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CreatingConnectionsThatCount

SupervisorManual

Thefollowingmanualwaswrittentosupporttheonlinecourse,“AssetsInAction.”Theactivities,discussions,andreadingsthatfollowaretobedoneinconjunctionwiththeonlinemodule.Thiscontentwillreinforcethoseconceptsandwillassistsupervisorsintrainingstaffandcreatingnewideasfortheworkplaceinthearenaofyouthdevelopment.Alltheactivitieshavebeenpresentedandareproventoinspireandenlighten.

IntroductiontoTraining

Nowthatwe’vehadtheopportunitytolearnthe40DevelopmentalAssetsFramework,it’simportanttobringusalltogetherasagroupandfigureouthowcanweapplythistooursite.FrancisBaconsaid,“Knowledgeispower!”Thissoundsgreat,butit’snottrue.Knowledgeispotentialpower.It’swhatweDOwiththethingswelearnwheretruepowerlays.

AsyourecallfromthecourseANYONEcanbeanassetbuilderandweneedtobeintentional.Solet’stakesometime,andworktogethertofigureouthowarewegoingtoapplywhatwe’velearnedtomakeourorganizationassetrich.

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CreatingConnectionsThatCount

Change!

PrepTime:None

Materials:Easel,EaselPad,Markers,

ActivityTime:10‐15Minutes

Outcomes:

1. Teachaudiencetheycan’tchangeanyonewhodoesn’twanttochange.2. Demonstratetheycanmakechangesinhowtheydothings,whichmayhelp

thembemoreeffective.3. Teachthemtheyhaveanincreasedchancetoinfluencechangeinyoung

peoplethroughconnections.4. Teachtheimportanceof“Why?”and“How?”whenrequestingchangefrom

anyone.

Lookattheaudienceandsay,“Changeseats!”Thenquietlystareatthem,astheyremainseated.Waitabitandjustastheaudiencebeginstofeelsouncomfortabletheystarttomovehavethemsitdown.Thenpointoutwhathappened.“Iaskedyoutomove.Youdidn’t.Someofyoustoppedbreathing.Iaskedyoutochangeseatsbutyoujustsatthere.Whydidn’tyouchange?”

Waitforresponsesandwritethemontheeasel.

Theywillsaythingslike:

Comfortable Don’twantto Waitingforsomeoneelsetomove IlikethepeopleI’msittingwithMystuffishereIdidn’tthinkyoumeantitYoudidn’ttelluswhyYoudidn’ttellushowProcessing:Iaskedyoutochangeseats.Yougavemeabunchofreasonswhyyoudidn’t.Inourworkwithyoungpeople,wearechallengingthemtochangeallthetime.Here’sthequestion.Aretheycomfortablewheretheyare?Dotheylikewhotheyare“sitting”with?Wouldtheyhavetoleavestuffbehind?Aretheyworriedwhatpeoplewillthinkandwaitingforsomeoneelsetomovefirst?Andareweprovidingawhyandhowtochange?

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Somemaybethinkingwedon’tneedthekidstochange.Butaren’twehopingtheyoungpeopleweworkwithlearn,develop,andgrow?Whyischangedifficult?Howmightprovidingawhyandhowhelpinworkingwithyoungpeople?WhenIwouldaskmyDad“why?”hewouldsay,“BecauseI…”(pauseandletaudiencefinish)…”saidso.”Howdoes“becauseIsaidso”helpsomeonechange?Toimpactyoungpeoplewemustprovidea“why”anda“how”andthoughwecan’tmakesomeonechange,wecaninfluencechangeinothersthroughsincere,caring,authenticconnections.Understandingassetsarekeytocreatingthoseconnections.

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K.E.Y.S.StoCreatingConnectionsDon’tforgetyourKEYSSPreptime:NoneMaterials:NoneActivityTime:10–15minutesOutcomes:

1. Haveaudiencerealizethatassetsarenotsomethingtofear.2. Theyarebasicandcommonsenseandtheymayalreadyknowthem.3. Thereinputisvaluableandnecessary.

Haveaudiencemembersbreakintogroupsofthree.Havethemtakeouttheirkeys.Introducethemselvestotheothertwo,sharehowlongtheyhavebeenworkingwithyoungpeople,andthensharewhateachkeyisfor.Nexthavethembrainstormhowtheirlifewouldbeaffectediftheirkeysdisappeared.Thepersonwiththemostkeyswillreportoutsomeofwhatthegroupshared.

Processing:Howmanyofyoufrequentlyloseyourkeysorjustforgetwhereyouputthem?Whohereisbeenworkingwithyoungpeople2years,5years,25years?Keysareanimportantbasicfundamentalpartofourday­to­daylives.Wecouldn’tfunctionwithoutthembutsometimesweforgetthem.Someinthisroomhavebeenworkingwithyoungpeopleforovertwentyyears.WhatcanIteachyouaboutworkingwithkids?YouprobablyknowmuchofwhatI’mgoingtoshare.Assetsarebasicfundamentalkeystoworkingwithyoungpeople.Wewillfunctionbetterifweusethem.Butevenifwewe’veworkedwithkidsforeverwecanstillsometimesforget.

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KisforKNOWLEDGE

TheKinKEYSSstandsforknowledge.Therearetwoveryimportantthingswemustknowwhenworkingwithyoungpeople.

First,knowtherewards.

The“WhyIdo,whatIdo”Collage

Materials:Paper,OldMagazines,Markers,ArtSupplies

ActivityTime:45minutes

Explain:Breakintopairsanddiscuss.Whatdoyougetoutofdoingthistypeofwork?Whatisyourreward?Besidesmoney,becauseIknowweareallgettingrichdoingthis,whatelsedoyouget?

(Facilitatornote:Asparticipantsanswermakesuretheyareusing“I”statements.)

Createaworkofartthatremindsyouofthisrewardoratimeyouthought,“ThisiswhyIdothis!”

Haveaudienceshareartandresponses.

Alsoshareaspecifictimewhentheyexperiencedthatreward.

Whyisitimportantwhenworkingwithyoungpeopletherearegreaterrewardsthanourpaychecks?Wheredowespendourtimefocusingonthechallengesortherewards?Howmightbuildingassetscreatemoreofthose“reward”moments?Howwouldfocusingonthosemomentsimpactourworkenvironment?Andhowmightthatimpactthekids?Howisworkingwithyoungpeopledifferentthanothertypesofwork?Giveanexampleofanadultherethatdoesagreatjoboffocusingontherewardsofthisjob?

It’seasytoforgetwhywedothis.Sometimesweevenaskourselves,“WhyamIdoingthis?”Itisimportantatthosemomentsespeciallytohaveananswer.

Havethemplacetheartprojectsomewheretheywillseeitfrequently(office,desk,cubicle,car,wallet)andberemindedoftherewardsofworkingwithyoungpeopleandwhywewanttocontinuetobuildassets?

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KisforKnowledge

“WhatDoYouDo?”

Materials:Acopyofthe“WhatDoYouDo?”Article

Activitytime:15minutes

Explain:Read.Discussinsmallgroups.Reportouttolargegroup.

WHATDOYOUDO?

“So,whatdoyoudo?”askedpassenger14Bofflight1238.Thequestionstartledme.NotbecauseIhadn’thearditbefore.Asfarasquestionsgo,“Whatdoyoudo?”isprettypopular.Asatraveler,Ihaveheard“Whatdoyoudo?”morethanIhaveheardShakira’s,“Myhipsdon’tlie.”Inairportsithasrecentlyreplaced“Havethesebagsbeeninyourcontrolsinceyoupackedthem?”asthemostfrequentlyaskedquestion.Theonlyairportquestionthatcomesanywherecloseto“Whatdoyoudo?”is“Whereareyouheaded?”“Whereareyouheaded?”isespeciallyinterestingwhenaskedbysomeoneseatednexttoyouontheplane.

No,thequestionstartledmebecauseIwasasleep.Iwasjustwrappingupa10‐dayjauntthattookmetoNewYork,KansasandSouthDakotaandIwasexhausted.SomewhatdazedIasked.“Excuseme?”Towhich14Brepeated,“Whatdoyoudo?”Inanattempttobepolite,andstillgetbacktosleepassoonaspossibleImumbled,“Iworkwithyoungpeople.”Withthat,14Bsmiled,andwithamixtureofbewildermentandcondescensionsaid,“Wellthatmustbeveryrewarding.Andsinceyougettohangoutwithkidsitmustbealotoffun.”Isaid,“ItisfunbutIdomorethanjusthangoutwi..”“OhnoIwasjustsaying,youdon’thavetositinafactoryyouknow,building,makingormaintainingsomething.”14Binterruptedapologetically.

WiththatIsmiled,closedmyeyes,andtriedtogobacktosleep.Iwasn’tangryorevenoffended,Iunderstood.Mostpeoplethinkofyouthdevelopmentasdancesandpizzaparties.Theythinkpeoplewhoworkinyouthdevelopment,teachers,counselors,andthelike,areglorifiedbabysitters.Wearethepeoplewholookoutfortheirchildren,whiletheydothe“realjobs”,youknow,building,making,andmaintainingthings.Youthworkwhilenoble,isn’tnecessary.

Nownooneadmitsthis.Theysaythingslike“youthareourfuture”,astheycutfundingforprogramsandvotedownschoollevies.Butstill,Iunderstand.Yousee,fiveyearsagoIwasthinkingverysimilarthoughts.Intheaftermathof9/11,IwaswonderingifwhatIdidreallymattered.Isawpeopledoingtheirjobsrunningintobuildings,youngmenandwomengoingtowar,andaPresidenturgehispeopletogetbackoutthereandbuy,buy,buy.Ididn’tseethenecessityinmywork.Afterexpressingthistosomeco‐workersandothersintheyouthdevelopmentarena,IbecameawarethatIwasnotalone.

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Fortunately,thedays,weeks,monthsandyearssincethatday,haveprovidedmewithanewperspective.OnthattendayjauntIhadlearnedthatwhatwedomaybeasimportantasanyother“realjob”Iknow.OnSeptember11,2002,IwatchedSteve,aneighthgradestudentatBlindBrookMiddleSchool,justoutsideNewYorkCity,standandaddressall300ofhisschoolmates.Hespokecalmlyandeloquentlyonhowthisdaywasonetomemorializetheeventsofthepast,butmoreimportantlyitwasadaytotakethelessonsfromthosesadeventsandputthemintoaction.Iwasalsothereahalfhourbeforehespoke.Stevewasnervousandunsureifhewantedtoaddresstheschoolandintroducethespeaker.TheStudentAssistancecounselornotonlyreassuredStevethathecoulddoit,shegothimexcitedabouthisformidableopportunity.

TheninKansas,Iwatched6teensfromColumbusOhio,alongwith12teenleadersfromKansas,facilitateanincrediblestatewideyouthsummit.Theseteensleadenergizers,presentedskits,spokeabouttheirchoices,implementedteambuildingactivities,andcoordinatedactionplanningsessions.Severalyouthworkerswhonotonlyprovidedtheopportunity,butalsotrustedtheteens,andempoweredthemwiththeskills,tools,andresourcesnecessarytosucceed,madeallofthispossible.

Finally,inSouthDakotaIwatchedAmanda,ahighschoolstudent,tearupattheclosingsessionoftheirstatewideconference.Aconferencethatshehaddreamedofandhadbeenworkingonforover4months.Shehuggedmegood‐bye,thenwentonstage,andstillcryingthankedalltheadultswhoworkedwithhertoplantheconference,andsupportedherduringit.Shealsothankedthe14adultswhovolunteeredtheirtimetoworkwiththe150participants.Eachofthemwasemployedasyouthdevelopmentworkersalloverthestate.

No,wedon’tworkinfactories.Theonlythingwemaintainishope.Theonlythingwebuildischaracter.Andtheonlythingwemakeisadifference.Whatyoudomatters.IfyoueverdoubtitIknowonepersonthatneverwill,passenger14Aofflight1238.

Knowtherewards!

(ArticlewaswrittenbyTySellsandreprintedfromYouthToYouthInternational’sNetworkNews,2006)

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KisForKnowledge

Thesecondveryimportantthingtoknowis,whatit’sliketobeyoung.

TheStatusGame

Materials:Adeckofplayingcards.Sortout13–15randomcardsbetweendeucesandaceswithavarietyofsuits.Havetwoacesandtwodeuces,alltherestanassortment3‐King.Shufflethosecards.

ActivityTime:45Minute

Explain:Askforthirteenvolunteerstocometothefrontoftheroom.Havethemmakealineshouldertoshoulderacrossthefrontoftheroom.Handeachpersonacardfacedownsotheycan’tseeit.Tellthemrepeatedly,“Don’tlookatyourcard.”Thengivetherestoftheinstructions.“InasecondIwilltellyoutoraiseyourcard.WhenIdo,raiseyourcardtoyourforeheadinawaythevaluecanbeseenbytheaudienceandothersbutyoustilldon’tknowwhatitis.Iwillthensaygoyouwillthenmixandminglewiththeotherstreatingthembasedonthevalueoftheircard,acesbeinghighanddeuces,notsohigh.Youcantalk,butdonotletothersknowtheircard.Youwillonlybemovingfor15to30seconds.Getaroundtoeverybody.WhentimeisupIwillyellSTOP.WhenIdoIwantyoutoquitinteractingandgetbackinthisline.Lineupbasedonhowyoufeellowononesidehighontheother.TheaudiencewillobservetheinteractionsandwillhelpmewithanythingImiss.Raiseyourcards!Ready!Go!’Afterthey’veinteractedforabout15to30secondsshout,“Stop!Lineup!Highdownherelowdownthere.”Repeatthisoverandoveruntileveryonehasfoundaspotintheline.Allowthemtolookattheircardthenholditupsoeveryonecanstillseeitwhileprocessinghappens.(Facilitatornotes:Noticetheylineuproughlyinorderofthecardsvalue.)Processing:Howdidthelowendknowwhereyoubelonged?Howdidthehighendknowwhereyoubelonged?Howdidthegroupinthemiddleknowwhereyoubelonged?Audience,whatweresomethingsyounoticed?Howlongdidittake?Whyaretheysogoodatthis?(Allowtheparticipantstositdownandthankthemthenresumeprocessing.)

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Howmanyofyouhaveeverdonethisactivitybefore?Whennohandsgoupaskitagain.Keepaskingthequestionuntiltheyrealizetheydoiteveryday.Doourkidsdothis?Whatdotheyuseinsteadofcards?(size,race,looks,money,gender,cars,sports,phones,etc..)Howdoeshisimpactthem?Howdoesthisaffecttheirabilitytofunctionatourplace?Doyouknowwhereyouwereonthislinewhenyouwereakid?Howmightthataffectyourabilitytoworkwithkidstoday?Howcanassetbuildingalleviatesomeofthenegativeconsequencesofthisbehavior?Wasthereanadultthatreachedouttoyouasayoungperson?SHAREASTORY‐Didyoueverfeellikeanaceasayoungperson?‐Didyoueverfeellikeatwo?POINTTOMAKE‐ALLKIDSSHOULDBETREATEDLIKEACES.SETEXPECTATIONSFORANACEANDHELPTHEMREACHIT.

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EisforENVIRONMENTTheAssetWallMaterials: Find40buildingblocks.Thesimplestalternativeistoraidthe

kindergartenclassroomoftheircardboardbuildingblocks(differingsizesdoesnotmatter).Labeleachblockwithoneofthe40assets,usingadifferentcolorforeachassettypegroup(i.e.all6“Support”assetsareonabluelabel,the4“Empowerment”assetsareayellowlabel,etc.)Havepost‐itpadsavailablefor4‐8groups(2”x2”orsmaller)

ActivityTime:45minutesActivity: Buildawallwithalltheassetsbeforetheparticipantsarrive.Introducethegrouptothe“AssetWall”,explainingthateachbrickrepresentsoneimportantpartofwhatmakesastrongpositiveenvironmentforyoungpeople.Eachoneisabuildingblock,andimportanttothestrengthofthewall.Thencarefullytakeseveralbricksoutwithouttopplingthestructureandexplainthatitispossibletonothaveall40bricksinplace,butstillhaveagoodenvironment–areasonablystrongwall.Nowpulloutmoreblocksandwatchthewalltumble,explainthatatsomepoint,whentherearenotenoughbuildingblockspresent,theenvironmentwillbecomesoweakthatitwillnolongerbeaplaceyoungpeoplewanttobe. Splitthegroupinto4or8groupsandassigneachgrouptheoneortwoassettypestheywillberesponsiblefor(itishelpfultohavecolorcodednametagstomatchwiththecolorofeachbrickassettypecolortoexpeditethisprocess).Havegroupmembersfindtheir“assetbricks”andmeetintheirsmallgroup.(Ifyouhavefourgroups,assignoneinternalandoneexternalassettype).Giveeachgroupapost‐itpadandaskthemtocoverthebrickwithasmanyexampleoftheexistenceofthisassetintheirworkenvironmentaspossible.Askthateach“pieceofevidence”ofthisassetbegivenitsownpost–itnote.Agoodquestiontocontinuallyaskwhiledoingthisare,“Howdoyouknowthisassetispresent?”“Whatevidenceistherethatthisassetexists?’Provideanexamplebeforegroupsbegintheirwork.Makesureeachgroupidentifiesafacilitator,arecorder,atime‐keeper,andareporter.After20minutes,havethegroupsreconveneandaskthateachgroupcomeupandreconstructthewallbyhavinggroupmembersexplain1)theassetnameanddefinition,and2)theexamplesthegroupcameupwith.

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(NOTE:ThisactivitywascreatedbyAmyCaldwell,anarchitectbytraining,whohelpedorganizeandfacilitatetheFairfield,VermontCenterSchoolassetretreat.)Processing:Whatdoyounoticeaboutthewall?Whatthoughtsorfeelingsdoeslookingatthewallprovoke?Whatinformationcanwelearnfromthewall?Howcanithelpusmakeourenvironmentaplaceyoungpeoplewanttobe?Whatareashavewedoneagoodjobofreinforcingassets?Whydoyouthinkwearestrongintheseareas?Whatareascanwebemorediligentinimproving?Whydotheseareasprovideagreaterchallenge?

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EisforENVIRONMENTTheH­FactorPrepTime:NoneMaterials:Pencil,PaperActivityTime:45MinutesDiscuss:Howisourenvironmentconducivetoassetdevelopment?Isitaplacewhereyoungpeoplewanttobe?Howcanweuseourknowledgeofassetstocreateaplaceopentocreatingconnectionswithouryouth?Explain:Takeoutapieceofpaperandwritethenumbers1–5downtheleftside.Iwillaskfivequestions.Writedownanswersandwewillcomebackandprocess.Forquestion1:Whatdoyouwanttobewhenyougrowup?Forquestion2:Whowereyourheroeswhenyouwereakid?Forquestion3:Writedownsomewordsthatremindyouofthelasttimeyoulaughedreallyhard?Forquestion4:Howdoyoulearn?Forquestion5:WordAssociation.Foreachofthefollowingwordsthinkofanadultthatembodiestheword.FirstwordIntegrity.NextCompassion.FinallyUnconditionalLove.TheanswerstothesequestionsprovideuswiththeH­factor.Fivewordsthatallstartwith“H”andshareassetbuildingstrategiestoenhanceanenvironmentforyoungpeople.Thewordsare:

1. Hope2. Heroes3. Humor4. Head5. Heart

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HOPEASSETSADRESSED:Positiveviewofpersonalfuture,Highexpectations,Communityvaluesyouth,OtheradultrelationshipsDiscuss:Haveaudiencesharewhattheywanttobewhenyougrowup?Explain:Question1isrelatedtohope.Notsomeetherealidealisticconceptbutreallivefutureorientation.Ifachildhasnohope,nosenseoftomorrow,thenthedecisionstheymaketodaydon’treallymatter.Choicesthatinsureimmediategratificationactuallymakesense.Wemustconstantlystrivetokeepkidsinthepresent,butwithoneeyeonthefuture.Weknowthiswithlittlekidsbutovertimewestopaskingthequestion.Processing:Doyouknowwhatthekidsyouworkwithwanttobewhentheygrowup?Howmightknowingwhattheywanttobehelpyoucreateconnections?Dotheyknowwhatyouwanttobewhenyougrowup?Howmightsharingthathelpyoucreateconnections?Howmanyofyouhavebecomewhatyouwantedtobeasachild?Ifno,whydidyouquittrying?Howisthatconsistentwiththemessageswegiveyoungpeople?Isittruewhenwetellyoungpeople,“Nevergiveup,youcanbeanythingyouwanttobe?Ifsowhydidwequit?Ifwecan’tbecomethatexactthingistheresomethinginthefieldthatwouldmakeyoujustashappy?Andhowwouldthemseeinguscontinuingtopursueourdreamsimpactthekidsweworkwith?Whatarestepsyoucantakenowtoputyoubackonthetrackofbeingwhatyouasayoungpersonwantedtobe?Exercise:Filloutathreebyfivecardwritingtwoshorttermandtwolong‐termgoals.Dothiswiththekidsyouworkwith.Createachartpostedforeveryonetoseeandperiodicallyaskkidswhataretheydoingtodaytogetcloser.Alterprogrammingandrelateittothosegoals.Celebratepubliclyasshortandlong‐termgoalsareaccomplished.Haveyourownandotherstaffmembergoalsincludedalongsidetheyoungpeoples.

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HEROES

ASSETSADDRESSED:Adultrolemodels,Communityvaluesyouth,Otheradultrelationships

Discuss:Haveaudiencesharetheirheroesfromwhentheywereyounger.Explain:Question2isrelatedtoheroes.Youngpeoplelooktoothersasexamplesofbehavior.Itcanbesaidthatonecannotchoosewhetherornotonewillbearolemodel.Onecanonlychoosewhatbehavioraretheygoingtomodel.Youngpeoplewilllooktousforguidancewhetherwewantthemtoornot.Bemindfulofyouractions.

Processing:Doyouknowtheheroesofthekidsyouworkwith?Dotheyknowyours?Howaretheydifferent/same?Howmightlearningandsharingthisinformationincreaseopportunitiesforconnection?Isthereadifferencebetweenaheroandacelebrity?Canyoubeorareyoualreadyaherotoanyoftheyoungpeopleyouworkwith?Whatresponsibilitycomeswiththelabel?Isitfair?Exercise:Createaheroboard.Usingacorkboardputupasmanyheroesofyoursasyoucan.Makesureitisanassortmentofpeople.(Somefamous,somenot,andagreatdealofdiversity.Placethisboardinavisibleareaandinviteoneononeconversation.Thiswillprovidenotonlyanauthenticopportunitytoconnect,italsoallowsyoutoexploreandteachthequalitiesofcharacterinanon‐threateningway.Itisnotimperativetheyoungpeoplerememberthenamesofallthoseonyourboardbutitdoesmattertheylearnthequalitiesthatmadethosepeoplegreat.

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HUMORASSETSADDRESSED:YouthprogramsDiscuss:Havetheaudienceshareabitofthestoryofthelasttimetheylaughedreallyhard.Processing:Howmanyofyouhadthatbiglaughtoday?Howmanywasitthisweek?Month?Year?Explain:Question3revolvesaroundhumor.Notcomedy,butisourenvironmentaplaceyoungpeoplewanttobe?NormanCousinswritesinhisbookAnatomyofanIllnessyoungpeoplelaughupto400timesadaywhileadultslaughonly15.Howmanypeopleinthisaudienceusedtobeyoungpeople?Whydidyouquitlaughing?Keephavingfun!Exercise:Goaroundtheroomandhaveseveralofthemembersleadtheaudienceinsomeofthegamesorsongstheylovedwhentheywereinschoolorsafeplace.HEADASSETSADDRESSED:Highexpectations,Achievementmotivation,Communityvaluesyouth.Discuss:Howdoyoulearn?Explain:Question4revolvesaroundlearningstyles.Understandingthewayayoungpersonlearnsiscriticallyimportantinyourabilitytoconnect.Therearesomanydifferentlearningstylesyetitiseasytofallintoatrapofusingyourlearningstylewhenreachingouttoothers.Somesaytherearethreestylesvisual,auditory,andtactile.Somesaythereareasmanyaseight(multipleintelligences).Theremaybeauniquelearningstyleforallsevenbillionpeopleontheplanet.Theexactnumberdoesn’tmatter.Itisimportantthoughtopayattentiontothekidsweworkwithandmakeanefforttorecognizehowtheylearn.

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Read: WEREMEMBER10%ofwhatweread20%ofwhatwehear30%ofwhatwesee50%ofwhatweseeandhear70%ofwhatwediscusswithothers80%ofwhatwepersonallyexperience95%orwhatweteachothers­EdgarDale Processing:Howcanknowingayoungpersonslearningstyleincreaseopportunitiestoconnect?Howdoyoufeelwhenyouarebeingaskedtoretaininformationthatisbeingsharedwithoutrespecttoyourlearningstyle?Ifthisistruehowdoesitimpactthewaywecurrentlyaredoingthings?Howcanwedifferentiate,adjust our interactions with our youth according to their individual learning needs? Is our environment currently conducive to different styles of learning? Also, do boys interact and learn differently then girls? How? Is our current programming inclusive of both?HEARTASSETADDRESSED:Otheradultrelationships,Communityvaluesyouth,Discuss:Whowerethenamesyoumatchedwitheachword?Explain:Question5revolvesaroundtheheart.Notthelogicalorscientificallyprovenimpactapositiveadultcanhaveonayoungperson.Ithelpsusreconnectwiththefeelingsassociatedwithhavinganauthenticconnectionwithanadultthatcaresaboutus.Quitesimplythinkofthebehaviorsthosepeopleexemplifiedwhileinteractingwithyou,anddothosewhenworkingwithourkids.Exercise:Filloutthefollowinghandout.(HowAssetBuildersShapedOurLives,LookingBack,Everyone’sanAssetBuilder)Breakintotriadsanddiscussanswers.

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HOW ASSET BUILDERS SHAPED YOUR LIFE

Eventhoughthelistof40assetswasjustcreatedinrecentyears,weallhave

experiencedassetbuildersinourlives,whetherwe’reage10or50.Inthespacesbelow,jotdownthenamesofthepeoplewhohavebuilteachtypeofassetforyouandhowthatpersonhasmadeadifferenceinyourlife.

Ifyouareyoungerthan20,youmaywanttothinkaboutpeoplewhocurrentlybuildassetsforyou.Ifyou’reolderthan20,eitherthinkaboutsomeonewhodoesnoworthinkbacktoyourownchildhoodandadolescence.It’sokaytoleavesomeboxesblankifnoonecomestomind.Itisalsookaytolistthesamepersoninseveralboxes.

Thinkofsomeonewhohas…Shownyouloveandunderstandingduringatimeyoureallyneededit.(SupportAssets)Setclearboundariesforyouevenwhenitwasn’ttheeasythingtodo.(BoundariesandExpectationsAssets)Helpedyougetreallyexcitedaboutlearningnewthings.(CommitmenttoLearningAssets)

Helpedyoudevelopimportantskills,likegettingalongwithothers.(SocialCompetenciesAssets)

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Helpedyoufeellikeyouhavesomethingimportanttocontributetoothers.(EmpowermentAssets)Helpedyougetalotoutofactivitiesinyourschool,ayouthorganization,oracongregation.(ConstructiveUseofTimeAssets)Beenarolemodelinlivingoutpositivevaluessuchashonesty,integrity,andcaring.(PositiveValuesAssets)Helpedyoufeelgoodaboutyourselfandoptimisticaboutyourfuture.(PositiveIdentityAssets)

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FocusontheH­Factor,Hope,Hero,Humor,HeadandHeartandcreatetheoptimalenvironmenttobuildassetsandcreateconnectionsthatcount.

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YisforYOURROLE

TheYinKEYSSisforYOURROLE.Anyonecanpartnerwithayoungpersontobuildassets.It’snotthejobofthesupervisor,manager,crew‐member,teamleader,custodian,orsecurityguard.Titlesdon’tmatter!Itissimplyyourresponsibility.Whoeveryouare.Regardlessofthepoliticsinyourworkplace,youcanstayfocusedonwhatreallymatters.

THEMAINTHINGistokeep

THEMAINTHINGTHEMAINTHING!

Ourmainthingistheyoungpeoplewecomeincontactwith.

Read:

Everybody, Somebody, Anybody, And Nobody

ThisisalittlestoryaboutfourpeoplenamedEverybody,Somebody,Anybody,andNobody.

TherewasanimportantjobtobedoneandEverybodywassurethatSomebodywoulddoit.

Anybodycouldhavedoneit,butNobodydidit.

SomebodygotangryaboutthatbecauseitwasEverybody'sjob.

EverybodythoughtthatAnybodycoulddoit,butNobodyrealizedthatEverybodywouldn'tdoit.

ItendedupthatEverybodyblamedSomebodywhenNobodydidwhatAnybodycouldhavedone

UsethefollowinghandouttoexaminewaysYOUcanbeanassetbuilder.

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SforStrategy

Explain:Thoughmuchofassetbuildingseemslikecommonsense,wecanhavegreatersuccessbybeingintentionalinourassetbuilding.Whatifwelookedatitasamission?Whatifinsteadofwaitingforopportunitiestopresentthemselves,wePLANNEDforthoseopportunities?WecanCREATEthosechances.Wecanalsolookatthethingswedonowthatmayactuallygetinthewayofbuildingassetsandeliminatethose.Wecaninstitutionalizeassetbuildingwithinouragency,butwemustallbeonthesamepage.

GoThere

Haveparticipantsstandandformgroupsofsix.Havethemjoinhandsinthemiddlesotheyareholdingtwodifferentpeopleshands.Instructthemthereistobenotalking.Havethemlookaroundtheroomthenclosetheireyes.Tellthemtothinkofaspotintheroomtheypersonallywanttogoto.Saywithoutbreakinghandsandwithouttalking,“Gothere!”

Afterafewsecondsofthemstruggling,havethemstopandopentheireyes.

Processing:Askafewparticipantswheretheywantedtogoandiftheygotthere?Didanybodygetwheretheywantedtogo?Howcouldwehavebeenmoreeffective’Whatfeelingscomeupwhenweareallworkingonourownandnotallmovinginthesamedirection?

Distributethefollowinghandout.Haveparticipantsfillthemoutindividually.Thendiscusswiththelargegroup

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SisforSHAMPOOINSTRUCTIONS

Lather!Rinse!Repeat!

Repeatistheimportantpart.AssetBuildingisanon‐goingprocesstobedonewiththeyouthnotfortheyouth.Overtimeouryoungpeoplechange.Notonlynewkidscominginandothersaremovingon,buttheyoungpeoplewhoarestillwithuschangeaswell.Theirhopes,dreams,goals,perspectives,andknowledgeareinastateofflux.Thethingswedotodaymaynotworktomorrow.OurprogrammustbedynamicandalwayslookingforNEWwaystoimpactourkidsinapositiveway.

Wemustalsoinvolveouryoungpeopleintheprocess.Makethempartnersandoursuccesswillbeassured.

KNOWLEDGEENVIRONMENTYOURROLESTRATEGIESSHAMPOOINSTRUCTIONS

DON’TFORGETYOURKEYSS!