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Copyright © 2014 by The University of Kansas Asset Development
Copyright © 2014 by The University of Kansas Developmental Assets: Positive characteristics and factors that form the foundation of the healthy development of children and adolescents.
Copyright © 2014 by The University of Kansas Risky Behaviors and Situations Sex Violence Anti-social behavior Depression/suicide School problems Driving and alcohol Gambling
Copyright © 2014 by The University of Kansas Thriving Indicators School success Helping others Valuing diversity Good health Leadership Resistance to danger Delaying gratification Overcoming adversity
Copyright © 2014 by The University of Kansas External Assets Support. Empowerment. Boundaries and expectations. Constructive use of time.
Copyright © 2014 by The University of Kansas Internal Assets Commitment to learning Positive values Social competencies Positive identity
Copyright © 2014 by The University of Kansas Characteristics of an Asset Development Effort Demands a commitment from the whole community. Should be participatory. Should be based on what’s actually needed in the community. Should focus on the positive. Demands a coordinated, community-wide effort.
Copyright © 2014 by The University of Kansas Support: External Asset Needed by Kids Family support. Positive family communication. Other adult relationships. Caring neighborhood. Parental involvement in schooling.
Copyright © 2014 by The University of Kansas Empowerment: External Asset Needed by Kids Community values in youth. Youth as resources. Service to others. Safety.
Copyright © 2014 by The University of Kansas Boundaries and Expectations: External Assets Needed by Kids Family boundaries. School boundaries. Neighborhood boundaries. Adult role models. Positive peer influence. High expectations.
Copyright © 2014 by The University of Kansas Constructive Use of Time: External Assets Needed by Kids Creative activities Youth programs Religious communities Time at home
Copyright © 2014 by The University of Kansas Commitment to Learning: Internal Assets Needed by Kids Achievement motivation. School engagement. Homework. Bonding to school. Reading for pleasure.
Copyright © 2014 by The University of Kansas Positive Values: Internal Assets Needed by Kids Caring Equality and social justice Integrity Honesty Responsibility Restraint Personal power Self-esteem Sense of purpose Positive view of personal future
Copyright © 2014 by The University of Kansas Advantages to the Asset Development Approach It is based on extensive research. Encourages community buy-in. Makes tackling youth issues seem more possible. Each community develops its own scheme based on the assets it needs. Data can be analyzed in numerous ways. Aims at long-term social change. Healthy youth help foster a healthy community. Can address a broad range of issues. Can increase community cohesiveness.
Copyright © 2014 by The University of Kansas Disadvantages to the Asset Development Approach The data that assets are based on are limited to a largely white population and only youth. There’s no clear guidance as to how to develop assets. The community is dependent on Search Institute (or another entity, if you use a different system) to analyze surveys. Small communities may not have large enough populations to identify assets and gaps accurately. There is no guarantee that asset development will address the current problem. Most adolescents do all right despite the fact that they don’t have the ideal number of assets.
Copyright © 2014 by The University of Kansas How do you use an asset development approach? Someone has to take the initiative. Form a coalition or other group to introduce asset development (and the idea of the survey/asset assessment) to the community. Once the community agrees to pursue use of the survey, its logistics have to be worked out. Implement the survey. Analyze the report of the survey results. Communicate your findings to the community. Plan your next steps. Present the plan to the community. Continue to monitor, evaluate, and adjust new action plans, and to maintain the gains you’ve made. Implement your initial action plan.
Copyright © 2014 by The University of Kansas Who can take initiative? A pre-existing coalition. Civic officials or a civic agency. A parent group. A community-based or other non-profit organization. A community-wide non-profit. A faith-based organization or clergy association. A business or business group.
Copyright © 2014 by The University of Kansas Questions to Anticipate Regarding Surveys Who’s behind the survey? What are their credentials, where are they from? What other communities have used the survey, and what did they do with it? Is the survey anonymous and confidential? What will happen to the results after they are tabulated? Can people opt out? What will this cost the community and how does that translate to the tax rate? Who will be responsible for setting up the survey and transmitting, receiving, and publicizing the results?
Copyright © 2014 by The University of Kansas Examination of the Results Can Tell You: Which assets are most often lacking for youth in your community. Which risk factors are greatest for youth in your community. Which groups of youth are at greatest risk in which areas. Which thriving indicators are most often found, and among whom.
Copyright © 2014 by The University of Kansas Steps in the Planning Process Convene a diverse, inclusive and participatory planning group representing all sectors of the community. Determine what assets you’ll focus on Do your research. Develop a strategic plan for building assets. Design an action plan.
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