1. A Framework of Hope: Doing What Matters
Learning Works
January 20, 2017

2. Goals for Today
Understand the basics of the 40 Developmental Asset framework
Understand the power of simple acts to change a young person’s life.
Explore how organizations have used these concepts to increase thriving
Examine elements of developmental relationships and techniques on implementation to increase outcomes

3. What are Developmental Assets?
Concrete, common sense, positive experiences and qualities essential to raising successful young people.
These assets have the power during critical adolescent years to influence choices young people make and help them become caring, responsible adults.
Search Institute has identified 40 common sense positive experiences and qualities that help influence choices young people make. These choices help them become caring, responsible and successful adults. The Developmental Asset framework has become one of the most widely used approaches to positive youth development in the United States. The assets are grounded in extensive research in youth development, resiliency and prevention. They represent the relationships, opportunities and personal qualities that young people need to avoid risks and to thrive.
Copyright © 2009 RAND Corporation through Award Number R01DA from the National Institute On Drug Abuse. 3 3

4. Two Types of Assets External Assets Internal Assets
© 2015 Bolster Collaborative • PO Box 338 • Gorham, ME •

5. External Assets Boundaries and Support Expectations Constructive
Use of
Time
Empowerment
© 2015 Bolster Collaborative • PO Box 338 • Gorham, ME •

6. Internal Assets Commitment Social Competencies to Learning
Positive Values
Positive Identity
© 2015 Bolster Collaborative • PO Box 338 • Gorham, ME •

7. Developmental Assets: Reflections
What stands out to you in the information described so far? What gives you hope? What surprises you? What troubles you?
© 2015 Bolster Collaborative • PO Box 338 • Gorham, ME •

8. Learning about asset categories Interactive Game
The upper right hand corner of each folder is a sticker with an Asset category on it.
Move to the area of the room where your Asset category hangs on the wall.
Bring your folder with you.
Introduce yourself to your small group.
Pull out Learning About Asset Categories and assign someone to read the definition of your category aloud to the group.
Pull out DAP Asset Categories and ask each member to read one of the statements.
Discuss this category in the context of your afterschool program. What Assets in your category are available to the youth you serve? Which ones need more attention?
MARSHALL – SEE ATTACHMENT CALLED LEARNING ABOUT ASSET CATEGORIES TO INSERT AS INTERACTIVE GAME HERE.
In the left column, list the asset category title and in the right column, mix up the asset category definitions.
Script:
See if you can match the definitions on the right with the 8 asset categories listed on the left.

9. The Power of Assets to Promote
© 2015 Bolster Collaborative • PO Box 338 • Gorham, ME •

10. The Power of Assets to Protect
© 2015 Bolster Collaborative • PO Box 338 • Gorham, ME •

11. The Challenge Facing Us
32%
21-30
Assets
Follow with a minute or two of reflection and say “The rest of our presentation builds on this framework. Before we move on, are there any questions about this information?”
42%
11-20
Assets
© 2015 Bolster Collaborative • PO Box 338 • Gorham, ME •

12. Practices that connect with the Asset Categories
Support: Say one encouraging thing to each student everyday
Empowerment: Find out students’ opinions via surveys, focus groups, interviews
Boundaries and Expectations: Be consistent by enforcing the agreed-upon rules
Constructive Use of Time: Promote available programs. If youth aren’t participating, find out why and try to remove or reduce obstacles

13. Practices that connect with the Asset Categories
Commitment to Learning: Help youth discover the JOY of learning. Ask questions, share new information and excitement
Positive Values: Remind students that mistakes are part of living and growing
Social Competencies: Be gentle and supportive in responding to students fluctuating emotions
Positive Identity: Dwell on what students do right instead of what they do wrong

14. Resources www.search-institute.org www.afterschoolalliance.org

15. Closing reflection activity
What is ONE asset or category that you would like to see program by six months?
What is ONE step you are willing to take in the next three months to help make that happen?