Presentation on theme: "HOW TO GET A THRIVING LIFE A POWERFUL FRAMEWORK TOOL WITH MEASURABLE OUTCOMES AN INTRODUCTION TO DEVELOPMENTAL ASSETS."— Presentation transcript:
HOW TO GET A THRIVING LIFE A POWERFUL FRAMEWORK TOOL WITH MEASURABLE OUTCOMES AN INTRODUCTION TO DEVELOPMENTAL ASSETS
A T H R I V I N G L I F E The Lutheran Brotherhood in the US a commissioned a study to identify the factors that make a person thrive. After 20 years of research, the findings identified there were 40 factors that can make a person reach their full potential. The more factors they have, the more likely they are to succeed The less factors they have in their life, the more likely they are to get into anti-social behaviour (eg deviancy, vandalism etc.) The findings conclusions has been applied to 3 million people world wide, and the findings still stand steadfastly today.
W E L L B E I N G F A C T O R S IDENTIFIED WELLBEING FACTORS EXTERNAL FACTORS Activities and circumstances a person does or has that influences them INTERNAL FACTORS Characteristics and traits within a individual that influences who they are
T E R M I N O L O G Y 1) The Wellbeing Factors are called Assets; akin to the phrase: ‘You have a great family, they are a great Asset to you’ 2) These Assets can be Nurtured into our lives, therefore they are Developmental Assets 3) Separated into INTERNAL & EXTERNAL Assets WELLBEING FACTORS: DEVELOPMENTAL ASSETS
E X T E R N A L A S S E T S CONSTRUCTIVE USE OF TIME BOUNDARIES & EXPECTATIONS EMPOWERMENT SUPPORT CONSTRUCTIVE USE OF TIME Creative activities  Youth programmes  Faith community  Time at home  BOUNDARIES & EXPECTATIONS Family boundaries  School boundaries  Neighbourhood boundaries  Adult role models  Positive peer influence  High expectations  EMPOWERMENT Community values youth  Youth as resources  Service to others  Safety  SUPPORT Family support  Positive family communication  Other adult relationships  Caring neighbourhood  Caring school climate  Parent involvement in schooling 
POSITIVE IDENTITY COMMITMENT TO LEARNING POSITIVE VALUES SOCIAL COMPETENCE I N T E R N A L A S S E T S POSITIVE IDENTITY  Personal power  Self-esteem  Sense of purpose  Positive view of personal future SOCIAL COMPETENCE  Planning and decision making  Interpersonal competence  Cultural competence  Resistance skills  Peaceful conflict resolution POSITIVE VALUES  Caring  Equality and social justice  Integrity  Honesty  Responsibility  Restraint COMMITMENT TO LEARNING  Achievement motivation  School engagement  Homework/personal study  Bonding to school  Reading for pleasure
I N F L U E N C E O F A S S E T S PROBLEMATIC BEHAVIOUR (result of having less Assets) 49% 27% 11% 3% 49% 18% 6% 1% 32% 21% 11% 3% 61% 38% 19% 7% PROBLEM ALCOHOL USE USE OF ILLICET DRUGS SEXUAL ACTIVITY VIOLENCE POSITIVE BEHAVIOUR (result of having more Assets) 8% 17% 30% 47% 36% 67% 74% 88% 26% 47% 69% 89% 50% 65% 77% 85% SUCCEEDS IN SCHOOL VALUES DIVERSITY MAINTAINS GOOD HEALTH EXHIBITS LEADERSHIP 0- 10 11- 20 21- 30 31- 40 Number of Assets KEY:
A S S E T S A S A T O O L Helps identify gaps in a persons wellbeing Enables strategic planning with measurable outcomes Identifies why current activities and programmes may or may not be working so well. Incorporates the whole community (young people, their families and communities).