PowerPoint Presentation compiled and developed by Dr PowerPoint Presentation compiled and developed by Dr. Dick Hardel FaithWellMT What Do Children and Youth Really Need?

What is Happening to American Communities “For the first time in the history of this country, young people are less healthy and less prepared to take their places in society than were their parents. And this is happening at a time when our society is more complex, more challenging, and more competitive than ever before.” (American Medical Association 1997)

Signs of Deterioration of Community Overwhelming prevalence of high-risk behaviors Sharp increase in at-risk behaviors over previous decades USA leads as a nation in high-risk behaviors, lower academic achievement, in homicides, and poverty among youth

Signs of Deterioration of Community Minimum participation of youth in serving others and their community A decline in family support The rupture in community support for young people Over-emphasis on individual gain at the expense of community

Five Resources All American Youth Need Ongoing relationships with caring adults Safe places and structured activities A healthy start for a healthy future Marketable skills through effective education Opportunities to serve From America’s Promise—The Alliance for Youth 1997 Is this a book????

Conceptual Model Youth & Family Ministry Replace with slide from CIOH

A Positive Approach to the Issues of Children and Youth Developmental Assets or Positive Building Blocks for Healthy Children, Youth, and Families

Principals of Asset Building 1. All young people need assets 2. Everyone can build assets 3. Asset building is an on-going process 4. Relationships are key 5. Consistent messages 6. Redundancy

The Asset-Building Difference From... To... Problem focus Positive focus Youth as problems Youth as resources Reactive Proactive Blaming Claiming responsibility Professionals Everyone Crisis management Vision building Competition Cooperation Despair Hope

Asset-Building EXTERNAL •Support INTERNAL •Empowerment •Boundaries and Expectations •Constructive use of Time INTERNAL •Commitment to Learning •Positive Values •Social Competencies •Positive Identity

40 Developmental Assets External Assets

Support 1. Family support--Family life provides high levels of love and support. 2. Positive family communication--Young person and her or his parent(s) communicate. 3. Other adult relationships--Young person receives support form three or more non-parent adults. 4. Caring Neighborhoods--Young person experiences caring neighborhoods. 5. Caring school climate--School provides a caring, encouraging environment. 6. Parent involvement in schooling--Parent(s) are actively involved in helping young person succeed in school.

Empowerment 7. Community values youth--Young person perceives that adults in the community value youth. 8. Youth as resources--Young people are given useful roles in the community. 9. Service to others--Young person serves in the community one hour or more per week. 10. Safety--Young Person feels safe at home, at school, and in the neighborhood.

Boundaries & Expectations 11. Family boundaries--Family has clear rules and consequences. 12. School boundaries--School provides clear rules and 13. Neighborhood boundaries--Neighbors take responsibility for monitoring young people’s behavior. 14. Adult role models--Parent(s) and other adults model positive, responsible behavior. 15. Positive peer influence--Young person’s best friends model responsible behavior. 16. High expectations--Both parent(s) and teachers encourage the young person to do well.

Constructive Use of Time 17. Creative activities—Young person spends three or more hours per week in lessons or practice in music, theater, or other arts. 18. Youth programs—Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in the community. 19. Religious community—Young person spends one or more hours per week in activities in a religious institution. 20. Time at home—Young person is out with friends “with nothing special to do” two or fewer nights per week.

40 Developmental Assets Internal Assets

Commitment to Learning 21. Achievement motivation—Young person is motivated to do well in school. 22. School engagement—Young person is actively engaged in learning. 23. Homework—Young person reports doing at least one hour of homework every school day. 24. Bonding to school—Young person cares about her or his school. 25. Reading for pleasure—Young person reads for pleasure three or more hours per week.

Positive Values 26. Caring—Young person places high value on helping others. 27. Equality and social justice—Young person places high value on promoting equality and reducing hunger and poverty. 28. Integrity—Young person acts on convictions and stands up for her or his beliefs. 29. Honesty—Young person “tells the truth even when it is not easy.” 30. Responsibility—Young person accepts and takes personal responsibility. 31. Restraint—Young person believes it is important not to be sexually active or to use alcohol or other drugs.

Social Competencies 32. Planning and decision making—Young person knows how to plan ahead and make choices. 33. Interpersonal competence—Young person has empathy, sensitivity, and friendship alike. 34. Cultural competence—Young person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds. 35. Resistance skills—Young person can resist negative peer pressure and dangerous situations. 36. Peaceful conflict resolution—Young person seeks to resolve conflict nonviolently.

Positive Identity 37. Personal power—Young person feels he or she has control over “things that happen to me.” 38. Self-esteem—Young person reports having a high self-esteem. 39. Sense of purpose—Young person reports that “my life has a purpose.” 40. Positive view of personal future—Young person is optimistic about her or his personal future.

Levels of Assets Among Minneapolis Youth 47% 32% 15% 6% 0-10 11-20 21-30 31-40

Thriving Consequences of Developmental Assets Indicators Succeeds in School (mostly A’s on report card. Helps Others: Helps friends or neighbors one or more hours per week Values Diversity: Places high importance on getting to know people of other racial, ethnic groups. 4. Maintains Good Health: Pays attention to healthy nutrition and exercise Percent with Thriving Indicators 0-10 11-20 21-30 31-40 7 19 35 53 69 83 91 96 34 53 69 87 25 46 69 88

Thriving Consequences of Developmental Assets Indicators Exhibits Leadership: Has been a leader of a group or organization in the last 12 months Resist Danger: Avoids doing things that are dangerous Delays Gratification: Saves money for something special rather than spending it all right away. 8. Overcomes Adversity: Does not give up when things get difficult Percent with Thriving Indicators 0-10 11-20 21-30 31-40 48 67 78 87 6 15 29 43 27 42 56 72 57 69 79 86 Based on studies of 6th-12th grader public school during the 1996-97 school year. Sample includes 99,462 students in 213 cities.

Protective Consequences of Developmental Assets High Risk Behavior Patterns Alcohol: Has used alcohol 3 or more times in the past month or got drunk once or more in the past 2 weeks Tobacco: Smokes one or more cigarettes every day or uses chewing tobacco frequently Illicit Drugs: Used illicit drugs three or more times in the past year 4. Sexual Intercourse: Has had sexual intercourse three or more times in lifetime Percent with High Risk Patterns 0-10 11-20 21-30 31-40 53 30 11 3 45 21 6 1 42 19 6 1 33 21 10 3

Protective Consequences of Developmental Assets High Risk Behavior Patterns Depression/Suicide: Is frequently depressed and/or has attempted suicide Anti-Social Behavior: Has been involved in three or more incidents of shoplifting, trouble with police, or vandalism in the past year Violence: Has engaged in three or more acts of fighting, hitting, injuring a person, carrying or using a weapon, or threatening physical harm in the past year 8. School Problems: Has skipped school 2 or more days in the past month and has below a C average Percent with High Risk Patterns 0-10 11-20 21-30 31-40 40 25 13 4 52 23 7 1 61 35 16 6 43 19 7 2

Protective Consequences of Developmental Assets High Risk Behavior Patterns Driving and Alcohol: Has driven after drinking or ridden with a drinking driver three or more times in the past year 10. Gambling: Has gambled three or more times in the past year Percent with High Risk Patterns 0-10 11-20 21-30 31-40 42 24 10 4 34 23 13 6 Based on studies of 6th-12th grade public school students during the 1996-97 school year. Sample includes 99,462 students in 213 cities. ©1997 Search Institute, used with permission

Assets Built by a Partnership of Home and Congregation in Teaching and Nurturing Faith (The numbers correspond to the numbering system of Search Institute in the development of the 40 assets) 1. Family Support 2. Positive Family Communication 4. Caring Neighborhood 9. Service to Others 11. Family Boundaries

Assets Built by a Partnership of Home and Congregation in Teaching and Nurturing Faith 13. Neighborhood Boundaries 14. Adult Role Models 19. Involvement in Religious Community 21. Achievement Motivation 26. Caring 27. Equality and Social Justice

Assets Built by a Partnership of Home and Congregation in Teaching and Nurturing Faith 31. Restraint 34. Cultural Confidence 38. Self Esteem 39. Sense of Purpose 40. Positive View of Personal Future From Passing On the Faith: A Radical Model for Youth and Family Ministry, 2008, used with permission

Additional Assets Developed Through Peer Ministry (The numbers correspond to the numbering system of Search Institute in the development of the 40 assets) 7. Community Values Youth 8. Youth as Resources 15. Positive Peer Influence 28. Integrity 29. Honesty

Additional Assets Developed Through Peer Ministry 30. Responsibility 32. Planning and Decision Making 33. Interpersonal competence 35. Resistance Skills 36. Peaceful Conflict Resolution Add copyright

Congregations Taking Leadership in Communities and Working Together with Other Community Leaders Can make a Difference in the Health and Well-being Of the Community. That it may be well with you and you may live long on the earth.