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Discovering what young people need to succeed with The Search Institutes 40 Developmental Assets. Text goes here
Slide goes here Whattitle is the Search Institute? Sub title goes here For more than 50 years the American based Search Institute has been a leader and partner for organisations around the world discovering what Text goes here children and young people need to succeed in life. The Search Institute’s research and resources help places like schools and other community organisations solve challenges and issues in the lives of young people. They do this by looking deep into the lives of young people and understanding and pin pointing where these problem areas are; giving these organisations a chance to work on the individual issues this young person may have. This is done by measuring their 40 developmental assets.
Slide title goes here Assets The 40 Developmental Sub title goes here The search institute put together 40 assets that they believe to be important to young people. Text goes here
These assets are based around three main components, being: Strengths, Supports & Skills All three are components that young people need in their life to overcome challenges and to succeed in life and to recognise and nurture their Interests and passions. The more assets that the young person has out of the 40, determines how likely they are to achieve.
Slide title goes here Assets The 40 Developmental Sub title goes here The 40 assets fall into 2 different groups, addressing different types of Assets: Text goes here
External
Internal
Support, Empowerment, Boundaries and Expectations & Constructive Use of Time
Commitment to Learning, Positive Values, Social competency & Social Values
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External Assets 1-20
Support Text goes here 1. Family Support 2. Positive Family Communication 3. Other Adult Relationships 4. Caring Neighbourhood 5. Caring School Climate 6. Parent Involvement in Schooling Empowerment 7. Community Values Youth 8. Youth as Resources 9. Service to Others 10.Safety
Boundaries and Expectations 11.Family Boundaries 12.School Boundaries 13.Neighbourhood Boundaries 14.Adult Role Models 15.Positive Peer Influence 16.High Expectations
Constructive use of Time 17.Creative Activities 18.Youth Programs 19.Religious Community 20.Time at Home
Slide title goes here Assets The 40 Developmental Sub title goes here
Internal Assets 21-40
Commitment to Learning
Positive Values
Text goes here 21. 22. 23. 24. 25.
Achievement Motivation School Engagement Homework Bonding to School Reading for Pleasure
31. 32. 33. 34. 35. 36.
Social Competencies 26. 27. 28. 29. 30.
Planning and Decision Making Interpersonal Competence Cultural Competence Resistance Skills Peaceful Conflict Resolution
Caring Equality and Social Justice Integrity Honesty Responsibility Restraint
Positive Identity 37. 38. 39. 40.
Personal Power Self-Esteem Sense of Purpose Positive View of Personal Future
Slide goes here Howtitle are the 40 Developmental Sub title goes here Assets Measured? Text The goesyoung here person will fill in a survey called The Developmental Assets Profile
It is a series of 58 questions that address the 40 assets After it is filled in, Twelve25 then enters the survey results onto the organisations Search Institute profile and can get an instant answer with how many of the 40 assets the young person has.
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The Power of Developmental Assets
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The Power of Assets to Promote Slide title goes here Sub title goes here Youth Success Assets Text goes and hereSchool Success THE BOTTOM LINE: The more developmental Assets* youth report, The more likely they are to do well in school. DEFINITION: Youth who report that they get mostly A’s on their report card SOURCE: Surveys of 89,000 U.S. Youth, grades 6 to 12, in 2010. SURVEY: Profiles of a Student Life: Attitudes and Behaviours
The Power Assets to Promote Slide title of goes here Sub title goes here Youth Success Assets and Youth Persistence
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THE BOTTOM LINE: The more developmental Assets youth report, The more likely they are to be persistent in the face of challenges and adversity. DEFINITION: Youth who report that they do not give up when things get difficult SOURCE: Surveys of 89,000 U.S. Youth, grades 6 to 12, in 2010. SURVEY: Profiles of a Student Life: Attitudes and Behaviours
The Power of Assets to Prevent Slide title goes here Sub title goes here Youth Problems Assets and Illicit Drug Use Text goes here THE BOTTOM LINE: The more Developmental Assets youth report, the less likely they are to report using illicit drugs. DEFINITION: Youth who report that they have used illicit drugs (such as marijuana, cocaine, LSD, PSP, heroin or other narcotics, amphetamines) 3 or more times in the past 12 months. SOURCE: Surveys of 89,000 U.S. Youth, grades 6 to 12 in 2010 Survey: Profiles of a Student Life: Attitudes and Behaviours
The Power of Assets to Prevent Slide title goes here Sub title goes here Youth Problems Assets and Valuing Diversity Text goes here THE BOTTOM LINE: The more Developmental Assets youth report, the less likely they are to be involved in anti-social behaviours. DEFINITION: Youth who have been involved in three or more incidents of shoplifting, trouble with police, or vandalism in the past 12 months. SOURCE: Surveys of 89,000 U.S. Youth, grades 6 to 12 in 2010 Survey: Profiles of a Student Life: Attitudes and Behaviours
Developmental Assets and Slide title goes here Sub title goes hereEducation Readiness Tertiary Home Supports Text goes here THE BOTTOM LINE: The higher levels of Developmental Assets youth report, the more likely they are to have the needed home supports for college knowledge. DEFINITION: Family members encourage college attendance and help with the selection and application process. Source: 20,241 high school students in a southwestern U.S city. Survey: Developmental Assets Profile
Developmental Assets and Slide title goes here Sub title goes hereEducation Readiness Tertiary Time Management Text goes here LINE: The higher THE BOTTOM levels of Developmental Assets youth report, the more likely they are to have the time management skills and study habits needed for tertiary education. DEFINITION: Student makes school a priority, meet deadlines, and manages time well. Source: 20,241 high school students in a southwestern U.S city. Survey: Developmental Assets Profile
Slide titleof goes Benefits usinghere the 40 Sub title goes here Developmental assets A history of 50 plus years.
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During these years It has been listening to young people and promoting positive change in these young people’s lives. The Developmental assets framework has been running since 1991 and is results based. The Search Institute’s frameworks are used in at least 70 countries around the world. More than 4 million young people in the United States have taken part in the studies of Developmental Assets and it has become the foundation for hundreds of community organisations, including schools and youth centres around the world.
Slide title goes Before and afterhere Surveying Sub title goes here Using the Developmental Assets profile can give you a great once-off understanding of where a young person or a group of young people in the community sit within the 40 developmental assets profile. Text goes here
Another great way to use the 40 Developmental assets is to conduct a ‘before and after’ approach Before starting a new program, or school subject the organisation can get the young person to answer the questions on the Developmental Assets Profile. Then after the program or subject has finished, the organisation can then get the young person to do the survey again; thus giving the organisation a precise look into what areas may have improved or changed. This also gives direct feedback to the organisation about how the program may be running.
Slide title goesservice here delivery Re-orientating Sub title goes here Using the Developmental Assets profile will also help, in time, to reorientate program delivery within Twelve25 towards proven strategies.
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It is likely to also evidence the value of ‘non-skill specific’ learning. i.e. learning and youth support that builds youth capacity, resilience and connection with the community.
The use of the survey provides a cheap (less than $2 per student), evidence based, worldwide proven methodology within the local government youth framework. We expect that the innovation in the use of this model will be of interest to other local governments in the state in due coarse.
Slide title goes here Survey Expectations Sub title goes here It is important to take in consideration the safety and welfare of the survey participants when filling in the surveys. Text goes here This means: Explaining to the participants what the survey is for and why your organisation is using it. Explaining that the survey is confidential Some of the young people may need parental consent. (In most cases if they are under the age of 16) It is also important to re enforce the importance of filling the survey in correctly and honestly to the young people. All of this can be addressed in a cover letter/consent form to the student (and the parent/caregiver if necessary)
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Any Questions or Comments?
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Rick Henke Twelve25 Salisbury Youth Enterprise Centre Phone: 08 8253 9928 Email: rhenke@salisbury.sa.gov.au