WELCOME Cooperative Baptist Fellowship Missional Youth Ministry Retreat Charleston, SC January 29-31, 2009

Introductions Name Role(s) you play in your church Why you chose to become part of this project

The Critical Intersection Asset Infusion Individual

Objectives Familiar with Search Institute’s framework of Developmental Assets Familiar with Search Institute’s framework of Developmental Assets Explore and set priorities for the infusion of assets into the life of your church Explore and set priorities for the infusion of assets into the life of your church Understand and be able to use “Authenticity Circles” Understand and be able to use “Authenticity Circles” Familiar with other elements of the CBF project going forward and available supports for infusing assets Familiar with other elements of the CBF project going forward and available supports for infusing assets

Logistics Breaks Lunch Schedule Bathrooms Cell Phones TAKE CARE OF YOURSELVES !

Think and Record What do you consider to be ONE of the most important things that kids need in order to grow up healthy?

“The Developmental Asset Framework”

The Two Types of Assets External Relationships and opportunities that young people experience in their families, schools, and communities Internal Competencies and values that youth develop internally to guide behaviors and choices

What about the 40 Assets? What about the 40 Assets? Derived from reviews of child and adolescent development, prevention, risk-reduction, and resilience researchDerived from reviews of child and adolescent development, prevention, risk-reduction, and resilience research The difference is more of emphasis and applied implications than of scientific foundationThe difference is more of emphasis and applied implications than of scientific foundation

Fundamental Assumption of the Developmental Asset Model The more positive experiences children have in their lives, the greater the likelihood that they will succeed developmentally. Cumulative Asset Model What’s typically graphed is a Cumulative Risk Model

A&B Survey Developed primarily as a community mobilization tool Developed primarily as a community mobilization tool Give youth voice Give youth voice Raise community awareness around youth issues Raise community awareness around youth issues Rally individuals around the experiences of youth Rally individuals around the experiences of youth Facilitating dialogues Facilitating dialogues Helping to articulate a vision of positive development Helping to articulate a vision of positive development 2 consequences: 2 consequences: Breadth over depth Breadth over depth Scoring system Scoring system Way in which data are communicated back to communities Way in which data are communicated back to communities

Breadth over DepthBreadth over Depth –Lots of constructs measured with relatively few items per construct –Some variables are measured with single item Scoring SystemScoring System –We report binary values Coding scheme that, depending on how youths respond to various items, they “have it” or notCoding scheme that, depending on how youths respond to various items, they “have it” or not

NOT valid as a pre/post measure of assetsNOT valid as a pre/post measure of assets –The breadth of constructs—necessarily had to go with a shallow measurement –Binary coding scheme is not sensitive enough to detect small but statistically significant changes in assets IS valid as a community mobilization toolIS valid as a community mobilization tool Youth Empowerment Tool

Developmental Assets Profile (DAP) Quick, easy, targeted survey on asset experiences only Meant to fill 3 niches that the A&B doesn’t: Professional field Professional field Research Research Program evaluation Program evaluation

How is the DAP Similar to the A&B? Both assess Developmental AssetsBoth assess Developmental Assets Both are paper-and-pencil questionnairesBoth are paper-and-pencil questionnaires Both are adolescent self-reportsBoth are adolescent self-reports Both span grades 6-12 (ages 11-18)Both span grades 6-12 (ages 11-18) (MMW spans 4th-6 th grade)(MMW spans 4th-6 th grade)

Other lines of research support our hypothesis Other lines of research support our hypothesis Established longitudinal studies Established longitudinal studies A great deal of research on “proven strategies” for increasing developmental assets A great deal of research on “proven strategies” for increasing developmental assets

Insights & Evidence Series Insights & Evidence Series

Developmental Asset Framework A Lens A Tool A Reminder An Affirmation A Common Language

From... The Asset-Building Difference Professionals’ work Young people absorbing resources Troubled young people Accountable only for own behavior Incidental asset building Blaming others Young people’s problems To... Everyone’s work Young people as resources All young people Accountable as well for other adults’ behavior Intentional asset building Claiming responsibility Young people’s strengths

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

External Assets  Support  Empowerment  Boundaries and Expectations  Constructive Use of Time

Internal Assets  Commitment to Learning  Positive Values  Social Competencies  Positive Identity

How About You? What assets did you have growing up?

The Power of Assets to Protect

Report Number Copyright © 2005 by Search Institute SM or The Power to Protect

The Power of Assets to Promote

Report Number Copyright © 2005 by Search Institute SM or The Power to Promote

Academic Achievement and Assets Studies have associated Commitment-to- Learning assets directly or indirectly with: Studies have associated Commitment-to- Learning assets directly or indirectly with: y Increased high school completion y Increased enrollment in college y Higher grades y Higher achievement test scores y Better attendance y Less sexual intercourse and childbearing y Less drug use y Fewer conduct problems

Academic Achievement and Assets Recent longitudinal study of middle school and high school students in St. Louis Park, MN shows that increasing assets has direct positive impact on raising GPA for all students, including students who were struggling. Recent longitudinal study of middle school and high school students in St. Louis Park, MN shows that increasing assets has direct positive impact on raising GPA for all students, including students who were struggling.

Assets and Faith Development Youth who are regularly involved in a faith community tend to have higher asset levels across almost all the assets The higher number of assets young people have, the more likely they are to say that faith is important to them.

Youth with Different Levels of Assets 21–30 Assets 35% 31–40 Assets 9% 0–10 Assets 15% 11–20 Assets 41%

The Gap in Assets Among Youth Average Number of Assets, by Grade Copyright © 2001 by Search Institute

The Gap in Assets Among Youth Average Number of Assets, Male or Female Copyright © 2001 by Search Institute

The Gap in Assets Among Youth Average Number of Assets, by Geographic Location Copyright © 2001 by Search Institute Urban (cities of 50,000 to more than 250,000) Out of Urban (towns of 2,500 to 49,999) Rural (farm, country, reservation, towns under 2,500)

Developmental Assets by Race/Ethnicity and Urbanicity

Principles of Asset Building  All young people need assets.  Everyone can build assets.  Relationships are key.  Asset building is an ongoing process.  Consistent messages are crucial.  Repetition is important.

Each of us can make a difference....

What Asset Building Offers Congregations A shared vision and focus A shared vision and focus Affirmation and celebration Affirmation and celebration Support and justification Support and justification Call to action Call to action Challenge and growth Challenge and growth

Core Elements for Infusing Asset Building Supportive climate and relationships Supportive climate and relationships Youth empowerment Youth empowerment Clear boundaries and expectations Clear boundaries and expectations Constructive activities Constructive activities

Welcome Back

Elevator Talk

What Asset Building Offers Parents and Guardians Focus Focus Affirmation and motivation Affirmation and motivation Positive perspective Positive perspective Partners Partners

Relationships: An Asset-Building Perspective They can be positive or negative. They can be positive or negative. They may exist without conscious intent. They may exist without conscious intent. They may be momentary. They may be momentary. Even unintentional neglect is a relationship. Even unintentional neglect is a relationship. They’re all potentially powerful. They’re all potentially powerful.

Discussion Questions How could this area be more effective as an asset-building resource for youth? How could this area be more effective as an asset-building resource for youth? What is its potential? How can a church have an impact on this area? How can a church have an impact on this area? How is your church currently connected to this area? How is your church currently connected to this area?

How to Connect with the Community Encourage individual involvement Encourage individual involvement Support community programs Support community programs Sponsor community programs Sponsor community programs Dedicate staff to community youth Dedicate staff to community youth Network with other congregations Network with other congregations Network with youth-serving organizations Network with youth-serving organizations Participate in community-wide partnerships Participate in community-wide partnerships

Growing Your Church’s Commitment to Asset Building Share the asset-building vision with allies and stakeholders Share the asset-building vision with allies and stakeholders Create a “vision team” Create a “vision team” Listen and learn Listen and learn Develop a vision for asset building Develop a vision for asset building Create awareness, energy, and commitment Create awareness, energy, and commitment Set up systems for success Set up systems for success Network with others Network with others

Building our Learning and Action Community  Authenticity Circles  Looking Forward  Project Timeline  Project elements: Technical Assistance (TA), Asset Libraries, Evaluation and Gathering

Building a Learning and Action Community

Training enhanced by Circles support  Participants are taught by an expert  Participants are expected to master a subject area  Trainer poses questions to help participants discover connections to the content  Trainer uses simulated exercises to help people master information  Trainer reinforces answers that resonate with asset approach  Learners develop from the inside out  Learners focus on asset building actions and learning from those actions  Learners share questions to increase understanding and develop action plans  Learners focus on real-life challenges to get things done and learn at the same time  Learners encourage one another to explore their thinking and actions. Training Circles

What is a Circle?  Small, trusted group of 5 members  Highly focused, facilitated meetings  Members get coached  Members identify actions to take  Members learn from reflection on actions  Members coach  Evaluations ensure quality and continuous improvement

Circle meetings over time Each member is:  coached by others who share the commitment asset-building  focusing is on real-life goals real-life goals  coaching by using inquiry, advice and sharing materials

Circle meetings over time Each member is:  Taking actions between meetings  Learning from reflection

What circles are not  Circles are not discussion groups  Circles are not training or workshops  Circles are not counseling sessions

How do circles work?  Use values and ground rules  Follow the circle agenda  Understand the roles

Demonstration of coaching  How did you feel?  What worked?  What didn’t work?  What did you learn? What did you see? Hear? What seemed to work? What didn’t seem to work? What did you learn about the process?

Let’s try coaching in pairs!  Quick reference  Session management form #1  A pen or pencil

Coaching session – Four parts 1. Report on your asset building challenge or issue 2. Clarify the challenge or issue (get help from questioning) 3. Getting support in moving to useful action 4. Reflect on the session and capture learning

Practice Circle process  Get into assigned peer groups  Complete front of session management form  Use the coaching reference guide to coach and be coached  Determine order and facilitator  Don’t fret about it – relax and enjoy the process

Coaching session 1. Report on your asset building challenge or issue 2. Clarify the challenge or issue (get help from questioning) 3. Getting support in moving to useful action 4. Take three minutes to reflect on the session and capture learning (back of session management form)

Debrief  How did you feel?  What worked for you?  What didn’t work?  What did you learn?  How might this process help you and your church focusing on integrating asset building?  Anything else you’d like to mention?

Resources at hand  Review Member Guide - table of contents  Review Member Journal  Contact information for learning and action community members

Moving Forward  Review of the calendar  Heads up on retreat evaluation, follow-up assignment (due in 30 days) and technical assistance support  Heads up on other evaluation pieces and final gathering