Using the lens of the Search Institute’s “40 Developmental Assets” to support student outcomes

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Developmental Assets

Developmental Assets help children grow into caring, engaged, and responsible adults. Developmental Assets include the internal character strengths and commitments young people need as well as the external supports and opportunities they need from their families, schools, organizations, and communities.

Search Institute introduced the framework in 1990 and, since then, has studied developmental assets in more that 5 million youth across North America and around the world. The approach focuses on young people’s strengths and working across the many parts of their lives to support their growth and successful development. Hundreds of schools, coalitions, and other organizations have used the developmental assets as a guiding framework for their youth development efforts. Source

Questions

WHAT IS IT?
Asset Building, Resiliency and Youth Development and are philosophies and strategies for creating youth-centered environments that prioritize the positive development of young people.

WHY USE IT?
Research and practitioner experience has proven that a positive school day and after school environment that intentionally develops youth’s assets and adopts a youth development approach can provide the experiences and skills that youth need to develop into healthy adults.

WHEN TO USE IT?
Utilizing an asset building, resiliency and youth development based approach is effective in planning and facilitating all aspects of school day and after school programs. The approach can be used:
As the foundation of your school’s philosophy to establish emotionally, physically safe and engaging learning environments; As a framework for creating engaging classroom, program structures and activities that offer meaningful participation, build skills and expose youth to new opportunities and resources; As an approach for increasing youth involvement and youth buy in to lesson and activity components; As a professional development component or part of a job orientation for all staff.
HOW IT IS USED:
Below are three philosophies of asset building, resiliency and youth development that are often referred to by school sites, local city agencies and community based organizations.
SFUSD- School Health Programs Department encourages the following Asset Building, Resiliency and Youth Development core principles for working with young people as measured by the California Healthy Kids Survey (CHKS):

Young people have the capacity to develop and transform as they move toward adulthood.
Young people are genetically intended to develop and are actively seeking to meet their own needs.
All young people need the same types of positive resources:
-Caring, Respectful Relationships
-High, Clear and Fair Expectations
-Meaningful Opportunities to Participate and Contribute
All young people need adults in their lives.

Source

PROCESS

First, the kids take a pretest called the DAP (Link). The school gets the results to help direct efforts to support students at their school based on the needs represented by the child responses. The school chooses activities to carry out throughout the year to intervene with the needs. Finally, a posttest of the DAP is given to measure the growth of the schools’ efforts to address the needs identified in the pretest DAP.

DAP QUICK REFERENCE

Length: 58 questions

Average Completion Rate:10 minutes
(Add at least 10 minutes for general instructions and collection.)

Youth: 4-12 grade; ages 9-18

Minimum youth needed for report: 30

Minimum time between Pre and Post: 3 months

Source

 

Need a Copy of the 40 Developmental Assets?

These documents are provided, compliments of the Search Institute. Click on the links to download PDF copies of 40 Developmental Assets lists for different developmental stages and in different languages.

These pages may be reproduced for educational, noncommercial uses only. Copyright © 1997, 2006 by Search Institute, 615 First Avenue N.E.,Suite 125, Minneapolis, MN 55413; 800-888-7828; search-institute.org. All Rights Reserved.

The following are registered trademarks of Search Institute: Search Institute®, Developmental Assets® and Healthy Communities • Healthy Youth®.

Asset Checklist

Assets for Different Developmental Stages

Assets in Alternate Languages

Please note, these asset lists were compiled by Healthy Communities, Healthy Youth sites across the United States. They represent volunteer efforts. Assets lists in alternate stages for different developmental levels are not available for every language.

Would you like to learn more about the Search Institute and their work with the 40 Developmental Assets? Click here to check out their website!

Margaret Wheatley and the “The Six Circle Model”

A few years back I learned about Margaret Wheatley and her work around, “The Six Circle Model”. In a nut shell it is the structures of work and its interplay with the culture, communication, and relationships within that structure.

Tehama Schools Concise Synopsis

Margaret J. Wheatley (commonly Meg Wheatley) (born 1941) is an American writer and management consultant who studies organizational behavior. Her approach includes systems thinking, theories of change, chaos theory, leadership and the learning organization: particularly its capacity to self-organize. Her work is often compared to that of Donella Meadows and Dee Hock. She describes her work as opposing “highly controlled mechanistic systems” that only create robotic behaviors.

In any organization you must find a blend of melding above and below the green line. I think that in my work when we have been faced with a problem, considering what might be missing on the “The Six Circle Model” has really helped our teams better reset on a path to better practices.

At this time in our history, we are in great need of processes that can help us weave ourselves back together. We’ve lost confidence in our great human capabilities, partly because mechanistic organizational processes have separated and divided us, and made us fearful and distrusting of one another. We need processes to help us reweave connections, to discover shared interests, to listen to one another’s stories and dreams. We need processes that take advantage of our natural ability to network, to communicate when something is meaningful to us. We need processes that invite us to participate, that honor our creativity and commitment to the organization. – Margaret Wheatley

Positive Behavioral Interventions and Supports (PBIS)

“What is PBIS?
PBIS (positive behavior interventions and supports) is an architecture for addressing behavior through the prevention-oriented structuring of research-based interventions and supports in a hierarchical and progressive manner for the purpose of improved behavioral and academic outcomes. PBIS is an initialism most well known to those working in schools and similar settings and comes from the federal Individuals with Disabilities Education Act (IDEA). In practice, this generally appears as 3 tiers of increasingly intensive and individualized behavior interventions and supports as well as a system of data collection and analysis.”  From: http://www.pbisworld.com/faq/

PBIS World and PBIS the main site that explain the whole school behavioral systems that meet the wide variety of student needs.

Here are some topics (below) at PBIS World click a few and let me know what you think.