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Presented by: Prevent Child Abuse Illinois. ♥ Private non-profit started in 1990 ♥ Chapter of Prevent Child Abuse America ♥ Primarily focus on public.

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Presentation on theme: "Presented by: Prevent Child Abuse Illinois. ♥ Private non-profit started in 1990 ♥ Chapter of Prevent Child Abuse America ♥ Primarily focus on public."— Presentation transcript:

1 Presented by: Prevent Child Abuse Illinois

2 ♥ Private non-profit started in 1990 ♥ Chapter of Prevent Child Abuse America ♥ Primarily focus on public awareness ♥ Literature distribution program ♥ Annual Conference ♥ Happiest Baby on the Block ♥ Healthy Families ♥ Shaken Baby Syndrome Prevention Program ♥ Child Abuse Prevention Coalitions Prevent Child Abuse Illinois

3 Impact! Reflecting back to your childhood: Which adult positively impacted your life and why? What did you learn from this experience?

4 Building a Community Activity

5 Yesterday vs. Today Reflect back to your childhood :  What experiences did you have with other children and adults?  What were you exposed to within your community?  How were you and other youth treated? Now, let’s think about today’s youth:  What experiences do they have with other children and adults?  What are they exposed to within their community  How are they treated.

6 Home PeersTV/Media SchoolPeersTVPeers ChurchTVHomeSchool PeersSchool Church TVChurch Home Stephen G Peters, Author Five Major Influences 1950’s 1980’s 1990’s Present

7 How do we want our children to grow up…. Re-framing the way that we think about prevention

8 The 40 Assets A ‘New’ Way of Thinking About Youth

9  SEARCH INSTITUTE Founded 1958 Founded 1958 ‘Applied social service research’ ‘Applied social service research’ Healthy development of young people Healthy development of young people Originally faith based – broadened over the years Originally faith based – broadened over the years  Assets developed from original survey of 100,000 kids – now over 1 million surveys

10 Traditional Approach  Focuses on ‘at risk’ or ‘problem’ kids  Reacts to problems  Sends a message of despair Asset Approach  Focuses on all kids  Builds character, skills and values that help prevent problems  Sends a message of hope – positive change happens A New Way of Seeing the World

11 Traditional Approach  Anticipates the worst  We need to fix what’s wrong  Emphasizes failure and bad news  Short term quick fix  Teens are problems Asset Approach  Assumes the best  We need to recognize what’s right.  Celebrates successes and good news  Long term lifetime view  Teens are resources

12 Traditional Approach  Depends on ‘programs’  Depends on public funding  Only professionals can respond Asset Approach  Relies on positive relationships  Relies on the community  Everyone can participate

13 Traditional Approach: ‘We have a problem’ New Approach: ‘We have an opportunity ’

14 Relating to Kids – The Old Way  ‘Good’ kids vs. ‘Problem’ kids  Spends most energy on problem kids  Focuses on what’s wrong and what the child needs to do to fix it. Relies on programs.  Short term focus – getting things to work NOW

15 Relating to Kids – The New Way  Focus on ALL kids  ALL kids seen as having strengths and gifts to give to the community – focus on the positive  All community members responsible for interacting with kids  Long term focus – helping all kids succeed

16 What does this mean, and why does it matter?

17 ‘Successful’ kids had certain assets in common - Developed list of 40

18 Less Assets = More Problems

19 More Assets = More Success

20 External Assets ♥ Family, school, neighborhood and other adults provide support, structure and safety. ♥ Kids are valued and have opportunities to help others. ♥ There are strong boundaries and expectations ♥ Kids are given opportunities to use time constructively

21 1. Family Support 2. Positive Family Communication 3. Other Adult Relationships 4. Caring neighborhood 5. Caring Childcare and School Climate 6. Parent Involvement in Childcare and Education

22 1. Community Values Children 2. Children as Resources 3. Service to Others 4. Safety

23 1. Family Boundaries 2. Childcare and School Boundaries 3. Neighborhood Boundaries 4. Adult Role Models 5. Positive Peer Influence 6. High Expectations

24 1. Creative Activities 2. Youth Programs 3. Religious Community 4. Time at Home

25 Internal Assets ♥ Committed to learning – connected to school, does homework, reads for fun ♥ Positive values – committed to social justice, honesty and personal restraint ♥ Socially competent – able to make positive choices and resolve conflicts peacefully ♥ Positive identity – self esteem, sense of purpose, positive view of personal future.

26 1. Achievement Motivation 2. School Engagement 3. Homework 4. Bonding to School 5. Reading for Pleasure

27 1. Caring 2. Equality and Social Justice 3. Integrity 4. Honesty 5. Responsibility 6. Restraint

28 1. Planning and Decision Making 2. Interpersonal Competence 3. Cultural Competence 4. Resistance Skills 5. Peaceful Conflict Resolution

29 1. Personal Power 2. Self-Esteem 3. Sense of Purpose 4. Positive View of Personal Future

30 Who Can Build Assets?

31 Building a Community Follow Up

32 What will you do NOW? Who are 3 young people that you can have a positive effect? Who are 3 people that you are talk to about developmental assets? What are 3 concrete ways you could make your community more supportive of young people? List 3 existing programs or practices that have the potential for building assets more intentionally?

33 Questions?

34 For more information contact: Search Institute Search Institute Provides free information on the 40 assets Provides free information on the 40 assets For a more in depth understanding: Books and videos are available for purchase For a more in depth understanding: Books and videos are available for purchase Community Surveys/Training Available Community Surveys/Training Available

35 Prevent Child Abuse Illinois Tamara Guy Prevention Specialist


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