The Asset Activist's Toolkit: Handouts and Practical Resources for Putting Assets into Action by Search Institute

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The Asset Activistâ&#x20AC;&#x2122;s Toolkit

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

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The Asset Activistâ&#x20AC;&#x2122;s Toolkit Handouts and Practical Resources for Putting Assets into Action

Handouts by Jolene L. Roehlkepartain

ASSETS IN ACTION TOOLKIT

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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: 1-57482-862-2 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

ASSETS IN ACTION TOOLKIT • INTRODUCTION

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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

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CONTENTS

6 ACKNOWLEDGMENTS 7 INTRODUCTION 13 HANDOUTS

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

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

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

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

CONTENTS

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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

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INTRODUCTION

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

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list ways young people can build assets in their

How to Use This Book 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

INTRODUCTION

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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

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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.

INTRODUCTION

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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

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COMPLETE LIST OF HANDOUTS

Part 1: Introduce Developmental Assets (Handouts 1â&#x20AC;&#x201C;8) Spreading the Word about

Part 2: Engage Adults (Handouts 9â&#x20AC;&#x201C;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

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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 26â&#x20AC;&#x201C;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

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

COMPLETE LIST OF HANDOUTS

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

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

139 Part 5: Invigorate Programs (Handouts 53â&#x20AC;&#x201C;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

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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

COMPLETE LIST OF HANDOUTS

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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

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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

Other Asset-Building Tools Two tools that encourage individuals to see the

Bemidji, Minnesota, developed the Just A Minute

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

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HANDOUT

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.

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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.

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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.

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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?

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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.

THE ASSET ACTIVIST’S TOOLKIT

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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.

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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.

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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

HANDOUT #5