Presentation on theme: "2012 PROFILE OF YOUTH IN GREATER BRIDGEPORT Presented By RYASAP Catalyst for Community Change Bridgeport, CT In Cooperation With Search Institute, Minneapolis,"— Presentation transcript:
2012 PROFILE OF YOUTH IN GREATER BRIDGEPORT Presented By RYASAP Catalyst for Community Change Bridgeport, CT In Cooperation With Search Institute, Minneapolis, MN TRUMBULL
2012 PROFILE OF YOUTH TRUMBULL BREAKDOWN 594 Youth surveyed Racial and Ethnic Breakdown 73% White11% Multi-racial 6% Hispanic 5% African American 5% Asian/Pacific <1% Native American
DEVELOPMENTAL ASSETS EXTERNAL ASSETS Positive experiences and support a young person receives from formal and informal connections to the community (Regional which includes your data is in parentheses) SUPPORT 1.Family Support 73% Family life provides high levels of love & support 2.Positive Family Communication 31% Young person & parents communicate positively and youth seeks parental advice 3.Other Adult Relationships 53% Young person receives support from 3+ nonparent adults 4.Caring neighborhood 42% Young person experiences caring neighbors 5.Caring School Climate 33% School provides a caring, encouraging environment 6.Parent Involvement in Schooling 25% Parent(s) actively involved in helping young person succeed in school EMPOWERMENT 1. Community Values Youth 25% Young person perceives that adults values youth 2. Youth as Resources 29% Young people are given useful roles in the community 3. Service to Others 62% Young person serves in the community one (1) hour or more per week 4. Safety 58% Young feels safe at home, school and in the neighborhood
EXTERNAL ASSETS continued BOUNDARIES & EXPECTATIONS 1.Family Boundaries 49% Family has clear rules & consequences and monitors young person’s whereabouts 2.School Boundaries 57% School provides clear rules & consequences 3.Neighborhood Boundaries 41% Neighbors take responsibility for monitoring youth behavior 4.Adult Role Models 32% Parent(s) and other adults model positive, responsible behavior 5.Positive peer influence 67% Young person's friends model responsible behavior 6.High Expectations 53% Both parent(s) and teachers encourage the young person to do well CONSTRUCTIVE USE OF TIME 1.Creative Activities 26% Young person spends 3+ hours/week in lessons or practice of music, theater or other arts. 2.Youth Programs 75% Young person spends 3+ hours/week in sports, clubs or organizations and school and/or community 3.Religious Community 56% Young person spends 1+ hours/week in activities in a religious institution. 4.Time at Home 61% Young person is out with friends “with nothing special to do” 2 or fewer nights/week
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 76% Young person is motivated to do well in school 2.School engagement 66% Young person is actively engaged in learning 3.Homework 61% Young person reports doing at least one (1) hour of homework every school day 4.Bonding to school 57% Young person cares about his/her school 5.Reading for pleasure 21% Young person reads for pleasure 3+ hours/week POSITIVE VALUES 1.Caring 58% Young person places high value on helping others 2.Equality & School Justice 58% Young person places high value on promoting equality and reducing hunger & poverty 3.Integrity 75% Young person acts on convictions and stands up for his/her beliefs 4.Honesty 66% Young person tells the truth even when it is not easy 5.Responsibility 64% Young person accepts and takes personal responsibility 6.Restraint 44% Young person believes it is important not to be sexually active or to use alcohol/other drugs
INTERNAL ASSETS continued SOCIAL COMPENTENCIES 1.Planning & Decision Making 39% Young person knows how to plan ahead & make choices 2.Interpersonal Competence 55% Young person has empathy, sensitivity, and friendship skills 3.Cultural Competence 45% Young person has knowledge of/comfort with people of different cultural/racial/ethnic backgrounds 4.Resistance skills 51% Young person can resist negative peer pressure & dangerous situations 5.Peaceful conflict resolution 43% Young person seeks to resolve conflict nonviolently POSITIVE IDENTITY 1.Personal Power 52% Young person feels he/she has control over “things that happen to me” 2.Self-esteem 56% Young person reports having a high self-esteem 3.Sense of purpose 68% Young person reports that “my life has a purpose” 4.Positive view of personal future 77% Young person is optimistic about his or her personal future
GENDER DIFFERENCES Developmental AssetMaleFemale Service to others – serves community 1-2 hours/week55%70% Safety – feels safe at home, school and in the community68%49% Creative Activities – spends 3 or more hours/week in lessons/practice in music/theater/other arts 18%33% Achievement Motivation – is motivated to do well in school66%85% Other Adult Relationships -Young person receives support from 3+ nonparent adults48%57% School Boundaries - School provides clear rules & consequences52%61% Reading for Pleasure – reads for pleasure 3+/week15%27% Caring – places high value on helping other people46%70% School Engagement - Young person is actively engaged in learning59%74% Homework - Young person reports doing at least one (1) hour of homework every school day 48%72% Positive Peer Influence - Young person's friends model responsible behavior60%74% In addition to an educational achievement gap, there is a serious gap between the performance of young male students versus female students. Note the following differences of more than 8% between young male and female students.
- GENDER DIFFERENCES continued Developmental AssetMaleFemale Bonding to school - Young person cares about his/her school52%63% Equality & Social Justice – places high value on promoting equality/reducing hunger & poverty 46%70% Integrity – acts on convictions and stands up for what he/she believes69%81% Honesty – tells the truth even when it is not easy58%73% Responsibility – accepts and takes personal responsibility55%74% Restraint – believes it is important not to be sexually active or to use alcohol/other drugs37%50% Interpersonal Competence – has empathy, sensitivity & friendship skills40%68% Resistance Skills - Young person can resist negative peer pressure & dangerous situations 45%56% Planning & Decisions Making - Young person knows how to plan ahead & make choices 32%45% Peaceful Conflict Resolution – young person seeks to resolve conflict nonviolently26%58% Self-Esteem - Young person reports having a high self-esteem61%52%
The 8 Indicators of Thriving Youth Experience school success Exhibit leadership Help others informally Resist danger Value diversity Control impulsive behavior Maintain good personal health Overcome adversity These are the factors commonly valued & accepted by developmental experts as important elements of healthy human development.
THRIVING LEVELS Just as assets protect against negative behaviors, they also promote positive behaviors. Having multiple protective factors (assets) as a young person is more influential in ensuring positive youth outcomes than having risk factors (deficits & risky behaviors) Youth with more Developmental Assets generally report higher average levels of thriving indicators. Average Number of Thriving Indicators
All young people need assets ~ While it is crucial to pay special attention to youth who have the least resources (economically/emotionally), all children and adolescents will benefit from having even more assets than they have now. Everyone Can build assets ~ All adults, youth & children can play a role in developing assets by spreading positive messages to and about young people across the community. Building assets is an ongoing process ~ Asset development starts with a child is born, and continues through high school and beyond. Relationships are crucial ~ A key to asset development is strong relationships between adults & young people, between young people & their peers and between teenagers & younger children. Send consistent messages ~ Asset building requires sending consistent, positive messages to youth & adults about what is important. Repeat the message – again & again ~ Young people need to hear the same positive messages and feel support, over and over, from many different people. Strengthening the Foundation of Developmental Assets