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The Best of Building Assets Together: Favorite Group Activities That Help Youth Succeed The following are registered trademarks of Search Institute: Search InstituteÂŽ, Developmental AssetsÂŽ, and

Jolene L. Roehlkepartain Search Institute Press, Minneapolis, MN Copyright ÂŠ 2008 by Search Institute All rights reserved. No parts of this publication may be reproduced in any manner, mechanical or electronic, without prior permission from the publisher except in brief quotations or summaries in articles or reviews, or as individual activity sheets for educational use only. For additional permission, write to Permissions at Search Institute. 10

Printed on acid-free paper in the United States of America.

About Search Institute Press Search Institute Press is a division of Search Institute, a nonprofit organization that offers leadership, knowledge, and resources to promote positive youth development. Our mission at Search Institute Press is to provide practical and hope-filled resources to help create a world in which all young people thrive. Our products are embedded in research, and the 40 Developmental AssetsÂŽâ&#x20AC;&#x201D;qualities, experiences, and relationships youth need to succeedâ&#x20AC;&#x201D;are a central focus of our resources. Our logo, the SIP flower, is a symbol of the thriving and healthy growth young people experience when they have an abundance of assets in their lives. Licensing and Copyright The educational activity sheets in The Best of Building Assets Together: Favorite Group Activities That Help Youth Succeed may be copied as needed. For each copy, please respect the following guidelines: r Do not remove, alter, or obscure the Search Institute credit and copyright information on any activity sheet.

r Clearly differentiate any material you add for local distribution from material prepared by Search Institute.

r Do not alter the Search Institute material in content or Search Institute 615 First Avenue Northeast, Suite 125 Minneapolis, MN 55413 www.search-institute.org r ISBN-13: 978-1-57482-159-8 ISBN-10: 1-57482-159-8 Credits Editor: Alison Dotson Book Design: Mighty Media Production Coordinator: Mary Ellen Buscher Library of Congress Cataloging-in-Publication Data Roehlkepartain, Jolene L., 1962The best of building assets together : favorite group activities that help youth succeed / by Jolene L. Roehlkepartain. p. cm. Includes indexes. ISBN-13: 978-1-57482-159-8 (pbk. : alk. paper) ISBN-10: 1-57482-159-8 (pbk. : alk. paper) 1. Youth--Conduct of life. 2. Youth--Life skills guides. 3. Values in adolescence. I. Search Institute (Minneapolis, Minn.) II. Title. BJ1661.R59 2008 305.235--dc22 2007034210

meaning.

r Do not resell the activity sheets for profit. r Include the following attribution when you use the information from the activity sheets in other formats for promotional or educational purposes: Reprinted with permission from The Best of Building Assets: Favorite Group Activities That Help Youth Succeed (specify the title of the activity sheet you are quoting). Copyright ÂŠ 2008 by Search Institute Press, Minneapolis, Minnesota, 877-240-7251, www.search-institute.org. All rights reserved. Printing Tips Always copy from the original or print from the CD. Copying from a copy lowers the reproduction quality. If you are using more than one activity sheet or an activity sheet that runs more than one page, make two-sided copies.

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6X`cdlaZY\bZcih # # # # # # # # # # # # # # # # # # # # # # # # # # # # # # # , >cigdYjXi^dc/ 7g^c\^c\ Dji i]Z 7Zhi ^c Ndjc\ EZdeaZ # # # # .

#40 #41 #42 #43 #44 #45 #46

Your Favorite Books. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47 My Spark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48 Where I Fit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48 What’s Great About Me? . . . . . . . . . . . . . . . . . . . . . . . . . . . .49 No, Not Me. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50 Symbols for Me . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50 Stressed Out!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51

8]VeiZg &/ 7j^aY^c\ 9ZkZadebZciVa 6hhZih # # # # # # # # # # &* #1 What Are Your Assets? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 #2 An Asset Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 #3 Developmental Assets among Youth . . . . . . . . . . . . . . . . .18 #4 The Power of Developmental Assets . . . . . . . . . . . . . . . . .19 #5 Announcing, Announcing . . . . . . . . . . . . . . . . . . . . . . . . . . .20 #6 Alphabet Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 #7 The Supports around You . . . . . . . . . . . . . . . . . . . . . . . . . . .21 #8 Web of Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 #9 Asset-Building People and Places. . . . . . . . . . . . . . . . . . . .23 #10 Boundaries and Expectations . . . . . . . . . . . . . . . . . . . . . . .24 #11 Time for What? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 #12 Where Are the Asset Builders?. . . . . . . . . . . . . . . . . . . . . . .25 #13 Committed to Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26 #14 Custom License Plates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26 #15 Surrounded by Assets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27 #16 Worthwhile Role Models . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 #17 Inflated or Deflated? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 #18 Your Star Assets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29 #19 Community Cafeteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30

8]VeiZg )/ 7j^aY^c\ H`^aah # # # # # # # # # # # # # # # # # # # # # # # # *( #47 Homework Centers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54 #48 Expanding Your World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54 #49 What’s Your Friend Potential? . . . . . . . . . . . . . . . . . . . . . . .55 #50 Decision Road Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56 #51 The Power of Resistance. . . . . . . . . . . . . . . . . . . . . . . . . . . . .56 #52 Say Yes to Saying No. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57 #53 Pointing Fingers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58 #54 The Arts around You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58 #55 Rewriting Your History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59 #56 Time Jars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60 #57 Daily Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61 #58 Brainstorm Clouds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62 #59 What Do You Do When You’re Upset? . . . . . . . . . . . . . . . .62 #60 Doing Your Part. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63

8]VeiZg '/ 7gZV`^c\ i]Z >XZ # # # # # # # # # # # # # # # # # # # # # # # (& #20 Bouncing Questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 #21 The Best of the Best . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 #22 Ideal School Boundaries. . . . . . . . . . . . . . . . . . . . . . . . . . . . .33 #23 Where’s the Common Ground? . . . . . . . . . . . . . . . . . . . . . .34 #24 Getting to Know You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34 #25 Model Photo Album. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35 #26 Safe—or Not? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36 #27 It’s Puzzling. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36 #28 Creative Circles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 #29 Near and Far . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38 #30 Say What? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38 #31 All About Me. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39

8]VeiZg */ Egdbdi^c\ AZVYZgh]^e # # # # # # # # # # # # # # # # # # +* #61 Peacemakers around Us . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66 #62 The Meaning of Mentoring . . . . . . . . . . . . . . . . . . . . . . . . . .66 #63 Important Roles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67 #64 Classroom Census . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68 #65 Celebrities and Newsmakers . . . . . . . . . . . . . . . . . . . . . . . .68 #66 Portrait of a Role Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69 #67 Success at Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70 #68 Activity Proposal. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70 #69 What Makes a Good Leader? . . . . . . . . . . . . . . . . . . . . . . . .71 #70 The Leaders around You. . . . . . . . . . . . . . . . . . . . . . . . . . . . .72 #71 The Leader in You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72 #72 Asset Builder Check-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73

8]VeiZg (/ GV^h^c\ HZa["6lVgZcZhh # # # # # # # # # # # # # # # # # )& #32 Wall of Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42 #33 Gift Chain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42 #34 Opening Yourself Up to Creativity. . . . . . . . . . . . . . . . . . . .43 #35 How Safe Do You Feel? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 #36 What’s the Message? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 #37 How Do You Learn? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45 #38 This Makes Me Mad! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46 #39 Rare Gems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46

8]VeiZg +/ HigZc\i]Zc^c\ GZaVi^dch]^eh # # # # # # # # # # # # # ,* #73 The Family History of Talk . . . . . . . . . . . . . . . . . . . . . . . . . . .76 #74 Passionate People . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76 #75 Getting Your Parent(s) Involved. . . . . . . . . . . . . . . . . . . . . .77 #76 Who Supports You? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78 #77 Unclear Boundaries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78 #78 The Valuable You. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79 #79 Disaster Control . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80 #80 Back-to-Back Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80

#81 #82 #83 #84 #85 #86 #87 #88

Your Relationship Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81 Honor Roll. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82 A Meaningful Gift . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .83 Your Neighborhood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84 Close Friends and Family . . . . . . . . . . . . . . . . . . . . . . . . . . .84 Trustworthy Adults . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85 Powers of Persuasion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86 My Friendship Circles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87

8]VeiZg ,/ >begdk^c\ 8dbbjc^XVi^dc# # # # # # # # # # # # # # # -. #89 School Census . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90 #90 Perceptions of Community Perceptions . . . . . . . . . . . . . .90 #91 I Wish We Could Talk About . . . . . . . . . . . . . . . . . . . . . . . .91 #92 Can of Worms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .92 #93 Self-Esteem Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .92 #94 At What Age? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93 #95 Following the Leader. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94 #96 Following the Safe Path . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94 #97 I Can Do It! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .95 #98 Motivating Walk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .96 #99 The Benefits of Caring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .96 #100 School Wish List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97 #101 Active Listening. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .98 #102 Media Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .98 #103 Listen to Me!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .99 #104 Evolving Role Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100 #105 Talking about School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100 #106 Conversation Topics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .101 8]VeiZg -/ 9ZkZade^c\ 8]VgVXiZg # # # # # # # # # # # # # # # # # &%( #107 Helping Hands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .104 #108 Caring for Others . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .104 #109 Say It on a Screen Saver . . . . . . . . . . . . . . . . . . . . . . . . . . . .105 #110 Random Acts of Kindness . . . . . . . . . . . . . . . . . . . . . . . . . .106 #111 Pictures of Injustice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .106 #112 That’s Not Fair!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .107 #113 Opinions Count . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .108 #114 Classroom Continuum . . . . . . . . . . . . . . . . . . . . . . . . . . . . .108 #115 Values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109 #116 Fudging the Truth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .110 #117 Taking Charge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .110 #118 Places of Responsibility . . . . . . . . . . . . . . . . . . . . . . . . . . . .111 #119 To Tell the Truth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .112 #120 What the Media Says. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .112 #121 Why Wait? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .113 #122 Random Acts of Service . . . . . . . . . . . . . . . . . . . . . . . . . . . .114 #123 Building Assets in Other Young People. . . . . . . . . . . . . .114 #124 A Contract to Serve . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .115 8]VeiZg ./ Egdbdi^c\ 9^kZgh^in # # # # # # # # # # # # # # # # # # # &&, #125 Different Books for Different Folks. . . . . . . . . . . . . . . . . .118

#126 #127 #128 #129 #130 #131 #132 #133 #134 #135 #136 #137

Conversation Circles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .118 Contact with Other Cultures . . . . . . . . . . . . . . . . . . . . . . .119 Inside Out . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .120 What Needs to Change? . . . . . . . . . . . . . . . . . . . . . . . . . . . .121 Out vs. In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .122 Diverse Role Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .122 Reflecting on Religion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .123 Who’s Here?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .124 Injustice and Me . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .125 Golden Nuggets. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .126 Fair or Unfair? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .126 The Diversity Near Us . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .127

8]VeiZg &%/ HZii^c\ <dVah! GZXd\cô^c\ =deZh! VcY GZVaô^c\ 9gZVbh # # # # # # # # # # # # # # # # # # # # # # # # # &'. #138 The Ideal Neighborhood. . . . . . . . . . . . . . . . . . . . . . . . . . . .130 #139 Inspirational Sayings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .130 #140 Expectations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .131 #141 Redefining Success. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .132 #142 A Look to the Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .132 #143 Your Dream of Your World. . . . . . . . . . . . . . . . . . . . . . . . . .133 #144 Yes! No! Yes! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .134 #145 40 Goals before Age 40 . . . . . . . . . . . . . . . . . . . . . . . . . . . . .134 #146 A Thousand Points for Life . . . . . . . . . . . . . . . . . . . . . . . . .135 #147 Tearing Down Walls. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .136 #148 Your Proudest Moment. . . . . . . . . . . . . . . . . . . . . . . . . . . . .136 #149 My Life This Month. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .137 8]VeiZg &&/ 7ZXdb^c\ >ckdakZY ^c i]Z 8dbbjcîn# # # # &(. #150 Youth Activity Hunt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .140 #151 Involvement in Activities . . . . . . . . . . . . . . . . . . . . . . . . . . .140 #152 Essential Extracurricular Activities . . . . . . . . . . . . . . . . .141 #153 Messages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .142 #154 Thinking about Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . .142 #155 Bumper Sticker Messages . . . . . . . . . . . . . . . . . . . . . . . . . .143 #156 Idea Storm. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .144 #157 Stick to Your School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .144 #158 How Are We Seen? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .145 #159 Meet a Local Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .146 #160 Designer Book Covers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .146 #161 A Good Citizen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .147 #162 Give and Take. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .148 #163 Making Your Area Safer . . . . . . . . . . . . . . . . . . . . . . . . . . . .148 #164 Helping Coupons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .149 #165 Talk to the Leaders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .150 #166 Neighbor Search . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .151 9ZkZadebZciVa 6hhZih >cYZm # # # # # # # # # # # # # # # # # # # # # &*' Ide^XVa >cYZm # # # # # # # # # # # # # # # # # # # # # # # # # # # # # # # # # &*(

>cigdYjXi^dc 7g^c\^c\ Dji i]Z 7Zhi ^c Ndjc\ EZdeaZ

Whenever I’m with a group of young people during trainings or through my volunteer work, I marvel at the insights they have. My favorite activity in this book, the Web of Support (page 22), always brings out some new insight in young people. When I recently used this activity with a group of teenagers, we were talking about what happens when countries work together instead of fighting each other. Each young person picked a different country to focus on, and after we had formed a web with the yarn, we began discussing what happens when one country pulls the strings too hard (and cuts off the “circulation” to another country), and what happens when one country refuses to cooperate and lets go. Two young people in the group began arguing. When I asked them to quiet down, they said they couldn’t—their countries had been invaded, and they weren’t happy that a war was now being waged in their countries. I asked what we should do, and one person mentioned this was why the United Nations had been founded. A discussion ensued about what was both effective and ineffective in the way the United Nations did its work. I was proud that these young people were so aware of global affairs, but I kept trying to stretch them. “So what can we do?” Another discussion erupted and soon it became heated, but most of the talk was about how other people were making terrible choices. “I mean us,” I said again. “What can we do that will make a difference?” That led our discussion to asset building and community building, which is where I believe most productive conversations are grounded. Too often, we feel so hopeless about what’s happening out there that we don’t do anything here. I asked what the group could do to make a difference. I encouraged them to think metaphorically.

Which people in our organization or community are ignored or left out? We discussed a lot of ideas. The group finally narrowed their focus to the many elderly people in our community who reside in assisted living centers. One young person had a grandmother in one, and it bothered her how few people visited her grandmother and how most residents were ignored on holidays. Valentine’s Day was approaching, so the group decided to make simple Valentine baskets with candy and homemade cards to hang on the doorknobs of a nearby assisted living facility. We got permission from the facility and asked what guidelines we needed to follow. The young people in the group were buoyant when delivering these baskets. Some giggled as they slid them onto doorknobs without being seen. Others went and hung out with some residents in the activity area. A week later, we were very surprised when we received a large thank-you note from the center. The baskets were a huge hit! Everybody at the center was talking about it, and they wanted to meet these marvelous young people. Some of the young people became regulars at the center. One played the piano and led the residents in singing, and others played board games and Bingo with the residents. Relationships formed, and soon it became a place where the web of support was working, not only for the elderly but for the young people as well. To me, that’s what building Developmental Assets is all about: Bringing out the best in young people. Bringing out the best in our community. Bringing out the best in our world.

L]Vi 6gZ 9ZkZadebZciVa 6hhZih4 Search Institute has identified 40 positive experiences and qualities—Developmental Assets—that all of us have the power to bring into the lives of children and

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youth. The assets represent commonsense priorities for helping youth grow up healthy and successful. Twenty of the assets are external: interlocking systems of support, empowerment, boundaries and expectations, and constructive use of time. The remaining 20 assets are internal: the commitments, values, skills, and identity that guide young people in their choices. The assets are spread across eight broad areas of human development. These categories paint a picture of the positive things that young people need to grow up healthy and responsible. A complete list of the Developmental Assets is provided on page 12. The first four asset categories focus on external structures, relationships, and activities that create a positive environment for young people: Hjeedgiâ&#x20AC;&#x201D;Young people need to be surrounded by people who love, care for, appreciate, and accept

I]Z EdlZg d[ 6hhZih I]Z )% 9ZkZadebZciVa 6hhZih gZegZhZci Xdbbdc l^h" Ydb VWdji i]Z fjVaî^Zh d[ a^[Z i]Vi ndjc\ eZdeaZ cZZY VcY YZhZgkZ! Wji i]Z kVajZ d[ i]ZhZ VhhZih ZmiZcYh [jg" i]Zg# HX]ddah VcY Xdbbjcî^Zh i]Vi ]VkZ hjgkZnZY i]Z^g ndji] jh^c\ HZVgX] >chiîjiZĂ&#x2030;h EgdĂ&#x2019;aZh d[ HijYZci A^[Z/ 6iiîjYZh 7Z]Vk^dgh hjgkZn lâa Ă&#x2019;cY i]ZhZ VXi^kî^Zh eVgi^XjaVgan jhZ[ja Vh i]Zn WZ\^c id ZmeadgZ VcY ^beaZ" bZci VhhZi"egdbdi^c\ higViZ\^Zh# HjgkZnh d[ bdgZ i]Vc '#' bâa^dc ndjc\ eZdeaZ ^c \gVYZh + i]gdj\] &' gZkZVa i]Vi VhhZih VgZ edlZg[ja ^cĂ&#x201C;jZcXZh dc ndjc\ eZdeaZĂ&#x2030;h WZ]Vk^dg# GZ\VgYaZhh d[ \ZcYZg! Zi]c^X ]ZgîV\Z! ZXd" cdb^X hîjVi^dc! dg \Zd\gVe]^X adXVi^dc! i]Z VhhZih cdi dcan egdbdiZ edhî^kZ WZ]Vk^dgh VcY ViiîjYZh Wji Vahd ]Zae egdiZXi ndjc\ eZdeaZ [gdb bVcn Y^[[ZgZci egdWaZb WZ]Vk^dgh# I]Z bdgZ VhhZih ndjc\ eZdeaZ ]VkZ! i]Z bdgZ a^`Zan i]Zn VgZ id VXi ^c lVnh lZ kVajZ! hjX] Vh hjXXZZY" ^c\ ^c hX]dda VcY kVaj^c\ Y^kZghîn# I]Z bdgZ VhhZih ndjc\ eZdeaZ ]VkZ! i]Z aZhh a^`Zan i]Zn VgZ id \Zi ^cid igdjWaZ dg jhZ VaXd]da VcY di]Zg Ygj\h#

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them. They need to know that they belong and that they are not alone. :bedlZgbZciâ&#x20AC;&#x201D;Young people need to feel valued and valuable. This happens when youth feel safe, when they believe that they are liked and respected, and when they contribute to their families and communities. 7djcYVg^Zh VcY :meZXiVi^dchâ&#x20AC;&#x201D;Young people need the positive influence of peers and adults who encourage them to be and do their best. Youth also need clear rules about appropriate behavior, and consistent, reasonable consequences for breaking those rules. 8dchigjXi^kZ JhZ d[ I^bZâ&#x20AC;&#x201D;Young people need opportunities outside of school to learn and develop new skills and interests, and to spend enjoyable time interacting with other youth and adults. The next four categories reflect internal values, skills, and beliefs that young people also need to develop in order to fully engage with and function in the world around them: 8dbbîbZci id AZVgc^c\â&#x20AC;&#x201D;Young people need a variety of learning experiences, including the desire for academic success, a sense of the lasting importance of learning, and a belief in their own abilities. Edhî^kZ KVajZhâ&#x20AC;&#x201D;Young people need to develop strong guiding values or principles, including caring about others, having high standards for personal character, and believing in protecting their own well-being. HdX^Va 8dbeZiZcX^Zhâ&#x20AC;&#x201D;Young people need to develop the skills to interact effectively with others, to make difficult decisions and choices, and to cope with new situations. Edhî^kZ >YZciînâ&#x20AC;&#x201D;Young people need to believe in their own self-worth, to feel that they have control over the things that happen to them, and to have a sense of purpose in life as well as a positive view of the future. Many of these Developmental Assets are things that people already talk about and do on a daily basis. Whatâ&#x20AC;&#x2122;s unique about them, though, is that the framework of assets draws together many different

L]d H]djaY GZVY I]^h 7dd` Bn >YZV/ “I created a toolkit and workshops for the Freshmen Center in the Quakertown Community School District that uses a lot of the activities in this book. I totally believe in the asset approach.” —Ray Fox, Quakertown, Pennsylvania

pieces so that they are understandable and make sense together. Furthermore, research underscores the incredible power of these assets in young people’s lives. When young people have more of these Developmental Assets, they are much more likely to lead healthy, positive, productive lives. They simply do not make as many harmful decisions as youth who don’t have these assets. They have fewer problems with alcohol and other drugs, violence, and sexual involvement. When youth have more Developmental Assets, they are more likely to engage in positive behaviors and less likely to engage in unhealthy behaviors. In short, an increase in assets means a decrease in the crises young people may face, so the crises don’t consume everyone’s energy. Thus, by promoting assets, we spend less time dealing with the fallout from problems that may otherwise result and more time enjoying youth’s gifts.

=dl id JhZ I]^h 7dd` The Best of Building Assets Together is a collection of group activities and reproducible handouts that help young people explore their lives and set goals to make their dreams come true. Through active and interactive learning, reflection, projects, and worksheets, young people learn about the importance of assets, strengths in their lives, sources of support, and areas for growth. These activities and handouts help young people understand the important things they need to grow up healthy, empowering them to take charge and make wise choices for themselves and have a positive impact on the lives of others.

People in many settings have found the assets valuable in understanding and working with youth. Because we hope to reach a broad audience, we have used language that we feel will be understood most widely. As you read through the book, you may need or want to customize activities to fit your specific setting or goals. The activities have been developed to be useful to people who are involved with youth in schools (classrooms, advisory groups), community organizations (recreation programs, clubs, sports teams), and congregations (youth groups, religious education, retreats). The activities are designed to be used with youth in grades 6 through 12. Depending on the maturity and interests of the youth you work with, you may find that some activities are more appropriate for younger youth, while others may be more applicable to older youth. Adapt the activities to best meet the needs of your group of young people. Older youth might even serve as role models and tutors for younger youth with the structure provided within the activities. The Best of Building Assets Together includes the best activities and handouts from two previous best-selling books: Building Assets Together and More Building Assets Together. Experts and practitioners who work with young people gave extensive feedback on which activities were most effective and how to strengthen them. Some even shared additional ideas that appear in the “My Idea” sidebars throughout the book. You’ll also find more than 35 new activities and handouts that offer fresh ideas for group activities.

LVnh id JhZ I]^h 7dd` Most of these activities can be completed in less than 30 minutes. Use them in whatever way will best fit your needs. Here are some possibilities: E^X` VcY X]ddhZ ^cY^k^YjVa VXi^k^i^Zh as they fit into the ongoing plans for your group. Integrate them into existing objectives, plans, and/or curriculum. 8dbW^cZ hZkZgVa VXi^k^i^Zh for an entire session, meeting, or retreat devoted to learning about a specific topic.

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6HH:I C6B: 6C9 9:;>C>I>DC &# ;Vbân Hjeedgi—Family life provides high levels of love and support. '# Edhî^kZ ;Vbân 8dbbjc^XVi^dc—Young person and her or his parent(s) communicate positively, and young person is willing to seek advice and counsel from parents. (# Di]Zg 6Yjai GZaVi^dch]êh—Young person receives support from three or more nonparent adults. )# 8Vg^c\ CZ^\]Wdg]ddY—Young person experiences caring neighbors. *# 8Vg^c\ HX]dda 8a^bViZ—School provides a caring, encouraging environment. +# EVgZci >ckdakZbZci ^c HX]dda^c\—Parent(s) are actively involved in helping young person succeed in school. ,# 8dbbjcîn KVajZh Ndji]—Young person perceives that adults in the community value youth. -# Ndji] Vh GZhdjgXZh—Young people are given useful roles in the community. .# HZgk^XZ id Di]Zgh—Young person serves in the community one hour or more per week. &%# HV[Zin—Young person feels safe at home, school, and in the neighborhood. &&# ;Vbân 7djcYVg^Zh—Family has clear rules and consequences and monitors the young person’s whereabouts. &'# HX]dda 7djcYVg^Zh—School provides clear rules and consequences. &(# CZ^\]Wdg]ddY 7djcYVg^Zh—Neighbors take responsibility for monitoring young people’s behavior. &)# 6Yjai GdaZ BdYZah—Parent(s) and other adults model positive, responsible behavior. &*# Edhî^kZ EZZg >cÓjZcXZ—Young person’s best friends model responsible behavior. &+# =^\] :meZXiVi^dch—Both parent(s) and teachers encourage the young person to do well. &,# 8gZVi^kZ 6Xi^kî^Zh—Young person spends three or more hours per week in lessons or practice in music, theater, or other arts. &-# Ndji] Egd\gVbh—Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in the community. &.# GZa^\^djh 8dbbjcîn—Young person spends one or more hours per week in activities in a religious institution. '%# I^bZ Vi =dbZ—Young person is out with friends “with nothing special to do” two or fewer nights per week. '&# 6X]^ZkZbZci Bdi^kVi^dc—Young person is motivated to do well in school. ''# HX]dda :c\V\ZbZci—Young person is actively engaged in learning. '(# =dbZldg`—Young person reports doing at least one hour of homework every school day. ')# 7dcY^c\ id HX]dda—Young person cares about her or his school. '*# GZVY^c\ [dg EaZVhjgZ—Young person reads for pleasure three or more hours per week. '+# 8Vg^c\—Young person places high value on helping other people. ',# :fjVaîn VcY HdX^Va ?jhi^XZ—Young person places high value on promoting equality and reducing hunger and poverty. '-# >ciZ\gîn—Young person acts on convictions and stands up for her or his beliefs. '.# =dcZhin—Young person “tells the truth even when it is not easy.” (%# GZhedch^Wâîn—Young person accepts and takes personal responsibility. (&# GZhigV^ci—Young person believes it is important not to be sexually active or to use alcohol or other drugs. ('# EaVcc^c\ VcY 9ZX^h^dc BV`^c\—Young person knows how to plan ahead and make choices. ((# >ciZgeZghdcVa 8dbeZiZcXZ—Young person has empathy, sensitivity, and friendship skills. ()# 8jaijgVa 8dbeZiZcXZ—Young person has knowledge of and comfort with people of different cultural/ racial/ethnic backgrounds. (*# GZh^hiVcXZ H`âah—Young person can resist negative peer pressure and dangerous situations. (+# EZVXZ[ja 8dcÓ^Xi GZhdaji^dc—Young person seeks to resolve conflict nonviolently. (,# EZghdcVa EdlZg—Young person feels he or she has control over “things that happen to me.” (-# HZa[":hiZZb—Young person reports having a high self-esteem. (.# HZchZ d[ EjgedhZ—Young person reports that “my life has a purpose.” )%# Edhî^kZ K^Zl d[ EZghdcVa ;jijgZ—Young person is optimistic about her or his personal future.

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Â&#x2122; JhZ VXi^k^i^Zh ^c ^ciZg\ZcZgVi^dcVa hZii^c\h to help youth and adults explore together the importance of Developmental Assets.

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Â&#x2122; :cXdjgV\Z ndji] eVgi^X^eVcih to select activities to use with peers or younger children.

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Â&#x2122; 8gZViZ V cdiZWdd` about the Developmental Assets for each young person, photocopying the worksheets provided throughout the book. Â&#x2122; @ZZe i]Z Y^hXjhh^dc \d^c\ to help young people process what theyâ&#x20AC;&#x2122;ve experienced and learned. The discussion questions throughout this book are based on the service-learning discussion model of reflecting on what (what happened), so what (why this is important), and now what (which steps we take next). There are no instant or magical ways to build Developmental Assets. They are nurtured in numerous ways through a young personâ&#x20AC;&#x2122;s positive relationships with many people. The activities in this resource provide opportunities for engaging in meaningful conversations that can strengthen relationships. Young people will be encouraged not only to learn about the assets but also to understand how they can build them for themselves and with other youth. The real power comes when young people apply what they learn from their group experiences to their own lives.

=dl I]^h 7dd` >h Dg\Vc^oZY The Best of Building Assets Together is organized into chapters around major emphases that schools and organizations value and teach. The first chapter includes activities that introduce youth to the concept of Developmental Assets and invites them to consider the Developmental Assets framework as a whole. The first activity begins with a self-analysis that introduces all 40 assets. Youth can see how other young peopleâ&#x20AC;&#x201D;148,189 of them, to be exactâ&#x20AC;&#x201D; responded to similar survey questions about their own assets. Each remaining chapter presents many activities and handouts for these major topics: r *DFCSFBLFST PS HFUUJOH UP LOPX ZPV BDUJWJUJFT

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r 1SPNPUJOH MFBEFSTIJQ r 4USFOHUIFOJOH SFMBUJPOTIJQT r %FWFMPQJOH DIBSBDUFS r 1SPNPUJOH EJWFSTJUZ r 4FUUJOH HPBMT IPQFT BOE ESFBNT r #FDPNJOH JOWPMWFE JO UIF DPNNVOJUZ All the activities and handouts in this book build multiple assets. If youâ&#x20AC;&#x2122;re interested in being intentional about building specific assets, use the Developmental Asset Index starting on page 152 to find activities and handouts that build those specific assets.

Bn >YZV/ â&#x20AC;&#x153;I love going to our local dollar store and using my imagination to generate activities.â&#x20AC;? â&#x20AC;&#x201D;Buffy McNeal, Caribou, Maine

AZVY^c\ <gdjeh d[ Ndjc\ EZdeaZ All the activities in this book are designed to be positive experiences for youth. However, discussions of assets may evoke strong feelings and reactions, both positive and negative. Some activities can lead to difficult discussions, especially when theyâ&#x20AC;&#x2122;re used with youth who have few assets or with particularly vulnerable youth, such as young people from difficult homes and those acting out in troubling ways, such as skipping school or smoking. Be sensitive to young peopleâ&#x20AC;&#x2122;s concerns, and adapt the activities and reflection questions to fit your situation and your educational goals. Donâ&#x20AC;&#x2122;t force youth to participate in any of these activities. Invite all youth to share their ideas and feedback about the assets and the activities. Here are some things to keep in mind as you prepare for an activity, facilitate the discussion, and interact with young people: r *EFOUJGZ UIF QVSQPTFT GPS FBDI HBUIFSJOH *T UIF group building community, learning, planning,

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Bn >YZV/ â&#x20AC;&#x153;We created the St. Louis Park Building Assetsâ&#x20AC;&#x201C; Reducing Risks Program to help students make a successful transition to high school. Students really enjoy the asset-building activities, and they become engaged in the school, with their teachers, and with their peers in a unique way.â&#x20AC;? â&#x20AC;&#x201D;Angie Jerabek, St. Louis Park, Minnesota

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6Xi^k^in/ Distribute the worksheet “An Asset Checklist” (p. 17) for each youth to fill out. Assure them that no one will look at their responses, so they can be completely honest. Tell them they should share only what they feel comfortable sharing. After youth finish, have them compare their responses to the “Developmental Assets among Youth” (page 18).

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6Xi^k^in/ Write each of the eight asset categories in large print on eight sheets of writing paper. Post the sheets around the room. Create pairs by asking youth to find another person who is wearing the same color that they are wearing. Station each pair at one of the eight sheets. (Try to have all the categories covered.) Give each pair a copy of the 40 Developmental Assets. Have pairs of youth write 30-second announcements that will inspire their peers to build assets. For example, a group might create an announcement based on a single asset, such as how doing your homework every day will help you succeed. Or a group might use the entire asset framework: “If you want support, give support. If you want to be empowered, empower a friend.” Allow time for each pair to share their announcement with the group.

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6Xi^k^in/ Turn newsprint sideways so it’s wider than it is high. Label each newsprint with three letters of the alphabet, starting with A, B, and C and omitting X and Z. Leave room for youth to write under each letter. Hang the eight pieces of newsprint around the room with masking tape. Create four teams of youth according to birth month (January–March, April–June, July– September, October–December). Station each team near different pieces of newsprint—ideally the groups will be spaced evenly throughout the room. Give each person a pencil or pen. Ask the young people to think of assetbuilding actions that begin with the letters on their newsprint (such as: Ask others for help when you need it, Be a good listener, Care), and write one idea under each letter. In the next minute, ask youth to write as many actions under each alphabet letter as they can.

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After one minute, sound the noisemaker and tell teams to move to the newsprint on their right. Repeat this each minute until every team has written on all eight pieces of newsprint.

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