The Power of Developmental

Assets

Presented by:Nancy Noble

EXTERNAL ASSETS

Support Empowerment Boundaries and

Expectations Constructive

Use of Time

INTERNAL ASSETS Commitment

to Learning Positive Values Social

Competencies Positive Identity

40 Developmental Assets

What do kids want?

Support

“Never give up on me!”

Support

“Try to understand

me!”

Empowerment

“Give me a

voice.”

“Take me seriously.”

“Help me change things for the better.”

Boundaries & Expectations

“Set fair boundaries.”

“Be a role model.”

Boundaries & Expectations

“Challenge me to succeed and comfort me when I fail.”

Constructive Use of Time

“Let me play.”

“Offer lots of fun things to do after school.”

“Open up more places for young people to go.”

Commitment to Learning

“Feed my interests.”

“Be excited about your subject.”

Commitment to Learning

“Make school more like a community.”

Positive Values

“Help me act from my ideals.”

“Listen when I talk about the things

that mean something to me.”

Social Competencies

“Be open to the possibilities of people.”

Social Competencies“Teach acceptance and respect

and we won’t have to learn tolerance.”

Positive Identity

“Tell me what’s good about

me.”

Positive Identity

“Help me hope and dream.”

Positive Identity

“Celebrate my uniqueness.”

To the world you are just one person but to one

person you could mean the world.

• The number of assets present in young people’s lives the degree to which they develop in positive and healthful ways.

• The greater number of assets the more positive and successful development will be.

• The fewer number of assets the greater the possibility youth will engage in risky behaviors.

Are assets important?

Positive Outcomes

As indicated, the more assets a student has, the greater the potential for success in many areas of life.

0

10

20

30

40

50

60

70

0-10 ll - 20 2l - 30 3l - 40

Drugs

Sex

Violence

High Risk Behaviors

Assets Assets Assets Assets

Average GPA

Thriving Indicators

Move From Move ToYoung people’s problems Young people’s strengths

Talking about problems Talking about possibilities and positives

Reacting to problems Actively building strengths

Young people absorbing resources Young people as resources

Relying on professionals to help Involving everyone in the lives of students

Managing crises Building a shared vision

Focusing on troubled students Focusing on all students

Blaming others Claiming personal responsibility

Conflicting signals about values priorities

Consistent messages about what is important

Search Institute – Developmental Assets

Assets: Up Close and Personal• Think back to when you were 13

• Read through the 40 assets and check the one(s) that you experienced.

• Then go back and circle the assets that were especially powerful for you.

• Share with a person near you to see if you had the same assets.

Asset Building does not add to what’s on our plates…..

IT IS THE PLATE!!

Develop

mental

Assets

Words of Affirmation

• Compliments• Encouragement• Words of Affection• Give positive guidance

Quality Time

• Giving your full, undivided attention• Doesn’t have to be a long time or require you

to go any place special

Giving and Receiving Gifts

• It isn’t materialism. It is the thoughtfulness and effort behind the gift!

Acts of Service

• Special Acts such as making their favorite dinner

Physical Touch

• A hug• A pat on the back• Holding the child while reading a book

Identify Your Child’s Love Language

• How does your child show you love?• What does you child complain about most

often?• What do they request from you?

Identify Your Child’s Love Language

• How does your child show you love?• What does you child complain about most

often?• What do they request from you?

Strategies and affirmations

Too often we underestimate the power of a touch, a

smile, a kind word, a listening ear, an honest

compliment, or the smallest act of caring, all

of which have the potential to turn a life around.

-Leo Buscaglia

Remember there's no such thing as a small act of kindness. Every

act creates a ripple with no logical end.

-Scott Adams