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HOW TO GET A THRIVING LIFE A POWERFUL FRAMEWORK TOOL WITH MEASURABLE OUTCOMES AN INTRODUCTION TO DEVELOPMENTAL ASSETS.

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Presentation on theme: "HOW TO GET A THRIVING LIFE A POWERFUL FRAMEWORK TOOL WITH MEASURABLE OUTCOMES AN INTRODUCTION TO DEVELOPMENTAL ASSETS."— Presentation transcript:

1 HOW TO GET A THRIVING LIFE A POWERFUL FRAMEWORK TOOL WITH MEASURABLE OUTCOMES AN INTRODUCTION TO DEVELOPMENTAL ASSETS

2 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.

3 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

4 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

5 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 [17] Youth programmes [18] Faith community [19] Time at home [20] BOUNDARIES & EXPECTATIONS Family boundaries [11] School boundaries [12] Neighbourhood boundaries [13] Adult role models [14] Positive peer influence [15] High expectations [16] EMPOWERMENT Community values youth [07] Youth as resources [08] Service to others [09] Safety [10] SUPPORT Family support [01] Positive family communication [02] Other adult relationships [03] Caring neighbourhood [04] Caring school climate [05] Parent involvement in schooling [06]

6 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 [37] Personal power [38] Self-esteem [39] Sense of purpose [40] Positive view of personal future SOCIAL COMPETENCE [32] Planning and decision making [33] Interpersonal competence [34] Cultural competence [35] Resistance skills [36] Peaceful conflict resolution POSITIVE VALUES [26] Caring [27] Equality and social justice [28] Integrity [29] Honesty [30] Responsibility [31] Restraint COMMITMENT TO LEARNING [21] Achievement motivation [22] School engagement [23] Homework/personal study [24] Bonding to school [25] Reading for pleasure

7 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 Number of Assets KEY:

8 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).


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