1. Developmental Assets

2. 40 Developmental Assets
Positive experiences, relationships, opportunities and personal qualities that young people need to grow up healthy, caring and responsible.

3. Researchers cumulatively surveyed over
Based on research of the Search Institute in USA –
Researchers cumulatively surveyed over
3 million 6-12th graders
Identified 40 factors which are critical to positive child and youth development
Youth with higher amount of assets have lower levels of risk behaviours

6. Number of Assets: Source: Halton Youth Survey 2009/10 6
Overall# assets decreases from gr 7-10; 69% gr 7 have 11 or more as compared to 47% in grade 10-speaks to transition from elementary to high school similar trends with OSDUHS.
I’d like to take a few minutes to provide you with some data on how students in grade 7 and grade 10 are doing in Halton, with respect to the developmental assets. As many of you already know, The Halton Youth Survey was first conducted by the Our Kids Network in It was again conducted in 2009 and will be done again later this year. The survey is intended to measure key factors related to healthy youth development and to better understand how well Halton youth are doing.
A key part of the Halton Youth Survey focuses on assessing developmental assets. Previously, in 2006, the survey measured only 5 assets. For 2010 we measured 20 assets. Examples include: family support, caring neighbours, school engagement, and peer connectedness.
The graph shows the distribution of the 20 assets separately for grade 7 and grade 10 students. Within each grade, students are grouped by the number of assets they had (0-5,6-10, and 16-20).
From grade 7 to grade 10 the distribution changes. Students in grade 10 tend to have fewer assets than students in grade 7. For instance, 24% of grade 7 students have 16 or more assets compared with 13% of grade 10 students.
We know that youth with a lower number of assets are more likely to engage in risk behaviours, while those with more assets may be more successful and have better health. The next few slides show some of these associations specifically for students in Halton Region.
Number of Assets:
Source: Halton Youth Survey 2009/10 6

7. Here we see a clear relationship between cannibis use and number of assets, especially in grade 10 students. Those that have a higher number of assets are much less likely to have tried cannibis in the past 12 months.
Overall %age of “cannabis users” in past 12 months:
25% for grade 10 students
1% for grade 7 students
NOTE: Has not changed since 2006
Number of Assets:
Source: Halton Youth Survey 2009/10 7

8. Heavy drinking is considered at least 5 drinks on one occasion.
Here we see a clear relationship between heavy drinking and number of assets, similar to the previous slide with cannibis use. For both grade 7 and grade 10 students, those that have a higher number of assets are much less likely to engage in heavy drinking in the past 12 months.
Statistically significant.
Overall:
6% of grade 7’s (was 10% in 2006)
47% of grade 10’s (was 50% in 2006)
Down slightly since 2006.
Aside (don’t need to say this, only if it comes up!): The percentage of students who have had a drink in the past 12 months has decreased for both grade 7 (23% down to 17%) and grade 10 students (70% down from 62%), from 2006 to 2010.
Number of Assets:
Source: Halton Youth Survey 2009/10 8

9. The pattern continues when looking at current smoking rates
The pattern continues when looking at current smoking rates. Especially in grade 10 students we see that for those students that have a higher number of assets they are less likely to be a smoker.
For those working in tobacco prevention, links to smoking rates.
Overall % of “current smokers”:
13% for grade 10 students
1% for grade 7 students
NOTE: Has not changed since 2006
Number of Assets:
Source: Halton Youth Survey 2009/10 9

10. We can also see how positive behaviours, such as physical activity are related to assets, with those most physically active having the highest number of assets.
Emma’s Note: This definition of “physically active” was based on the old physical activity guidelines (prior to 2011). The guidelines are now 60 mins/day for children & youth.
For those working in CDP area, some links to physical activity rates.
Overall:
54% of grade 7’s (was 58% in 2006)
39% of grade 10’s (was 44% in 2006)
Number of Assets:
Source: Halton Youth Survey 2009/10
* “Physically active” is defined as 90 mins or more of activity, 5 or more days per week 10

11. Similar to the last slide, here we see how students with high numbers of assets are more likely to perform better at school, achieving mostly A & B grades.
Overall:
89% of grade 7’s
83% of grade 10’s
Number of Assets:
Source: Halton Youth Survey 2009/10 11

12. Similar to the pattern we saw with drug use in students, we also see with injuries in youth. While the differences are less obvious, we still see those students with the lowest number of assets (0-5) having the highest rates of injury – for both grade 7 and 10.
Overall %age of Students injured seriously enough to require medical attention in past 12 months:
31% for BOTH Grade 7 and Grade 10.
As per Epi consult, when looking at similar rates for gr 10, there are likely highly supported children/youth who have significant access to sports and rec opportunities that come with high level of injury risk (skiing, snowboarding, hockey, football, etc.)
We don’t know the kinds of injuries as the question asked is: in past 12 mos, have you been injured seriously enough to require medical attention by dr, nurse, or dentist (eg broken bone, bad cut or burn, head injury, etc.)
SMARTRISK report will be helpful re types of injuries but not provide DA association.
Number of Assets:
Source: Halton Youth Survey 2009/10

13. Thoughts of suicide are most prevalent in group of students with the lowest number of assets – this is seen for both grade 7 and grade 10 students.
Overall % of students who have had serious thoughts of suicide:
Grade 7 – 6%
Grade 10 – 11%
Number of Assets:
Source: Halton Youth Survey 2009/10 13

14. Illustrates the power of one asset

15. The power of one asset

17. Assets are for all!
Assets have power for all children and youth, regardless of their gender, economic status, family, or race/ethnicity
The average young person experiences fewer than half of the 40 assets, and boys experience an average of three fewer assets than girls

18. 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

19. Developmental Assets
The first four asset categories focus on external structures, relationships and activities that create a positive environment for young people.

20. Support - need to be surrounded by people who love, care for, appreciate and accept.
Empowerment - need to feel valued and valuable. This happens when they feel safe and respected.
3. Boundaries and Expectations - need clear rules, consistent consequences for breaking rules and encouragement to do their best.
4. Constructive Use of Time - need opportunities to learn and develop new skills and interests with other youth and adults.
Support – hard to do, families busy, extended family far away, ex – faces of IR
Empowerment – “Lids for kids”
Boundaries -

21. Developmental Assets
A community also needs to nurture the internal qualities that guide choices and create a sense of purpose and focus.

22. 1. Commitment to Learning - need a sense of the lasting importance of learning and a belief in their own abilities.
2. Positive Values - need to develop strong guiding values or principles to help them make healthy life choices.
3. Social Competencies - need the skills to interact effectively to make difficult decisions, and to cope with new situations.
4. Positive Identity - need to believe in their own self-worth and to feel that they have control over the things that happen to them.

23. The Asset-Building Difference
From To
Prescribed Programs
Incidental
Problems
Troubled kids
Work of professionals
 Relationships
 Intentional
 Strengths
 All kids
Everyone’s job
As a result of this strong evidence for asset building, over the past few years our program has done a shift in its thinking.
We have gone from (Read out PP chart)
Therefore asset building starts with strong, positive, caring relationships with adults who care about them as individuals as well as their academics. Adults build assets in youth through positive experiences, opportunities. Strong youth engagement that give the youth a voice in what matters to them. Teachers, coaches, youth workers, youth leaders, store keepers, police, community mentors, virtually anyone who is involved with youth has the power to build these assets. Asset builders look for strengths, not weaknesses, and Assets is really common sense to a lot of us, BUT to work, asset building needs to be intentionally implemented and be at the forefront of our consciousness.
Using the asset approach, we take a look at the strengths of the youth and how we can we tap into those strengths that are not being utilized to their potential or maybe not even acknowledged?
Are there opportunities to build or strengthen ongoing relationships within the school staff and with other partners?
Focusing on the broader population of youth will move the bell curve for those who are having the most difficulty.
And finally, being more intentional in our actions, whether that is considering how all of us greet a student on a daily basis to identifying potential students at risk and planning ahead for them versus responding once they have reached a certain # of issues or crises.
We can all do this shift as individuals, with our work with youth, and we can also be a leader or role-model to our staff in how to make this shift part of the school culture.
Why? Because extensive research has shown that this approach really works!
Not a program….it’s a framework….think of it as a lens through which you view all professional and personal connections with youth

24. Working Togetherhift From To Experimental Evidence based
Project Focused
Shifting messages
Cooperation
Quick Fix
Evidence based
Comprehensive
Consistency
Partnership
Ongoing
As a result of this strong evidence for asset building, over the past few years our program has done a shift in its thinking.
We have gone from (Read out PP chart)
Therefore asset building starts with strong, positive, caring relationships with adults who care about them as individuals as well as their academics. Adults build assets in youth through positive experiences, opportunities. Strong youth engagement that give the youth a voice in what matters to them. Teachers, coaches, youth workers, youth leaders, store keepers, police, community mentors, virtually anyone who is involved with youth has the power to build these assets. Asset builders look for strengths, not weaknesses, and Assets is really common sense to a lot of us, BUT to work, asset building needs to be intentionally implemented and be at the forefront of our consciousness.
Using the asset approach, we take a look at the strengths of the youth and how we can we tap into those strengths that are not being utilized to their potential or maybe not even acknowledged?
Are there opportunities to build or strengthen ongoing relationships within the school staff and with other partners?
Focusing on the broader population of youth will move the bell curve for those who are having the most difficulty.
And finally, being more intentional in our actions, whether that is considering how all of us greet a student on a daily basis to identifying potential students at risk and planning ahead for them versus responding once they have reached a certain # of issues or crises.
We can all do this shift as individuals, with our work with youth, and we can also be a leader or role-model to our staff in how to make this shift part of the school culture.
Why? Because extensive research has shown that this approach really works!
Research in our own community re da and population results from okn

25. Key messages All kids need assets. Everyone can build assets.
Relationships are key.
Asset building is an ongoing process.
Consistent messages are crucial.
Repetition is important.

26. Asset-Building Toolkit at www.ourkidsnetwork.ca
The Asset Building Toolkit is a one-stop shop with easy, online access to tools, ideas and resources.
Three thousand professionals in Halton have completed this training but, some have said they struggle to shift their work
Our Kids Network wants to continue to inspire, guide and support you in the work that you do with children, youth and families in Halton.
We encourage you to enrich and expand on your work with Developmental Assets through the use of the Asset Building Toolkit – it’s not just a list of 40 things to do, it’s a shift in the way we do our work.

27. How the Asset-Building Toolkit can help me
Organizational commitment
Sharing the DA message
Embedding DA into organizations
Invigorating my program
Engaging children and youth
Evaluating and celebrating

28. Some testimonials
“Looking at other tools gives you good ideas of how to make yours better.” YMCA of Burlington Hamilton Brantford
“The AB Toolkit provides you with language, ready-to-go presentations, success stories and videos to help you share the message.” Corpus Christi Catholic Secondary School
“It helped us to embed DA into our hiring process. Candidates come to MCRC already aware of DA and we build from there.” Milton Community Resource Centre

29. Asset-Building Toolkit at www.ourkidsnetwork.ca
Take 20 minutes and see what the AB Toolkit can do for you and your organization
Three thousand professionals in Halton have completed this training but, some have said they struggle to shift their work
Our Kids Network wants to continue to inspire, guide and support you in the work that you do with children, youth and families in Halton.
We encourage you to enrich and expand on your work with Developmental Assets through the use of the Asset Building Toolkit – it’s not just a list of 40 things to do, it’s a shift in the way we do our work.

30. Resources www.search-institute.com www.lionsquest.ca

31. Thank you Search Institute!
Slides 4-5, 16, used with permission as part of the Essentials of Asset Building Training of Trainers workshop. Copyright © 2008 by Search Institute, ,

32. Presenter’s name and contact information