Developing a Strong Resilient Child: Key Successful Steps Presented by: Juan Carlos Araque, Ph.D.

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3  Review the research on positive youth development and resiliency  Examine the relationship between developmental assets, academic achievement, and prevention of high-risk behaviors  Identify practical strategies for increasing developmental assets with young people and staff  Begin developing a school-wide and/or community-wide plan to initiate the implementation of asset building to increase academic achievement Objectives

4  FAMILY History, management, attitudes, low expectations  PEER Alienation, friends, attitudes, early first use  SCHOOL Policy, availability, labeling, moving, failure, involvement, truancy  COMMUNITY Poverty, involvement, availability, norms Risk Factors

What was there for you?

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

7 ASSETS High Risk Behaviors

8 ASSETS Positive Outcomes

9 (Percentage of youth with each level of assets) The Gap in Assets Among Youth

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

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

12  Generate awareness  Assess resources, students’ asset levels, and current asset-building activities  Prioritize assets  Form relationships that build assets  Create an asset-rich environment  Use programs and practices to build assets  Sustain asset building Set up a leadership team that will begin to shape a vision and formulate a plan. The Asset-Building Process

13  Staff in hallways  Doors open  All staff and volunteers trained  Hall friendliness the norm  Assets posted  Students involved in building assets  Assets part of evaluations  Physical environment warm and inviting Creating an Asset-Rich Environment

14  Looking at your schools programs, which developmental assets are you already building?  Which assets does your school and/or programs already promoting?  How can I use these programs and practices more intentionally to build assets? Thinking on Your Current Program and Practices

15 The A.P.I. Study: Academics and Prevention Inseparable Results from the two-year developmental asset project in La Habra, Orange County API STUDY: ACADEMICS AND PREVENTION INSEPARABLE REPORT AVAILABLE IN PDF FORMAT AT:

16 Academic Performance Index Scores Experimental: Elementary + 66 points Control: Elementary - 17 Middle + 23 Middle +16

17 Youth Development Framework Review PPilot program Orange County Health Care Agency Orange County Department of Education La Habra City School District City of La Habra La Habra Resource Center La Habra Chamber of Commerce Youth development defined by Karen Pittman (1990) “Youth development is the ongoing process in which young people are engaged in building the skills, attitudes, knowledge, and experiences that prepare them for the present and the future”.

18 The A.P.I. Study: Academics and Prevention Inseparable ASSESSMENT

19 Area of Implementation In 1999, the FBI identified the area of implementation as the most violent city in Orange County with 9.2 violent crimes per 1,000 people. There were 127 juvenile arrests of which 64% were drug related and 20% gang related crimes.

20 Participating Schools Demographic Composition Experimental Group TWO schools: ONE elementary ONE middle school  Hispanic 70%  White 24%  Asian4%  Black 2%  English Learners 78 Control Group TWO schools: ONE elementary ONE middle school  Hispanic63%  White32%  Asian2%  Black 2%  Other1%  English Learners 67

21 The A.P.I. Study: Academics and Prevention Inseparable Pre-tests (survey, focus groups, and interviews)  Students 1,500 (experimental and control)  Two student cohorts  Teachers 300 (all participating schools)  Parents (PTA representatives in two schools)  Community members (city officials and community- based organization representatives)

22 The A.P.I. Study: Academics and Prevention Inseparable GOALS

23 The A.P.I. Study: Academics and Prevention Inseparable  Attended the youth development conference in the Summer of 2000  Formed the Core Team: Students, educators and community members to lead project  Established ongoing teacher training opportunities: Meeting teacher needs  Introduced the video production class (elective)  Worked on parent involvement: Reading, math, conflict resolution, and parent shadow days

24 The A.P.I. Study: Academics and Prevention Inseparable RESEARCHED Programs and Promising Practices

25 Youth Development Models Multiple theories of frameworks defining youth development have surfaced over the last decade. These include: 1.Supports and Opportunities 2.Youth Competencies and Needs 3.Resiliency 4.Integrated Approach 5.Developmental Assets

26 Promising Practices Alignment with Asset-Building Framework Youth and adults in the school site voted to implement the following assets:  Service to Others - Asset #9  Youth Programs - Asset #18  Achievement Motivation - Asset #21  Reading for Pleasure - Asset #25  Peaceful Conflict Resolution - Asset #36

27 Asset # 9: Service to Others  Leadership and community service projects  Each classroom completed at least one project “My parents have adult conversations with me, they don’t talk to me like I am a little kid.” - Student

28 Asset # 18: Youth Programs  Lunch Bunch  Multi-media curriculum  YDF Newsletter  Middle school student-led parent conferences  Voices of change event  Parent shadow day  Cross-age mentoring “[I am] self- motivated to get homework, [YDF] taught me responsibility” - Student “The YDF agenda has put parents and teachers on the same page” -Parent

29 Asset # 21: Achievement Motivation  Invisible mentoring  Ongoing teacher training  Video production class  Music contest “The students love YDF. It gives them a safe and productive environment.” -Teacher

30 Asset # 25: Reading for Pleasure  Middle school reading program  Elementary school-wide reading program  Reading and mathematics evening workshop for students and parents “YDF gave me a feeling that teachers had more trust in me.” - Student

31 A.P.I. Study: Academics and Prevention Inseparable Five findings are statistically significant (p <.05) Students in the control group showed:  A decrease in commitment to learning Students in the experimental group showed:  Significant increase in their test scores and commitment to learning  Connection with teachers, school, and community  Greater feeling of safety in school  Teachers’ attitude toward their work environment and level of involvement with youth showed improvement when promoting a positive “school culture” and empowering students at their school

32 Key Finding for Elementary Students Pre-test showed 6 out of 10 students like to learn Post-test showed 9 out of 10 students like to learn An increase of almost 30% from pre to post test

33 Elementary School Evaluation

34 Elementary School Evaluation