Presentation on theme: "Presented By RYASAP Catalyst for Community Change Bridgeport, CT In Cooperation With Search Institute, Minneapolis, MN duBay Horton Associates. Bridgeport,"— Presentation transcript:
Presented By RYASAP Catalyst for Community Change Bridgeport, CT In Cooperation With Search Institute, Minneapolis, MN duBay Horton Associates. Bridgeport, CT October 2008 2008 PROFILE OF YOUTH IN GREATER BRIDGEPORT
2008 PROFILE OF YOUTH OVERVIEW 3,302 youth surveyed, an 18% sample of youth, grades 7-12 in Greater Bridgeport Participating public school districts --- Bridgeport, Fairfield, Monroe, Stratford and Trumbull, CT Racial and Ethnic Breakdown 53% White 17% African American 19% Hispanic 7% Multi-racial 4% Asian/Pacific Islander <1% Native American
DEVELOPMENTAL ASSETS EXTERNAL ASSETS Positive experiences and support a young person receives from formal and informal connections to the community SUPPORT 1.Family Support 2.Positive family Communication 3.Other Adult Relationships 4.Caring neighborhood 5.Caring School Climate 6.Parent Involvement in Schooling EMPOWERMENT 1.Community Values Youth 2.Youth Utilized As Resources 3.Service To Others 4.Safety – Youth Feels Safe! BOUNDARIES AND EXPECTATIONS 1.Family Boundaries 2.School Boundaries 3.Neighborhood Boundaries 4.Positive Adult Role Models 5.Positive Peer Influence 6.High Expectations CONSTRUCTIVE USE OF TIME 1.Creative activities 2.Available Youth Programs 3.Spiritual Community 4.Time At Home
DEVELOPMENTAL ASSETS INTERNAL ASSETS Things a community and family nurture within youth so they can contribute to their own development COMMITMENT TO LEARNING 1.Achievement Motivation 2.School Engagement 3.Homework (1 hour/night) 4.Bonding To School 5.Reading for Pleasure POSITIVE VALUES 1.Caring and Helping 2.Equality and Social Justice 3.Integrity 4.Honesty 5.Responsibility 6.Restraint SOCIAL COMPETENCIES 1.Planning and Decision Making 2.Interpersonal Competence 3.Cultural Competence 4.Resistance Skills 5.Peaceful Conflict Resolution POSITIVE IDENTITY 1.Personal Power 2.Self-Esteem 3.Sense of Purpose 4.Positive View of Personal Future
SETTINGS FOR POSITIVE YOUTH DEVELOPMENT Physical and psychological safety and security Developmentally appropriate structure, clear expectations, and opportunities to take part in leadership roles Emotional and moral support Opportunities to experience supportive adult relationships Opportunities to learn how to form close, durable relationships with peers that support healthy behaviors Opportunities to feel a sense of belonging Opportunities to develop positive social values and norms Opportunities for skill-building and mastery Opportunities to develop self- confidence in one’s ability to master one’s environment Opportunities to make a contributions to one’s community and develop a sense of mattering Strong links between families, schools, peers and broader community resources
ASSUMPTIONS ABOUT ASSETS Individuals do not need the entire range of assets to thrive. Combinations of assets across domains reflect equally positive adolescent development. Having more assets is better than having a few. Having strong assets in one category can offset weak assets in another. However, life is easier to manage if one has assets in all domains. Continued exposure to positive experiences, settings and people, as well as opportunities to gain and refine life skills, supports young people in the acquisition and growth of these assets.
REGIONAL HIGHLIGHTS 1998-2008 ASSETS The average number of developmental assets increased to 19.1 from 18.3 in 2005 and 17.5 in 1998. Assets increased in every grade except the 12 th. There was a very significant increase in assets with 34 of 40 developmental assets either increased or remained the same from 2005 to 2008. The most positive areas were Support, Empowerment, Positive Values, Social Competencies and Positive Identity. The only areas where assets decreased slightly were Commitment to Learning and Constructive Use of Time. The largest increases of 3% occurred in the areas of Family Boundaries, Bonding to School, Equality and Social Justice, Caring and Sense of Purpose. Among Thriving Behaviors, Maintains Good Health increased 7%; and Helping Others increased 4%. The only developmental asset showing decreases of 3% or more was one hour or more of homework per day.
HIGHLIGHTS 1998—2008 RISKY BEHAVIORS Only 8% of teens in greater Bridgeport smoked tobacco in the last 30 days with less than 1% smoking more than half a pack a day or more. This represents an increase of 1% over 2005. 32% of young people drank alcohol in the last 30 days and 17% used marijuana. 19% of young people had 5 or more drinks in a row over the last two weeks, which included 33% of high school seniors and 32% of juniors. Parental and peer disapproval of substance using behavior makes a difference as indicated by disapproval being highest in Bridgeport and use of tobacco, alcohol and marijuana being the lowest. Violent Behavior in the greater Bridgeport area represented wide differences between municipalities with all forms of violent behavior – used a weapon, carried a weapon, hurt someone, been in a group fight and bullying behavior all being much higher in Bridgeport and Stratford and being the lowest in Monroe. 29% of area youth participated in sexual intercourse. 12% of young people had attempted suicide in their lifetime and 13% reported being sad or depressed most of the time. 21% of young people skipped school 3 or more times without permission, a 4% increase over 2005.
CONCLUSIONS Many natural partnerships have occurred between communities over the years. However there is a much greater need for more collaboration in Bridgeport and Stratford with the rest of the region. Young people in Bridgeport place much higher than their suburban counterparts in the area of Positive Values and Positive Identity and yet, they perform much more poorly academically. Regional collaboration may pay strong benefits in closing the achievement gap. Binge drinking remains a serious problem in greater Bridgeport. RYASAP should join with its municipal partners, Strategic Prevention framework grantees and with national experts to address this issue. In addition, parental and disapproval of young people’s substance using behavior make a difference as evidenced by much higher disapproval ratings from Bridgeport and much lower substance use. Peer and parental based initiatives should be implemented.
CONCLUSIONS Great progress has been made in instituting strength-based approaches to dealing with youth and community problems. However, we must remain diligent in continuing to foster positive approaches to working with youth Through community conversations, focus groups and community forums. Peer based models such as those utilized in Monroe and Fairfield for teen gambling education, PARTY for teen alcohol abuse and the Central High School substance abuse support groups have all been successful in addressing major problems among youth. These models need to be extended to other areas of concern. They increase teen’s sense of self and they successfully address social problems. Trumbull’s TPAUD model of collaboration including all sectors of the Trumbull community to reduce underage alcohol use/abuse has had great results in the last three years of both reducing underage alcohol use/abuse and increasing developmental assets. Other communities could benefit from such an approach.