The Power of Developmental Assets Presented by: Nancy Noble

EXTERNAL ASSETS  Support  Empowerment  Boundaries and Expectations  Constructive Use of Time INTERNAL ASSETS  Commitment to Learning  Positive Values  Social Competencies  Positive Identity 40 Developmental Assets

What do kids want?

Support “Never give up on me!”

Support “Try to understand me!”

Empowerment “Give me a voice.” “Take me seriously.” “Help me change things for the better.”

Boundaries & Expectations “Set fair boundaries.” “Be a role model.”

Boundaries & Expectations “Challenge me to succeed and comfort me when I fail.”

Constructive Use of Time “Let me play.” “Offer lots of fun things to do after school.” “Open up more places for young people to go.”

Commitment to Learning “Feed my interests.” “Be excited about your subject.”

Commitment to Learning “Make school more like a community.”

Positive Values “Help me act from my ideals.” “Listen when I talk about the things that mean something to me.”

Social Competencies “Be open to the possibilities of people.”

Social Competencies “Teach acceptance and respect and we won’t have to learn tolerance.”

Positive Identity “Tell me what’s good about me.”

Positive Identity “Help me hope and dream.”

Positive Identity “Celebrate my uniqueness.”

To the world you are just one person but to one person you could mean the world.

The number of assets present in young people’s lives the degree to which they develop in positive and healthful ways. The greater number of assets the more positive and successful development will be. The fewer number of assets the greater the possibility youth will engage in risky behaviors. Are assets important?

Positive Outcomes As indicated, the more assets a student has, the greater the potential for success in many areas of life.

High Risk Behaviors Assets

Average GPA

Thriving Indicators

Move FromMove To Young people’s problemsYoung people’s strengths Talking about problemsTalking about possibilities and positives Reacting to problemsActively building strengths Young people absorbing resourcesYoung people as resources Relying on professionals to helpInvolving everyone in the lives of students Managing crisesBuilding a shared vision Focusing on troubled studentsFocusing on all students Blaming othersClaiming personal responsibility Conflicting signals about values priorities Consistent messages about what is important Search Institute – Developmental Assets

Assets: Up Close and Personal Think back to when you were 13 Read through the 40 assets and check the one(s) that you experienced. Then go back and circle the assets that were especially powerful for you. Share with a person near you to see if you had the same assets.

Asset Building does not add to what’s on our plates….. IT IS THE PLATE!! Developmental Assets

Words of Affirmation Compliments Encouragement Words of Affection Give positive guidance

Quality Time Giving your full, undivided attention Doesn’t have to be a long time or require you to go any place special

Giving and Receiving Gifts It isn’t materialism. It is the thoughtfulness and effort behind the gift!

Acts of Service Special Acts such as making their favorite dinner

Physical Touch A hug A pat on the back Holding the child while reading a book

Identify Your Child’s Love Language How does your child show you love? What does you child complain about most often? What do they request from you?

Identify Your Child’s Love Language How does your child show you love? What does you child complain about most often? What do they request from you?

Strategies and affirmations

Too often we underestimate the power of a touch, a smile, a kind word, a listening ear, an honest compliment, or the smallest act of caring, all of which have the potential to turn a life around. -Leo Buscaglia

Remember there's no such thing as a small act of kindness. Every act creates a ripple with no logical end. -Scott Adams