Mother’s Day, candy for Valentine’s Day, etc.

❑

Your idea—

❑

Your idea—

Notes about projects to raise money: _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #65

165

HANDOUT

66

Funding Information to Gather for Your Asset-Building Efforts A critical first step in finding financial support is ask-

• Once you have approved a funding pro-

ing questions that can help you make the best use of

posal, how long does it take to receive

your time. Too many program leaders spend months

funding?

on grant proposals and then discover that they didn’t

• Once you have approved a funding pro-

qualify after they had completed all of the work. After you have identified a possible funding source,

posal, do you require the recipient to take

ask these questions to determine whether you’re a

additional steps (such as submitting an

good match for this funding source.

evaluation or a report)?

Questions to Ask • What type of funding do you provide? (grants, scholarships, in-kind donations, etc.)

Tips for Making a Face-to-Face Presentation to Request Funds • Make a good impression. Have a positive attitude.

• What is the process for applying for

• Be specific in what you’re requesting and why.

funding?

• Be prepared by asking yourself these questions:

• What criteria do you have in deciding which projects to fund?

— What do I specifically want to accomplish?

• Do you have printed guidelines that we

— What have I accomplished to date?

can follow in applying? — What have I done, up until now, to get funds? • What are the deadlines for submitting a — What resources do I already have?

proposal? • How can we improve our chances of receiving funding?

— What else could I do?

• What is the average size and duration of your funding?

— What’s missing?

— What will happen if I don’t get funding? — What do I want from the grantor (for ex-

• Do you have a list of projects that you

ample, describe how attendance at an asset-

have funded in the past that we could

building conference develops youth leader-

read?

ship skills?) • Remember: You need to ask.

166

HANDOUT #66

• If we receive funding from you, may we

• Is there a contact person to whom we can

submit another proposal in the future?

address our proposal?

• If we receive a denial letter to our pro-

• Do you have suggestions of where else we

posal, may we submit another proposal

might look for funding?

for the next deadline?

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #66

167

Building Assets during Holidays

Holidays can be especially fun times in a youth-serving program. Decorations, greeting cards, and costumes provide endless opportunities for creativity and social interaction. Reach

• Extracurricular school activities (and programs) • Youth-serving organizations (and programs)

out to various youth program workers and urge them to take advantage of the festive atmosphere and explore unique ways to build assets.

• Family-serving organizations (and programs) • Community-based organizations

Audience for These Handouts Distribute the next four handouts to individuals, sectors, organizations, and programs in

(and programs) • Health-care systems (and clinics) • Congregations (and programs)

your community: 67: Asset-Building Ideas for Celebrating Birthdays, 68: Asset-Building Ideas

• Banks and other financial institutions

for Valentine’s Day, 69: Asset-Building Ideas for

• Government offices and departments

Halloween, and 70: Asset-Building Ideas for the December Holidays. Handout 67 is designed for

• Businesses

program leaders and volunteers. The other

• Child-care centers

three can be distributed to the general public.

• Neighborhood groups and associations

Individuals and Organizations to Include in Your Outreach Efforts

• Libraries

How to Use These Handouts

As you encourage individuals, organizations, and sectors to integrate asset building into holidays, include these individuals and organiza-

Encourage program leaders and volunteers to use the birthday handout in their program efforts. Although celebrating birthdays may not

tions in your outreach efforts:

be a program component, it can be an impor• Individual adults in your community

tant asset-building occasion that empowers and

• Individual young people in your

supports young people.

community • Schools

168

Give multiple copies of any of the holiday handouts (in advance of that holiday) to individuals, groups, and organizations to distribute.

THE ASSET ACTIVIST’S TOOLKIT

Copies can be sent home in student packets, in-

businesses can include one of these handouts

cluded in take-home information at a doctor’s

with each purchase, and child-care centers can

office, or included in a display of free publica-

give them to parents.

tions at the library or community center. Retail

Spreading the Word about Asset Building on Holidays In Sherwood Park, Alberta, individuals connected with Strathcona County Family and Community Services receive a tip sheet of asset-building ideas for Valentine’s Day, Halloween, and Christmas. Corey Stevenson, who coordinates asset-building efforts for the agency, has a graphic designer include clip art on each of the sheets. He also describes community examples so that individuals have concrete ways to get involved in volunteer efforts. At the bottom of each tip sheet, he gives the name of the local asset-building initiative, the logo for the initiative, and a phone number for those who want more information.

BUILDING ASSETS DURING HOLIDAYS

169

HANDOUT

67

Asset-Building Ideas for Celebrating Birthdays An important day each year for young people is

of construction paper for the birthday

their birthday. Preschoolers get excited about

child to wear. One program leader always

these days, as do elementary-age children and

gave the birthday person one dollar, and

teenagers. Celebrate young people’s birthdays

another always gave a paperback book.

and build their assets at the same time with

• Encourage young people to learn about

these ideas:

their birthday buddies. Have them research

• Compile a list of every young person’s

friends, family members, group members,

birthday. Collect this information when

and famous people who share their birth-

you have new young people join your

day. If you’re a musical group, compile a

group. Organize the list in order from Jan-

list of musicians’ and composers’ birthdays

uary to December and vow to celebrate

and make these connections for young

each birthday—on those dates.

people on their birthday. (You can also do this with athletes, presidents, community

• Create a poster each month that includes

activists, actors, literary writers, and so on.)

the first name and birthday (month and day only) of the young people in your

• If you do not see the young person on her

program. Display this poster in a promi-

or his birthday, mail a birthday card (or

nent place so that others can also learn

send an email note or call the person) so

about young people’s birthdays.

that your birthday wishes arrive on the young person’s actual birthday.

• If a young person has a birthday on your meeting, practice, or performance day, cel-

• If your program has a nearby administra-

ebrate the birthday as a group. Sing

tive office, ask whether office staff would

“Happy Birthday to You.” Ask if anyone

be willing to also celebrate a young per-

knows how to sing a birthday song in an-

son’s birthday. If so, the young person can

other language (and do so).

visit the administrative office and get a lollipop, pencil, sticker, or some other

• Create special ways to celebrate a young

small birthday token.

person’s birthday. One program leader created a birthday packet of coloring pages

170

• Consider purchasing a book and donating

and puzzle pages to give to each young

it to your local library in the birthday per-

person on her or his birthday. Another

son’s name. (Perhaps you can add a book-

program leader always made a crown out

plate with the child’s name on it.)

HANDOUT #67

• Add some humor to the birthday celebra-

• Take charge of each young person’s birth-

tion. If you have a group of teenagers, see

day. Some young people may bring a treat

if they can sing the happy birthday song

to share with the entire group, but not

backward. (Keep the tune the same but

everyone will. Celebrate the birthday

sing the words in reverse.) Or have the

whether treats are brought or not.

group sing the song with each person

• Always remember birthdays. Young people

singing one word of it and going around in a circle to complete the lyrics.

feel valued when other people notice their birthday and other important parts of

• Ask each program participant to say

their lives.

one nice thing aloud about the birthday person.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #67

171

HANDOUT

68

Asset-Building Ideas for Valentine’s Day Celebrate Valentine’s Day and build young people’s Developmental Assets at the same time by considering these ideas: • Go out of your way to mark Valentine’s Day with the young people you know. Send them Valentine cards or notes. Give them Valentine candy. Wish them a happy Valentine’s Day when you see them. • Smile and greet young people today. If they’re wearing red or pink, remark how they’re dressed for Valentine’s Day. • Hide Valentine surprises for young people to find, such as stickers and chocolate kisses. • Think of Valentine’s Day as an official day about support. How can you show your support to young people on this day? One person creates a large construction paper heart, writes the name of the young person in the middle, and then adds words that describe that young person before giving it to her or him. Another person cuts plain white paper to fit around a candy bar and then places red stickers on the paper before writing a personalized message for the child. • Show young people how much you value them by stopping to talk with them today. As you talk together, make eye contact. Ask sincere questions. Listen closely. • Buy heart-shaped or other Valentine stickers and give a sheet to each preschool child you see during your day.

• For each young person you see today, say one thing that you like (or admire) about her or him. • Gather children’s picture books about caring (or Valentine’s Day) and volunteer to read at a local child-care center. • Make homemade Valentines with a young person to give to family members, neighbors, and friends. • Wear an accessory or a piece of clothing for Valentine’s Day that gets young people talking. For example, one woman wore a heart ring on each of her fingers. A man wore a tie with large red hearts and carried heartshaped lollipops in his breast pocket to give to each child he saw during the day. • With young people, send Valentines to the mayor, the superintendent of schools, the principal, and other community leaders to wish them a Happy Valentine’s Day. • If you live in a snowy area, stamp the shape of a large heart with your feet in a spot with fresh snow. Once you’ve created the heart, fill a squirt bottle with water and red food coloring. Then outline the heart with red. • Ask young people if they know any new jokes. Listen to their latest. Laugh. • Valentine’s Day is a big deal for most young people. Join in by adding your enthusiasm and good ideas of how to connect with young people.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

172

HANDOUT #68

HANDOUT

69

Asset-Building Ideas for Halloween

Celebrate Halloween and build young people’s

• Offer to take a busy parent’s child or chil-

Developmental Assets at the same time by considering the following ideas:

dren out trick-or-treating. • Make a special treat bag (with extra treats for extra surprises) for the children who

If you hand out treats:

live nearest to you. When these children

• Turn on a light so that young people will

arrive, show extra excitement about them

be safe and know you’re handing out

coming and say you have something extra

treats. If you live in an apartment building,

special for them.

hang a sign on your door to encourage

• Remember to greet young people the next

young people to knock.

day—when they’re not wearing their costumes.

• Greet the young people you know by name. If you don’t know the kids who come to your door, ask their names and grades in school. Introduce yourself.

If you accompany a child during trick-or-treating: • Have a lot of fun together, wear a goofy

• Compliment (or act scared by) their

costume yourself.

costumes. • Be sure to pay attention to kids of all ages,

• Before setting out, talk to the child about being polite and respectful to neighbors

not just the youngest ones.

and other trick-or-treaters.

• Give out treats that reflect your culture or

• Encourage the child to talk to the neigh-

your values.

bors, not just take their treats and run.

• Get together with another neighbor or

• Stop and visit in homes of people you

two and decorate. Be sure to include

know. Use trick-or-treating as an opportu-

young people.

nity to introduce your child to your

• Ask each young person a question or talk

neighbors.

to her or him briefly before you hand out

• Emphasize the creative side of Halloween.

a treat. • Intervene if trick-or-treaters become disre-

Make your own costumes together. Carve creative pumpkins. Make and decorate

spectful or damage property.

treats together.

HANDOUT #69

173

• Limit the amount of treats that your child

about a reasonable time for them to re-

eats at a time.

turn.

• Encourage your child to say thank you to

• Team up with another family in your

each person who gives treats.

neighborhood to go trick-or-treating together.

• Make sure your child trick-or-treats in safe areas. If your child is going out with

• Introduce the giving side of Halloween by

friends (without adult supervision), find

having children pass out treats in addition

out where they’re going and talk together

to collecting them.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

174

HANDOUT #69

HANDOUT

70

Asset-Building Ideas for the December Holidays Celebrate the December holidays and build young people’s Developmental Assets at the same time by considering these ideas: • Even though the holidays can add lots of stress and activity to your life, slow down when you’re around young people. Take time to talk with them. • Listen to young people’s favorite holiday music with them.

• Ask a child to draw you a holiday picture. Then hang it in your home or office. • If you have friends and family coming in for the holidays, introduce them to your favorite young people. • On the evening when the moon is full, take a young person for a walk in the moonlight. • Bake or prepare a holiday treat with a young person.

• Attend a young person’s holiday concert, performance, or event. Go up to the young person afterward and say how much you enjoyed it. • Invite a young person over to make a holiday gift. • Introduce a young person to a cultural or religious holiday tradition that he or she isn’t familiar with. • Include young people in your holiday preparations. • Ask young people what they enjoy most about the holidays and why. • Read a holiday book together (or discuss a book you’ve both read). • Forget your holiday stresses once in a while and do something fun just with a young person. • Create a holiday tradition with a young person and repeat it each year.

• Organize some type of collection with young people to gather items to donate to those who have less. For example, collect mittens, socks, books, cold-care kits (with tissues, cough drops, and canned chicken soup), or stuffed animals. • Take a young person to the library and check out holiday books. • If you write a holiday newsletter each year, ask a young person to help you (perhaps by drawing illustrations or designing your newsletter on a computer). • Give a parent the chance to get some holiday preparations done (or just take a break) by offering to do something with her or his child. • Invite a young person over for hot chocolate. Use candy canes as stir sticks (and have lots of marshmallows on hand). • Hang out with a young person and enjoy your time together.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #70

175

Part 6

Inf luence Civic Decisions Handouts 71–92

HANDOUT

71

Action Strategy # 5: Influence Civic Decisions What It Is

• Act as a catalyst to unleash and unite your community on behalf of asset building.

Influence decision makers and opinion leaders

• Recognize community leaders who use the

to leverage financial, media, and policy re-

asset approach in their community efforts.

sources in support of this positive transformation of communities and society.

Check It Out

Talk about It

• In Wisconsin, the Fox Cities United with Youth initiative has worked with local

• Who are your key community leaders?

governments in the asset approach. As a

How can you reach them?

result, a number of these governments

• How can you highlight the widespread in-

have begun incorporating the asset ap-

terest and commitment to young people?

proach into their mission statements, goals, and civic plans.

• How can you include young people to influence civic decisions in meaningful ways?

• The city of San Luis Obispo, California, sets aside $15,000 a year for asset-building

• How can you increase the perceived shortterm benefits of asset building in your

grants. The city agreed to this after the San

community?

Luis Obispo Youth Task Force convinced the city council to implement a Youth

• How can you include asset building in all

Master Plan.

aspects of civic engagement?

• Greeley, Colorado, created an asset-

Act on It

building, 11-member youth commission.

• Focus first on actions with the broadest

• City council members of Cary, North Carolina, set aside a Youth Matter to Cary

consensus.

Day. On this day, the community cele-

• Link people together so that new assetbuilding networks form in your community.

brates the talents and achievements of Cary’s young people.

• Cultivate asset-building civic engagement actions.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

178

HANDOUT #71

How Civic Leaders Can Use the Asset Approach Although every person can build assets, getting key leaders within the community involved can give an asset-building movement momentum and credibility. Civic leaders are constantly making decisions and plans for your community, and they have the power to shape the direction of a community. Ideally you want to develop a mix of committed community leaders and motivated residents to create an assetbuilding community for young people.

How to Use These Handouts These handouts can be used in community meetings or to give to individuals when you meet with them about their involvement in asset building. As community leaders get on board with various aspects of asset building, also tap into their influence on community residents and use Handouts 88 through 92 in this book for individual community members.

Audience for These Handouts Distribute the next eight handouts to community leaders and residents.

Individuals and Organizations to Include in Your Outreach Efforts As you work to get community leaders involved in using the asset framework in making civic decisions, include these individuals and organizations in your outreach efforts:

An Asset-Building Citizen’s Toolkit In Cleveland, Ohio, leaders of the Cleveland daily newspaper, two of Cleveland’s radio stations, and a community organization worked together to publish a series of “Citizen’s Tool Kits” based on the Developmental Assets framework. The 12-page booklets give specific ideas on how to support, empower, set boundaries

• Elected officials

and expectations, help kids make the best use of

• Your city or county council

their time, make a commitment to learning, em-

• City and county government departments

brace positive values, build their social compe-

• Community leaders who also are leaders

tencies, and nurture young people’s positive

in businesses, organizations, congrega-

identities. Community leaders then hosted a se-

tions, and schools in your community

ries of forums across the region and broadcast

• Community leaders involved in assetbuilding efforts

in-depth panel discussions about asset building in the community.

• Youth-led school and community councils HOW CIVIC LEADERS CAN USE THE ASSET APPROACH

179

HANDOUT

72

Using the Asset Framework in Making Policy Decisions Taking a positive child and youth development

it doesn’t engage most of the community.

approach to policy decisions can transform

A better approach would be to establish a

your community into a visionary community

policy that would encourage all adults to

where residents are excited about what’s hap-

connect with three to five young people.

pening instead of a community beset by prob-

• Examine the role of parents and young

lems. Use the asset framework in making policy

people in defining and refining policies.

decisions by trying some of these ideas:

How can you get their input and involve-

• Focus more on your community’s

ment?

strengths rather than your community’s

• Select your target population with care.

deficits. Too often it’s easy to focus on the

Often, it’s easy to focus on specific popula-

problems and work to reduce the negative

tions, such as low-income young people

instead of developing a community vision

or teen parents. How can you develop

that accentuates the positive and builds

policies that help not only these youth

on the strengths you already have.

populations but also young people who

• Examine how your policy could con-

do not fit those profiles?

tribute to building multiple assets instead

• Assess your leadership. How diverse is it in

of just one or two. For example, requiring

terms of gender, race, ethnicity, age, and

extensive background checks on individ-

income? Even if all of you have been

ual volunteers can keep young people safe

elected, it’s easy to promote policies that

(asset 10) while scaring off a lot of poten-

the leadership is most interested in, rather

tial volunteers who are not criminals but

than taking the time to hear from a diver-

feel overwhelmed by the process. Create

sity of community residents who may

policies that promote a number of assets

have innovative ideas.

simultaneously. • Work to balance the needs of your com• Think through the multiple players in

munity residents. For example, a land-use

young people’s lives. Adopt policies that empower individuals to connect with

cause it hurts business. If you create a pol-

young people. To build asset 14: adult role models, a number of communities and organizations have set policies that start a mentoring program. While that’s helpful,

180

policy may disallow skateboarding be-

HANDOUT #72

icy like that, develop another one that gives young people a safe place to skateboard, ensuring a win-win situation for all community residents.

• Involve as many people as possible for criti-

• Apply the asset approach in redefining an

cal civic decisions. When Denver, Col-

issue. Too often, policymakers seek solu-

orado, created its Denver Comprehensive

tions before an issue has been well de-

Plan 2000, community leaders tapped into

fined. Then once the issue is defined, it’s

the participation of 250 citizens through 11

phrased in a problem-focused way. In-

task forces, and then held a community

stead, look at the vision of what you want

forum to get residents’ reactions to the pro-

for your community. For example, rather

posed goals and objectives. The plan came

than saying that you want to reduce teen

up with 11 goals, which were influenced by

alcohol use and teen pregnancy in your

the Developmental Assets framework.

community, brainstorm ways to foster a community in which young people feel

• When you communicate the rationale

cared for and connected, and where they

for new policies, explain the asset-

are encouraged to contribute in compe-

building approach used in creating the

tent and meaningful ways.

policy. For example, in a policy that “vacates public surface rights for vehicle and

• Organize policy opportunities for young

equestrian travel” on a certain town

people to get involved. Arrange for com-

square street, many drivers may be upset

munity leaders to meet with young people

because something is being taken away

where young people are, such as in

from them. Explain how the new policy

schools, neighborhoods, and youth-

makes it easier for residents to walk and

serving organizations. Too often, we ex-

hang out in the area and also allows easier

pect young people to come to us when

access for police and firefighters to re-

we’re more likely to get their input and in-

spond to emergencies.

volvement by going to them.

• Instead of being quick to hire help, such

• Recognize what policies do and do not do.

as a firm to create banners for your com-

Asset building is much more than a series

munity’s beautification, see if there are

of policies and programs that promote

ways to involve community young people

positive youth development. Asset build-

to design the banners and even work to-

ing is about unleashing the capacity of

gether with a design firm.

community members to connect with each other and make a safe place for young people to live.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #72

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73

Why Positive Youth Development Matters in Civic Decisions Positive youth development includes the op-

abuse, and teenage pregnancy, particularly

portunities and relationships that help young

during the after-school hours of 3 to 6 P.M.

people thrive and succeed while turning away

Effective and affordable after-school pro-

from risks and dangers that hurt not only them

grams promote positive youth develop-

but our society in general. For our society to be

ment.

strong now and in the future, it’s essential that

• Studies on the costs and benefits of pre-

government use positive youth development as

school programs have found that such

one of the essential lenses in enacting laws,

programs provide a return on investment

budgets, and policies. Consider these facts:

of $7.16 for every dollar spent, since chil-

• For every dollar invested in youth de-

dren who complete the programs have

velopment, the return on that investment

better school success than children who

is $10.51, reports the Center for Youth

don’t participate, reports the U.S. Depart-

Development and Policy Research.

ment of Education.

• In a Gallup Poll conducted for America’s

• The Forum for Youth Investment has iden-

Promise, respondents say that “preparing

tified two key ingredients in supporting

young people for the future” is the num-

young people’s positive development:

ber one priority for our nation. According

challenging experiences and meaningful

to this poll, that priority is higher than

opportunities for involvement. Young

improving health care, keeping the econ-

people who participate in challenging ex-

omy strong, reducing crime, and protect-

periences have a 71 percent higher chance

ing the environment.

of having good developmental outcomes than young people in general. And young

• Parents of more than 28 million school-

people who participate in meaningful op-

age children work outside the home, and

portunities are 42 percent more likely

almost half of those young people return

than youth in general to have optimal

to an empty house after school. Research

developmental.

by the Carnegie Council on Adolescent Development and the U.S. Department of

182

• Crime drops, the economy improves, and

Justice has shown that unsupervised

families become stronger when the gov-

children are more likely to experience or

ernment adopts policies and programs

become involved in crime, substance

that strengthen schools, affordable child

HANDOUT #73

care, after-school programs, and available

velopmental Assets). The more of these

health care for young people, reports the

Developmental Assets young people have,

Every Child Matters Education Fund.

the less likely they are to participate in 24 risky behaviors (such as violence, drug

• In studies of almost two million young people across North America, Search Insti-

use, and sexual activity). They’re also more likely to act in ways our society val-

tute researchers have found that young people are more likely to succeed when they have 40 positive factors (called De-

ues, such as helping others, succeeding in school, and exhibiting leadership.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #73

183

HANDOUT

74

Making Proclamations to Gain Asset-Building Support Proclamations raise awareness about asset

people in your community, you may ask

building and also get key leaders in the com-

young people to make a proclamation.

munity to go public in supporting asset-

• Once a proclamation has been issued, use

building efforts. A number of communities

it in a press release to increase public

and organizations have adopted asset-building

awareness and get other people on board.

proclamations as a strategy for influencing

For example, if a business has been reluc-

community leaders and community residents.

tant to get involved with asset building, a

Consider these ideas:

proclamation by the mayor may influence

• Decide why you want to issue a proclamation. Do you want to get key community

the business to reconsider. • Create a strategy that builds on the mo-

leaders on board? Are you hoping that a

mentum of the proclamation. Too often,

proclamation will influence community

proclamations get filed away and have

residents to build assets once they see that

little effect on a community. In Kitsap

your community’s leaders have endorsed

County, community leaders took the

asset building?

proclamation to organizations, schools,

• What do you want your proclamation to say? The It’s Time for Kitsap Kids initiative

Some organizations signed two copies, re-

in Kitsap County, Washington, developed

turning one copy to the initiative and dis-

an asset-building proclamation that made

playing a framed copy on the wall in their

the case for asset building through re-

organization as a reminder to intention-

search and also clearly spelled out what

ally build assets. The Commission on

the initiative hoped community residents

Children and Youth in Port Orchard,

would do. (See the sample proclamation,

Washington, collected all the signed

Handout 75: Our Asset-Building Proclama-

proclamations for the initiative and cre-

tion, which Kitsap County developed and

ated a list of initiative friends who support

used.)

the asset-building work of the community.

• Choose who you want to make the procla-

184

and faith communities within the county.

• Use proclamations periodically to give

mation. Proclamations can be issued by

public recognition to your asset-building

mayors, governors, clergy leaders, school

efforts. In Dayton, Kentucky, the Dayton

boards, and city councils. If you want to

YMCA asked the city to issue a proclama-

give credibility to the voice of young

tion designating one week in June as an

HANDOUT #74

arts appreciation week. In addition to get-

school board members often do not re-

ting the proclamation, YMCA leaders out-

ceive recognition for their hard work and

lined their plans for the week, such as an

asset-building efforts. In Frankfort, Ken-

essay contest for teens to express why they

tucky, asset-building leaders proclaimed

love their community, an artwork display

the celebration of National Family Week

in the teen center, and teen volunteers

in November and shared concrete ideas on

reading books to elementary students.

how families could build assets.

Leaders stated that “arts and humanities

• Don’t assume that a proclamation by itself

are an important part of asset building in young people” and that their goal was to get more young people thinking creatively and involved in the arts.

will bring about community change. Use a proclamation as one of your tools in your larger community-change strategy. A proclamation makes a public statement

• Recognize individuals, groups, and cele-

about a desired social norm that then

bratory events through proclamations. In

needs to be followed up with other strate-

Alaska, asset-building leaders asked com-

gies to encourage individuals and organi-

munity mayors and city councils through-

zations to build assets for and with young

out the state to proclaim February as

people.

School Board Recognition Month, since

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #74

185

HANDOUT

75

Our Asset-Building Proclamation

Whereas, research has shown that the more Developmental Assets young people experience, the more likely they are to engage in a wide range of positive behaviors, such as maintaining good health and succeeding in school;

Whereas,

research has shown that the more Developmental Assets young people experience, the less likely they are to engage in a wide range of risk behaviors, such as illicit drug use, violence, and early sexual activity;

Whereas,

we believe that relationships are key to asset building. We know that helping people build powerful and positive relationships with children and teenagers begins with individual efforts to teach, model, listen, and be mindful of our relationships with young people;

Whereas,

we know that all young people need Developmental Assets. All children and teenagers could use more positive relationships than they have now and that a community-wide effort to help all kids will benefit everyone;

Whereas,

no single asset is the answer and the more Developmental Assets a person has, the more successful that person will be in life. We know that increasing the total number of Developmental Assets in a young person will best allow her or him to grow up healthy, caring, and responsible;

Whereas,

we believe partnerships are needed from all segments of the community: schools, government, business, families, youth-serving organizations, and faith communities;

Whereas,

the benefits of supporting Developmental Assets for our youth will include greater health, education, achievement, and success for the community as a whole;

Therefore, ________________________________________________ recommends continued support for the _______________________________________ initiative promoting Developmental Assets in order to accomplish our own community purpose, role, and mission.

Approved this ____________________ day of ____________________ month in the year of _____________________ .

________________________________________

_______________________

Name (printed)

Title

________________________________________

____________________________________________________________

Signature

Organization

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

186

HANDOUT #75

HANDOUT

76

Getting Residents’ Feedback about Asset Building You can issue asset-building proclamations. You can include asset building in your policy decisions. You can set up a community-wide assetbuilding initiative. But you won’t know how you’re doing in any of these asset-building efforts unless you ask residents directly and get their input. Consider these ideas: • How will you get feedback from residents? Will you have face-to-face meetings? Will you send out a feedback form? (A possibility is Handout 77: Feedback on Asset Building in Our Community.) • How will you talk directly with residents? Many community leaders are used to setting up town meetings where they ask residents to come to them. How can you go to the residents so that you can hear from more people? (If you still want to have a town meeting, offer child care and transportation to make it easier for more people to attend.) • How will you get feedback from young people in your community? In St. Louis Park, Minnesota, the mayor sponsors an annual youth town meeting. Young people plan the event (and serve a free dinner to those who come). The point is for the young people to talk and the mayor to listen. • How will you receive feedback from adults who have daily contact with young people? Parents, teachers, school administrators, child-care providers, leaders of youthserving organizations, coaches, and many

other adults in your community can provide critical feedback about asset building. The trick, however, is that these people are busy. They often do not give input to community leaders. Yet, they have so much to offer. Set up a dialogue during lunch in the teachers lounge of a school or a child-care center. Attend a soccer tournament and talk with the adults there. You may be surprised at the good ideas these adults have. • How can you set up a system to get periodic feedback? Asking residents once won’t take you far. Will you talk with them yearly? Or a number of times through the year using different methods? • How will you get feedback from people who usually don’t give it? In Seattle, Washington, leaders of the It’s About Time for Kids initiative conducted focus groups with people of color to get their feedback. Leaders were surprised to learn that 40 percent of the Cambodian community could not read in their own language or in English, yet they wanted practical ideas on how to help young people grow up well. • How can you tap into feedback from other community asset-building groups? Meet periodically with asset-building schools, organizations, and businesses. They often have insights into how your community is doing as a whole because of their concentrated assetbuilding efforts.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #76

187

HANDOUT

77

Feedback on Asset Building in Our Community We want to know what you think. Your opinions and suggestions help us determine how to create a better community for children, youth, and families. Please circle your responses to the questions below to let us know how we’re doing and what we can do next. Do you believe our community is a good place for young people to grow up? a. Yes

b. No

c. Not sure

Do you believe our community is a good place for families? a Yes

b. No

c. Not sure

Do you think our community values children and youth? a. Yes

b. No

c. Not sure

Who does our community seem to value more? a. Boys

b. Girls

c. Boys and girls equally d. Neither

Which age of young people does our community seem to value the most? a. Young children (birth to age 5)c. Elementary-age children (ages 6 to 11) b. Younger teenagers (ages 12 to 14)

d. Older teenagers (ages 15 to 19)

Which age of young people does our community seem to value the least? a. Young children (birth to age 5)c. Elementary-age children (ages 6 to 11) b. Younger teenagers (ages 12 to 14)

d. Older teenagers (ages 15 to 19)

Do you see our community celebrating individuals who make a positive difference in our community? a. Yes

b. No

c. Not sure

Do you see our community celebrating organizations and businesses that make a positive difference in our community? a. Yes

188

b. No

c. Not sure

HANDOUT #77

Does our community have safe places for young people to hang out and gather? a. Yes

b. No

c. Not sure

Do our local media organizations (newspaper, radio, television) regularly communicate our community’s vision of creating a caring community? a. Yes

b. No

c. Not sure

Overall, are you proud of our community? a. Yes

b. No

c. Not sure

How many neighbors do you know by name? a. None

b. One

c. Two

d. Three

e. Four

f. Five or more

How many children and teenagers in our community do you know by name? a. None

b. One

c. Two

d. Three

e. Four

f. Five or more

Have you heard the phrase “Developmental Assets” or “asset building”? a. Yes

b. No

c. Not sure

Are you familiar with the meanings of these terms? a. Yes

b. No

c. Not sure

Do you think our community has a long-term commitment to asset building? a. Yes

b. No

c. Not sure

Do you think of yourself as an “asset builder”? a. Yes

b. No

c. Not sure

How old are you? a. 12 years or younger

b. 13 to 18

c. 19 to 30 d. 31 to 55

e. 56 to 70

f. 71 or older

How long have you lived in our community? a. Less than a year

c. 3 to 5 years

e. 11 to 15 years

b. 1 to 2 years

d. 6 to 10 years

f. 16 years or more

Is there anything you would like to add? If so, please write your comments here:

Thank you for your input! Your feedback will help us create a more caring community for adults, young people, and families. Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #77

189

HANDOUT

78

Taking an Asset-Building Approach to Helping Families with Taxes Every year, legislators adopt new federal and

ities, such as summer school, field trips,

state tax codes that affect families some years

athletic programs, and fine arts programs.

and not others. In addition, some tax codes are

• Ask a community leader who understands

temporary and phase in and out, often making

tax law or a certified public accountant to

it confusing to tax filers. A number of family

create an easy-to-understand tip sheet for

advocates claim that many families overpay

families on the current state and federal

their taxes because they do not understand,

tax credits for families. Since these may

and thus do not take advantage of, certain tax

change from year to year, have someone

credits. Use these asset-building ideas to help

update the document each year and dis-

families with their taxes:

tribute it through schools, businesses, and

• Highlight the unique tax benefits that

family-serving organizations.

your state offers to families. In New York,

• Team up with community-based organiza-

many families qualify for college tuition

tions that work with low-income families.

tax credits and/or deductions. In Min-

Since many low-income families are not

nesota, many families qualify for a tax

required to file a federal income tax form,

credit or tax subtraction for certain educa-

they may not realize that they can still re-

tional-related expenses, such as private

ceive refundable credits by doing so.

music lessons, private tutoring, after-

(These families often need help in filling

school and summer enrichment programs,

out forms and may be taken advantage of

and school supplies.

by commercial tax preparers.) Low-income

• Outline the federal tax credits for eligible families, such as the federal Earned In-

unteer Income Tax Assistance (VITA), a

come Tax Credit, the Child Tax Credit,

program developed by the Internal Reve-

and the Hope or Lifetime Learning Credit.

nue Service.

• Promote tax credits that all residents can

190

families can receive free help through Vol-

• Work with high school students in math

take advantage of that benefit schools. In

classes, accounting classes, or government

Arizona, for example, individuals can take

classes to study the most current tax laws

a $200 tax credit and married couples a

in your state and find out how many fami-

$250 tax credit if they donate that

lies take advantage of tax credits and

amount of money to eligible school activ-

subtractions.

HANDOUT #78

• Highlight sales-tax-free days that your

• Be aware that some families may be embar-

state may have. For example, in Georgia,

rassed that they do not know how to file

residents receive four shopping days at the

taxes. This is particularly true of first-

beginning of August to buy school sup-

generation immigrants, non-English-

plies, computer supplies, and clothing tax

speaking individuals, and workers just en-

free.

tering the labor force. Create ways to make it easier for them to learn how to file taxes.

• Even if family members say they understand the tax code, encourage them to ex-

• Team up with other organizations in your

amine their current situation, since they

community to reach more families. Work

may be unaware of credits they can re-

together to get the word out.

ceive for the first time, such as when they

• Tap into resources that already exist. For

have been unemployed for part of the year or a new state tax credit for families has gone into effect.

example, the Center on Budget and Policy Priorities in Washington, D.C., creates a free outreach kit on the federal Earned Income Tax Credit.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #78

191

HANDOUT

79

Creating Asset-Building Neighborhood Parties An easy way to build community and help resi-

• Create getting-to-know you activities so

dents connect with each other is through

that neighbors can meet each other. For

neighborhood parties, whether they happen on

example, have everyone wearing a certain

a residential block, in an apartment complex,

color sock get together, tell each other

or in a small town hall. Some neighborhoods

their names, and say how they spend

already have associations and gathering events,

most of their day.

but you can easily start from scratch without a

• Include young people in planning events

lot of effort. Try these asset-building ideas:

for teenagers and children. Teenagers may

• Connect with a neighbor or two and talk

want to play hip-hop music or organize

about the idea of having a neighborhood party. Start small with the plan to build

games for younger children. • Offer activities that children would enjoy,

slowly. What’s important aren’t numbers

such as a pet parade (or bike and tricycle

but neighbors connecting with each other.

parade). Some block parties have pur-

Having two to four neighbors getting to

chased inexpensive toy trinkets and cre-

know each other can be a solid beginning.

ated a prize box for children to dip into

• Discuss how the neighborhood party can

every time they knocked over a pyramid

include asset building. Highlight the assets

of empty cans using a ball or bean bag.

that address neighborhoods: asset 3: other

Others have organized a game of flash-

adult relationships, asset 4: caring neigh-

light tag when it starts to get dark.

borhood, asset 13: neighborhood bound-

• Consider having a talent and hobby show,

aries, and asset 14: adult role models. The

not as a way to compete, but to introduce

simple act of adults getting to know the

neighbors to each other’s interests. One

names of neighborhood children and

neighbor may play the cello and another

teenagers builds Developmental Assets.

may excel at Hacky Sack®. Let your cre-

• Check with your local police and/or fire

ativity and sense of humor go with stupid

department to see if there are any re-

human tricks and crazy attire (such as

sources for hosting a neighborhood party.

people wearing weird hats, ties, socks).

For example, a police or fire department

• Find out if any neighbors have been certi-

can block off a street for a residential party so that neighbors can gather in the street.

192

HANDOUT #79

fied as a McGruff House (which is a safe haven for children and teenagers to go to

in emergencies and other situations). If

• Visit www.streetparty.net for helpful tips

any have, make sure all the families with children and teenagers know about it.

on planning a neighborhood party. • Distribute information about Develop-

• Integrate some intergenerational activities

mental Assets so that neighbors can learn

so that young people and adults can get to know each other. For example, have

more about asset building. • Once neighbors begin to get to know each

everyone form groups according to the

other, help them network to deepen their

month that they were born and then talk about what they love to do best in their free time. Or have decks of cards available and have an adult challenge a child or

relationships. For example, one elderly resident taught a teenager how to crochet. A businessman found a short-term internship for another young person.

teenager to a simple card game, such as Old Maid, Go Fish, War, or Speed. Once someone wins, have partners switch so that they can get to know someone else.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #79

193

Involving Young People in Your Community

Involving young people in your community and in civic decisions is just as critical as getting com-

• Young people you know • Young people whom other adults know

munity leaders and adult residents on board. Young people have innovative ideas and fresh insights into how to create an inclusive assetbuilding community. They can act as individuals, in organizations, and on community commissions and boards. Get them involved into as many areas of community life as you can.

• Young people involved in community and youth-serving organizations • Schools • Before- and after-school youth programs • Young people involved in local congregations

Audience for These Handouts

• Businesses that employ young people

Distribute the next eight handouts to young

• Young people who hang out in your

people in your community. Handouts 80 and

community

81 are intended to be used together. Also give young people other handouts from Part 6 to

How to Use These Handouts

encourage them to get involved in community Be strategic when you recruit young people to

leadership as community residents.

get involved in civic decisions. Some will be ef-

Individuals and Organizations to Include in Your Outreach Efforts

fective on a youth council or in a youth-led

As you recruit young people for civic involve-

80 and 81 can help them become more familiar

ment, include these individuals and organiza-

with this process. Whenever you recruit young

tions in your outreach efforts:

people, use Handout 82 as a first step in getting

philanthropy program. Others do not know much about civic involvement, and Handouts

Mobilizing Your Local Government for Asset Building Government departments and offices in Boise, Idaho, list how young people can get involved. Each of the 11 departments and offices offer from one to seven different opportunities for youth, including interactive sessions on city government in council chambers for 3rd graders, youth commissions, open mike poetry nights for teenagers, and a junior master gardeners program.

194

THE ASSET ACTIVIST’S TOOLKIT

them involved (although be sure that you’re

an election by hosting a celebratory event after-

doing this by talking with them and giving

ward (and invite the press!). This helps affirm

them more information).

for young people the importance of their vote

As young people become of age to vote,

and also shows everyone in the community

give them Handout 85: Voting for the First

how essential it is that young people become

Time. If possible, see whether there’s a way to

involved in civic decisions.

celebrate young people’s initial involvement in

INVOLVING YOUNG PEOPLE IN YOUR COMMUNITY

195

HANDOUT

80

Getting Young People Involved in Your Local Government As part of their social studies class, teenagers in

your address, use your school’s address or

Waverly, Iowa, are given a project to locate var-

see if there is another school or commu-

ious city departments, have the department

nity leader who would be open to having

clerk sign their paper, and ask about the depart-

her or his address used in the assignment.

ment. Gary Duneman, who is now retired, cre-

(Civic-minded young people often know

ated this project to acquaint young people with

where the mayor lives.)

their city and county government. “It was a

• Assign each student about 10 to 12 items.

good assignment because the adults could see

Choose random items so that students

the good side of teenagers, and the students ap-

have to visit 10 to 12 different offices or

preciated the helpfulness of adults,” Duneman

departments.

said. Consider using (or adapting) the accompanying Handout 81: Where in the World Is . . . ?

• If you expand the list, try to add things in

(Navigating through Your Local Government).

which the typical resident would be inter-

As you do, try these ideas:

ested.

• Talk individually with each department

• If your city and county government build-

clerk to explain the assignment. Ask for

ings aren’t far from each other, consider

her or his assistance. (If the person isn’t

having young people find departments

interested, see if you can find another per-

from both governments. (In Waverly,

son within that department who is.)

Iowa, the city hall and county courthouse are two blocks apart, which made it easy

• When you talk with each department

for students to finish the assignment.)

clerk, double-check your master list to ensure that department does those things.

• Change some of the individual items on

(Various tasks can get moved around over

Handout 81: Where in the World Is . . . ?

time, and each government has some dif-

(Navigating through Your Local Govern-

ferences in how it handles individual

ment) if you live in an urban or suburban

items.) Ask about other department fea-

location. Waverly (which is where this

tures you could add.

handout was originally used) is a community of 9,000 residents with a downtown

• Use your personal address for young

area, a four-year college, and an adjacent

people to learn more about city government. (See items 7, 29, 30, 33, 92, 94, and 98.) If you’re uncomfortable giving out

196

HANDOUT #80

rural area.

• Encourage students to travel together if

and major offices of the federal govern-

some young people struggle with transportation issues. (Even if they travel to-

ment). • Use humor to get young people engaged.

gether, they still will have different items

(See items 46 and 84 on Handout 81). Add

to find.)

other humorous items.

• Adapt this assignment for finding places

• Check back with the government depart-

in your state government, particularly if your community is located close to your state capital or if you plan to take young people there on a special trip (or adapt it for a trip to Washington, D.C., for young

ments after the project is complete to see how it went. Duneman was surprised to learn that a few young people got interested in a certain department and started volunteering there.

people to find all the different agencies

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #80

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81

Where in the World Is . . . ? (Navigating through Your Local Government)

Instead of just talking about local government, give young people the opportunity to visit and learn their way around. Assign 10 to 12 items from this master list to each participant. (Make sure each of the items requires visiting a different department.) Then have young people get a signature from each department contact once they locate the correct office. Remind them that department names and job responsibilities may be assigned differently in your community.

Government Department or Office

Signature of Department Contact

Assessor 1.

Appeal your property-tax assessment.

2.

Apply for a tax exemption for a congregation’s property.

3.

Apply for a homestead tax credit.

4.

Apply for a military tax credit.

5.

Apply for a forest reservation property tax exemption.

6.

Apply for native prairie property tax exemption.

7.

Review your parent’s property owner card for accuracy of information. If your parent doesn’t own property, check _________________________________ address at ____________________________.

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Government Department or Office

Signature of Department Contact

County Engineer 8.

Obtain the form to move your house from this county to the next county.

9.

Obtain a permit to spray in front of your rural property to keep the dust down.

10.

Report a washout on a gravel road.

11.

Ask to have a dead deer removed from your rural road.

12.

Ask to have a snowdrift removed from your rural road.

13.

Determine whether you can spray your own insecticide in front of your rural home to control insects.

14.

Report that the street near your home has a pothole.

County Treasurer 15.

Purchase license plates for your car.

16.

Pay the tax on a car you recently purchased.

17.

Obtain a certificate to junk your car.

18.

Pick up license plates for a handicapped driver.

19.

Check the odometer reading of a recently purchased car.

20.

Purchase a license for a trailer.

21.

Pay your property taxes.

22.

Pay your taxes on a recent street improvement.

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199

Government Department or Office

Signature of Department Contact

County Recorder 23.

Purchase a fishing license.

24.

Purchase a hunting license.

25.

Purchase a boat license.

26.

Purchase an ATV license.

27.

Purchase a trapping license.

28.

Obtain an application for a passport.

29.

Check to see whether the mortgage to your parent’s home is recorded. If your parent doesn’t own a home, check _______________________________ address at ____________________________________.

30.

Check to see whether the deed to your parent’s home is recorded. If your parent doesn’t own a home, check ______________________________________ address at _____________________________.

31.

Purchase a trout stamp.

32.

Purchase a duck stamp.

33.

Check to see whether there is a lien on _______________________________ address at ___________________________________.

County Auditor 34.

Register to vote.

35.

Obtain an absentee ballot.

36.

Obtain election papers to run for public office.

37.

Obtain a petition to put on the election ballot.

38.

Obtain the necessary papers to have a referendum added to the ballot.

200

HANDOUT #81

Government Department or Office 39.

Signature of Department Contact

Determine the official census for our community.

40.

Determine who owns the empty lot at _______________________.

41.

Check to get the name of the last bill introduced in the state house of representatives last year.

42.

Obtain the next list that goes to the Jury Selection Commission.

43.

File your power-of-attorney papers.

44.

Check your parent’s military discharge. If your parent hasn’t been in the military, check the discharge for this person: _____________________.

County Clerk of Court 45.

Check your birth certificate.

46.

Check the death certificate of R2-D2.

47.

Apply for a marriage license.

48.

File your divorce papers.

49.

File for probate on your recently deceased uncle.

50.

File a claim to small-claims court to have Joe pay the $50 he owes you for the bike you bought for him.

51.

File adoption papers for your recently adopted younger sister.

52.

Check your traffic violation file.

53.

File your will for safekeeping.

54.

File criminal charges against Amanda for trespassing.

55.

Pay your traffic violation.

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201

Government Department or Office

Signature of Department Contact

General Relief and Veterans’ Affairs 56.

You lost your job and need help in making your next rental payment.

57.

You were just discharged from the military and you want to apply for education benefits.

58.

File the necessary papers to receive medical assistance while attending the major university of this state.

Home-Care Program and Public Health Nurse 59.

Request aid for home maintenance for your grandfather who cannot get around well.

60.

Request skilled nursing care for your grandmother who recently had hipreplacement surgery.

61.

Request child care and parenting help for your unwed teenage cousin who recently had a baby.

62.

Request help for your friend’s family because her younger brother is being physically abused.

Post Office 63.

Obtain a form to register for Selective Service.

City Parks and Recreation 64.

Register your team for the winter volleyball league.

65.

Reserve the shelter by the swimming pool.

66.

Reserve the __________ building (or gazebo) in your local park.

67.

202

Rent a tent.

HANDOUT #81

Government Department or Office 68.

Signature of Department Contact

Donate a bench or a piece of playground equipment to a park.

69.

Reserve a room in city hall.

70.

Request that the city cut down a rotting tree on your property.

71.

Request to put a display in the city hall display case.

72.

Obtain a permit to have a commercial business cut down a tree on your property.

Public Utilities 73.

Sign up for electricity and water service after moving to our community.

74.

Discontinue your electricity and water service because you’re moving out of state.

75.

Pay your utility bills.

76.

Find out how to read your utility bills.

Police Department 77.

Obtain a copy of your criminal record for a job application.

78.

File a car collision report.

79.

File a complaint against your neighbor’s noisy dog.

80.

Request a vacation watch for your house while you are out of town.

81.

Request an escort for moving your house from one location to another in our community.

82.

Obtain permission to hold a parade in the community.

83.

Turn in a lost wallet to the proper officials.

84.

Report a moose on the loose.

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203

Government Department or Office 85.

Pay a parking fine.

86.

Obtain additional security for a football

Signature of Department Contact

game.

City Administrator and Mayor 87.

Obtain a copy of the next city council agenda.

88.

Obtain candidate papers for an elected city office.

89.

Obtain a job application for an open city position.

90.

Check the city code to see if a tattoo parlor is legal to operate in our community.

91.

Determine when a liquor license is required for a community business.

92.

Determine the ward you live in and who your city council person is. If you do not live in this community, determine which ward ________________ lives in and that ward’s city council person.

City Building Trade/Engineering 93.

Voice your concern about the water and sewer project on your street.

94.

Determine whether your home is located in a flood plain. If you live outside the city limits, use _______________________ ’s address of _____________________________.

95.

Voice your concern about your neighbor’s junky yard that makes your neighborhood look bad.

96.

Find information about the city’s snow plowing policy.

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HANDOUT #81

Government Department or Office 97.

Signature of Department Contact

Request that a large dumpster be put on your property so that you can discard the old shingles from your house

98.

Determine when garbage and recycling pickup is for your home. If you do not live in this community, ask about this address: ______________________.

Building, Zoning, and Sanitation Department 99.

Obtain a permit to build a new house.

100. Obtain the history of the house you want to buy. 101. Determine whether you can have a home business located in your basement. 102. Determine whether you need a building permit to add a fence to your yard. 103. Determine how to take a water sample from your well in the country. 104. Determine what size septic system you need for your family of four if you build a new home outside the city’s sewer system. 105. Determine what to do if your home becomes flooded.

Driver’s License 106. Obtain a driver’s learning permit. 107. Obtain a temporary handicap permit for your vehicle. 108. Renew your driver’s license. 109. Renew the tabs on your car’s license plates. 110. Find out which forms of identification are recognized by the license bureau. Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #81

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82

You’re Invited to Get Involved

You have been invited to get involved in

what you’re supposed to do after hearing these

civic decisions in our community, and

details, ask questions to find out more.

we would like you to participate. Why? • Because young people like you have great ideas.

Q: Who will help me along the way? A: The person who gave you this handout has a contact person whom you will meet. This per-

• Because our community is serious about asset building.

son will answer any questions you have during your involvement and will make it easy for you

• Because our community wants your input and to act on some of the best ideas

to do your part.

give through your ideas, opinions, and

Q: What does this have to do with asset building? A: Asset building includes getting young

feedback.

people involved in all aspects of our commu-

brought forth by young people. • Because we want you. You have a lot to

nity, and that means taking part in the deciYou may have questions about all this, however. Here are some frequently asked questions about youth involvement in civic decisions:

sions of our community.

Q: Will I make a difference? A: Yes. In Orlando, Florida, the youth philan-

Q: Why me? A: Because someone who believes you have

thropy program decides how to spend more

good ideas has recommended you. You have the

projects throughout the central Florida com-

makings of a leader, and we’re looking for young

munity. Young people in Boise, Idaho, partici-

people who can make good things happen.

pate in the city’s 11 departments and offices. In

than $100,000 toward youth-led philanthropic

Q: What would I do? A: The person who gave you this handout has

Ottumwa, Iowa, young people sit on the community’s boards, committees, and commissions. Throughout North America, young

information about the specific tasks you would

people are making a difference through their

do in this new role. If you’re still unclear about

civic involvement.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

206

HANDOUT #82

HANDOUT

83

Recognizing Outstanding Asset-Building Young People in Your Community Many young people are building assets, and their ef-

Santa Clara County, California, asset-building

forts often do not get noticed. As an asset-building

community leaders honor young people,

community, you will want to recognize young

adults, groups, and organizations for their

people who are making a difference. This not only

contributions.

empowers more young people in your community

• Get the commitment of key leaders to attend

but also highlights how your community values

the award ceremony. In 1998, the mayor of

asset building in general. Consider these asset-

Seattle and the King County executive of the

building ideas for recognizing outstanding young

county unveiled the Youth Wall of Fame,

people in your community:

which was erected at Pacific Place, a downtown

• Decide whom you want to recognize and why. Do you want to recognize as many young

shopping, dining, and entertainment center. • If you have a Web site, recognize young people

people as possible or a select few? Do you want

by posting information about each one (with

to include children? If so, for which ages?

permission of their parents). Young people

• Form an awards team of community leaders

who receive the Youth Assets Awards in Long-

who can choose the winners, raise any com-

mont, Colorado, have a short paragraph posted

munity funds (if needed), and recognize the

about them on the city’s Web site.

award recipients.

• Keep long-term planning in mind as you design

• Create a nomination form based on your deci-

your youth awards. A number of communities

sions. Or use Handout 84: Outstanding Asset-

have erected youth walls of fame (Boise, Idaho;

Building Youth Award Nomination Form.

Longmont, Colorado; Greater Eastside, Washington; and Manitowoc County, Wisconsin). The

• Discuss whether the award does more than rec-

good news is that these walls of fame are perma-

ognize young people. In York County, Virginia,

nent. The tricky part is what to do the following

community leaders give a $500 scholarship to

year. In Greater Eastside, Washington, each com-

each winner. In Spokane, Washington, award

munity hosts a Wall of Fame every four years.

recipients receive a medallion and a scholarship.

• Develop a way that young people and commu-

• Work with the local media to promote the nomination process and also to publish an article when the outstanding young people are named.

nity residents can be involved in the creation of your awards. For the Manitowoc County Youth Hall of Fame, the honorees (who were between the ages of 9 and 18) designed their

• Consider whether you want to recognize asset builders of all ages. At Project Cornerstone in

own tile. Public school art teachers worked with the honorees to glaze and fire the tiles.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #83

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84

Outstanding Asset-Building Youth Award Nomination Form Young people make our community strong, and a number of young people have provided leadership and asset-building actions that have made our community even better. Please consider nominating an outstanding young person by filling out this nomination form. NAME OF NOMINEE: ______________________________________________________________________ Name of nominee’s parent or guardian: _______________________________________________________ Address, city, state, and zip code of nominee: __________________________________________________ Phone number of nominee: __________________________________________________________________ School nominee attends: ________________________ Grade in school: ____________________________ CATEGORY: Please check only one category in which you are nominating this young person: _____ Asset-building community leadership (involvement at the community level or getting a sector, organization, or adults involved in asset building) _____ Asset-building role modeling to peers and/or to younger children _____ Asset-building service _____ Asset-building characteristics (no matter what this person does, he or she builds assets) Your name: __________________________ Relationship to nominee: ______________________________ Your address, city, state, and zip code: _________________________________________________________ Your home phone: ____________________ Your work phone: ____________________________________ Your email address (if you have one):__________________________________________________________

208

HANDOUT #84

Please complete the following: 1. REFERENCES. Please list two people (in addition to yourself) who are familiar with the accomplishments of the nominee: Name 1: __________________________________ Relationship to nominee: _________________________ Phone number: ___________________________ Email address: ___________________________________ Name 2: __________________________________ Relationship to nominee: _________________________ Phone number: ___________________________ Email address: ___________________________________

2. ESSAY. Please attach a short essay (300 words or fewer) that describes why your nominee meets the award criteria. Helpful information may include the nominee’s asset-building activities and the individual(s), group(s), or organization(s) that benefited from her or his service; community activities of the nominee; the nominee’s academic and extracurricular accomplishments; and any other pertinent information. The deadline for nominations is: _____________________________________________________________. Mail nominations to:________________________________________________________________________. For more information, contact: ______________________________________________________________. Awards will be presented on: ________________________________________ at: ____________________.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #84

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85

Voting for the First Time

Congratulations! You’re about to vote in

www.fec.gov/votregis/vr.htm for the regis-

your first election. Federal law allows any U.S.

tration form.

citizen who is 18 years old (or older) to vote, al-

• Every time you move (even if you just

though each state has slightly different require-

switch apartments on the same floor of

ments regarding voter registration. Investigate

your building), you need to reregister to

the voting opportunities and limitations where

vote. Many states also have requirements

you live. As you prepare to vote, consider these

about how long you must live at your cur-

tips:

rent address (such as a minimum of 30 days) before you’re allowed to vote.

• Unless you live in North Dakota (the only state that does not have voter registration),

• If you are living away from home on Elec-

you must register to vote before Election

tion Day (because, for example, you at-

Day. Only six states have same-day voter

tend college in another town), you can ei-

registration (Idaho, Maine, Minnesota, New

ther register in your hometown and vote

Hampshire, Wisconsin, and Wyoming), so

by absentee ballot (which requires that

make sure you have registered before the

you request the ballot in advance and vote

election. A number of states require first-

in advance of the election), or you can

time voters to register as much as 30 days in

register to vote at your college address, as

advance of an election, so make sure you

long as you meet all the voter registration

are registered in time to vote.

requirements.

• Register to vote through your state driver’s

• To learn more about who is running for

license office, your county’s local election

office, check out Project Vote Smart

officials (through your county or city gov-

(www.vote-smart.org) or Democracy Net

ernment office), or by contacting your

(www.dnet.org) for information. Both of

state’s secretary of state (who can be lo-

these organizations are nonpartisan,

cated through your state government of-

meaning that they do not promote one

fices). Some states also have voter registra-

candidate or one party over another.

tion information at public libraries, post offices, public high schools, and universi-

• Once you’ve registered to vote, most states

ties. Another option is to fill out the National Mail Voter Registration Form, available through the Federal Elections

cludes information about your polling place. Keep this card and take it with you on Election Day. You can find out the

Commission. Visit the Web site at

210

send you a voter registration card that in-

HANDOUT #85

location of polling places and the times

the Young Democrats of America or the

when the polls open and close by contact-

Young Republicans Online Community

ing your local government’s election of-

Network (YROCK).

fice. (Local newspapers often publish this

• Recognize that the general election (the

information close to Election Day.)

first Tuesday in November) is not the only

• Most states require that first-time voters

time you’re allowed to vote. States also

bring a picture identification (such as a

have primary elections (which take place

driver’s license) and proof of address

one to five months before a general elec-

(which appears on your driver’s license or

tion). During presidential election years

your voter registration card).

(which are every four years), states also

• When you arrive at the polling site, check

have caucuses to cast votes for a presiden-

in with poll workers, who usually sit at a

tial candidate for a particular party and to

table near the poll entrance. They will ask

select state delegates to attend the national

you for your name and address and locate

convention for a political party. Although

your name on the list of registered voters.

some people vote only in presidential elec-

(You will sign the list to prove you have

tions, remember that every election counts

come to vote.) They will then verify your

and that you have the right to vote for

identity by looking at your photo identifica-

your state’s senators and representatives

tion before giving you voting instructions.

(who represent you in Washington, D.C.),

Ask any questions at this time.

your state’s governor, your state legislators, your local mayor, your local legislators,

• If poll workers cannot find your name on

school board members, and more.

the list, your voter registration card is proof that you are registered to vote. Tech-

• Remember that your vote makes a big difference. A number of elections have been

nically, you are still allowed to vote.

decided by a single vote. So your vote • Explore the differences between political

could be the deciding factor in a particular

parties and see whether the ideology of

election.

one party fits with your personal philosophy more than another. Although Demo-

• After you vote, celebrate! You have partici-

crats and Republicans are the two major

pated in a privilege that people in this and

political parties, there are other political

other countries have sometimes died for.

groups, such as the Green Party, the Demo-

Although some people are critical of how

cratic Socialists of America, the Libertarian

democracy works (or doesn’t work) in our

Party, the Reform Party, the Constitution

country, we live in a nation where voters

Party, and the Constitution Action Party.

can change the direction of our government. Thanks for doing your part.

• Consider getting involved in a political party made up of young people, such as Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #85

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86

Creating Effective Asset-Building Youth Councils and Youth Involvement in Civic Decisions approval of the city council, may appoint a youth member to each of the boards, committees, or commissions listed in paragraph (b) above. [The youth member will be] a resident of the city who is a fulltime student at Evans Middle School, Ottumwa High School, or Indian Hills Community College, and is under the age of 21 at the time of appointment. The youth member shall have the same powers and duties of other members, except that youth members may not participate in or attend closed sessions of the board, committee, or commission and youth members of boards, committees, and commissions which are other than advisory in nature may not vote on items before the board, committee, or commission. The youth member shall be in addition to the members defined in the section of the Code detailing each board, committee, and commission and shall serve a term of two years from the date of appointment. No youth member may serve more than two consecutive terms on any board, committee, or commission.”

A number of communities across North America are developing youth councils and other avenues for young people to become involved in civic decisions from an asset-building perspective. Even though young people are not old enough to vote, they often have creative and fresh ideas on how to make your community a better place to live. Consider these assetbuilding questions: • How can young people be most effective in your community? In Kirkland, Washington, community leaders include a young person between the ages of 16 and 18 as a voting member on city boards and commissions that deal the most with youth issues. Young people serve two-year terms on the Park Board, the Transportation Commission, the Library Board, and the Human Advisory Board. Adult community leaders have discovered that young people often know more than adults about the issues of these boards and commissions, since young people use their services and programs more. • Is it better to create something new, or to tap into existing systems? Some communities have established community-wide youth councils; others have opted to include young people in councils that already exist. In Ottumwa, Iowa, the mayor may appoint youth members to each of the community’s 19 boards, committees, and commissions. The city council included an article about this option in its city code that states: “The mayor, with

212

• How can you identify young people to get involved? Many communities link with key adults in schools, youthserving organizations, and congregations to learn about potential young people. Others take a broader approach. A survey conducted by the Center for Information and Research on Civic Learning and Engagement found that online chat rooms and Web logs were effective ways of reach-

HANDOUT #86

young people so that all neighborhoods in Portland were represented. Members on the Fairfield Youth Commission in Fairfield, California, represent their school and the youth in their neighborhoods.

ing young people to get them involved in government. • Which issues can young people address? In a number of communities, the youth council focuses on local youth issues. In other communities, young people provide input on all areas of community decisions. The Frankfort Youth Commission in Frankfort, Illinois, creates welcome packets to young people who move into the community (which include welcome cards made by young people, as well as letters from various public officials and agencies), and runs a babysitter referral service and volunteer service for young people. • How can you give young people legitimacy and power in their roles? In Johnston, Iowa, the mayor started a youth council with a city ordinance, which gave the youth council legitimacy. However, organizers wished the council had been given $500 to $1,000 initially to tide it over until fundraising efforts could get underway. This youth council has held a battle of the bands in the community, participated in a bike rodeo with the police department as a partner, accomplished youth mapping of the community, and sponsored a fun day for the community’s children. • Who attends youth council meetings? In Portland, Maine, young people appeared on the ballot to be elected for one-year terms on Election Day 2000. City council members appointed nine other

• Who runs youth council meetings? Ideally one young person can be the chair and other members can hold the title of commissioner or council member. Consider whether a couple of adults could attend meetings to help with making other connections in the community and supporting the young people in their work. • How can young people chart their progress? Encourage the youth council or commission to create an annual action plan or work plan to focus their efforts. In California, the San Jose Youth Commission has included these activities in its annual action plan: develop youth advisory councils in every district of the city, hold an annual youth commission rally, work with the city to open a teen center, market and advertise the youth commission to engage more youth, set up a Web site for the commission, and work with city officials to open skate parks. • How can young people learn more about civic engagement? Young people on the Chatham County Youth Commission in Savannah, Georgia, attend the National Association of Counties Legislative Conference in Washington, D.C., to learn more about county government (and also see some of the federal government).

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #86

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Running an Asset-Building Youth-Led Philanthropy Program Youth-led philanthropy programs and founda-

support them. Adults and young people

tions give young people meaningful ways to

do not often get opportunities to partner

contribute to their community. Young people

in meaningful ways, especially when

can make decisions that have a real impact and

youth are given the power to make deci-

make a difference. A number of asset-building

sions. Asset-building adults can ask young

communities and initiatives have started

people thoughtful questions (that aren’t

youth-led philanthropy foundations. Consider

leading) to help young people see new

adapting or using some of their successful

possibilities when they run into road-

strategies:

blocks. In Duluth, Minnesota, three adults serve with 14 young people on the KIDS

• Form an organizational structure or com-

PLUS: Youth in Philanthropy Board.

munity team that supports the young people in this work. Leaders in commu-

• Involve young people of different ages so

nity foundations can mentor young peo-

that you can have some consistency

ple in how to access funds, set up systems

among youth members as teenagers grad-

for administering grants, and make deci-

uate. In Ridgefield, Connecticut, the Phil-

sions as a group. A business can provide a

anthropic Youth Council includes five

free meeting space. Community leaders

high school seniors, five juniors, five

can assist with raising funds and building

sophomores, and five first-year students.

public support for the group.

• Include a diversity of young people. In

• Identify the criteria for granting funds.

Kalamazoo, Michigan, young people cre-

Build on your community strengths and

ate a list of different groups and types of

use the asset framework to make lasting

young people in the community to deter-

change. In Orlando, Florida, the youth

mine its recruitment goals. (The list in-

philanthropy program allocates funds to-

cludes different schools, ethnicities, pri-

ward youth-led philanthropic projects

vate and public schools, and school

throughout the central Florida commu-

cliques.)

nity. Although the young people can allo-

• Consider different types of grant making

cate more than $100,000, each award

that have different deadlines so that your

must be between $100 and $5,000.

youth foundation has a number of proj-

• Engage youth as the decision makers

ects to work on throughout the year. In

and have adults partner with them and

214

HANDOUT #87

Hanover, New Hampshire, the BOAST

Youth Fund financially supports two dif-

dation raised $4,300 by embarking on a

ferent types of projects: one for young

letter-writing campaign to raise $1,000, in

people to set up a community-serving

order to receive a $10,000 matching grant.

business, organization, or club and an-

• Celebrate and publicize your accomplish-

other to fund youth service projects in the community. (BOAST is an acronym for

ments. When grants are made, create press releases that give specific information

Building Our Assets for a Safer Tomorrow.) BOAST also provides youth philanthropy training to teach young people about the art of giving and being involved in the

about each grant along with photographs of the recipients. (A foundation executive or mayor along with the youth leader of the foundation can present these awards.)

community.

Asset-building communities in northern

• Recruit organizations and individuals to

Michigan worked to publicize the five

give matching grants to the foundation.

youth-led philanthropic councils by get-

In Connecticut, the Ridgefield Commu-

ting the Traverse City Record-Eagle to write

nity Foundation gives the Philanthropic

a story about them. The story featured one

Youth Council $5,000 when the council

of the 53 funded programs, a Teens

raises $500. In Arkansas, young people

Against Tobacco Use club that was formed

serving on the Youth Advisory Council of

by young people at Suttons Bay High

the St. Francis County Community Foun-

School.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

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Getting All Community Residents Involved in Asset-Building Civic Decisions Some of the easiest allies for asset building are schools. People who work in schools are already concerned about developing wellrounded young people. Most catch the vision of asset building quickly and often jump on board with enthusiasm. The trick, however, is that most communities think once the major school district is on board, then they’ve covered this sector. In reality, however, most communities have more schools than just the ones in the district. And even when a school district is on board, often a few schools emphasize asset building more than others.

Individuals and Organizations to Include in Your Outreach Efforts As you work to get community residents involved in civic decisions, include these individuals and organizations in your outreach efforts: • Individual residents (through neighborhood associations and block captains) • Parents (through schools, child-care centers, health-care clinics, family-serving organizations, and youth-serving organizations) • Residents who belong to a religious community (through individual congregations) • Individual employees (through businesses)

Audience for These Handouts Distribute the next five handouts to community residents.

• Senior citizens (through senior groups) • Residents who receive government mailings (consider seeking permission to piggyback your information with another mailing) • Your local media

The Power of an Individual Resident

How to Use These Handouts

Jacob Berg didn’t wait until he was 18 to make a

Some of these handouts are time sensitive. The

difference in his community. As a junior at Hamp-

one for voters and running for elected office are

ton High School in Hampton, Virginia, Berg cofacilitates the Superintendent’s Youth Advisory

most effective near elections. Others become more pertinent as issues arise in your community, such as dealing with school budget cuts or

Group and has also served on a task force with the

creating a community skateboard park for

city’s mayor, city council members, school board

young people. Individuals in your community

members, and community leaders to create a com-

will be more apt to pay attention to these

munity plan based on the Developmental Assets

handouts and use them when you tie them to a

framework.

pressing issue or when you’re planning a voter registration drive.

216

THE ASSET ACTIVIST’S TOOLKIT

HANDOUT

88

Becoming an Asset-Building Voter

The power of one is a powerful part of asset

• National elections for the president of the

building, and in elections. Although you may

United States and state elections for gover-

think your vote doesn’t count, many elections

nor typically draw higher voter turnouts

have been decided by only a few votes. Besides

than off-election years. Yet, every elected

the 2000 presidential campaign, in which the

office affects you, and local offices may af-

U.S. Supreme Court had to decide the election

fect you more than national offices (and

because of the close number of votes and vot-

your vote actually has more of an impact

ing irregularities, John F. Kennedy also was

on off-election years, since individuals can

elected by a close margin. That 1960 vote was

be elected to office by a small number of

so close, in fact, that one person in each com-

votes). Become informed about the candi-

munity neighborhood made the difference in

dates for city council, mayor, and the

putting Kennedy into office. When thinking

school board. Vote for candidates who

about your actions as a potential or established

present a strong case for asset building

voter, consider these asset-building tips:

and advocating for young people and their families in your community.

• Examine your views and beliefs about politics. How have your views affected your

• Invite a teenager to come with you to a

voting record?

caucus or primary election. Consider inviting a Scout troop working on a badge

• Find out how you learn about the issue

about citizenship or government. (They

positions of individuals running for

often can get credit for attending a caucus

elected office. Sometimes a community

or a primary.)

newspaper will collect information for a person-by-person comparison. Some com-

• Update your voter registration whenever

munities include information on the com-

you change residences, even if you move a

munity Web site.

few doors down in an apartment building, so that you’re registered before an election

• If you’re a parent, take your child with

takes place. (Most states cut off voting reg-

you to the polls each Election Day. Many

istration 20 to 30 days before Election Day.)

young people say that they’ve become active voters because their parents raised

• Around Election Day, talk about the elec-

them to value this process and participate

tion with young people. Share your en-

in it.

thusiasm about the election process and the benefits of voting.

HANDOUT #88

217

• If you’re going to be away on Election

• Get young people interested in voting by

Day, call your community election office

taking a poll of their votes on Election

and apply for an absentee ballot. (In many

Day. Some teachers do this in the class-

communities, you can do this through a

room, and community residents can do

community Web site or by phone.) If you

this in their neighborhoods, in the youth-

do this far enough in advance, you often

serving organizations they volunteer for,

can mail your absentee ballot and avoid

and in the companies where they have ac-

stopping in at city hall.

cess to young people.

• Advocate for more efficient election sys-

• Take the time to vote. Vote on the way to

tems. In some communities, outdated and

work or on your way to another commit-

ineffective systems make it difficult for in-

ment. Make it part of your day.

dividuals to vote and to have their votes clearly counted.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

218

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89

An Asset Builder’s Guide to Knowing Your Legislative Representatives Many asset builders get involved in politics to advocate for issues that promote the welfare of children and youth. To do this, however, requires knowing whom to contact. Use this handout to identify the individuals who represent you in your community, state, and federal government. Community, state, and federal Web sites often have this information, as do leaders in your community.

Your Community Representatives The name of your mayor: __________________________________________________________ Information to contact your mayor (address, phone number, and/or email address): ___________________________________________________________________________________ The name of your community representative (sometimes called a ward member or city council member): __________________________________________________________________ Information to contact your community representative (address, phone number, and/or email address): ____________________________________________________________________ The name of your city manager: ____________________________________________________ Information to contact your city manager (address, phone number, and/or email address): __________________________________________________________________________

Your State Representatives The name of your state governor:____________________________________________________ Information to contact your governor (address, phone number, and/or email address): ___________________________________________________________________________________ The name of your state house representative: _________________________________________

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219

Information to contact your state house representative (address, phone number, and/or email address): ____________________________________________________________________ The name of your state senate representative: ________________________________________ Information to contact your state senate representative (address, phone number, and/or email address): ____________________________________________________________________

Your Federal Representatives The name of the President of the United States:_______________________________________ Information to contact the President of the United States (address, phone number, and/or email address): _____________________________________________________________________ The name of your representative in the U.S. House of Representatives: __________________ Information to contact your representative in the U.S. House of Representatives (address, phone number, and/or email address): ______________________________________________ The names of your senators in the U.S. Senate: _______________________________________ Information to contact your U.S. senators (addresses, phone numbers, and/or email addresses): ________________________________________________________________________

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

220

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90

Working with Elected Officials on Asset-Building Issues You can influence elected officials when you

compare to what’s happening within your

work with others in your community to pre-

local community government?

sent and promote asset-building issues that

• Research the background of your issue.

translate into a clear legislative agenda. De-

Have similar issues come up before? If so,

pending on what you’re promoting, some

how did elected officials vote on these is-

causes will be easier to advocate and imple-

sues? Which elected officials could be key

ment than others. Consider these ideas:

allies?

• Take the time to clearly define your asset-

• Personalize your asset-building issue.

building issue. Adopt a vision of what you

Bring young people and families with chil-

hope for, not what you’re fighting against.

dren with you to humanize your issue.

• Organize a community network around

Collect stories that illustrate the impor-

an asset-building issue. Build coalitions of

tance of your issue. Clearly explain how

people who share your cause but also have

your position affects the young people

different viewpoints (such as schools, reli-

and their families in your community.

gious institutions, and businesses) to show

• Consider preparing a one-page fact sheet

the diverse support for your issue.

that concisely explains your asset-building

• Build relationships with elected officials.

issue and how it impacts young people

Emphasize how you want to work to-

and their families in your community.

gether instead of setting up an adversarial

Distribute this fact sheet to legislators,

relationship. Get to know elected officials

their staff members, and other interested

personally and learn about their views.

members of your community.

• Community and state governments con-

• Be willing to negotiate. Rarely do legisla-

sider countless bills and ordinances each

tive efforts go through as originally pro-

year. According to stateaction.org, the 50

posed. Offer new solutions as questions

state legislatures consider about 150,000

and issues are raised. Work with the

bills a year, of which 25 percent (37,500 of

process instead of against it.

them) become law. This compares to only

• Listen closely to the arguments against

500 laws enacted by the U.S. Congress

your issue. Take time to gather more infor-

each year, which is 75 percent less than what the states decide. How does this

mation to address these arguments. Individuals who create successful legislation

HANDOUT #90

221

often are effective listeners who address

• Whenever asset-building ordinances or

the concerns raised during every step of

legislation are passed, thank your elected

the process.

officials for the work they’ve done. Try to get press coverage of the success, and

• You’ll have the greatest impact by visiting

praise the helpful elected officials. (Elected

personally with an elected official, fol-

officials always welcome positive press.)

lowed by (in order of effectiveness) mailed letters, phone calls, faxes, and emails.

• Take the next step to instigate community

• Explore other avenues to getting govern-

change after elected officials have successfully approved an asset-building issue.

mental support for your asset-building issue. Sometimes a government department or agency can act independently of

Proclamations, new ordinances, and new laws only go so far. Creating community change requires the additional work of

the elected administration.

getting the word out, getting organizations on board, and encouraging individuals to build assets—and continue to do so.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

222

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91

Asset-Building Tips for Speaking at City Council Meetings City council members meet on a regular basis to de-

• Address your remarks to the city council as a

cide on ordinances, resolutions, and motions, and to present awards and proclamations. They also listen to petitions and suggestions from community mem-

whole, not to any individual council member. • When others speak during the meeting, listen with an open mind. Sometimes new ideas are

bers, along with board and committee reports. At

presented that move an issue forward.

times, you may wish to speak at a city council meeting. When you do, follow these asset-building tips:

• Assume the positive intentions of others. Rarely do people have hidden agendas.

• Pick up a copy of the meeting agenda. These usually are available at the council meeting or

• Be respectful of others who disagree with your viewpoint.

on the city’s Web site before the meeting. Become familiar with the agenda so that you

• If someone makes a statement similar to yours

have an idea of when you might be asked to

before you do, state that you agree with that

speak.

person’s major points. Do not repeat statements made. Point out something different

• Before the meeting, check the facts you’re pre-

that would add to what has already been

senting to ensure they’re accurate.

presented.

• If you’ve never spoken in a public meeting before, invite a friend or two to accompany you

• When controversial issues arise, recognize that emotions will run high. Work to keep your

to the meeting.

emotions in check and seek solutions that

• Ask others for feedback on the content of your

would benefit the most community members.

statement before the meeting to ensure that you’re speaking in a clear, concise, and con-

• Be honest about which organization you represent, if you’re representing a school, a youth-

structive manner.

serving organization, or a business.

• Practice your statement ahead of time and keep

• Encourage young people to speak. You do not

your statement within the allotted time.

have to be a registered voter to speak, and

• If the city council requires that you sign in to

young people have important points to add.

speak, follow the city’s protocol. Some city councils require you to appear in person to sign

• Be articulate about the asset-building cause or

in. Others let people speak on a first come, first

agenda you’re promoting. The clearer you are

served basis. Others require that you fill out a

about your focus and what you hope for, the

card that includes your name, address, and

more likely action can be taken.

which agenda item you wish to speak about. Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #91

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HANDOUT

92

Running for Elected Office on an Asset-Building Platform Asset-building leaders often see that they can

person only participates for a short time,

make an even bigger difference by running for

however, since most young people will

an elected office within a community, such as

easily tire from campaign activities.)

the city council or the school board. It doesn’t

• If young people participate in your cam-

matter what your political affiliation is, you

paign efforts, have a friend who is a pho-

can be a champion for children, teenagers, and

tographer take pictures of those involved.

families during your campaign. Try these asset-

Post these on your campaign Web site or

building ideas:

use them in your campaign literature

• Show your personal interest in asset building. If you’re a parent, say so. Use photos

(with the permission of the parents). • Create an asset-building résumé that

of your family in your campaign literature.

showcases your background and qualifica-

If you’re not a parent, use photos of your

tions for the elected office you’re seeking.

volunteer or occupational efforts where

Include the number of years you’ve been a

you work directly with young people.

community resident (or a homeowner, if

• Meet with groups of children and

you own a home). Name the community

teenagers to find out their ideas for mak-

or school district leadership and advisory

ing your community or school district a

committees in which you’ve been in-

better place for kids. Incorporate some of

volved. Include asset-building examples

their ideas into your campaign.

from your occupation, education, volunteer efforts, and family life.

• Read about current policies that are under consideration and take a stand on each

• Give concrete examples of how you will

position. Use the asset approach to help

build Developmental Assets as an elected

you determine what your stand is so that

official. For example, if you think young

you can be an advocate for the most

people need more of a say on the local

young people and their families in your

school board, advocate the formation of

community.

a student advisory committee for the school board.

• Include young people in your campaign

224

activities. Young people can participate in

• Connect with other key asset-building

fundraisers, hand out campaign literature,

leaders in your community. Ask if they

and accompany you as you go knocking

will endorse your campaign. Work to-

door-to-door. (Make sure that each young

gether to develop asset-building strategies

HANDOUT #92

in your community, whether you’re

• Run a positive campaign that emphasizes

elected or not.

the strengths of your community, the asset-building efforts under way, and your

• If you have a strong affiliation with a

ideas of how to build on those strengths

political party, make the case for asset building as a bipartisan issue that benefits

and make your community even better.

all young people, not just the ones of your political party.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

HANDOUT #92

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Part 7

Distribute the Lists of 40 Developmental Assets Handouts 93–101

NAME OF PAGE

227

Using the Different Lists of 40 Developmental Assets Since 1989, Search Institute has measured Developmental Assets in almost 2 million students in grades 6 to 12 in communities across the United States and Canada, using the Profiles of Student Life: Attitudes and Behaviors survey. The institute also has blended the literature on child development with the framework of assets for adolescents to identify parallel, developmentally appropriate sets of assets for infants, toddlers, preschoolers, and elementary-age children. The various lists of age-specific assets offer a vision for a foundation of Developmental Assets through the first two decades of life.

Audience for These Handouts

Distributing the Lists of 40 Assets—Everywhere Project Cornerstone in San Jose, California, distributes the list of Developmental Assets wherever it can. Project Cornerstone takes advantage of the lists translated into other languages and has even produced a version in Vietnamese. Organizations that meet the needs of children use the lists that apply to the age of the children they serve. The YMCA of Santa Clara Valley uses the asset lists in its childcare programs. Los Alamitos Elementary School uses the asset list for elementary-age children. FIRST 5 Santa Clara County, which promotes, supports, and improves early childhood development

Adults can distribute the list of assets to anyone

for children prenatal through age 5 and their fami-

within any sector. Use Handout 93: Identifying

lies, also uses the lists for the early childhood ages.

Audiences to Distribute the Different Lists of 40 Developmental Assets as a guide for determining who can help distribute asset lists.

Think about how you can reach out to in-

How to Use These Handouts

dividuals, organizations, and sectors that work

Getting the word out about Developmental As-

people who speak other languages. The list of

sets helps to cement the vision of putting chil-

40 Developmental Assets is available in Eng-

dren and youth first in organizations, sectors,

lish, Spanish, and French, and a number of

and communities. A helpful handout that indi-

organizations and communities are translating

viduals use to get the word out is the list of 40

the lists into other languages. Place the five

Developmental Assets. Encourage people to post

lists together to see how asset building starts in

the list of 40 assets on their refrigerators at home,

infancy and goes through adolescence. Then

their bulletin boards and office walls at work,

distribute the lists separately to different groups

and in prominent locations in their community.

that focus on a specific age-group.

not only with youth but also with children and

USING THE DIFFERENT LISTS OF 40 DEVELOPMENT AL ASSETS

229

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93

Identifying Audiences to Distribute the Different Lists of 40 Developmental Assets Identifying individuals, groups, and organizations can help you get the word out about asset building. Whom can you reach out to by using each of these particular types of lists?

40 Developmental Assets for Infants

40 Developmental Assets for Toddlers

Ideas: child-care centers, Montessori

Ideas: in-home family child care, child-care

schools, classes for infants, congregational

centers, congregational nurseries, classes for

nurseries, in-home family child care

toddlers, Montessori schools

40 Developmental Assets for Preschoolers

40 Developmental Assets for Elementary-Age Children

Ideas: Montessori schools, child-care cen-

Ideas: Montessori schools, public elemen-

ters, congregational nurseries, in-home fam-

tary schools, after-school activities for ele-

ily child care, classes for preschoolers

mentary-age children, private elementary schools, sports, clubs, school-age child care, Scouts

40 Developmental Assets for Middle Childhood

40 Developmental Assets for Adolescents

Ideas: public and private elementary

Ideas: public and private middle and high

schools, Montessori schools that teach

schools, after-school activities for young

upper-elementary-age children, after-school

people, youth employers, youth-serving

activities for elementary-age children, sports,

organizations

clubs, school-age child care, Scouts Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

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40 Developmental Assets for Infants (Birth to 12 Months) Search Institute has identified a framework of 40 Developmental Assets for infants that blends Search Institute’s research on Developmental Assets for 12- to 18-year-olds with research on healthy child development. For more information, see What Young Children Need to Succeed (Free Spirit, 2000).

External Assets

Boundaries and Expectations

Support 1. Family support—Family life provides high levels of love and support. 2. Positive family communication—Parents communicate with infants in positive ways. Parents respond immediately to infants and respect their needs. 3. Other adult relationships—Parents have support from three or more adults and ask for help when needed. Infants receive additional love and comfort from at least one adult other than their parents. 4. Caring neighborhood—Infants experience caring neighbors. 5. Caring out-of-home climate—Infants are in caring, encouraging environments outside the home. 6. Parent involvement in out-of-home situations—Parents are actively involved in communicating infants’ needs to caretakers and others in situations outside the home.

Empowerment 7. Community values children—The family places infants at the center of family life. Other adults in the community value and appreciate infants. 8. Children are given useful roles—The family involves infants in family life. 9. Service to others—Parents serve others in the community. 10. Safety—Infants have safe environments at home, in out-of-home settings, and in the neighborhood. This includes childproofing these environments.

11. Family boundaries—Parents are aware of infants’ preferences and adapt the environment and schedule to suit infants’ needs. Parents begin setting limits as infants become mobile. 12. Out-of-home boundaries—Child-care settings and other out-of-home environments have clear rules and consequences for older infants and consistently provide all infants with appropriate stimulation and enough rest. 13. Neighborhood boundaries—Neighbors take responsibility for monitoring and supervising infants’ behavior as they begin to play and interact outside the home. 14. Adult role models—Parents and other adults model positive, responsible behavior. 15. Positive peer observation—Infants observe siblings and other children interacting in positive ways. They have opportunities to interact with children of various ages. 16. Appropriate expectations for growth—Parents have realistic expectations for infants’ development at this age. Parents encourage development without pushing infants beyond their own pace.

Constructive Use of Time 17. Creative activities—Parents expose infants to music, art, or other creative aspects of the environment each day. 18. Out-of-home activities—Parents expose infants to limited but stimulating situations outside the home. The family keeps infants’ needs in mind when attending events. 19. Religious community—The family regularly attends religious programs or services while keeping infants’ needs in mind.

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20. Positive, supervised time at home—Parents supervise infants at all times and provide predictable, enjoyable routines at home.

Internal Assets Commitment to Learning 21. Achievement expectation and motivation— Family members are motivated to do well at work, at school, and in the community, and model their motivation for infants. 22. Children are engaged in learning—Parents and family members model responsive and attentive attitudes at work, at school, in the community, and at home. 23. Stimulating activity—Parents encourage infants to explore and provide stimulating toys that match infants’ emerging skills. Parents are sensitive to infants’ dispositions, preferences, and level of development.

Social Competencies 32. Planning and decision making observation—Parents make all safety and care decisions for infants and model safe behavior. As infants become more independently mobile, parents allow them to make simple choices. 33. Interpersonal skills observation—Parents model positive, constructive interactions with other people. Parents accept and are responsive to how infants express their feelings, seeing those expressions as cues to infants’ needs. 34. Cultural observation—Parents know and are comfortable with people of different cultural, racial, and/or ethnic backgrounds, and model this to infants. 35. Resistance observation—Parents model resistance skills through their own behavior.

24. Enjoyment of learning—Parents enjoy learning and model this through their own learning activities.

36. Peaceful conflict resolution observation— Parents behave in acceptable, nonviolent ways and assist infants in developing these skills by helping them solve problems when they’re faced with challenging or frustrating circumstances.

25. Reading for pleasure—Parents read to infants in enjoyable ways every day.

Positive Identity

Positive Values 26. Family values caring—Parents convey their beliefs about helping others by modeling their helping behaviors. 27. Family values equality and social justice— Parents place a high value on promoting social equality, religious tolerance, and reducing hunger and poverty while modeling these beliefs for infants. 28. Family values integrity—Parents act on their convictions, stand up for their beliefs, and communicate and model this in the family. 29. Family values honesty—Parents tell the truth and convey their belief in honesty through their actions. 30. Family values responsibility—Parents accept and take personal responsibility. 31. Family values healthy lifestyle—Parents love children, setting the foundation for infants to develop healthy attitudes and beliefs about relationships. Parents model, monitor, and teach the importance of good health habits, and provide good nutritional choices and adequate rest and playtime.

37. Family has personal power—Parents feel they have control over things that happen in their own lives and model coping skills, demonstrating healthy ways to deal with frustrations and challenges. Parents respond to infants so infants begin to learn that they have influence over their immediate surroundings. 38. Family models high self-esteem—Parents create an environment where infants can develop positive self-esteem, giving infants appropriate, positive feedback and reinforcement about their skills and competencies. 39. Family has a sense of purpose—Parents report that their lives have purpose and demonstrate these beliefs through their behaviors. Infants are curious about the world around them. 40. Family has a positive view of the future— Parents are hopeful and positive about their personal future and work to provide a positive future for children.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

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40 Developmental Assets for Toddlers (13 to 35 months) Search Institute has identified a framework of 40 Developmental Assets for toddlers that blends Search Institute’s research on Developmental Assets for 12- to 18-year-olds with research on healthy child development. For more information, see What Young Children Need to Succeed (Free Spirit, 2000).

External Assets

Boundaries and Expectations

Support 1. Family support—Family life provides high levels of love and support. 2. Positive family communication—Parents communicate with toddlers in positive ways. Parents respond to toddlers in a reasonable amount of time and respect their needs. 3. Other adult relationships—Parents have support from three or more adults and ask for help when needed. Toddlers receive additional love and comfort from at least one adult other than their parents. 4. Caring neighborhood—Toddlers experience caring neighbors. 5. Caring out-of-home climate—Toddlers are in caring, encouraging environments outside the home. 6. Parent involvement in out-of-home situations—Parents are actively involved in helping toddlers succeed in situations outside the home. Parents communicate toddlers’ needs to caretakers outside the home. Empowerment 7. Community values children—The family places toddlers at the center of family life and recognizes the need to set limits for toddlers. Other adults in the community value and appreciate toddlers. 8. Children are given useful roles—The family involves toddlers in family life. 9. Service to others—Parents serve others in the community. 10. Safety—Toddlers have safe environments at home, in out-of-home settings, and in the neighborhood. This includes childproofing these environments.

11. Family boundaries—Parents are aware of toddlers’ preferences and adapt the environment to suit toddlers’ needs. Parents set age-appropriate limits for toddlers. 12. Out-of-home boundaries—Child-care settings and other out-of-home environments have clear rules and consequences to protect toddlers while consistently providing appropriate stimulation and enough rest. 13. Neighborhood boundaries—Neighbors take responsibility for monitoring and supervising toddlers’ behavior as they begin to play and interact outside the home. 14. Adult role models—Parents and other adults model positive, responsible behavior. 15. Positive peer observation—Toddlers observe siblings and other children interacting in positive ways. They have opportunities to interact with children of various ages. 16. Appropriate expectations for growth— Parents have realistic expectations for toddlers’ development at this age. Parents encourage development without pushing toddlers beyond their own pace. Constructive Use of Time 17. Creative activities—Parents expose toddlers to music, art, or other creative age-appropriate activities each day. 18. Out-of-home activities—Parents expose toddlers to limited but stimulating situations outside the home. The family keeps toddlers’ needs in mind when attending events. 19. Religious community—The family regularly attends religious programs or services while keeping toddlers’ needs in mind.

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20. Positive, supervised time at home—Parents supervise toddlers at all times and provide predictable, enjoyable routines at home.

Internal Assets Commitment to Learning 21. Achievement expectation and motivation—Family members are motivated to do well at work, at school, and in the community, and model their motivation for toddlers. 22. Children are engaged in learning—Parents and family members model responsive and attentive attitudes at work, at school, in the community, and at home. 23. Stimulating activity—Parents encourage toddlers to explore and provide stimulating toys that match toddlers’ emerging skills. Parents are sensitive to toddlers’ dispositions, preferences, and level of development. 24. Enjoyment of learning—Parents enjoy learning and express this through their own learning activities. 25. Reading for pleasure—Parents read to toddlers every day and find ways for toddlers to participate in enjoyable reading experiences. Positive Values 26. Family values caring—Parents convey their beliefs about helping others by modeling their helping behaviors. 27. Family values equality and social justice—Parents place a high value on promoting social equality, religious tolerance, and reducing hunger and poverty while modeling these beliefs for toddlers. 28. Family values integrity—Parents act on their convictions, stand up for their beliefs, and communicate and model this in the family. 29. Family values honesty—Parents tell the truth and convey their belief in honesty through their actions. 30. Family values responsibility—Parents accept and take personal responsibility. 31. Family values healthy lifestyle—Parents love children, setting the foundation for toddlers to develop healthy attitudes and beliefs about relationships. Parents model, monitor, and teach the importance of good health habits, and provide good nutritional choices and adequate rest and playtime.

Social Competencies 32. Planning and decision making observation—Parents make all safety and care decisions for toddlers and model safe behavior. As toddlers become more independently mobile, parents allow them to make simple choices. 33. Interpersonal observation—Parents model positive, constructive interactions with other people. Parents accept and are responsive to how toddlers use actions and words to express their feelings, seeing those expressions as cues to toddlers’ needs. 34. Cultural observation—Parents know and are comfortable with people of different cultural, racial, and/or ethnic backgrounds, and model this to toddlers. 35. Resistance observation—Parents model resistance skills through their own behavior. Parents aren’t overwhelmed by toddlers’ needs and demonstrate appropriate resistance skills. 36. Peaceful conflict resolution observation— Parents behave in acceptable, nonviolent ways and assist toddlers in developing these skills by helping them solve problems when they’re faced with challenging or frustrating circumstances. Positive Identity 37. Family has personal power—Parents feel they have control over things that happen in their own lives and model coping skills, demonstrating healthy ways to deal with frustrations and challenges. Parents respond to toddlers so toddlers begin to learn that they have influence over their immediate surroundings. 38. Family models high self-esteem—Parents create an environment where toddlers can develop positive self-esteem, giving toddlers appropriate, positive feedback and reinforcement about their skills and competencies. 39. Family has a sense of purpose—Parents report that their lives have purpose and model these beliefs through their behaviors. Toddlers are curious and explore the world around them. 40. Family has a positive view of the future— Parents are hopeful and positive about their personal future and work to provide a positive future for children.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

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40 Developmental Assets for Preschoolers (3 to 5 years) Search Institute has identified a framework of 40 Developmental Assets for preschoolers that blends Search Institute’s research on Developmental Assets for 12- to 18-year-olds with research on healthy child development. For more information, see What Young Children Need to Succeed (Free Spirit, 2000).

External Assets

Boundaries and Expectations

Support 1. Family support—Family life provides high levels of love and support. 2. Positive family communication—Parents and preschoolers communicate positively. Preschoolers seek out parents for help with difficult tasks or situations. 3. Other adult relationships—Preschoolers have support from at least one adult other than their parents. Their parents have support from people outside the home. 4. Caring neighborhood—Preschoolers experience caring neighbors. 5. Caring out-of-home climate—Preschoolers are in caring, encouraging environments outside the home. 6. Parent involvement in out-of-home situations—Parents are actively involved in helping preschoolers succeed in situations outside the home. Parents communicate preschoolers’ needs to caretakers outside the home.

Empowerment 7. Community values children—Parents and other adults in the community value and appreciate preschoolers. 8. Children are given useful roles—Parents and other adults create ways preschoolers can help out and gradually include preschoolers in age-appropriate tasks. 9. Service to others—The family serves others in the community together. 10. Safety—Preschoolers have safe environments at home, in out-of-home settings, and in the neighborhood. This includes childproofing these environments.

11. Family boundaries—The family has clear rules and consequences. The family monitors preschoolers and consistently demonstrates appropriate behavior through modeling and limit setting. 12. Out-of-home boundaries—Child-care settings and other out-of-home environments have clear rules and consequences to protect preschoolers while consistently providing appropriate stimulation and enough rest. 13. Neighborhood boundaries—Neighbors take responsibility for monitoring and supervising preschoolers’ behavior as they begin to play and interact outside the home. 14. Adult role models—Parents and other adults model positive, responsible behavior. 15. Positive peer interactions—Preschoolers are encouraged to play and interact with other children in safe, well-supervised settings. 16. Appropriate expectations for growth— Adults have realistic expectations for preschoolers’ development at this age. Parents, caregivers, and other adults encourage preschoolers to achieve and develop their unique talents.

Constructive Use of Time 17. Creative activities—Preschoolers participate in music, art, dramatic play, or other creative activities each day. 18. Out-of-home activities—Preschoolers interact in stimulating ways with children outside the family. The family keeps preschoolers’ needs in mind when attending events. 19. Religious community—The family regularly attends religious programs or services while keeping preschoolers’ needs in mind.

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20. Positive, supervised time at home—Pre-schoolers are supervised by an adult at all times. Preschoolers spend most evenings and weekends at home with their parents in predictable, enjoyable routines.

Internal Assets Commitment to Learning 21. Achievement expectation and motivation— Parents and other adults convey and reinforce expectations to do well at work, at school, in the community, and within the family. 22. Children are engaged in learning—Parents and family members model responsive and attentive attitudes at work, at school, in the community, and at home. 23. Stimulating activity—Parents encourage preschoolers to explore and provide stimulating toys that match preschoolers’ emerging skills. Parents are sensitive to preschoolers’ dispositions, preferences, and level of development. 24. Enjoyment of learning—Parents and other adults enjoy learning and engage preschoolers in learning activities. 25. Reading for pleasure—Adults read to preschoolers for at least 30 minutes over the course of a day, encouraging preschoolers to participate. Positive Values 26. Family values caring—Preschoolers are encouraged to express sympathy for someone who is distressed and begin to develop a variety of helping behaviors. 27. Family values equality and social justice— Parents place a high value on promoting social equality, religious tolerance, and reducing hunger and poverty while modeling these beliefs for preschoolers. 28. Family values integrity—Parents act on their convictions, stand up for their beliefs, and communicate and model this in the family. 29. Family values honesty—Preschoolers learn the difference between telling the truth and lying. 30. Family values responsibility—Preschoolers learn that their actions affect other people.

Social Competencies 32. Planning and decision making practice— Preschoolers begin to make simple choices, solve simple problems, and develop simple plans at ageappropriate levels. 33. Interpersonal interactions—Preschoolers play and interact with other children and adults. They freely express their feelings and learn to put these feelings into words. Parents and other adults model and teach empathy. 34. Cultural interactions—Preschoolers are exposed in positive ways to information about and to people of different cultural, racial, and/or ethnic backgrounds. 35. Resistance practice—Preschoolers are taught to resist participating in inappropriate or dangerous behavior. 36. Peaceful conflict resolution practice—Parents and other adults model positive ways to resolve conflicts. Preschoolers are taught and begin to practice nonviolent, acceptable ways to deal with challenging and frustrating situations.

Positive Identity 37. Family has personal power—Parents feel they have control over things that happen in their own lives and model coping skills, demonstrating healthy ways to deal with frustrations and challenges. Parents respond to preschoolers so preschoolers begin to learn that they have influence over their immediate surroundings. 38. Family models high self-esteem—Parents create an environment where preschoolers can develop positive self-esteem, giving preschoolers appropriate, positive feedback and reinforcement about their skills and competencies. 39. Family has a sense of purpose—Parents report that their lives have purpose and model these beliefs through their behaviors. Preschoolers are curious and explore the world around them. 40. Family has a positive view of the future— Parents are hopeful and positive about their personal future and work to provide a positive future for children.

31. Family values healthy lifestyle—Parents and other adults model, monitor, and teach the importance of good health habits. Preschoolers begin to learn healthy sexual attitudes and beliefs as well as respect for others.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

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40 Developmental Assets for Elementary-Age Children (6 to 11 Years) Search Institute has identified a framework of 40 Developmental Assets for elementary-age children that blends Search Institute’s research on Developmental Assets for 12- to 18-year-olds with research on healthy child development. For more information, see What Young Children Need to Succeed (Free Spirit, 2000). See also Search Institute’s updated framework of 40 Developmental Assets for middle childhood (8 to 12 years).

External Assets

Boundaries and Expectations

Support 1. Family support—Family life provides high levels of love and support. 2. Positive family communication—Parents and children communicate positively. Children are willing to seek advice and counsel from their parents. 3. Other adult relationships—Children have support from adults other than their parents. 4. Caring neighborhood—Children experience caring neighbors. 5. Caring out-of-home climate—School and other activities provide caring, encouraging environments for children. 6. Parent involvement in out-of-home situations—Parents are actively involved in helping children succeed in school and in other situations outside the home. Empowerment 7. Community values children—Children feel that the family and community value and appreciate children. 8. Children are given useful roles—Children are included in age-appropriate family tasks and decisions and are given useful roles at home and in the community. 9. Service to others—Children serve others in the community with their family or in other settings. 10. Safety—Children are safe at home, at school, and in the neighborhood.

11. Family boundaries—The family has clear rules and consequences and monitors children’s activities and whereabouts. 12. Out-of-home boundaries—Schools and other out-of-home environments provide clear rules and consequences. 13. Neighborhood boundaries—Neighbors take responsibility for monitoring children’s behavior. 14. Adult role models—Parents and other adults model positive, responsible behavior. 15. Positive peer interaction and influence— Children interact with other children who model responsible behavior and have opportunities to play and interact in safe, well-supervised settings. 16. Appropriate expectations for growth— Adults have realistic expectations for children’s development at this age. Parents, caregivers, and other adults encourage children to achieve and develop their unique talents. Constructive Use of Time 17. Creative activities—Children participate in music, art, drama, or other creative activities for at least three hours a week at home and elsewhere. 18. Out-of-home activities—Children spend one hour or more each week in extracurricular school activities or structured community programs. 19. Religious community—The family attends religious programs or services for at least one hour per week.

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20. Positive, supervised time at home—Children spend most evenings and weekends at home with their parents in predictable, enjoyable routines.

Internal Assets

31. Healthy lifestyle and sexual attitudes— Children begin to value good health habits and learn healthy sexual attitudes and beliefs as well as respect for others. Social Competencies

Commitment to Learning 21. Achievement expectation and motivation—Children are motivated to do well in school and other activities. 22. Children are engaged in learning—Children are responsive, attentive, and actively engaged in learning. 23. Stimulating activity and homework—Parents and teachers encourage children to explore and engage in stimulating activities. Children do homework when it’s assigned. 24. Enjoyment of learning and bonding to school—Children enjoy learning and care about their school. 25. Reading for pleasure—Children and an adult read together for at least 30 minutes a day. Children also enjoy reading or looking at books or magazines on their own. Positive Values 26. Caring—Children are encouraged to help other people. 27. Equality and social justice—Children begin to show interest in making the community a better place. 28. Integrity—Children begin to act on their convictions and stand up for their beliefs. 29. Honesty—Children begin to value honesty and act accordingly.

32. Planning and decision making—Children begin to learn how to plan ahead and make choices at appropriate developmental levels. 33. Interpersonal skills—Children interact with adults and children and can make friends. Children express and articulate feelings in appropriate ways and empathize with others. 34. Cultural competence—Children know about and are comfortable with people of different cultural, racial, and/or ethnic backgrounds. 35. Resistance skills—Children start developing the ability to resist negative peer pressure and dangerous situations. 36. Peaceful conflict resolution—Children try to resolve conflicts nonviolently. Positive Identity 37. Personal power—Children begin to feel they have control over things that happen to them. They begin to manage frustrations and challenges in ways that have positive results for themselves and others. 38. Self-esteem—Children report having high selfesteem. 39. Sense of purpose—Children report that their lives have purpose and actively engage their skills. 40. Positive view of personal future—Children are hopeful and positive about their personal future.

30. Responsibility—Children begin to accept and take personal responsibility for age-appropriate tasks.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

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40 Developmental Assets for Middle Childhood (8 to 12 years) Search Institute has identified the following building blocks of healthy development that help children grow up healthy, caring, and responsible.

External Assets

13. Neighborhood boundaries—Neighbors take responsibility for monitoring the child’s behavior.

1. Family support—Family life provides high levels of love and support.

14. Adult role models—Parent(s) and other adults in the child’s family, as well as nonfamily adults, model positive, responsible behavior.

Support

2. Positive family communication—Parent(s) and child communicate positively. Child feels comfortable seeking advice and counsel from parent(s). 3. Other adult relationships—Child receives support from adults other than her or his parents. 4. Caring neighborhood—Child experiences caring neighbors. 5. Caring school climate—Relationships with teachers and peers provide a caring, encouraging school environment. 6. Parent involvement in schooling— Parent(s) are actively involved in helping the child succeed in school.

Empowerment 7. Community values children—Child feels valued and appreciated by adults in the community. 8. Children as resources—Child is included in decisions at home and in the community. 9. Service to others—Child has opportunities to help others in the community. 10. Safety—Child feels safe at home, at school, and in her or his neighborhood.

Boundaries and Expectations

15. Positive peer influence—Child’s closest friends model positive, responsible behavior. 16. High expectations—Parent(s) and teachers expect the child to do her or his best at school and in other activities.

Constructive Use of Time 17. Creative activities—Child participates in music, art, drama, or creative writing two or more times per week. 18. Child programs—Child participates two or more times per week in cocurricular school activities or structured community programs for children. 19. Religious community—Child attends religious programs or services one or more times per week. 20. Time at home—Child spends some time most days both in high-quality interaction with parents and doing things at home other than watching TV or playing video games.

Internal Assets Commitment to Learning 21. Achievement motivation—Child is motivated and strives to do well in school.

11. Family boundaries—Family has clear and consistent rules and consequences and monitors the child’s whereabouts.

22. Learning engagement—Child is responsive, attentive, and actively engaged in learning at school and enjoys participating in learning activities outside of school.

12. School boundaries—School provides clear rules and consequences.

23. Homework—Child usually hands in homework on time.

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24. Bonding to adults at school—Child cares about teachers and other adults at school. 25. Reading for pleasure—Child enjoys and engages in reading for fun most days of the week. Positive Values 26. Caring—Parent(s) tell the child it is important to help other people. 27. Equality and social justice—Parent(s) tell the child it is important to speak up for equal rights for all people. 28. Integrity—Parent(s) tell the child it is important to stand up for one’s beliefs. 29. Honesty—Parent(s) tell the child it is important to tell the truth.

33. Interpersonal competence—Child cares about and is affected by other people’s feelings, enjoys making friends, and, when frustrated or angry, tries to calm her- or himself. 34. Cultural competence—Child knows and is comfortable with people of different racial, ethnic, and cultural backgrounds and with her or his own cultural identity. 35. Resistance skills—Child can stay away from people who are likely to get her or him in trouble and is able to say no to doing wrong or dangerous things. 36. Peaceful conflict resolution—Child attempts to resolve conflict nonviolently. Positive Identity

30. Responsibility—Parent(s) tell the child it is important to accept personal responsibility for behavior.

37. Personal power—Child feels he or she has some influence over things that happen in her or his life.

31. Healthy lifestyle—Parent(s) tell the child it is important to have good health habits and an understanding of healthy sexuality.

38. Self-esteem—Child likes and is proud to be the person he or she is.

Social Competencies 32. Planning and decision making—Child thinks about decisions and is usually happy with results of her or his decisions.

39. Sense of purpose—Child sometimes thinks about what life means and whether there is a purpose for her or his life. 40. Positive view of personal future—Child is optimistic about her or his personal future.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

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40 Developmental Assets for Adolescents (12 to 18 Years) Search Institute has identified the following building blocks of healthy development that help adolescents grow up healthy, caring, and responsible.

External Assets

13.Neighborhood boundaries—Neighbors take responsibility for monitoring young people’s behavior.

1. Family support—Family life provides high levels of love and support.

14. Adult role models—Parent(s) and other adults model positive, responsible behavior.

2. Positive family communication—Young person and her or his parent(s) communicate positively, and young person is willing to seek advice and counsel from parents.

15. Positive peer influence—Young person’s best friends model responsible behavior.

Support

3. Other adult relationships—Young person receives support from three or more nonparent adults. 4. Caring neighborhood—Young person experiences caring neighbors. 5. Caring school climate—School provides a caring, encouraging environment. 6. Parent involvement in schooling— Parent(s) are actively involved in helping young person succeed in school.

Empowerment 7. 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.

16. High expectations—Both parent(s) and teachers encourage the young person to do well. Constructive Use of Time 17. 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 the community. 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.

Internal Assets Commitment to Learning 21. Achievement motivation—Young person is motivated to do well in school. 22. School engagement—Young person is actively engaged in learning.

10. Safety—Young person feels safe at home, at school, and in the neighborhood.

23. Homework—Young person reports doing at least one hour of homework every school day.

Boundaries and Expectations 11. Family boundaries—Family has clear rules and consequences and monitors the young person’s whereabouts. 12. School boundaries—School provides clear rules and consequences.

24. Bonding to school—Young person cares about her or his school. 25. Reading for pleasure—Young person reads for pleasure three or more hours per week.

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Positive Values 26. Caring—Young person places high value on helping other people. 27. Equality and social justice—Young person places high value on promoting equality and reducing hunger and poverty. 28. Integrity—Young person acts on convictions and stands up for her or his beliefs. 29. Honesty—Young person “tells the truth even when it is not easy.” 30. Responsibility—Young person accepts and takes personal responsibility. 31. Restraint—Young person believes it is important not to be sexually active or to use alcohol or other drugs. Social Competencies 32. Planning and decision making—Young person knows how to plan ahead and make choices.

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. Positive Identity 37. 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.

33. Interpersonal competence—Young person has empathy, sensitivity, and friendship skills.

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

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40 Developmental Assets for Adolescents in Spanish: 40 elementos fundamentales del desarrollo (de 12 a 18 años) La investigación realizada por el Instituto Search ha identificado los siguientes elementos fundamentales del desarrollo como instrumentos para ayudar a los jóvenes a crecer sanos, interesados en el bienestar común y a ser responsables. El porcentaje de gente joven que experimenta cada uno de los elementos fundamentales representa 220.100 jóvenes en los grados 6 al 12 que participaron en la encuesta en los Estados Unidos (1999–2000). Elementos Fundamentales Externos

8. La juventud como un recurso—Se le brinda a los jóvenes la oportunidad de tomar un papel útil en la comunidad.

Apoyo 1. Apoyo familiar—La vida familiar brinda altos niveles de amor y apoyo. 2. Comunicación familiar positiva—El (La) joven y sus padres se comunican positivamente. Los jóvenes están dispuestos a buscar consejo y consuelo en sus padres. 3. Otras relaciones con adultos—Además de sus padres, los jóvenes reciben apoyo de tres o más personas adultas que no son sus parientes. 4. Una comunidad comprometida—El (La) joven experimenta el interés de sus vecinos por su bienestar. 5. Un plantel educativo que se interesa por el (la) joven—La escuela proporciona un ambiente que anima y se preocupa por la juventud. 6. La participación de los padres en las actividades escolares—Los padres participan activamente ayudando a los jóvenes a tener éxito en la escuela.

Fortalecimiento

9. Servicio a los demás—La gente joven participa brindando servicios a su comunidad una hora o más a la semana. 10. Seguridad—Los jóvenes se sienten seguros en casa, en la escuela y en el vecindario.

Límites y expectativas 11. Límites familiares—La familia tiene reglas y consecuencias bien claras, además vigila las actividades de los jóvenes. 12. Límites escolares—En la escuela proporciona reglas y consecuencias bien claras. 13. Límites vecinales—Los vecinos asumen la responsabilidad de vigilar el comportamiento de los jóvenes. 14. El comportamiento de los adultos como ejemplo—Los padres y otros adultos tienen un comportamiento positivo y responsable. 15. Compañeros como influencia positiva—Los mejores amigos del (la) joven son un buen ejemplo de comportamiento responsable.

7. La comunidad valora a la juventud—El (La) joven percibe que los adultos en la comunidad valoran a la juventud.

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16. Altas expectativas—Ambos padres y maestros motivan a los jóvenes para que tengan éxito.

Uso constructivo del tiempo 17. Actividades creativas—Los jóvenes pasan tres horas o más a la semana en lecciones de música, teatro u otras artes. 18. Programas juveniles—Los jóvenes pasan tres horas o más a la semana practicando algún deporte, o en organizaciones en la escuela o de la comunidad. 19. Comunidad religiosa—Los jóvenes pasan una hora o más a la semana en actividades organizadas por alguna institución religiosa. 20. Tiempo en casa—Los jóvenes conviven con sus amigos “sin nada especial que hacer” dos o pocas noches por semana.

Elementos Fundamentales Internos Compromiso con el aprendizaje 21. Motivación por sus logros—El (La) joven es motivado(a) para que salga bien en la escuela. 22. Compromiso con la escuela—El (La) joven participa activamente con el aprendizaje.

28. Integridad—El (La) joven actúa con convicción y defiende sus creencias. 29. Honestidad—El (La) joven “dice la verdad aún cuando esto no sea fácil”. 30. Responsabilidad—El (La) joven acepta y toma responsabilidad por su persona. 31. Abstinencia—El (La) joven cree que es importante no estar activo(a) sexualmente, ni usar alcohol u otras drogas.

Capacidad social 32. Planeación y toma de decisiones—El (La) joven sabe cómo planear y hacer elecciones. 33. Capacidad interpersonal—El (La) joven es sympático, sensible y hábil para hacer amistades. 34. Capacidad cultural—El (La) joven tiene conocimiento de y sabe convivir con gente de diferente marco cultural, racial o étnico. 35. Habilidad de resistencia—El (La) joven puede resistir la presión negativa de los compañeros así como las situaciones peligrosas. 36. Solución pacífica de conflictos—El (La) joven busca resolver los conflictos sin violencia.

Identidad positiva

23. Tarea—El (La) joven debe hacer su tarea escolar por lo menos durante una hora cada día de clases.

37. Poder personal—El (La) joven siente que él o ella tiene el control de “las cosas que le suceden”.

24. Preocuparse por la escuela—Al (A la) joven debe importarle su escuela.

38. Auto-estima—El (La) joven afirma tener una alta auto-estima.

25. Leer por placer—El (La) joven lee por placer tres horas o más por semana.

39. Sentido de propósito—El (La) joven afirma que “mi vida tiene un propósito”.

Valores positivos 26. Preocuparse por los demás—El (La) joven valora ayudar a los demás.

40. Visión positiva del futuro personal—El (La) joven es optimista sobre su futuro mismo.

27. Igualdad y justicia social—Para el (la) joven tiene mucho valor el promover la igualdad y reducir el hambre y la pobreza.

El permiso para reproducir este manual es otorgado con propósitos educativos, no comerciales. Derechos reservados © 1998 por Search Institute, 800-8887828; www.search-institute.org.

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40 Developmental Assets for Adolescents in French: 40 Acquis dont les jeunes ont besoin pour réussir (12 à 18 ans) Le Search Institute a défini les pierres angulaires suivantes qui aident les jeunes à devenir des personnes saines, bienveillantes et responsables. Les pourcentages des jeunes détenant chaque acquis sont le fruit d’un sondage mené durant l’année scolaire 1999–2002 auprès de 220 100 jeunes Américains de la 6e à la 12e année. Acquis externes

10. Sécurité—Le jeune se sent en sécurité à la maison, à l’école et dans le quartier.

Soutien 1. Soutien familial—La vie familiale est caractérisée par un degré élevé d’amour et de soutien. 2. Communication familiale positive—Le jeune et ses parents communiquent positivement, et le jeune est disposé à leur demander conseil.

Limites et attentes 11. Limites dans la famille—La famille a des règlements clairs accompagnés de conséquences, et elle surveille les comportements du jeune. 12. Limite à l’école—L’école a des règlements clairs accompagnés de conséquences.

3. Relations avec d’autres adultes—Le jeune bénéficie de l’appui d’au moins trois adultes autres que ses parents.

13. Limites dans le quartier—Les voisins assument la responsabilité de surveiller les comportements du jeune.

4. Voisinage bienveillant—Le jeune a des voisins bienveillants.

14. Adultes servant de modèles—Les parents et d’autres adultes dans l’entourage du jeune affichent un comportement positif et responsable.

5. Milieu scolaire bienveillant—L’école fournit au jeune un milieu bienveillant et encourageant. 6. Engagement des parents dans les activités scolaires—Les parents aident activement le jeune à réussir à l’école.

Prise en charge 7. Valorisation des jeunes par la communauté—Le jeune perçoit que les adultes dans la communauté accordent de l’importance aux jeunes. 8. Rôle des jeunes en tant que ressources— Le jeune se voit confier des rôles utiles dans la communauté. 9. Service à son prochain—Le jeune consacre à sa communauté au moins une heure par semaine.

15. Influence positive des pairs—Les meilleurs amis du jeune affichent un comportement responsable. 16. Attentes élevées—Les parents et les professeurs du jeune l’encouragent à réussir.

Utilisation constructive du temps 17. Activités créatives—Le jeune consacre au moins trois heures par semaine à suivre des cours de musique, de théâtre ou autres, et à mettre ses nouvelles connaissances en pratique. 18. Programmes jeunesse—Le jeune consacre au moins trois heures par semaine à des activités sportives, des clubs ou des associations à l’école et/ou dans la communauté.

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19. Communauté religieuse—Le jeune consacre au moins trois heures par semaine à des activités dans une institution religieuse. 20. Temps à la maison—Le jeune sort avec des amis sans but particulier deux ou trois soirs par semaine.

Acquis internes Engagement envers l’apprentissage 21. Encouragement à la réussite—Le jeune est encouragé à réussir à l’école. 22. Engagement à l’école—Le jeune s’engage activement à apprendre. 23. Devoirs—Le jeune consacre au moins une heure par jour à ses devoirs. 24. Appartenance à l’école—Le jeune se préoccupe de son école. 25. Plaisir de lire—Le jeune lit pour son plaisir au moins trois heures par semaine.

Valeurs positives 26. Bienveillance—Le jeune estime qu’il est très important d’aider les autres.

30. Responsabilité—Le jeune accepte et assume ses propres responsabilités. 31. Abstinence—Le jeune croit qu’il est important d’éviter d’être sexuellement actif et de consommer de l’alcool ou d’autres drogues.

Compétences sociales 32. Planification et prise de décisions—Le jeune sait comment planifier à l’avance et faire des choix. 33. Aptitudes interpersonnelles—Le jeune fait preuve d’empathie et de sensibilité, et noue des amitiés. 34. Aptitudes culturelles—Le jeune connaît des personnes d’autres cultures, races et ethnies, et se sent à l’aise avec elles. 35. Résistance—Le jeune est capable de résister à des pressions négatives exercées par ses pairs et à des situations dangereuses. 36. Résolution pacifique de conflits—Le jeune tente de résoudre les conflits sans recourir à la violence.

Identité positive

27. Égalité et justice sociale—Le jeune accorde beaucoup d’attention à la promotion de l’égalité, et à la réduction de la faim et de la pauvreté.

37. Pouvoir personnel—Le jeune sent qu’il a le contrôle sur les choses qui lui arrivent.

28. Intégrité—Le jeune agit selon ses convictions et défend ses croyances.

39. Sentiment d’utilité—Le jeune croit que sa vie a un sens.

29. Honnêteté—Le jeune « dit la vérité même si ce n’est pas facile ».

40. Vision positive de l’avenir—Le jeune est optimiste quant à son avenir personnel.

38. Estime de soi—Le jeune affirme avoir un degré élevé d’estime de soi.

Cette page peut être reproduite uniquement à des fins éducatives et non commerciales. Réimprimé avec la permission d’Asset Building the YMCA Way. Copyright © 2002 par l’Abundant Assets alliance, qui regroupe le YMCA des États-Unis, Chicago, IL, 800-872-9622, www.ymca.net; YMCA Canada, Toronto (Ont.), 416-967-9622; www.ymca.ca; et le Search Institute, Minneapolis, MN, 800-888-7828; www.search-institute.org. Tous droits réservés.

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Ready-to-Use Communication Materials Handouts 93–101

Ready-to-Use Communication Materials In this section we offer a variety of communication materials that can help you build awareness about and interest in asset building. A number of the items are ready to publish in local newspapers, organization newsletters, brochures, and other printed materials, including: • Asset-building articles • A make-it-yourself assets awareness-raising packet Others are tips, templates, and examples that can be easily and quickly adapted to suit your communication and media needs. These include: • Casual ways to talk about the assets • Letters to the editor • Press releases • Media alerts • Public service announcement scripts These materials can also be downloaded at www.search-institute.org/publications/ download. You will be asked to enter a username (“wordout”) and a password (“rdytouse”).

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249

ASSET-BUILDING ARTICLES These articles will familiarize readers with the Developmental Assets framework and offer ideas for how to make asset building part of their daily routine. Each article, based on Search Institute’s research, was written by Search Institute staff and can be used by you in a variety of printed materials, including newsletters, brochures, and newspapers.

Introduction to the Developmental Assets Young People Today: What’s the Real Story? When was the last time you heard a statistic or

young people overcome economic, social,

report about children and youth that was really

physical, and emotional challenges and emerge

positive and uplifting? Today? Yesterday? Last

as competent, healthy adults?

month? Last year? If you can’t remember the last time you heard something great about young people, you are not alone. Many Americans—in particular those whose exposure to young people is limited to news reports and infrequent encounters in the community—have an image of young people today as disengaged, disrespectful, and irresponsible. With few exceptions, media coverage of young people only serves to perpetuate this negative image. But the picture isn’t really so bleak. In fact, young people today are involved in community service and leadership in amazing and inspiring ways. Teenagers are running their own businesses, writing books, competing in Olympic events—not to mention doing well in school, having great relationships with their families and friends, volunteering in their communities, taking care of their own physical and mental health, and other admirable things. On the other hand, we know too well that some young people are struggling, in pain, hurting others or themselves. What makes the difference? Why do some youth thrive while others don’t? How can

250

A Reason for Hope At least part of the answer can be found in research done by Search InstituteSM, a nonprofit organization that studies and promotes strategies for the healthy development of children and youth. On the basis of more than 40 years of research and surveys of hundreds of thousands of young people, the organization has identified 40 experiences and qualities that have a tremendous positive influence on young people from all walks of life. These 40 factors, known as Developmental Assets™, are linked to a multitude of positive outcomes, including success in school, maintaining good health, being a leader, and avoiding high-risk behaviors such as alcohol use, violence, and sexual activity. More than 200,000 young people in grades 6–12 across the country completed Search Institute’s Profiles of Student Life: Attitudes and Behaviors survey during the 1999–2000 school year. Of those students, only 8 percent who experience 0–10 assets report getting mostly A’s in school. In comparison,

THE ASSET ACTIVIST’S TOOLKIT

46 percent of those who experience 31–40 as-

fects of assets are experienced across gender,

sets get mostly A’s. The chart below shows an-

racial/ethnic, age, and geographic boundaries.

other example of the positive impact of assets.

Regardless of where they live, how old they are, or the color of their skin, young people who

Young person has engaged in three or more acts of fighting, hitting, injuring a person, carrying a weapon, or threatening physical harm in the past 12 months. 0 –10 Assets

61%

There is another pattern that emerges from the research; namely, young people from all walks of life experience too few assets. The pie chart shows the breakdown of how many assets young people report experiencing.

11–20 Assets

38%

21–30 Assets 31–40 Assets

have more assets are more likely to succeed.

19%

31-40 Assets 9%

7%

21-30 Assets 35%

External Supports and Internal Strengths The Developmental Assets fall into eight broad

0-10 Assets 15%

11-20 Assets 41%

categories of human development: • Support • Empowerment • Boundaries and expectations

Building Assets As with so many things involving children and

• Constructive use of time

youth, it’s easy to assume that the power and

• Commitment to learning

responsibility for increasing young people’s

• Positive values

Developmental Assets lie with parents and schools. But experts stress that this is not the

• Social competencies

case. Search Institute trainings and resources

• Positive identity

emphasize that all people in a community have

The first four categories focus on the external supports that surround young people; the second four categories reflect the internal strengths and competencies that young people need to develop in order to fully engage with and function in the world around them. According to Peter Benson, president of Search Institute, one of the most powerful implications of the findings is that the positive ef-

a role to play in the lives of young people, even if it’s as simple as greeting them with a smile rather than frowning or looking away. A question people sometimes ask about the asset framework is, “What makes it unique?” How is it really different from any other model or framework for thinking about youth development? The answer lies, in part, in its simplicity. “When you look at the graphs

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251

showing the relationship between assets and a

ues Youth. Even adults who have little personal

whole range of positive outcomes, it’s easy to

contact with youth can build this asset by tak-

see why young people need them,” says Eugene

ing time to greet youth they encounter, making

Roehlkepartain, Search Institute’s director of

an effort to get to know young people in their

family and congregational initiatives and sen-

neighborhoods, or volunteering in organiza-

ior advisor to the president. “And,” he adds,

tions that serve young people. Peter Benson be-

“it’s pretty easy to make the case that they are

lieves that these “solitary beginnings” can

important because the assets reflect common

make a difference. As he writes in All Kids Are

sense about what’s good for people.”

Our Kids, “Over time, these quiet actions can

Another appeal of the assets is that any-

become a steady drumbeat that transforms our

one who wants to can find a way to build

nation, one young person and one community

them. For example, asset 7 is Community Val-

at a time.”

For more information about the research on Developmental Assets, visit www.search-institute.org. Adapted from Get the Word Out: Communication Tools SM and Ideas for Asset Builders Everywhere, copyright © 2003 by Search Institute ; 612-376-8955; 800-888-7828; www.search.insitute.org. This article may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

252

THE ASSET ACTIVIST’S TOOLKIT

Introduction to Asset Building Making a Difference for Young People: The Power of One In this age of metal detectors, locker searches,

Consider these examples from Search

and zero-tolerance policies, senior citizens armed

Institute of how people are acting on their

with candy aren’t what most people expect to

individual asset-building power: High school

see as they enter their local high school. But

students spend hundreds of volunteer hours

that’s exactly what students in Worthington,

working on a youth center that won’t even be

Minnesota, encounter every Thursday morning.

built until most of them have graduated; a star

Bernice and Don Camery and the other

athlete nominates a supportive, caring coach

adult greeters aren’t paid to be there. And they

for the city’s Hidden Hero award, despite a

aren’t under any obligation—other than their

team season record of 1-14-1; a mayor leads a

own sense of responsibility. They are there be-

successful campaign to include teenagers as

cause they know that their personal acts make

voting members on all city commissions and

a powerful difference in the lives of young

boards; a school bus driver learns the names of

people. With their simple but profound com-

every one of her riders; a fast-food restaurant

mitment to helping students feel welcome and

manager includes training on peer leadership

cared for in their school, these senior citizens

as part of new-employee orientation; a single,

are demonstrating what Peter Benson calls “the

professional woman mentors a teen whose

power of one”—the potential for one individ-

family life is fraught with alcoholism, abuse,

ual to help, heal, support, challenge, or change

and neglect.

the life of another.

Search Institute has studied and promoted

Benson is president of Search Institute , a SM

the Developmental Assets for many years.

nonprofit organization that studies and pro-

More recently, the organization has broadened

motes strategies for the healthy development

its focus to examining how entire communities

of children and youth. On the basis of more

can be transformed into asset-building net-

than 40 years of research and surveys of hun-

works for young people.

dreds of thousands of young people, the organ-

Imagine a few hours in the life of a

ization has identified 40 experiences and

teenager in a community that is truly commit-

qualities, known as Developmental Assets™,

ted to asset building: The day would start with

that have a tremendous positive influence on

a healthy breakfast with one or more family

young people from all walks of life. These as-

members. The newspaper delivered that morn-

sets form a foundation for positive, healthy

ing would have a front-page story about a new

development.

youth-run, adult-supported youth center open-

The asset concept is simple and based on

ing downtown. School would start at 9:00 A.M.

common sense: Young people need positive ex-

because the district would be paying attention

ternal supports and internal strengths to suc-

to research on adolescent sleep patterns. The

ceed in life. And, most important, they need

parental figure in the family would be home

people to help nurture these assets.

until the bus comes because her or his em-

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253

ployer would recognize the importance of fam-

vote: “It’s important, it’s powerful, it can be

ily-friendly policies, including flexible schedul-

done after a lot of deliberation or on the spot,

ing. The bus driver would smile and greet the

and it’s your power—no one can do it for you.”

student by name; other riders would also smile

Asset building is also like voting, in that one’s

and offer to share a seat. Once at school, the

personal impact is magnified if other like-

young person would see a clean, brightly deco-

minded people act on their power as well.

rated building and friendly faces in the hall.

To help people think about the range of

The student would finally settle in for the first

possible asset-building acts, Search Institute has

class of the day with a teacher who was well

outlined these six principles:

funded; supported by colleagues, supervisors, and students; and passionate about the subject he or she taught.

1. Everyone can build assets. Building assets isn’t just about great families or schools or neighborhoods. It’s about

Sounds pretty good, doesn’t it? But is this fictional teen living in a dream world that can

each person playing a role in the raising of our children.

never be real? Can some variation of this become the norm for more than just a few lucky

2. All young people need assets. While it is crucial to pay special attention to

youth? It would be naive and self-defeating to

youth who struggle—economically, emo-

think that it’s possible to create a “perfect

tionally, or otherwise—nearly all young

world” for children and youth. And asset build-

people need more assets than they have.

ing really isn’t about perfection. It’s about

3. Relationships are key. Strong relation-

facilitating and helping to nurture the opportu-

ships between adults and young people,

nities, skills, relationships, values, and self- per-

young people and their peers, and teenagers

ceptions that all young people need and de-

and children are central to asset building.

serve. That foundation of strengths will then help them navigate and thrive in a world that certainly isn’t perfect. Nationwide nearly 600 communities are using the framework of Developmental Assets to help them think about how they can make

4. Asset building is an ongoing process. Building assets starts when a child is born and continues through high school and beyond. 5. Consistent messages are important.

their towns and cities better places for children

It is critical for families, schools, commu-

and youth to live and grow. Like Worthington,

nities, the media, and others to all give

these communities are part of a national move-

young people consistent and similar mes-

ment known as Healthy Communities •

sages about what is important and what

Healthy Youth®. Each community has its own

is expected of them.

approach to bringing together all sectors (busi-

6. Intentional redundancy is impor-

nesses, schools, congregations, families, and so

tant. Assets must be continually rein-

on) to support and nurture children and youth.

forced across the years and in all areas of

In The Asset Approach, Search Institute

a young person’s life.

likens asset building to exercising one’s right to

254

THE ASSET ACTIVIST’S TOOLKIT

More specifically, Search Institute offers the following suggestions for action.

• Let neighbor youth know when their behavior is inappropriate or out of bounds— and when they’re doing something right!

What Young People Can Do to Build Their Own Assets • Talk about the 40 Developmental Assets with your family. Which assets do family

• Donate a used instrument to a school band. • Volunteer in a school or other youthserving organization.

members think are the strongest in your family? Which need the most work?

• Build at least one informal, ongoing, caring relationship with a child or adoles-

• Write a note to or call one of your main

cent.

asset builders. Thank her or him for making a difference in your life. • Ask one of your parents or other relatives to introduce you to neighbors you don’t know.

What Anyone Can Do to Build Assets • Learn more about Developmental Assets by checking out Search Institute’s Web site

• Volunteer to help a neighbor with babysitting or chores around the home (such as yard work or cleaning).

at www.search-institute.org. • Write letters or make phone calls to local media encouraging positive coverage of

• Stay in school and come to class prepared (homework done, pens and paper for taking notes, and so on).

children and youth. • Treat people of all ages with respect and courtesy; expect others to treat you with

• Participate in at least one club, group, or sport—or find something creative that appeals to you, like acting or music.

What Adults Can Do to Build Assets for and with Young People

respect and courtesy. • Thank a teacher, youth worker, or anyone else who volunteers or works with young people.

• Send a friendly note to a young relative or friend, just to say, “You’re on my mind.” • Take time to hang out with the young people on your block or in your building. Encourage them to talk and then listen to what they have to say.

To learn more about asset building and the Healthy Communities • Healthy Youth movement, visit www.search-institute.org. For more information about the research on Developmental Assets, visit www.search-institute.org. Adapted from Get the Word Out: Communication Tools and Ideas for Asset Builders EverySM where, copyright © 2003 by Search Institute ; 612-376-8955; 800-888-7828; www.search.insitute.org. This article may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

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255

ARTICLES ON THE EIGHT ASSET CATEGORIES The next eight articles, based on each of the asset categories, can be used individually or as a series. There are also four seasonal articles. Below is a sidebar that can be included with each article to provide context and your initiative or organization’s contact information, or to direct readers to Search Institute’s Web site for more information. Developmental Assets™ are the positive experiences, opportunities, and personal qualities that all children and adolescents need to grow up responsible, successful, and caring. There are eight categories of assets: support, empowerment, boundaries and expectations, constructive use of time, commitment to learning, positive values, social competencies, and positive identity. For more information about Developmental Assets and how building assets helps young people, visit www.search-institute.org [and/or your local initiative or other local contact].

Asset category featured in this article: SUPPORT

You can support young people with your love, care, and attention. Wondering how you can make a difference in the

comfort young people, defend them, encour-

life of a child? Many studies over the past two

age them, help them, be fair, advise them, give

decades have confirmed that caring, supportive re-

them your attention, have high expectations,

lationships with adults are critical for raising

or simply be there.

healthy, resilient adolescents, report the scientists

• Support doesn’t have to be big or loud

at Search InstituteSM, a nonprofit research organiza-

or visible to be important. Sometimes it’s

tion in Minneapolis.

as small as making a phone call, introducing

And one of the main components of good

yourself, returning a smile, noticing when

adult-youth relationships is support. But just what

they are sad or disappointed, or remembering

does support mean? It means freely giving love, af-

to ask about a child’s pet rabbit. If you’re not

firmation, and acceptance; surrounding children

sure how to be supportive, ask the young

and youth with caring families, guardians, friends,

people themselves.

teachers, neighbors, and other adults; and helping young people know that they belong, that they are not alone, and that they are both loved and lovable. Here are four things to remember as you take steps to support young people.

• Adults thrive when they are supported, too. You can model support for young people by being supportive toward other adults— praising them, taking time for them, being interested in them, working to understand

• Relationships are key. Building bonds with

them. Pay attention to when you need sup-

young people takes action: actively being pa-

port, too. You can improve your support skills

tient, listening, and giving of yourself.

by nurturing your own relationships, seeking

• Different people and situations call for different kinds of support. Resolve to

counseling when you need guidance, joining a support group, or attending a workshop on communication or parenting skills.

Adapted from Get the Word Out: Communication Tools and Ideas for Asset Builders Everywhere, copyright © 2003 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search.insitute.org. This article may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

256

THE ASSET ACTIVIST’S TOOLKIT

Asset category featured in this article: EMPOWERMENT

You can empower young people to make a difference in the world. One of these days, the young people in your

you think you can do things better your-

home, school, neighborhood, and workplace

self. But in the long run, young people

will be the people in charge—in charge of their

will learn and contribute more if adults do

own lives and in charge of the world. You can

things with them.

help young people get ready for their future roles by empowering them now. Just what is empowerment? Young people are empowered when they feel valued, valuable, and safe. They need to believe that adults like them and respect them. Finally, they need

• Young people don’t always have the opportunities or the skills to defend themselves against negative stereotypes, assumptions, or rumors. Speak up for youth when individuals or the media say negative or judgmental things about them.

plenty of opportunities to contribute to their communities through volunteering, working in

• When it comes to safety, recognize that

paid jobs, and sharing their ideas, knowledge,

different youth face different threats. For

and creativity.

example, girls are more likely than boys to

It’s not always easy to know what it takes

be physically or sexually abused, while

for young people to be empowered. Here are

boys are more likely than girls to get into

some keys for really helping youth in your

fights.

community, program, family, neighborhood, or school feel valued and valuable: • Find safe, appropriate opportunities for

• Whenever possible, limit the number of hours young people work during a school week to 15 or fewer. Some work can be a

young people to be leaders, decision mak-

good thing, but too much can lead to

ers, teachers, helpers, and role models for

burnout, stress, increased use of alcohol,

children, other youth, and adults.

and other negative outcomes.

• Work to ensure youths’ safety at school, at

• Deal openly and honestly with young

home, and in their neighborhoods. Never

people about sexuality, politics, religion,

tolerate any form of violence or abuse.

death, and other serious issues. They need to know that their questions and concerns

• Don’t always do things for youth. It might

are valid and important.

seem easier or faster at the time. Or maybe

Adapted from Get the Word Out: Communication Tools and Ideas for Asset Builders Everywhere, copyright © 2003 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search.insitute.org. This article may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

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257

Asset category featured in this article: BOUNDARIES AND EXPECTATIONS

You can set clear boundaries and hold high expectations for young people. Imagine the process of growing up as a journey

• Boundaries, consequences, and ex-

to adulthood. That journey can be a dangerous

pectations need to be clear and care-

walk through the unknown if the young per-

fully explained, in language appropriate to

son doesn’t get the help he or she needs. But if

a child’s age and understanding. As chil-

there’s a good path to follow, responsible and

dren become adolescents, it’s normal for

knowledgeable travel companions, and a clear

them to question and challenge the rules

and positive destination, that journey can be a

and expectations set for them as they

rich, fulfilling experience.

learn to think independently and make

In the language of Developmental Assets, giving young people help on that journey is a matter of boundaries and expectations. When we talk about boundaries, we mean creating and showing to young people a good path through life: establishing clear rules for what is okay and what is not okay, at home, at school, and out in the world, and being just as clear and fair about the consequences for breaking those rules. And when we talk about expectations, we mean surrounding young people with caring adults and peers who model responsible behaviors (good travel companions) and who encourage them to be the best they

decisions for themselves. Then rules and consequences need to be negotiated. • Fitting the “punishment” to the “crime.” Consequences for breaking rules are most effective when they are consistently enforced and wisely chosen. For example, a sensitive child caught smoking might respond well to an expression of disappointment, a new explanation of the reasons for not smoking, and reassurance of your regard for the child. A youth who is easily led by peers may need a change in curfew and restrictions on the time spent alone with friends.

can be (a positive destination). As you think about guiding the young

• Keep expectations high, yet reason-

people you know and care about through the

able. Believe that every child has

opportunities and dangers of life, keep these

strengths and potential for success. Try to

“trail markers” in mind:

strike a balance between keeping standards high, yet recognizing each child’s interests, abilities, temperament, and goals.

Adapted from Get the Word Out: Communication Tools and Ideas for Asset Builders Everywhere, copyright © 2003 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search.insitute.org. This article may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

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THE ASSET ACTIVIST’S TOOLKIT

Asset category featured in this article: CONSTRUCTIVE USE OF TIME

You can help young people find activities that make good use of their time. If you talk with young people about using their time constructively, you’ll probably hear one of two common refrains.

Here are some keys to constructive use of time: • Balance is essential. Too much involvement can lead to stress, anxiety, and too

One is, “So much to do, so little time.” That sigh is most likely to come from a young person with lots of opportunities—like teams,

little personal time. Too little involvement can be a sign of depression, isolation, or some other unhealthy situation.

clubs, youth centers, and music lessons—to • Young people need opportunities to

choose from. The other is, “Oh, there’s nothing to do!”

play and be creative. Studies show that

That groan is most likely to come from a young

time spent in play and games declines by

person who hasn’t yet discovered, or for some

more than half as children mature into

reason can’t access, the activities he or she

adolescence. Involvement in music, arts,

would really enjoy.

and sports can encourage youth to tap

The key is to help young people strike a balance between unstructured activities and

into their playful, spontaneous energy. • Different young people need differ-

structured ones. Young people’s activity op-

ent things. For an extroverted member

tions may range from being at home (alone or

of the debate team, quiet time in nature

with family or friends, studying, doing chores,

might seem intimidating or scary at first.

or relaxing) to participating in school-

For a shy person not involved in any

sponsored activities (such as teams or clubs),

school clubs or activities, a one-on-one ap-

hanging out in public places or at friends’

prenticeship in glassblowing or car repair

homes, or attending youth groups or centers,

might be just the ticket to a new interest.

music lessons, or religious services. At their best, activities for young people involve learning, developing new skills, using their creativity, being with other caring youth and adults, and interacting with their families and friends in positive ways.

• Adolescents want and need to “try on” different ways of being. A young person who struggles and feels out of place in school may excel and be a leader in a less traditional setting, building a sense of competence and confidence not experienced anywhere else.

Adapted from Get the Word Out: Communication Tools and Ideas for Asset Builders Everywhere, copyright © 2003 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search.insitute.org. This article may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

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Asset category featured in this article: COMMITMENT TO LEARNING

Nurture in young people a commitment to learning. One of the keys to a successful adulthood

found that students in schools employing

is getting a good education. It’s something

team teaching, less departmentalization of

every parent wants for her or his child. But get-

subjects, and less tracking had somewhat

ting that good education requires—from both

higher average levels of engagement and

students and parents—a strong commitment to

achievement.

learning.

• When children are read to, especially by

Commitment to learning includes the desire to succeed in school, a sense of the lasting importance of learning, and a belief in one’s own abilities. This commitment is strongly influenced by relationships with family and

more than one person, have book collections in the home, and have limits on TV watching, they are more likely as adolescents to read for pleasure and for lifelong learning.

peers, as well as by the school environment. How can you nurture that commitment in

But how do those study findings translate

the young people you know? Studies indicate a

into everyday actions? Search Institute asked a

number of ways, including support, school re-

group of young people for their ideas, and the

forms, and reading aloud:

students offered these suggestions:

• By supporting young people and remind-

Keep classes small; keep hallways friendly;

ing them of the intrinsic rewards of learn-

pay attention to me; help me treat school as if

ing, schools, family, and community

it is my job; welcome me; respect me; treat me

members can help them deepen their en-

like a human being; introduce me to a new

gagement in learning.

author; be excited about your subject; be sincere; and give me a chance (and a break every

• In a national sample of nearly 9,000

once in a while).

young people in grade 8, researchers

Adapted from Get the Word Out: Communication Tools and Ideas for Asset Builders Everywhere, copyright © 2003 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search.insitute.org. This article may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

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THE ASSET ACTIVIST’S TOOLKIT

Asset category featured in this article: POSITIVE VALUES

You can instill positive values to guide young people. Values are the foundation for the choices we

phasis on what not to do gives little guid-

make and the way we think. Exploring and de-

ance for the majority of life choices.

veloping values is especially critical for adoles-

Young people also need to develop values

cents as they develop personal identity.

such as responsibility and caring that

In the Developmental Assets framework, positive values mean:

guide their day-to-day actions and interactions in positive ways.

• Caring about others, including being committed to equality and social justice; • Having high standards for personal character, such as being honest, having integrity, and taking responsibility; and

• Values don’t always lead to actions. At times young people are torn between a value they hold strongly (such as not using alcohol) and another desired goal (such as peer acceptance). In these cases, Developmental Assets in the positive-

• Believing in protecting your own

identity and boundaries-and-expectations

well-being by refraining from sexual activ-

categories play an important role in the

ity and alcohol or other drug use.

final decision.

Young people’s values grow out of discov-

• Families matter. Research shows that

ering what is important to them and what mat-

family factors such as close family rela-

ters to people they care about. As part of this

tionships and parents’ caring and empa-

process, young people will “try on” different

thy for others are key to helping young

values to see if they fit and are comfortable.

people develop strong, positive values.

You can’t choose young people’s values, but you can help shape their values by talking about them, living yours, and explaining their

• Consistent messages are vital. If young people are introduced to one set of values at home, another at school, an-

importance in your life. Here are some points to keep in mind as you strive to guide and positively influence the young people in your family, school, work-

other with friends, and yet another in the media and wider community, they are likely to be confused, frustrated, and unsure about what’s really important. The

place, and neighborhood:

most effective way to instill values in • Values should inspire, not just pro-

youth is for adults and organizations that

hibit. Too often, the values we seek to in-

interact with young people to work to-

still in young people focus only on staying

gether to develop a shared understanding

away from negative behaviors. This em-

and expression of what matters.

Adapted from Get the Word Out: Communication Tools and Ideas for Asset Builders Everywhere, copyright © 2003 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search.insitute.org. This article may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

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Asset category featured in this article: SOCIAL COMPETENCIES

You can help young people develop life skills and social competencies. Sometimes, all of life seems to depend on getting along well with others and navigating through new situations. In the classroom, the boardroom, and the living room, in the coffee shop, on the subway, and on the sidewalk, people of all ages need to know how to interact effectively with others, how to make difficult decisions, and how to cope with new situations. In the Developmental Assets framework, the assets that help a young person achieve those goals include:

Here are some tips on how to “teach your children well”: • Remember that different folks need different strokes. Young people develop social skills gradually over the course of childhood and adolescence, and in different ways at different times. For example, young children need supervised group playtime in small but regular doses. For young adolescents, project-oriented group activities with their peers are vital opportu-

• Learning about one’s own heritage, culture, and uniqueness and those of others, to further self-understanding and mutual understanding;

nities for constructive social learning. • Think about what’s new. It’s easy for adults to forget how confusing it was when they were teenagers to face many

• Knowing how to be a good friend to mem-

new situations, including first dates, the

bers of your family, fellow students,

first chance to drive alone, and the first

coworkers, neighbors, and other people in

party where others were drinking alcohol.

your life; and

We can help young people avoid making

• Recognizing potentially dangerous situations, planning ahead to avoid problems, and being willing and able to work through conflicts with others nonviolently.

impulsive decisions in such situations by teaching them a process for making rational decisions, talking with them about possible scenarios, pointing out potential actions and consequences, and role-

But none of the social competencies sim-

playing relevant conversations.

ply “come naturally” to most young people (or to most adults, either). Acceptance, negotiation and compromise, sensitivity to others’ feelings and needs, and appreciation of one’s own and others’ cultures need to be taught and modeled.

• Give boys an extra helping hand. The data from Search Institute’s survey of nearly 200,000 young people show that for each asset in this category, girls report experiencing the asset more than boys do. It may take special, focused efforts to help boys’ experiences of these assets increase.

Adapted from Get the Word Out: Communication Tools and Ideas for Asset Builders Everywhere, copyright © 2003 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search.insitute.org. This article may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

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THE ASSET ACTIVIST’S TOOLKIT

Asset category featured in this article: POSITIVE IDENTITY

You can nurture, celebrate, and affirm young people’s positive identity. Figuring out who we are and how we fit in the

sports, music, or other activities. In a cul-

world is a lifelong process, and not an easy one,

ture that focuses on appearance and

for many. But numerous studies have shown

achievement, caring adults can make a

that a positive attitude and high self-esteem

critical difference by valuing individual

really do have the power to brighten a young

young people for their own particular

person’s future. In the Developmental Assets

gifts, talents, skills, contributions, and

framework, those ideas come under the head-

potential.

ing of positive identity.

• Commit to helping all young people

Simply put, young people are more likely to thrive (and less likely to get into risky behaviors) when they:

toward a positive future. Research shows that, in general, boys have more positive perceptions of themselves than

• Believe that they have the power to influence the things that happen to them; • Feel good about themselves and their abil-

girls do—regardless of their abilities—so watch for times when girls can benefit from a little extra encouragement, support, and praise. Having a strong, positive

ities; and

cultural or ethnic identity can help adoles• Believe that their life has purpose and meaning and that their future will be

cents form positive personal identities as well.

positive. • Show them how to do something You can help the young people in your

practical (like change a tire or plan

neighborhood, school, workplace, and home

and cook a meal), then ask them to

gain these important qualities and beliefs. Here

teach you something, too. In order to

are some ideas for getting started:

develop confidence in their abilities and

• Appreciate them for who they are.

to believe their actions and decisions mat-

Young people are healthiest when they

ter, young people need opportunities to

learn to value and like themselves regard-

experience self-reliance, responsibility,

less of what they look like, how well they

and being resources to others.

do in school, or how good they are at

Adapted from Get the Word Out: Communication Tools and Ideas for Asset Builders Everywhere, copyright © 2003 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search.insitute.org. This article may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

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Four Seasonal Articles on Asset Building

Spring into Asset Building In the natural world, spring is a time of new be-

• If you belong to an interesting organiza-

ginnings, when seedlings emerge and birds and

tion (garden club, hiking group, hot-rod

other animals start raising their young.

club), ask around and find a young person

In the human world, people can also make spring a time of new beginnings by planting some asset-building seeds and by putting energy into starting a new, positive relationship with a young person.

who would like to attend a meeting with you. • Find out about mentoring programs in your community and give mentoring a try. If you’re a young person, consider

Here are some tips for making a new be-

mentoring a younger child.

ginning with asset building: • Strike up a conversation with the next • It’s the simplest idea of all yet one of the most effective: start saying hello to a neighborhood young person and showing interest in her or his life, ideas, and opinions.

young person you happen to meet— maybe it will be the customer behind you in the checkout line or the counter person at your favorite fast-food restaurant. Ask about school or compliment their job

• Get together with one or more of the

performance.

young people you know and consider ways to celebrate National Youth Service Day or Earth Day (both are in April).

Adapted from Get the Word Out: Communication Tools and Ideas for Asset Builders Everywhere, copyright © 2003 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search.insitute.org. This article may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

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THE ASSET ACTIVIST’S TOOLKIT

Four Seasonal Articles on Asset Building Make the Most of Summertime Summertime—the word says it all. In the summer, the long-lasting sunlight stretches into evening and the days seem almost endless. And neighborhood young people, many of them out of school for several months, have time on their hands.

• Share the asset message with coaches and other activity leaders. • Share a new experience with a young person, such as fishing, visiting a local museum, taking a class, going on a hike, or flying a kite.

You can take advantage of the long days by focusing on how to make constructive use

• Ask a young person to teach you some-

of your time. Here are some tips for helping

thing—how about in-line skating? Or

young people do the same:

Frisbee®? Or creating a new hairstyle?

• Work with a local school or community

• If you lead an activity with young people,

center to compile a calendar of free and

be clear about how you expect them to be-

low-cost family and youth activities for

have, and focus on things that are mean-

the summer months; then post it online

ingful, relevant, and fun.

or share with neighborhood residents through a mailing.

• Keep an eye out at the local bus or subway stop; be friendly to young people and

• Turn off the TV! Encourage young people

watch out for their safety.

to join you in taking a week away from the tube and spending the resulting free time enjoying the outdoors, learning to play an instrument, or participating in a service project.

Adapted from Get the Word Out: Communication Tools and Ideas for Asset Builders Everywhere, copyright © 2003 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search.insitute.org. This article may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

READY-TO-USE COMMUNICATION MATERIALS

265

Four Seasonal Articles on Asset Building Celebrate Fall Bounty with Thankfulness Ripening apples, peppers, and pumpkins, the

• Spread some good cheer by making a

rustle of fallen leaves, the grass turning from

point of thanking anyone who does a

green to yellow or brown, cooling tempera-

service for you, whether it’s a store clerk, a

tures—all these are the unmistakable signs of

server at the school cafeteria, or an assis-

autumn.

tant at your day-care center.

Many cultures—ancient and modern—celebrate the bounty of late-summer and early-fall harvest with a festival of thanksgiving. So it’s an appropriate time for asset builders of all ages to think about the good things they have in

• Attend an event at a local school (a concert, play, or sports event). After the event, say a few words of thanks and encouragement to the players or performers and the staff and volunteers involved.

their lives. Here are some ideas for ways to express gratitude and appreciation to the people

• Call the parent of a young person you know and tell her or him something posi-

who bring us those good things:

tive the young person has done. • Get together with young people you know to write letters or draw greeting cards to

• Praise your friends when they build your

thank one of the asset builders in your

assets or the assets of young people in the

lives (a teacher, a neighbor, a parent, a

community.

friend, a sibling, a bus driver).

• Offer help with fall chores to a neighbor you don’t know well.

Adapted from Get the Word Out: Communication Tools and Ideas for Asset Builders Everywhere, copyright © 2003 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search.insitute.org. This article may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

266

THE ASSET ACTIVIST’S TOOLKIT

Four Seasonal Articles on Asset Building Take the Chill Out of Winter Whether you live on the East Coast or West

ues? What messages did the movie give

Coast, in the freezing northland or the milder

about important topics like money, fight-

south, winter brings a chill to the air that makes

ing, or family?

spending quiet time at home more appealing. In the bustle of the many winter holidays, a focus on home can bring calm and balance to each of us, young and old. Here are some ideas for creating warm family times and for taking advantage of the inclination to be quieter and more reflective:

• Schedule a trip to the library—with a student, your own child, a neighborhood youth, or the young person you mentor— to find a great biography of an admirable person, a gripping adventure novel, or a reference book about her or his favorite animal or hobby.

• Whatever holidays you celebrate, enrich the season by creating family traditions to mark this special time.

• Quiet evenings are perfect for thinking about all the dreams you and the young people in your life have for the future. Ask

• Set up a regular family video evening.

young people about their dreams and

Have special snacks, build a fire or snuggle

hopes, about all the things they want to

under blankets, and watch a movie you

do in their lives. Tell them about your as-

chose together. After the movie, talk about

pirations, and what you’ve done to over-

the story and the characters. Which char-

come your disappointments when things

acters in the movie had the strongest val-

haven’t worked out the way you’d hoped.

Adapted from Get the Word Out: Communication Tools and Ideas for Asset Builders Everywhere, copyright © 2003 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search.insitute.org. This article may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

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267

AN ARTICLE BASED ON GRADING GROWN-UPS: AMERICAN ADULTS REPORT ON THEIR REAL RELATIONSHIPS WITH KIDS This article is based on the first-of-its kind study examining adult involvement in the lives of young people outside their families. The study, published in 2001 by the Gallup Organization for Lutheran Brotherhood (now Thrivent Financial for Lutherans) and Search Institute, revealed that only 1 in 20 adults actively engages in promoting young people’s healthy development. Use this article and the study’s intriguing findings to encourage all adults to connect with the youth in your community. For more information about Grading Grown-Ups, visit www.search-institute.org/norms/index.html.

Social Norms: A Permission Slip—for Grown-Ups Does this describe you? You believe it’s impor-

they are, or congregation they belong to, al-

tant to encourage young people in school and

most all agree that it’s most important to:

you expect children and teenagers to respect adults. If you answered yes, join the crowd—a

• Expect parents to set boundaries for their children;

very big crowd. According to a nationwide survey of American adults, 90 percent believe

• Teach young people other than their own

strongly in these two ideas. And what’s more,

children such core values as equality, hon-

they back up their belief with action.

esty, and responsibility;

It is astonishing that in a country built upon diverse cultures, a nation split down the middle in a presidential election, a society that prizes its freedom to disagree enough to wage

• Teach respect for cultural differences and values, even if they conflict with their own; • Guide young people in making decisions;

war for it, American adults actually have far

• Give financial advice to young people;

more in common when it comes to their beliefs

• Have meaningful conversations with

about raising healthy young people than any-

young people that allow adults and youth

one has ever realized—until now.

to really get to know each other; and

That’s the powerful message found in the 2001 report Grading Grown-Ups: American Adults Report on Their Real Relationships with Kids. If you dig a little deeper into the study, in which

• Openly discuss with children and youth their own values. But here’s the dilemma: Even though so

the Gallup Organization polled a representative

many adults share these beliefs, they don’t act

sample of more than 1,400 American adults

on them. Why? The authors of the Grading

across the country, you’ll find even more bright

Grown-Ups study suggest that adults may not feel

points of agreement. For example, your friends,

society has given them “permission” to become

neighbors, coworkers, and people you pass on

involved with children other than their own.

the street, regardless of how much money they

They worry that if they seek to get involved they

make, diplomas they have or don’t have, color

might “step on parents’ toes” or be rejected.

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THE ASSET ACTIVIST’S TOOLKIT

But nothing could be further from the

• Ask a young person about her or his

truth, according to Search Institute , a non-

name. How did her or his parents choose

profit organization that advances the well-

it? Then share the story of your name. It’s

being of children and adolescents through re-

amazing how much name choices say

search, training, and resources. “To grow up

about our ethnic and cultural back-

healthy, young people need to be surrounded,

grounds, our family’s values, parents’

supported, and guided by a sustained network

dreams for their children, and more.

SM

of adults, in addition to their parents, who choose to know, name, support, affirm, ac-

• Tell parents when you see their children do something good.

knowledge, guide, and include children and adolescents in their lives,” the authors of the

• Without placing blame, report to parents if you’ve seen their children misbehave—

report write. You probably are already taking steps that

really! For parents, this information can

build the important web of support for chil-

be hard to hear, but your action shows

dren and teens—things like smiling at them,

that you care and are willing to help

greeting them by name, or giving them a

them. Most parents will appreciate it.

chance to work or volunteer with you. Most

• If you’re a parent or guardian of a child,

parents, according to the study, welcome that

ask an adult friend you respect to be a spe-

help.

cial friend to your child, maybe even an So be confident that you have permission,

that you are joined by a boatload of others who want to help but might need a little encouragement, and that your actions are backed up by solid research. Search Institute has identified 40 positive experiences and qualities that can help to ensure that young people succeed. They’re

informal mentor. • If you’re a parent or guardian of a child, tell your neighbors that you want them to get to know your children and to let you know if they’ve done something good—or acted unacceptably.

called Developmental Assets™, and surveys of

To connect with other people who want to sup-

thousands of students show that the more as-

port young people in their everyday lives and

sets young people report experiencing, the

in everyday ways, see if your community has a

fewer risky behaviors they’ll engage in and the

Healthy Communities • Healthy Youth® initia-

more good things they’ll incorporate into their

tive. Check out www.search-institute.org for a

lives.

listing of sites. Consider this your permission Here are a few ideas for ways to get more

slip to join the crowd!

involved—to build assets—in the lives of young people around you: • Look for one opportunity in the coming week to find out about the interests of a young person you know. Adapted from Get the Word Out: Communication Tools and Ideas for Asset Builders Everywhere, copyright © 2003 by Search InstituteSM; 612-376-8955; 800888-7828; www.search.insitute.org. Developmental AssetsTM and Healthy Communities • Healthy Youth® are trademarks of Search InstituteSM. This article may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

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A MAKE-IT-YOURSELF ASSETS AWARENESS-RAISING PACKET This collection of reflection and activity sheets provides a practical, hands-on way to engage youth and adults in thinking and talking about Developmental Assets. To use, copy all the worksheets (plus one or more of the lists of the Developmental Assets; Handouts 94–101 in this resource) and place them in a folder or staple them together into a small booklet. Combine them, if you wish, with other materials such as bookmarks, business cards, or initiative brochures to create a packet that encourages adults and youth to learn more about asset building in general and in your community or organization specifically. You may want to add your own contact information to the cover sheet for the packet (which introduces the assets and is titled “What Is Asset Building?”). Some of the worksheets can be used individually for congregation bulletins, take-home letters to parents/guardians, meetings and presentations, and any other appropriate setting in which people have some familiarity with the Developmental Assets.

What Is Asset Building? Every day, young people and adults across the

risky behavior. Each and every individual has

country are working together to create better

the power to create an environment that en-

communities in which all children and youth

courages young people to be and do their very

can grow up healthy, caring, and responsible.

best; we call this intentional effort building

They’ve learned about the 40 Developmental

assets.

Assets™—the positive experiences and qualities

Please take a look at the worksheets in this

that all of us have the power to bring into the

packet to learn more about the Developmental

lives of children and youth. The assets cover

Assets and what you can do to build them with

eight areas of human development, including

and for the young people in your life and in

support, boundaries and expectations, commit-

your community. For more information about

ment to learning, and positive identity. Search

Developmental Assets and what’s happening in

InstituteSM’s research indicates that the more as-

this community, contact your local asset-

sets a young person has, the more likely he or

building initiative or visit the Search Institute

she is to make healthy life choices and avoid

Web site (www.search-institute.org).

Developmental Assets™ are positive factors in young people, families, communities, schools, and other settings that have been found to be important in promoting young people’s healthy development. From The Asset Activist’s Toolkit: Handouts and Practical Resources for Putting Assets into Action, copyright © 2005 by Search InstituteSM; 612-376-8955; 800-888-7828; www.search-institute.org. This handout may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

270

THE ASSET ACTIVIST’S TOOLKIT

1

WORKSHEET

Asset Builders in My Life

Even though the list of 40 Developmental Assets was created relatively recently, we have all experienced asset builders in our lives, whether we’re 10 or 50 years old. In the space provided, jot down the names of people who have built each type of asset for and with you and how that person has made a difference in your life. If you are younger than 20, you may want to think about people who currently build assets for and with you. If you’re older than 20, either think about someone who does this for you now or think back to your own childhood and adolescence. It’s okay to leave some spaces blank if no one comes to mind. It’s also okay to list the same person in several spaces.

Think of someone who has . . . Shown you love and understanding during a

Made learning about new things really

time when you really needed it (support assets).

fun and interesting (commitment-to-learning assets).

Helped you know that you have something

Been a role model for you in living with

important to contribute to others (empower-

honesty, integrity, and caring (positive-values

ment assets).

assets).

Set clear boundaries for you to help you

Helped you develop important social

stay safe (boundaries-and-expectations assets).

skills, such as how to get along with other people (social-competencies assets).

Helped you get a lot out of activities in

Encouraged you to feel good about your-

your school, a youth-serving organization, or a

self and optimistic about your future (positive-

congregation (constructive-use-of-time assets).

identity assets).

SM

Adapted from Taking Asset Building Personally: An Action and Reflection Workbook, copyright © 1999 by Search Institute ; 612-376-8955; 800-888-7828; www.search.insitute.org. This worksheet may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

WORKSHEET #1

271

WORKSHEET

2

Little Things Mean a Lot

All kinds of small, simple actions can mean a lot to children and youth. Whether done by adults, young adults, or young people themselves, the action ideas listed below are ways to start asset building or to expand the asset building you’re already doing. Read the ideas and choose one (or make up one of your own) that you’d like to start doing right away.

Ideas for Young People

Ideas for Adults

• Start a book club with friends and read just for fun. • Volunteer at a local animal shelter, nursing home, or community center. • Discuss with other young people in your neighborhood what’s good about where you live and what you could do to make things better. • Get to know an adult you admire. • Make a point of saying hello to your neighbors. • Watch a little less TV and find something new and interesting to try. (How about arts and crafts? crocheting? playing an instrument?) • Identify something each member of your family is good at and learn from them. • Say more positive things to friends and family than negative ones.

• Speak positively about young people and defend them when other adults put them down. • Organize a musical instrument drive to encourage people to donate used but working instruments to a school or youth program. • Take time to play or talk with young people who live or work near you. • Find out whether young people in your neighborhood have safe, healthy places to go after school. • Learn the names of children and teenagers in your neighborhood and greet them by name. • When young workers at a grocery store, drug store, or fast-food restaurant wait on you, greet them in a friendly manner and compliment them on something (their unusual hairstyle, their good work).

• Offer to help a younger child with schoolwork or hobbies. SM

Adapted from Taking Asset Building Personally: An Action and Reflection Workbook, copyright © 1999 by Search Institute ; 612-376-8955; 800-888-7828; www.search.insitute.org. This worksheet may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

272

WORKSHEET #2

WORKSHEET

3

Help to Believe and Achieve

Just about everyone can look back on her or his life so far and see that certain people have been especially important in helping us feel valued and empowered. Near the Y, write the names of people who have believed in you, whether long ago or more recently. Near the E, jot down something (or several things) you were able to do because one of those people believed in you. Near the S, write the name of a young person who might benefit from knowing that you believe in her or his abilities and potential. Then think of one way to show that person you believe in her or him.

Y E S SM

Adapted from Taking Asset Building Personally: An Action and Reflection Workbook, copyright © 1999 by Search Institute ; 612-376-8955; 800-888-7828; www.search.insitute.org. This worksheet may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

WORKSHEET #3

273

WORKSHEET

4

Solving the Puzzle Piece by Piece

No one person can solve all the “puzzling” challenges and difficulties in our world alone. But each of us can take a step or two to make a difference for a child or youth. And as more and more of us do our part, more and more young people will get more and more of what they need. You don’t have to do it all, but you do need to find the piece of the puzzle you can fit into the picture of a better world. On each side of the puzzle piece below, write the name of one of the places you often spend time. It could be home, work, a park in your neighborhood, a coffee shop, the library, a mall—just about anywhere! Then take a moment to imagine how you can be the connecting puzzle piece by doing asset building in all those places. If you like, color or decorate your puzzle piece, then cut it out and post it somewhere to remind you of the important role you can play in “solving the puzzle.”

SM

Adapted from Taking Asset Building Personally: An Action and Reflection Workbook, copyright © 1999 by Search Institute ; 612-376-8955; 800-888-7828; www.search.insitute.org. This worksheet may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

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WORKSHEET #4

WORKSHEET

5

What Does Asset Building Mean to Me?

Jump-start your own thinking or spark a conversation with another young person or adult with these reflection questions, three for each category of human development in the asset framework.

Support • Do the important people in my life encourage me, help me, pay attention to me, have high expectations of me, and comfort me or defend me when I need it? Do I do these things for others? • Do I freely give love, affirmation, and acceptance to my family, friends, coworkers, and neighbors? • Do I have people in my life who really listen to me? Do I really listen to them?

Empowerment • Does my community value young people? How do I know? • Whom do I turn to for help when I don’t feel safe? Who protects me? Who looks to me for protection? • How do I serve other people? How does it help me help others?

Boundaries and Expectations • Who watches out for me? Who sets limits for me? How well do I set limits for myself? • Do my friends encourage me to behave well or to behave badly? • Do most people generally expect me to succeed or to fail?

Constructive Use of Time • Have I ever dreamed of being a musician, an artist, an athlete, a scientist, a writer, or an actor? How could I start making those dreams come true? • Am I sometimes afraid of trying new things because I think I won’t be good at them? • Does my family do fun and interesting activities together? Why or why not? WORKSHEET #5

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Commitment to Learning • Do I believe I can learn anything if I set my mind to it? • Do I ever read out loud? Do I ever wish someone would read to me? • Do I like my school or workplace, or do I just put up with it? What kinds of changes would help me like it more?

Positive Values • What is my favorite motto or quotation to live by? • What is the best way to live? How do I know I’m a good person? • Does equality mean everyone has to be the same? How can we be different but still treat one another with respect?

Social Competencies • How much do I know about my own heritage, about where my people come from? How can I learn more? What about my best friend’s heritage, or my neighbor’s? • Do I know how to avoid dangerous situations? Do I know how to get out of dangerous situations I’ve gotten into? Who has helped me with this? • How do I stay friends with people when we have disagreements or differences of opinion?

Positive Identity • How do I know my life has a purpose? Do I get to choose the purpose, or is the purpose something I’m supposed to discover? • What do the great thinkers of my people say about the purpose of life? Have my parents ever told me stories about living with purpose? • If I close my eyes, can I imagine my future? What will my family be like? What kinds of work will I do? Who will be my closest companions? Where will I live?

SM

Adapted from Taking Asset Building Personally: An Action and Reflection Workbook, copyright © 1999 by Search Institute ; 612-376-8955; 800-888-7828; www.search.insitute.org. This worksheet may be reproduced for educational, noncommercial uses only (with this copyright line). All rights reserved.

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THE ASSET ACTIVIST’S TOOLKIT

Casual Ways to Talk about the Assets

Consider these situations that have the great

• Not financial. Instead they are the oppor-

potential for impact: talking to the cashier at

tunities, skills, relationships, values, and

the grocery store, who is concerned about the

self-perceptions that all young people

young people who’ve been hanging around out

need in their lives.

front; chatting with a member of your congregation who thinks that youth need to be more involved in decision making; sharing ideas

• Essential qualities of life that help young people thrive, do well in school, and avoid risky behavior.

with neighbors at a block club meeting when the focus turns to keeping neighborhood teens

• Divided into two subcategories, external assets and internal assets.

out of trouble. All of these situations can be times to talk

▲

External assets are the relationships

with others about the Developmental Assets.

and opportunities that surround young

Listed below are some conversation starters or

people.

enhancers that can help you make the most of these opportunities.

▲

Internal assets are the guiding values and skills that young people develop.

The 40 Developmental Assets are . . . • Positive things that help young people grow up to be healthy, caring, and respon-

• Based on a strong foundation of research and can support the positive things we believe as a community. • Powerful, and everyone has the potential to build them; the challenge is that most

sible. • Factors that can contribute to young people’s success. • Supported by years of research involving hundreds of thousands of young people across the country.

youth aren’t experiencing enough of them. • Things we know young people need in order to become the kind of people we want living next door to us or working with us in our businesses.

• Things everyone can do or build in her or

Asset building . . .

his community. • Building blocks of development that serve

• Can help mobilize communities (neigh-

as the foundation for healthy children

borhoods, schools, parents, congrega-

and youth.

tions) to do what they can to create a

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277

better place for youth, which can help

pleasure, youth as resources, and caring

young people grow up in the best possible

school climate.

way.

• There are two types of challenges that

• Goes beyond the physical needs of youth and focuses on social, psychological, and

young people face: ▲

emotional needs.

Developmental deficits, such as being home alone, experiencing physical

• Creates a web of support for youth.

abuse, and being victims of violence; and

• Is dependent on healthy relationships between youth and adults.

▲

• Promotes an environment that supports

High-risk behavior patterns such as repeatedly using alcohol and other drugs, being sexually active, and engaging in

effective communication.

multiple acts of violence. • Is an ongoing process. • Young people who report experiencing • Requires consistent messages.

more assets are less likely to engage in

• Can build a bridge between individuals

high-risk behaviors.

and organizations and allows both to con-

You may want to take a slightly different

tribute to the healthy development of

approach when talking with young people

young people.

about assets. We’ve found that the following

Research from Search Institute reveals that . . . • Assets are important in the lives of all

messages resonate with many youth:

The Developmental Assets are . . . • The stuff you deserve to have in your life.

young people, regardless of sex, cultural/

Some of it is inside of you, but some of it

racial/ethnic background, age, or size of

comes from parents, teachers, neighbors,

community.

friends, and relatives.

• On average, young people report experiencing only about 19 of the 40 assets.

• Things that can make a positive difference in your life.

Youth from all walks of life have too few • Based in part on positive, affirming rela-

assets.

tionships. • The assets young people are more likely to report experiencing are a positive view of personal future, family support, religious community, school engagement, and integrity.

and be more successful. • Good things that can help you make your dreams come true.

• The assets young people are less likely to

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• Things that can help you live a better life

• Building blocks of development that can

report experiencing are creative activities,

help you become the kind of man or

community values youth, reading for

woman want to be.

THE ASSET ACTIVIST’S TOOLKIT

LETTERS TO THE EDITOR Submitting letters to the editor is a way to get your message into newspapers without needing to draw the attention of a reporter or columnist. The following letter templates and suggestions can be customized or adapted to invite the members of your community to learn more about your Healthy Communities • Healthy Youth initiative, to release information about your community’s survey results (from Search Institute’s surveys of young people; visit www.search-institute.org for details), or to respond to a crisis or tragedy in the community.

An Invitation to the Community Dear Editor:

On behalf of [initiative name], a Healthy Communities • Healthy Youth initiative, I would like to extend an invitation to the entire community to learn more about our efforts. We are one of nearly 600 communities around the world that are working together to nurture, encourage, and support all young people in our community. These efforts are based on research from Search Institute, a national nonprofit organization in Minneapolis, Minnesota. Search Institute has identified 40 concrete, positive experiences and qualities that have a tremendous influence on young people from all walks of life. These 40 things are called Developmental Assets, and we all have the power to bring them into the lives of our children and youth. Our initiative has existed in this community since [date]. We actively seek the involvement and support of community organizations, government agencies, businesses, schools, congregations, and other caring individuals to turn this community into a place that cares for and nurtures our young people. If you are interested in learning more about our initiative, please call [phone], email [email address], or write to [street address or PO box].

Thank you for your support,

[Indicate your title or role beneath your name.]

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A Letter about Your Community’s Survey Results Dear Editor:

What would you say if I told you that only [data from your report, asset 7: community values youth] percent of the young people in our community believe that they are valued? Several months ago, [#] students in [#] schools in our [community/county] participated in a survey that revealed what our young people think about their lives, values, opportunities, and relationships with families, teachers, friends, and neighbors. The survey was developed by Search Institute, a national nonprofit organization based in Minneapolis, Minnesota. On the basis of research on child and youth development, the institute has created a framework of 40 “building blocks of healthy development” that can help guide adults and youth in creating better communities on behalf of young people. These “building blocks” are called Developmental Assets, and Search Institute has surveyed hundreds of thousands of young people across the country to find out how many and which of these assets young people report having in their lives. [Insert here several examples of your findings; change the following two sentences as necessary.] The good news is that a majority of our young people [encouraging findings]. The bad news is that only a few of our young people [discouraging findings]. But the main thing these findings tell us is that there’s a lot each one of us in this community can do to help young people thrive. Who are the young people you see on a regular basis? The boy who lives next door? The girl who works at the supermarket? Do you know their names? Do they know who you are? Young people want and need our encouragement, even if it’s as small as a smile or a quick hello. It’s time for us to make a change for the better. If you are interested in learning more about the survey results and what you can do for and with young people in our community, contact [contact information].

Thank you,

[Indicate your title or role beneath your name.]

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A Letter in Response to a Crisis or Local Tragedy (such as a natural disaster, an accident, or an act of violence) Dear Editor:

In the wake of [recent tragic events], we must remember that our entire community has the opportunity to stand together and create a more positive place for each and every resident. Now more than ever, young people need to feel cared for and loved by the adults in their lives. Parents and guardians, your children are looking to you for guidance and a sense of security. It’s okay not to have all the answers, but be willing to listen to concerns and fears. Just listening can help validate their emotions. Teachers, you may hear your students talking about it in the hallways or classrooms. If possible, take a few moments, perhaps at the beginning or end of class, to hear from your students or even share your own thoughts about the situation. Neighbors, a kind word or smile will help young people who live next door, across the street, and down the road feel supported. Remember, you have the opportunity to help these youth become the kinds of adults you would like to live next to. As a community-based initiative, we have rededicated ourselves to our mission to create more opportunities for youth to have meaningful roles in [our city/town]. We are working to empower young people to make change for the better. If you are interested in learning more about how you can create a healthy place for all young people, please write [organization name and address], email [email address], or call [phone number].

Thank you,

[Indicate your title or role beneath your name.]

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PRESS RELEASES A news or press release is used primarily to provide information to the print media. Community newspapers and smaller publications are more likely to use press releases as primary sources of information. Daily newspapers and magazines generally use press releases as leads or background material for their own articles.

Here are some basic rules to follow in preparing every press release:

• The opening paragraph should summarize the details and answer the five basic ques-

• No press release should be longer than two pages unless more space is absolutely essential to tell your story. You want to keep your account simple and straightforward. Avoid jargon, as well as complex and nonessential details. All news releases answer five basic questions: Who? What? Where? When? Why?

tions mentioned in the first item on this list. You can add supporting paragraphs to provide more details, but the release should be written so that if the supporting paragraphs get cut, no critical information will be lost. • If possible, include accurate quotes from people involved in your story. This will

• Always include contact information. At the beginning of your press release, list a contact name and phone number so that

allow reporters to use the information without having to talk to the person. • If you go to a second page, the word

a reporter can call if he or she needs more

“more” should appear at the bottom cen-

information. At the end of the press re-

ter of the first page so that the reader

lease, you can include specific details

knows there is more information. At the

about your organization.

end of your release type ### at the bottom

• Always include a date at the top of the release to convey the time sensitivity of the

center of the last page, signaling to the reader the end of your release. The release should always be double-spaced.

story. • Use a headline. The headline summarizes the information in one or two lines and grabs the attention of the reader. Use active verbs, and keep your headline short. Remember, a press release should be easy

• Be sure to proofread and check your grammar. Read the release aloud or ask someone to proofread it for you to make sure the information is simple, correct, and concise. We’ve included five sample press releases

to understand and ready to use without

that you can adapt as needed. We’ve also pro-

revision.

vided information and ideas that may be helpful during times of crisis in your community.

282

THE ASSET ACTIVIST’S TOOLKIT

Announcing the Formation of Your Initiative For Immediate Release

Contact: [ Name]

[Date]

Phone number:

[Community name] Launches Initiative to Help Youth Succeed [Your city, state]—Every day, thousands of communities ponder how they can improve the health and well-being of children and youth. We hear frightening news reports and disturbing statistics, but what can be done besides feeling bad or concerned? What do kids really need to be successful? [Initiative name] is investing new energy and creativity into creating a community in which all young people can succeed. [Initiative name] has joined nearly 600 communities and multiple organizations throughout the world in launching a local Healthy Communities • Healthy Youth® initiative. This national movement, begun in response to communities’ requests and supported by Minneapolis-based Search InstituteSM, provides the vision, structure, resources, and training to unite all sectors of a community in nurturing the positive development of youth. “We’ve all heard that it takes the collective efforts of an entire community to help our young people succeed in life, but in many cases the various sectors of a community are not equipped to work toward a common goal or to do their part,” says Dr. Peter Benson, president of Search Institute. “What we’re talking about through Healthy Communities • Healthy Youth is educating people in all corners of a community about what they can and should do to make sure young people get what they require to grow up to be healthy, happy, caring adults.” [Insert a paragraph about the goals and objectives of your initiative. Describe what you plan to do first to help ensure that young people in your community get what they need to succeed. Include a quote from one or more members of your initiative on why they think it’s important or what they hope the outcomes will be.] Healthy Communities • Healthy Youth is rooted in Search Institute’s framework of Developmental Assets™—40 concrete, positive experiences and qualities that have a tremendous impact on young people’s lives. The 40 assets are spread across eight broad areas of human development: support, empowerment, boundaries and expectations, constructive use of time, commitment to learning, positive values, social competencies, and positive identity. Research has shown that these assets are powerful positive influences on adolescent behavior. The more assets young people experience, the less likely they are to engage in a wide range of risky behaviors such as alcohol use, violence, or illicit drug use. Young people with more assets are more likely to succeed in school, value diversity, and maintain good health. “The asset framework is the heart and soul of Healthy Communities • Healthy Youth,” says Benson. “It provides a solid understanding of what young people need to succeed and allows us to focus on solutions rather than problems. The goal for communities is for each sector to do its part to help nurture these 40 Developmental Assets for young people. It’s a goal that’s concise, concrete, and definitely achievable.” [Your closing paragraph should provide details about your initiative, who is involved, how often you meet, and how others can get more information. Feel free to include Search Institute’s Web site: www.search-institute.org.] ###

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Announcing Your Survey Results For Immediate Release

Contact: [ Name]

[Date]

Phone number:

Search Institute Data Show That Youth Are Not Getting What They Need to Succeed [Your city, state]—A significant number of youth in the United States experience fewer than half of the essential ingredients for healthy development, according to recent survey findings from Search InstituteSM, a national nonprofit organization based in Minneapolis, Minnesota. The result is that too many young people are growing up ill prepared to take their places in society. Recently students at [name of school or organization] took Search Institute’s Profiles of Student Life: Attitudes and Behaviors survey to provide us with a snapshot of how the young people in our community are doing. According to the survey results, only [#] percent of youth surveyed experience at least 31of the 40 assets. [Additional survey results here.] Research shows that the more of these 40 Developmental Assets™ young people experience, the more likely they are to choose positive paths and grow up competent, caring, and responsible, and the less likely they are to engage in risky behaviors. The 40 assets are spread across eight broad areas of human development: support, empowerment, boundaries and expectations, constructive use of time, commitment to learning, positive values, social competencies, and positive identity (see enclosure for a complete description of the 40 assets). [Community’s] results mirror the findings of Search Institute, in that too few of our young people are experiencing most of these essential building blocks of positive development. There is reason to be optimistic, however. The data from the survey help us understand what young people need and allow us to focus on solutions rather than problems. [Insert specific details about what your community is going to do: Are you going to focus first on a few specific assets, or one category? Do you have a forum planned where people can come together to discuss next steps? Remind your audience of the positive things that are already happening. Quotes from community planners may also be helpful.] Some interesting facts to consider: • Research identifies a strong relationship between how many assets a young person experiences and the likelihood that the young person will engage in high-risk behavior. The youth with the most assets are least likely to engage in four high-risk behaviors: problem alcohol use, illicit drug use, sexual activity, and violence. • In addition to protecting young people from negative behaviors, having more assets increases the likelihood that young people will have positive attitudes and behaviors, or thriving behaviors, including maintaining good health, valuing diversity, delaying gratification, and succeeding in school. “Our kids need us,” says Search Institute’s president, Dr. Peter Benson. The findings from this survey remind us that we have room to grow and work to do. There are practical, simple things we can do as individuals and as a community to strengthen the foundation of Developmental Assets. Next time you are out and about in our community, think about how you can make a difference in the life of a young person. For more details about the survey, additional information about the Developmental Assets, and specific ideas for how each of us can help, contact [contact information]. ###

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Hosting an Event For Immediate Release

Contact: [ Name]

[Date]

Phone number:

Local Healthy Communities • Healthy Youth® Initiative to Host Networking Event [Your city, state]—The Healthy Communities • Healthy Youth initiative in [community] is hosting a [name of event] on [day, date] at [location] from [start time] to [end time]. [Name of event] is being held in cooperation with [local funder or partner if applicable]. Healthy Communities • Healthy Youth (HC •HY) is an international initiative of Search Institute, a nonprofit research and education organization in Minneapolis, Minnesota. Rooted in Search Institute’s framework of Developmental Assets™ for youth, the HC • HY initiative provides resources, technical assistance, and training to communities, schools, organizations, and families to help them launch and support long-term efforts to promote the positive development of all children and adolescents. The network event is designed for volunteers and staff who are leading or participating in efforts to mobilize their community or coalition of organizations. The event will [the purpose and/or agenda of your meeting and what participants have to gain from attending; for example, it might serve as a forum for learning and sharing among individuals involved in community mobilization efforts.] The event is open to anyone interested in learning more about the Developmental Assets or anyone already active in community mobilization efforts concerned with building assets for and with youth. Youth participation is strongly encouraged. To register or receive more information, call [contact name and phone number]. To date, nearly 600 communities around the world have mobilized under the Healthy Communities • Healthy Youth umbrella, and thousands of individuals and organizations have embraced the asset framework that is its foundation. [Include a paragraph about your funders or partners if applicable. Also include a paragraph about your initiative: Who is involved, how often you meet, how others can get more information, and so forth. Feel free to include Search Institute’s Web site: www.search-institute.org.] Search Institute is an independent, nonprofit, nonsectarian organization whose mission is to advance the well-being of adolescents and children by generating knowledge and promoting its application. To do this, Search Institute conducts research and evaluation, develops publications and practical tools, and provides training and technical assistance. The institute collaborates with others to promote long-term organizational and cultural change that supports the healthy development of all children and adolescents. ### READY-TO-USE COMMUNICATION MATERIALS

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Hosting a Training This press release is adapted from one contributed by Atlantic Health Systems in Passaic, New Jersey. For immediate release

Contact: [ Name]

[Date]

Phone number:

Looking for a Good Investment? How about Your Children? [Your city, state]—Looking for a good investment? We’ve got a lead for you. It doesn’t cost much to get started and you can expect high yields. It won’t make you rich, but it can change the lives of children in your family, neighborhood, school, organization, or community for the better. We’re not talking about financial assets but Developmental Assets™—the “capital” children and youth need to grow up healthy, caring, and responsible. How does a community identify and nurture assets (such as caring neighborhood and positive peer influence) that ensure positive child and adolescent development? Is there a better way to ensure positive development than focusing on problem solving? These are just a few of the questions that will be explored when [name of your initiative/organization] presents [name of training; for a list of trainings, see Search Institute’s Web site at www.search-institute.org] at [time and date]. Developed by Minneapolis-based Search InstituteSM, the program is designed to [description of training]. Search Institute is a nonprofit organization dedicated to the well-being and healthy development of all children and youth. [Ask your trainer for a quote about the event if possible and insert it here. It could look something like the following:] “At a time when many people feel overwhelmed by the problems and challenges facing children and adolescents, communities across the country are discovering new energy in working together toward a positive vision for young people,” says trainer and consultant [trainer’s name]. During the presentation, attendees will: [Insert bullet points that describe what will take place during the training and what people have to gain from participating. These ideas can be found in Search Institute’s resource catalog.] In an effort to identify the elements of a strength-based approach to healthy youth development, Search Institute has developed a framework of Developmental Assets. This framework identifies 40 factors critical to young people’s growth and development, covering, among other areas, family support, creative activities, and self-esteem. When drawn together, the assets offer a set of benchmarks for positive child and adolescent development. The assets clearly show the important roles that families, schools, congregations, neighborhoods, youth-serving organizations, and individuals in the community play in shaping young people’s lives. The program is presented by [sponsoring organizations]. The cost is [price]. Anyone interested in children and youth is encouraged to attend, including parents, community members, teachers, religious leaders, youth, business owners, law enforcement personnel, and others who work with youth. For information, please contact: [contact information]. ###

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THE ASSET ACTIVIST’S TOOLKIT

Attending the National Conference For immediate release

Contact: [ Name]

[Date]

Phone number:

Local Youth and Adults Gather in [city or state] to Build Healthy Communities for Youth [Your city, state]—More than [#] youth and adults from all across North America gathered at [name of hotel or convention center] for Search InstituteSM’s [#] annual Healthy Communities • Healthy Youth® Conference from [date] to [date]. The conference was designed to promote Search Institute’s Healthy Communities • Healthy Youth (HC • HY) initiative, which is rooted in the organization’s framework of 40 Developmental Assets™—the “building blocks” of positive experiences and qualities that all youth need to grow up healthy, caring, and responsible. The conference provided a forum for sharing as business and community leaders, congregational leaders, educators, youth workers, youth advocates, and youth came together to learn and share creative ways to incorporate Developmental Assets into their lives, work, and programs, and to renew their commitment to building healthy communities for and with youth. [Insert paragraph describing your initiative and its mission, who attended from your community, and what they learned at the conference. Include quotes from both youth and adults if possible.] Each year attendees such as [your name/organization/initiative] leave the conference energized by what they’ve learned and enthusiastic about getting back to the community to implement new ideas they’ve gained from learning sessions, keynote speakers, and other attendees. This year’s conference provided more than [#] learning sessions covering topics such as [sample topics]. [Insert paragraph/s describing what took place, including keynote speakers, special presentations and/or gatherings.] Not only were there plenty of opportunities for learning, there were also lots of chances for fun and making new friends. [Describe after-hours activities and intergenerational activities.] National sponsors of the conference were: [This information can be found in the conference brochure. You may also choose to add a sentence about organizations that sponsored or funded your participation in the conference.] The Healthy Communities • Healthy Youth initiative was launched in 1996 with 40 communities. Today nearly 600 communities, including statewide initiatives in 24 states, two Canadian provinces, and other countries around the world, are mobilized under the initiative’s umbrella. Search Institute is an independent, nonprofit, nonsectarian organization whose mission is to advance the well-being of adolescents and children by generating knowledge and promoting its application. ###

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Tips for Preparing Press Releases Focused on an Asset-Building Response to Crisis There may be times in your community when a crisis occurs and you want to use it as an opportunity to heighten awareness of the assets and the need to build them for and with young people. Or you may want to highlight how an asset approach can contribute to individual and collective healing. Since each crisis and community are unique, we have not drafted a “one-size-fits-all” press release; rather, we have suggested some language to help you in developing your own response. Some things to keep in mind:

What to Do When the Media Calls Find out: • The name of the reporter; • Why the reporter contacted you; • What background information the reporter already has; • What the reporter still needs; • Who else is being contacted;

• It’s important to acknowledge that the

• When the reporter’s deadline is;

event occurred and that people may be feeling grief, sadness, anxiety, or other

• When and where the interview will take place;

emotions.

• When the finished piece will appear and

• A crisis can provide impetus for change. Communities may find new ways of coming together and working for the common good. People may be searching for things they can do to help. Asset building is

whether you will have a chance to review it beforehand (to verify quotes, etc.); and • If radio or TV, what kind of interview—live or taped.

something anyone can do, it’s immediate, and individuals can do a little or they can do a lot.

rescue personnel or whoever else may

• You may need to address the details of the event, but you also may want to point out how many people survived or were fortunate in other ways. There can be healing in knowing about the happy endings as well as the sad stories.

288

• Acknowledge the efforts of aid workers or have had a positive impact during the tragedy. • It’s important to reach out to young people. They may seem to be doing all right, but they need to know that others

THE ASSET ACTIVIST’S TOOLKIT

are there for them if they do need or want support.

• Convey a tone of “our resolve is stronger than ever.” During a crisis it’s easy for

• Emphasize that young people can be called upon to help in times of crisis. Young people need leadership opportunities and they have a lot to contribute. Ask for their ideas and involve them in your planning process.

some things to be neglected, but you can’t afford to neglect the well-being of your young people. Now more than ever they need you to join together and focus on the positive aspects of life. • Assets are about resilience. Asset builders

• Recovery takes a long time and requires that people work together.

talk about thriving despite deficits. Assets allow for a focus on what is going right instead of dwelling on problems, and there are simple, quick actions you can take now that will make a difference.

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MEDIA ALERTS A media alert is a one-page notification to the media of an event or one-time opportunity, such as a news conference, an initiative launch, a celebration event, or a presentation. The purpose of the alert is to convince the media to cover your event or activity. Media alerts are especially important to television newsrooms. The information contained in the alert is often the information that is aired. Print reporters use the alert mainly for their own scheduling purposes, and they should be provided with a press release at the actual event.

A media alert supplies the media with the following information: Who:

A contact person for reporters to call with questions. It’s important to include a telephone number for the contact person on the day of the event. For example, if an event is on a Saturday, include the place where you can be reached instead of your office number. You may also provide your home telephone number or cell phone number.

What:

A description of what a visitor to this event will actually see. Be as clear and concise as possible. This is the information television stations in particular will be looking for in your alert.

When:

Precise information regarding the time of day. For example, if your event takes place from 8:00 A.M. to 4:00 P.M., but the most interesting visual portion will happen in the middle of the day, say this. Include a start time and a finish time to make scheduling easier for news crews.

Where: As much information as possible about where the event will take place. List room numbers when necessary to avoid lost and roaming news crews. Indicate where news vans should park if you have a preference. If necessary, also include information about whom news media representatives should check in with upon arriving at the event. Why:

An explanation of why this activity or event is important. Use this section to convince the media that they should cover the event. You might also list sponsors.

Tips for Giving Great Interviews • Never conduct an interview on a first call.

• Don’t speculate, conjecture, or guess.

• Remember that you are speaking on the record.

• Avoid using responses, such as “No comment,” that sound defensive or as if you’re hiding something.

• Talk like a person, not an institution. • Paint a picture with words and tell concrete stories.

• Keep the discussion positive.

• Keep your audience in mind. • Be aware of how you communicate nonverbally. • Adapt for the type of media outlet with whose representative you are talking.

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• Be confident about your answers.

• Keep your answers short and simple. • Stick to the point. • Be repetitious: make sure your points hit home.

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Customizable Media Alert [Organization’s logo/letterhead]

Contact: [ Name]

[Date]

Phone number:

Community Spirit Campaign Gives Residents a Chance to Be Heard What:

The citizen sponsors of the Community Spirit Campaign of Orange Tree Community Center will host the first of four “Rally Nights” for residents, business owners, and community leaders. The purpose of a Rally Night is to bring people together and provide a forum for getting involved in the community. One of Orange Tree’s goals is to encourage individuals who live in this community to take more ownership of what happens here. Professional meeting facilitators will conduct the meeting to ensure productivity. The remaining three Rally Nights will be held each Wednesday night in October.

When:

[Supply a complete agenda so that reporters know what to expect.] Wednesday evening, October 8, 2003 7:00–7:30: Welcome and meeting overview 7:30–8:10: Creation of History Wall (a visual representation of our community’s history) 8:10–8:30: Identify community highs and lows 8:30–9:30: Small groups identify hopes for the future 9:30–9:45: Small groups report ideas to whole group 9:45–10:00: Identify goals of next meeting

Where:

Orange Tree Community Center 1234 Anystreet

Background: Orange Tree’s Community Spirit Campaign works to create a positive image of our community that residents can be proud of. The campaign also works to promote and recognize the individuals who make our city a pleasant place to live and work.

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PUBLIC SERVICE ANNOUNCEMENT SCRIPTS Public service announcements (PSAs) generally inform the community about social issues or upcoming events. Nonprofit organizations typically send out PSAs to television and radio stations that, in many cases, run them free of charge. Here are a few tips for preparing an effective PSA: 1. Contact the public service director or news director of the station in your area whose listeners/viewers are among your target audience. See if the station requires the following: ▲

A written script for a 10-, 15-, or 30-second spot;

▲

A prerecorded spot (which you must produce on your own); or

▲

A spot recorded by the station in its studios or at your site (usually without charge).

2. Send a letter to the media/station contact explaining the purpose of your organization/initiative (indicate that your group’s efforts are voluntary) and request assistance in airing your PSA (be sure to attach your script). Your letter should be no longer than one page. Include the time frame in which you would like the PSA to be used. Make sure that your PSA answers the following questions: Who? What? Why? Where? When? How? 3. A PSA should be double-spaced and clearly headed with a contact name and telephone number. If you do not hear back from the station’s media contact within a week of your mailing, follow up by phone to determine whether or not the station will be using the PSA.

Helpful Hints for Writing a Good Radio or Television PSA The following information was contributed by the Healthy Community • Healthy Youth Initiative in Boise, Idaho. • Figure out what you want to express in the PSA—Why are you writing it in the first place? What is the main message you want to express? What information needs to be included (remember: who, what, when, where, why, and how)? • Use your opening seconds to grab the listeners’ attention—Use active verbs, and try to create a picture with your words. Give your audience a reason to listen! • Keep it simple! Don’t try to present too many ideas, and keep the language easy to understand. Jargon only makes your message confusing. Write for the ear, not the eye. One way to ensure this is to read your script aloud to yourself and others. This way you will get accustomed to what sounds good and what doesn’t. • Limit your PSA to one main idea—by the end of your PSA you want the audience to clearly understand what you are trying to communicate. Try to repeat your main message at least three times.

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• Make sure the information you include is credible and reliable. This is especially important if you are going to run a series of commercials over a period of time. • Make your message believable (unless you are trying to employ fantasy or imagination). • Try to mention your organization’s name more than once. The following is a simple rule of thumb for how many times to include your name in a commercial: ▲

At least three times in a 30-second spot

▲

Five times in a 60-second spot

▲

Seven times in a 90-second spot

Try to write your script with time to edit. Write your copy and have others review it. Step away from your copy for a day or two or more. Editing and reediting will help you improve your script. • If you get stuck, share your ideas with others; they may be able to help you. • Here are some guidelines to follow to keep your PSA within your time limit: 10-second PSA =

5 to 7 lines

Or

Up to 30 words

30-second PSA =

7 to 10 lines

Or

70 to 75 words

45-second PSA =

10 to 12 lines

Or

75 to 100 words

60-second PSA =

12 to 15 lines

Or

100 to 150 words

90-second PSA =

15 to 20 lines

Or

150 to 225 words

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Sample Public Service Announcement Scripts SAMPLE 1 Source:

Search Institute (for use in Minneapolis, Minnesota)

Format:

Radio

Remember when you were young? That neighbor who greeted you every morning? That family friend who took time to play basketball with you? Too many kids today don’t experience that kind of care. Many adults ignore them. The next time you see children or teenagers, look at them. Smile. Greet them. Let them know you care. It’ll make a big difference. Communities across the Twin Cities are working with Search Institute to create communities where young people can thrive. Won’t you join the movement?

SAMPLE 2 Source:

Search Institute (for use in Minneapolis, Minnesota)

Format:

Radio

Each spring we carefully tend our gardens and flower beds. We water them, cultivate them, and celebrate their growth. We need to do the same thing for kids. They need us to care for them. Guide them. Treasure them. Across the Twin Cities and the nation, communities are working with Search Institute to give kids what they need to grow up healthy, caring, and responsible. Take time today to plant these seeds of hope in the life of a young person you know.

SAMPLE 3 Source:

Search Institute (for use in Minneapolis, Minnesota)

Format:

Radio

Looking for a good investment? Walk down your street. Pay attention to kids who live near you. Look at them. Greet them. Get to know them. Spend time with them. Show that you care. Search Institute’s research on youth across the country has shown that one of the things kids need more than anything else is to build relationships with caring, responsible adults. You don’t need a lot of money to contribute, just a little time and attention. It’ll be the best investment you ever make.

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SAMPLE 4 Source:

Iowa State University

Format:

Radio

Title:

Do You Know Where Your Kids Are?

According to Search Institute, kids with parents who set clear rules and consequences and monitor their whereabouts have one of 40 Developmental Assets that help them grow up healthy, caring, and responsible. The more assets young people have, the more successful they are likely to become. Here are some ways to build asset 11: family boundaries: • Leave a name and number when you go out; • Ask your children to do the same; • Call youth who are home alone; • Find out if parents are supervising parties your children attend; • Make your home inviting to your children and their friends.

SAMPLE 5 Source:

Iowa State University

Format:

Radio

Title:

Model Friends

According to Search Institute, kids with friends who model responsible behavior are building one of the 40 Developmental Assets that help kids grow up healthy, caring, and responsible. The more assets young people have, the more successful they are likely to become. Here are some ways to build asset 15: positive peer influence: • Get to know your child’s friends; • Learn about their relationships with their parents; • Encourage relationships with young people you think are positive influences; • Get to know the parents of your child’s friends.

SAMPLE 6 Source:

Iowa State University

Format:

Radio

Title:

Creative Activities

Does your child participate in activities outside of school? According to Search Institute, young people who are involved in out-of-school activities are building one of the 40 Developmental Assets that

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help kids grow up healthy, caring, and responsible. The more assets young people have, the more successful they are likely to become. Here are some ways to build asset 17: creative activities: • Help youth find activities that fit their interests; • Carpool with other parents, guardians, and adults to provide transportation; • Encourage the young person to stick with the activity for at least six months; • As a family, join organizations that meet your interests; • Give your time, talent, or money to youth activities.

SAMPLE 7 Source:

Iowa State University

Format:

Radio

Title:

Striving for the Best

Do you feel that your children are doing as well as they could in school? According to Search Institute, youth who are motivated to do well in school are building one of the 40 Developmental Assets that help kids grow up healthy, caring, and responsible. The more assets young people have, the more successful they are likely to become. Here are some ways to build asset 21: achievement motivation: • Show young people that you’re still learning; • Explore new places and search for answers together; • Find out why school may be frustrating and what you can do to improve the situation.

SAMPLE 8 Source:

Boise, Idaho’s Road Block PSA

Format:

Television

[Setup:

Youth and anchor are sitting beside each other in a general area/background.]

ANCHOR: Our young people are the resources of today and tomorrow. We need to show them that we care. YOUTH:

By helping us to grow and succeed, you create a better community for all of us.

ANCHOR: Here are just a few tips for how you can build assets within our community.

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[Have a blank screen/background and as each asset-building idea is listed, bring it up on the screen in white lettering; the idea is to be listed on the screen in bold. Each idea is followed by an example, which will be spoken.] YOUTH:

Listen to others when they speak. Listening is a great way to show someone you care.

ANCHOR: Let people make mistakes. Our mistakes can help us learn and grow. YOUTH:

Accept people as they are. Everyone is unique. That’s what makes our community special.

[Back to youth and anchor.] ANCHOR: Together, we can make our community the best place in the nation to be young. [Ongoing tagline: HC • HY Logo with the following listed underneath the logo:] For more information, contact: [contact information.]

SAMPLE 9 Source:

Boise, Idaho’s Road Block PSA

Format:

Television

ANCHOR: Do you know the names of the young people on your block? Times have changed—not a lot of us know our neighbors or their families. Did you know that only one-third of our youth feel their neighbors care about them? Together, we can help strengthen our neighborhoods by building Developmental Assets: building blocks that will help our young people to succeed. Here are a few ways to show the young people on your block that you care: Learn their names. Don’t hesitate to wave and smile. Work with your neighbors to make your neighborhood a safe and caring place. Together, we can make our community the best place in the nation to be young. [Ongoing tagline: HC • HY Logo with the following listed underneath the logo:] For more information, contact: [contact information.]

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SAMPLE 10 Source:

Boise, Idaho’s Road Block PSA

Format:

Television

ANCHOR: Our young people are the future and we can help them succeed. YOUTH:

Receiving support and recognition for doing well in school is important to us.

ANCHOR: You can help strengthen our community by building Developmental Assets—building blocks that will help our young people succeed. Here are a few ways to show you care. [Have a blank screen/background and as each asset is listed, bring it up on the screen in white lettering; the asset to be listed on the screen is in bold. Each asset is followed by an asset-building example, which will be spoken.] YOUTH:

Caring School Climate Take interest in our school and get to know our teachers.

ANCHOR: Youth Programs Encourage young people to participate in school sports and clubs. YOUTH:

Homework Encourage us to complete our homework and to ask for help if we need it.

ANCHOR: Together, we can make our community the best place in the nation to be young. [Ongoing tagline: HC • HY Logo with the following listed underneath the logo:] For more information, contact: [contact information.]

SAMPLE 11 Source:

Boise, Idaho’s Road Block PSA

Format:

Television

ANCHOR: Did you know that only 20 percent of the youth of Ada County feel that the community values them? As adults, we need to take the initiative and appreciate our youth by building positive assets in their lives. Assets are building blocks that help young people succeed. It’s simple—here’s how you can show our youth you care. •

Smile and say hi to them;

•

Take interest in their activities;

•

Better yet, volunteer to work as a coach, youth group leader, mentor, or tutor.

Together, we can make our community the best place in the nation to be young. [Ongoing tagline: HC • HY Logo with the following listed underneath the logo:] For more information, contact: [contact information.]

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SAMPLE 12 Source:

Boise, Idaho’s Road Block PSA

Format:

Television

YOUTH:

Do you know what a difference it makes when an adult in my neighborhood waves hello or takes the time to visit with me? It makes me feel appreciated. Don’t hesitate to show us you care. It can make our day and yours!

[Ongoing tagline: HC • HY Logo with the following listed underneath the logo:] For more information, contact: [contact information.]

SAMPLE 13 Source:

Association of Alaska School Boards

Format:

Radio

Title:

Say I Love You

People really shouldn’t say, “I love you” unless they mean it. But if they do, they should say it a lot. Adults forget. So do kids. Brought to you by the Association of Alaska School Boards.

SAMPLE 14 Source:

Association of Alaska School Boards

Format:

Radio

Title:

Kids Need Wise Captains

When the wind picks up and the seas get rough, even the best of boats and crews can be blown off course. Captains know that when the going gets tough, heading for any port in a storm is not always the safe thing to do. Kids need wise captains—responsible adults they can talk to when the sea of life kicks up. A small amount of your time can make a big difference. Please . . . talk with a child today. Help her or him steer a straight course for safety. Brought to you by the Association of Alaska School Boards.

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SAMPLE 15 Source:

Association of Alaska School Boards

Format:

Radio

Title:

Tlingit Wisdom (The Tlingit arean Alaskan Native tribe in southeastern Alaska.)

When we spend time with our young people, we can teach them the traditions of our culture . . . teach them how to be healthy . . . in mind . . . in body . . . and in spirit. Parents, elders, and tribal leaders can share their knowledge with the new generation. Give them your time . . . and wisdom. Make a difference. Your time now can assure the quality of their future. Brought to you by the Association of Alaska School Boards.

SAMPLE 16 Source:

Association of Alaska School Boards

Format:

Radio

Title:

Honest Mistakes Happen

Being consistent with children and youth is important. Kids need to know you love them . . . even when you’re tired, even if they’ve done something wrong. Honest mistakes happen. It’s hard to ride a bicycle, ski moguls, or live life without falling down. With just a few moments of kindness and quiet understanding, you can teach fairness. That’s important for youth to learn, and there’s no better way than from a good example. Brought to you by the Association of Alaska School Boards—and your kids.

SAMPLE 17 Source:

Take the Time in Multnomah County, Oregon

Format:

Television

You are an expert, you are a teacher, you are a superstar. The time you spend with a child can make a huge difference. Be someone worth looking up to. Take the time—be the difference.

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SAMPLE 18 Source:

Just A Minute, Bemidji, Minnesota

Format:

Radio

Young people grow strong through positive relationships with adults. It only takes a small investment of time to truly make a difference in a young person’s life. You can help a young person build positive Developmental Assets by taking just a minute to set a good example for a young person to follow.

SAMPLE 19 Source:

PATCH Works in Ketchikan, Alaska [Written by youth vision team members Chad Medel and Eric Moyer.]

Format:

Radio

Hello. This is [name] here today to talk to you about Developmental Asset 2: positive family communication. Positive family communication means that youth and parents talk positively with each other. This is a great asset, but only 30 percent of youth say they experience it. This leaves pretty darn close to two-thirds of our youth who only talk with their parents in a negative way or not at all. If you really want this asset, there is one thing that is absolutely essential to obtaining it: talk with your parents every single day. Tell them about at least one interesting thing that happened to you that day. Then, finish it off by asking your parents about their day. Even if you’re not in the mood, you should make it a point to do this every day. A ten-minute talk goes a long way. You should try this for at least a week and then look at the results. We think you’ll be pleasantly surprised. Here are some tips for bringing about positive family communication: 1. Choose your time wisely. Don’t start a conversation when the person in your family you want to talk to is stressed out, busy doing something else, grumpy, or (obviously) asleep. 2. Try to see their point of view. I know it’s tough, but you have to imagine yourself in their shoes and try to empathize with them. 3. Watch your body language. Glaring, sneering, gagging, and rolling your eyes isn’t exactly recommended. 4. Keep your voice down. Nobody likes to be yelled at. 5. And one of the most important tips: avoid “you” statements. Don’t say things like: “You never let me make my own decisions,” or “You don’t ever understand me.” Instead, try using “I” statements. Saying something like, “I feel like I’m never allowed to make my own decisions” is nicer. A great example of positive communication is [insert an example specific to your community or a general idea]. For more information about the Developmental Assets, contact: [contact information.]

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Additional Resources

ADDITIONAL RESOURCES

Publications • The Asset Approach A great handout for sharing the power of assets with others, this 8-page booklet introduces adults to the power of using the Developmental Assets in their daily interactions with young people. • Get Things Going! 50 Asset-Building Activities for Workshops, Presentations, and Meetings There’s nothing like a game or activity to get a meeting started, and this book offers a refreshing collection of asset-related icebreakers, mixers, and closings. • Journey of Community Change: A How-to Guide for Healthy Communities • Healthy Youth Initiatives This community “tour guide” contains practical advice, examples, worksheets, and other techniques for customizing an asset-building initiative. Whether you live in a rural area, a suburban community, or an urban neighborhood, this book offers tools to make your initiative work for you. • Pass It On! Ready-to-Use Handouts for Asset Builders This collection of reproducible handouts provides inspiration and practical suggestions to show that everyone in a community can support young people and encourage them to be their best. • Putting Assets in Action: Making Your Community a Better Place for Young People… and for You This colorful 12-page booklet paints a practical and easy-to-understand picture of the asset framework and its implications for community building. • Speaking of Developmental Assets: Presentation Resources and Strategies This kit is packed with scripts, outlines, transparencies, handouts, and stories to make it easy for you to tell others about the power of Developmental Assets. • Working Shoulder-to-Shoulder: Stories and Strategies of Youth-Adult Partnerships That Succeed This book offers success stories and describes the practical steps needed to start a partnership between youth and adults.

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Trainings • Assets in Action: How to Start and Support Your Asset-Building Initiative This training equips teams of youth and adults to organize, start, and support an asset-building initiative. • Essentials of Asset-Building Training of Trainers This training allows groups to educate their own trainers to effectively deliver two core Search Institute workshops. • Generations Together: Your Vision and Plan for an Asset-Rich Community This intergenerational, community-wide planning event is designed to help initiatives develop strategies for supporting asset-building action throughout the community. • Youth as Assets: Engaging Young People in Your Community This introductory workshop is designed to expose adults to the power and value of involving young people in their local asset initiative. The session blends a variety of interactive techniques that both teach and demonstrate strategies for effectively engaging young people. This workshop can be facilitated either by an adult or by a youth and adult team.

Surveys • Developmental Assets Profile (DAP) This survey provides an assessment of an adolescent’s Developmental Assets within the context of the eight asset categories, as well as within five social contexts (personal assets, social assets, family assets, school assets, and community assets). The DAP cannot yield information about the presence or absence of each of the 40 Developmental Assets. • Me and My World This survey allows communities to identify the developmental strengths present or lacking in students in grades 4 through 6. Adults can use the survey information to ease the transition into the middle school years and facilitate positive development throughout adolescence. • Profiles of Student Life: Attitudes and Behaviors The data from this popular survey has been used by hundreds of schools and communities across North America to develop assetbuilding strategies. Focused on grades 6 through 12, this survey measures each of the 40 Developmental Assets.

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