Loading...
Developmental Assets: A Profile of Your YouthDevelopmental Assets: A Profile of Your Youth Executive Summary Results from the Search Institute Survey Profiles of Student Life: Attitudes and Behaviors Hopkins School District May 2009 Developmental Assets: A Profile of Your Youth Executive Summary Hopkins School District May 2009 Results from the Search Institute Survey Profiles of Student Life: Attitudes and Behaviors Developmental Assets: A Profile of Your Youth for Hopkins School District. Copyright © 2009 by Search Institute. All rights reserved. Search Institute® and Developmental Assets® are registered trademarks of Search Institute. No part of this publication may be reproduced in any manner whatsoever, mechanical, digital, or electronic, without prior permission from the publisher, except in brief quotations or summaries in articles or reviews, or as follows: • Hopkins Public Schools or its designee may photocopy and distribute this report in its entirety for informational and educational purposes only. Hopkins Public Schools or its designee may reproduce or adapt Figures 1 through 16 and Tables 1 through 26 to other formats (including, but not limited to, brochures, Web sites, and slide presentations), provided Search Institute is acknowledged as the source of the information and as the developer of the framework of Developmental Assets. • The text and appendices contained in this report may not be reproduced as part of any adaptations — mechanical, digital, or electronic. Search Institute will treat this report as Confidential. Because the data upon which this report is based can be used to advance the understanding of adolescent development, Search Institute reserves the right to add the data to its larger Developmental Assets database. This report is based on data from the survey Search Institute Profiles of Student Life: Attitudes and Behaviors, copyright © 2009 by Search Institute. For additional information, contact Search Institute's Survey Services Department at 1- 800 - 888 -7828 or www.search - institute.org. Developmental Assets: A Profile of Your Youth Hopkins School District Over the past 20 years, Search Institute has surveyed nearly three million youth about how they experience the 40 Developmental Assets —a research -based framework that identifies basic building blocks of human development. We've found clear relationships between youth outcomes and asset levels in both cross - sectional and longitudinal studies. The results are compelling: The more assets kids have, the better. Youth with high asset levels are less likely to engage in high -risk behaviors (such as violence, sexual activity, drug use, and suicide), and more likely to engage in thriving behaviors (such as helping others, doing well in school, and taking on leadership roles). Assets are crucial for the healthy development of all youth, regardless of their community size, geographic region, gender, economic status, race, or ethnicity. This report summarizes the extent to which your youth experience the Developmental Assets and how the assets relate to their behavior and overall health. Report Number 90100 Hopkins School District Copyright © 2009 by Search Institute 1 -1 Table 1. Youth Who Were Surveyed Number of Youth Percent of Total Total Sample' 1249 100 Gender Male 619 50 Female 621 50 Grade 6 234 19 7 0 0 8 275 22 9 0 0 10 263 21 11 273 22 12 203 16 Race /Ethnicity American Indian 6 0 Asian 51 4 Black or African American 1 17 9 Hispanic or Latino /Latina 51 4 Pacific Islander 3 0 White 865 69 Other 42 3 More than one of the above 113 9 The Developmental Assets were assessed in your school community in March 2009, using the Search Institute survey Profiles of Student Life: Attitudes and Behaviors. Below you'll find a brief summary of demographic data that describes the young people who participated in your study. ' Four criteria were used to determine whether individual responses were valid. Survey forms that did not meet one or more of the criteria were discarded. Reasons for survey disqualification include inconsistent responses, missing data on 40 or more items, reports of unrealistically high levels of alcohol or other drug use, and surveys from students in grades other than those intended. See full report for more information. 2 Numbers may not add up to the "Total Sample" figure due to missing information on individual surveys. Report Number 90100 Copyright © 2009 by Search Institute Hopkins School District 1 -2 Table 2. Percent of Your Youth Reporting External Assets Category Asset Name Definition Percent Support 1. Family support Family life provides high levels of love and support. 75 2. Positive family communication Young person and his or her parent(s) communicate positively, and young person is willing to seek parent(s') advice and counsel. 35 3. Other adult relationships Young person receives support from three or more nonparent adults. 58 4. Caring neighborhood Young person experiences caring neighbors. 43 5. Caring school climate School provides a caring, encouraging environment. 44 6. Parent involvement in schooling Parent(s) are actively involved in helping young person succeed in school. 33 Empowerment 7. Community values youth Young person perceives that adults in the community value youth. 27 8. Youth as resources Young people are given useful roles in the community. 38 9. Service to others Young person serves in the community one hour or more per week. 51 10. Safety Young person feels safe at home, school, and in the neighborhood. 52 Boundaries and Expectations 11. Family boundaries Family has clear rules and consequences, and monitors the young person's whereabouts. 45 12. School boundaries School provides clear rules and consequences. 47 13. Neighborhood boundaries Neighbors take responsibility for monitoring young people's behavior. 48 14. Adult role models Parent(s) and other adults model positive, responsible behavior. 34 15. Positive peer influence Young person's best friends model responsible behavior. 71 16. High expectations Both parent(s) and teachers encourage the young person to do well. 62 Constructive Use of Time 17. Creative activities Young person spends three or more hours per week in lessons or practice in music, theater, or other arts. 23 18. Youth programs Young person spends three or more hours per week in sports, clubs, or organizations at school and /or in community organizations. 66 19. Religious community Young person spends one or more hours per week in activities in a religious institution. 58 20. Time at home' Young person is out with friends with nothing special to do" two or fewer nights per week. 70 The Developmental Assets in Your Community The Developmental Asset framework covers extensive territory, including the experiences of young people and their commitments, values, skills, and identity. Your youth were asked questions about their experience of each of the 40 assets. Their answers form the basis for this report. To grasp the range and depth of concepts measured by the asset framework, we can divide assets into two key areas: external assets and internal assets. External assets are the positive developmental experiences that families, schools, neighborhoods, community groups, and other youth and family - serving organizations provide young people. These positive experiences are reinforced and supported by the broader efforts of society through government policy, health care providers, law enforcement agencies, civic foundations, and other community institutions. Report Number 90100 Hopkins School District Copyright © 2009 by Search Institute 1 -3 Table 3. Percent of Your Youth Reporting Internal Assets Category Asset Name Definition Percent Commitment to 21. Achievement motivation Young person is motivated to do well in school. 78 Learning 22. School engagement Young person is actively engaged in learning. 69 23. Homework Young person reports doing at least one hour of homework every school day. 57 24. Bonding to school Young person cares about his or her school. 70 25. Reading for pleasure Young person reads for pleasure three or more hours per week. 32 Positive Values 26. Caring Young person places high value on helping other people. 58 27. Equality and social justice Young person places high value on promoting equality and reducing hunger and poverty. 59 28. Integrity Young person acts on convictions and stands up for his or her beliefs. 74 29. Honesty Young person tells the truth even when it is not easy. 71 30. Responsibility Young person accepts and takes personal responsibility. 69 31. Restraint Young person believes it is important not to be sexually active or to use alcohol or other drugs. 48 Social Competencies 32. Planning and decision— making Young person knows how to plan ahead and make choices. 39 33. Interpersonal competence Young person has empathy, sensitivity, and friendship skills. 50 34. Cultural competence Young person has knowledge of and comfort with people of different cultural /racial /ethnic backgrounds. 45 35. Resistance skills Young person can resist negative peer pressure and dangerous situations. 48 36. Peaceful conflict resolution Young person seeks to resolve conflict nonviolently. 56 Positive Identity 37. Personal power Young person feels he or she has control over "things that happen to me." 49 38. Self- esteem Young person reports hying a high self- esteem. 59 39. Sense of purpose Young person reports that "my life has a purpose." 66 40. Positive view of personal future Young person is optimistic about his or her personal future. 78 Internal assets are the positive commitments, skills, and values that form a young person's inner guidance system. Youth make personal choices and actions based upon the degree to which their internal assets are developed. Report Number 90100 Copyright © 2009 by Search Institute Hopkins School District 1 -4 Table 4. Percent of Youth Reporting External Assets by Gender and Grade Total Gender Grade External Asset Sample M F 6• 7 8 9 10 11 12 Support 1. Family support 75 73 77 88 79 70 66 74 2. Positive family communication' 35 34 36 52 41 35 19 30 3. Other adult relationships 58 54 62 64 61 56 49 60 4. Caring neighborhood 43 42 44 58 44 42 34 35 5. Caring school climate 44 39 48 64 39 35 39 45 6. Parent involvement in schooling 33 34 31 53 40 30 22 19 Empowerment 7. Community values youth 27 26 28 40 32 20 19 26 8. Youth as resources 38 36 41 41 43 33 36 38 9. Service to others 51 47 56 53 44 52 48 62 10. Safety 52 58 46 38 37 53 63 71 Boundaries and Expectations' 11. Family boundaries 45 43 47 49 54 43 40 37 12. School boundaries 47 45 48 71 62 38 33 28 13. Neighborhood boundaries 48 51 44 62 57 41 41 37 14. Adult role models 34 31 36 42 35 26 31 35 15. Positive peer influence 71 69 73 90 86 63 57 59 16. High expectations 62 59 64 81 64 55 51 59 Constructive Use of Time 17. Creative activities 23 20 24 21 21 23 24 23 18. Youth programs 66 67 66 64 67 65 66 68 19. Religious community 58 56 59 69 65 59 48 46 20. Time at home 70 66 74 77 72 69 67 66 Think of external assets as positive, developmental experiences provided for youth by networks of supportive people and social systems in the community. They offer youth a consistent source of love and respect, opportunities for empowerment, leadership, service, and creativity, safe interpersonal and physical boundaries, and high expectations for personal achievement. The table below summarizes the extent to which young people in your community experience each of the 20 external Developmental Assets. Report Number 90100 Hopkins School District The External Developmental Assets (Assets 1 -20) Copyright © 2009 by Search Institute 1 -5 Table 5. Percent of Youth Reporting Internal Assets by Gender and Grade Total Gender Grade Internal Asset Sample M F 6 7 8 9 10 11 12 Commitment to Learning 21. Achievement motivation 78 71 85 82 81 74 74 78 22. School engagement 69 64 73 69 64 69 67 76 23. Homework 57 48 66 48 45 65 69 55 24. Bonding to school 70 67 73 72 64 71 71 73 25. Reading for pleasure 32 25 39 42 35 32 24 26 Positive Values 26. Caring 58 50 66 71 55 50 54 64 27. Equality and social justice 59 50 69 74 59 53 57 56 28. Integrity 74 69 80 75 68 77 74 80 29. Honesty 71 65 77 80 68 71 67 72 30. Responsibility 69 63 76 76 67 66 67 74 31. Restraint 48 42 54 81 65 38 28 24 Social Competencies 32. Planning and decision - making 39 34 44 39 42 36 37 43 33. Interpersonal competence 50 37 63 64 52 44 44 47 34. Cultural competence 45 38 53 59 45 43 39 42 35. Resistance skills 48 43 54 63 54 44 41 40 36. Peaceful conflict resolution 56 45 68 63 57 51 56 55 Positive Identity 37. Personal power 49 47 51 45 49 48 47 60 38. Self- esteem 59 62 56 61 60 55 55 64 39. Sense of purpose 66 69 64 68 68 64 64 69 40. Positive view of personal future 78 75 80 86 79 73 72 81 The internal assets can be thought of as inner characteristics: a young person's motivation and commitment to academic achievement and lifelong learning; his or her positive personal values; social competencies (including relationship and communication skills); and characteristics of personal identity, including an optimistic future outlook and sense of purpose. The table below summarizes the extent to which young people in your community experience each of the 20 internal Developmental Assets. Report Number 90100 Hopkins School District The Internal Developmental Assets (Assets 21 -40) Copyright © 2009 by Search Institute 1 -6 Average Number of Developmental Assets in Your Youth Search Institute's research on adolescents consistently shows a small but meaningful difference in assets between older youth (grades nine through 12) and younger youth (grades six through eight), with younger youth reporting more assets than older youth. This result has been found in both "snapshot" and longitudinal studies. Regardless of age, gender, economic status, or geographic region, most young people in the United States experience far I too few of the 40 Developmental Assets. If one or more grade levels in yoursurvey sample report particularly low average numbers of assets compared to other grades in your study, you may need to closely examine community conditions that affect asset development at those particular grade levels. The following figure reflects the average number of Developmental Assets reported at each grade level by youth in your community. Figure 1. Average Number of Assets Reported by Your Youth Average Number of Assets 40 - 35 - 30 - 25 - 20 - 15 10- 0 21.7 Total 25.4 22.7 21.2 19.4 20.9 6 7 8 9 10 11 12 Grade Report Number 90100 Hopkins School District Copyright © 2009 by Search Institute 1 -7 Your Community's Challenge For optimal youth outcomes, the more assets youth have, the better. Having 31 -40 assets is better than 21- 30, which is better than having 11-20, and so on. In an ideal world, communities would strive to ensure that all youth eventually experience between 31 and 40 of the Developmental Assets. In your community, 14 percent of surveyed students report 31 or more of the 40 assets. Below in Figure 2 you'll find the percent of your young people who currently experience Developmental Assets (in asset groups of 10). Figure 2. The Asset Challenge Facing Your Community ❑ 0 -10 Assets • 11 -20 Assets 0 21-30 Assets • 31-40 Assets The Asset Challenge for All Communities The state of Developmental Assets in your community is likely to be similar to the challenging asset pattern found throughout the country. The particular strengths and weaknesses highlighted in this report are a unique reflection of your community, but general patterns (of average numbers of assets, general decreases in asset levels, and relationships between assets and risk behaviors and between assets and thriving behaviors) are typical of other communities that have administered this survey to youth. Search Institute studies have found regardless of town size or geography that youth typically lack support. Communities can draw upon the inherent strengths of youth and adults to increase assets in young people and do the following: • Give adequate adult support through long -term, positive intergenerational relationships; • Provide meaningful leadership and community involvement opportunities; • Engage young people in youth - serving programs; • Provide consistent and well- defined behavioral boundaries; • Help youth connect to their community; and • Create critical opportunities to develop social competencies and form positive values. Report Number 90100 Hopkins School District Copyright © 2009 by Search Institute 1 -8 Young people may face complex social forces, including: • High levels of parental absence; • Adult silence on positive values and healthy boundaries; • Fragmented family and community social systems; • Neighbors who are isolated from one another and separated by age barriers; • Adult fear of becoming involved and the sense that young people are someone else's responsibility; • Public disengagement from the important work of building meaningful connections with youth; • Youth overexposure to media saturated with violence and sexual situations; • Poverty and lack of access to supportive programs and services; • Inadequate education and poor economic opportunities that cause families to be unable to provide for their children's needs; • Schools, religious institutions, and other youth - serving organizations that are not adequately equipped to be supportive, caring, and challenging in a positive way. By working to eliminate these barriers and conditions, communities can fortify young people against the allure of risk - taking behaviors, negtive pressures, and undesirable sources of belonging in order to prepare them to become the next generation of parents, workers, leaders, and citizens. While this combination of social factors suggests that we have much work to do, a concerted effort by all members of the community to build assets in youth can strengthen our capacity to be caring, connected and committed to the common good. Report Number 90100 Hopkins School District Copyright © 2009 by Search Institute 1 -9 The Power of Developmental Assets to Promote Thriving in Youth Youth who report higher levels of assets are not only less likely to engage in risk - taking behaviors, but they are also more likely to consistently report higher numbers of eight thriving indicators, according to Search Institute's research. These indicators offer a brief look at thriving, which is a much more comprehensive concept. Figure 3 reflects the power of assets to promote the eight specific thriving indicators among young people. Youth: • Experience school success • Help others informally • Value diversity • Maintain good personal health Eight Indicators of Thriving Youth • Exhibit leadership • Resist danger • Controll impulsive behavior • Overcome adversity In the figure below, each bar represents a relationship between the average number of thriving indicators reported by your youth and the total number of assets (in asset groups of 10) reported by the same youth. Figure 3. The Power of Developmental Assets to Promote Thriving Indicators Average Number of Thriving Indicators 8.0 - 7.0 - 6.0 - 5.0 - 4.0 - 3.0 - 2.0 - 1.0 - 0.0 2.9 0 -10 4.1 Asset Level 5.3 11 — 20 21 — 30 6.0 31 — 40 3 For more details regarding the definition and measurement of thriving, see Sparks: How Parents Can Ignite the Hidden Strengths of Teenagers by Peter L. Benson, Ph.D. (Jossey -Bass, 2008). See also Benson, P. L., & Scales, P. C. (2009). The definition and preliminary measurement of thriving in adolescence. Journal of Positive Psychology 4(1), 85 -104. Report Number 90100 Copyright © 2009 by Search Institute Hopkins School District 1 -10 • Alcohol use • Binge drinking • Marijuana use • Smokeless tobacco use • Illegal drug use • Driving while drinking • Early sexual intercourse • Vandalism Report Number 90100 Hopkins School District The Protective Power of Developmental Assets Search Institute's research consistently shows that youth with higher levels of Developmental Assets are involved in fewer risk - taking behaviors and experience higher levels of thriving indicators. Developmental Assets have the power to protect youth from engaging in the following 24 risk - taking behaviors: Risk - Taking Behaviors • Inhalant use • Smoking • Shoplifting • Using a weapon • Eating disorders • Skipping school • Gambling • Depression • Getting into trouble with police • Hitting another person • Hurting another person • Fighting in groups • Carrying a weapon for protection • Threatening to cause physical harm • Attempting suicide • Riding with an impaired driver Each vertical bar in Figure 4 represents the average number of risk - taking behaviors reported by your youth at particular asset levels (in asset groups of 10). Note the average number of risk - taking behaviors reported by students who experience assets at both the highest and lowest levels. Figure 4. The Power of Developmental Assets to Protect Against Risk - Taking Behaviors Average Number of Risk - Taking Behaviors 24.0 - 20.0 - 16.0 - 12.0 - 8.0 - 4.0 - 0.0 9.7 5.2 0 10 11 - 20 Asset Level 2.3 21 -30 0.7 31 -40 Copyright © 2009 by Search Institute This report provides educators and administrators, parents, neighbors, community members, and leaders with insight into the behaviors, opportunities, and challenges facing young people in your community. Use this information as a powerful basis for ongoing, community -wide discussions about how best to improve the well -being of your youth. Set a Community -Wide Asset Goal It is important for each community to establish and work toward the goal of a higher average total number of assets that each of its young people experience. This goal - setting process can provide a critical opportunity for community members to create a shared vision for healthy youth. As you begin your goal - setting process, keep in mind the barriers and challenges noted above, as well as the protective power of Developmental Assets and their power to help youth thrive. The good news is that everyone — parents, grandparents, educators, neighbors, children, teenagers, youth workers, employers, health care providers, business people, religious leaders, coaches, mentors, and many others —can build Developmental Assets in youth. Ideally, an entire community will become involved in ensuring that its young people receive the solid developmental foundation they need to become tomorrow's competent, caring adults. As a Neighbor or Caring Adult, You Can ... ❑ Invite a young person you know to join you in an activity: play a game, visit a park, or go for a walk together. ❑ Greet the children and adolescents you see every day. ❑ Send birthday cards, letters, "I'm thinking of you" notes, or e- messages to a child or adolescent with whom you have a connection. As a Young Person, You Can ... ❑ Challenge yourself to develop a new interest on your own, or try a new activity through school, local youth programming, cocurricular activities, or faith community youth program. ❑ Strike up a conversation with an adult you admire, and get to know that person better. See adults as potential friends and informal mentors. ❑ Look for opportunities to build relationships with younger children through service projects, tutoring, or baby - sitting. As a Parent or Family Member, You Can ... Take Action! Begin With First Steps ❑ Consistently model —and talk about —your family's values and priorities. ❑ Regularly include all children in your family in projects around the house, recreational activities of all kinds, and community service projects that benefit people with needs greater than your own. ❑ Post a list of the Developmental Assets and talk to children about them. Ask teens for suggestions of ways to strengthen their assets as well as yours. Report Number 90100 Hopkins School District Copyright © 2009 by Search Institute 1 -12 As an Organization Member and /or Businessperson, You Can ... ❑ Highlight, develop, expand, and support programs designed to build assets, such as one -on -one mentoring, peer helping, service learning, and parent education. ❑ Provide meaningful opportunities for young people to contribute to the lives of others, in and through your organization. ❑ Develop employee policies that encourage asset building in youth, including flexible work schedules for parents and other employees that allow them to volunteer in youth development programs. For detailed information about building Developmental Assets or starting an asset - building initiative in your community, visit Search Institute at, www.search - institute.org or call (800) 888 -7828. Report Number 90100 Copyright © 2009 by Search Institute 1 -13 Hopkins School District