Developing a Strong Resilient Child:

Key Successful Steps

Presented by:

Juan Carlos Araque, Ph.D.

2

3

Review the research on positive youth development and resiliency

Examine the relationship between developmental assets, academic achievement, and prevention of high-risk behaviors

Identify practical strategies for increasing developmental assets with young people and staff

Begin developing a school-wide and/or community-wide plan to initiate the implementation of asset building to increase academic achievement

Objectives

4

FAMILYHistory, management, attitudes, low expectations

PEERAlienation, friends, attitudes, early first use

SCHOOLPolicy, availability, labeling, moving, failure, involvement, truancy

COMMUNITYPoverty, involvement, availability, norms

Risk Factors

What was there for

you?

6

Categories of Developmental Assets

EXTERNAL ASSETS

� Support

� Empowerment

� Boundaries and Expectations

� Constructive Use of Time

INTERNAL ASSETS

� Commitment to Learning

� Positive Values

� Social Competencies

� Positive Identity

7

0

10

20

30

40

50

60

70

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

Drugs

Sex

Violence

ASSETS

High Risk Behaviors

8

ASSETS

Positive Outcomes

0

10

20

30

40

50

60

70

80

90

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

School

Health

Diversity

9

(Percentage of youth with each level of assets)

21-30 Assets30%

31-40 Assets8% 0-10 Assets

20%

11-20 Assets42%

The Gap in Assets Among Youth

10

Studies have associated Commitment-to-Learning assets directly or indirectly with:

Increased high school completion Increased enrollment in college Higher grades Higher achievement test scores Better attendance Less sexual intercourse and

childbearing Less drug use Fewer conduct problems

Academic Achievement and Assets

11

From . . . To . . .* Young people’s problems * Young people’s strengths

* Professional’s work * Everyone’s work

* Young people absorbing * Young people as resources resources

* Troubled young people * All young people

* Accountable only for * Accountable as well for own behavior other adults’ behavior

* Incidental asset building * Intentional asset building

* Blaming others * Claiming responsibility

The Asset-Building Difference

12

Generate awareness Assess resources, students’ asset levels,

and current asset-building activities Prioritize assets Form relationships that build assets Create an asset-rich environment Use programs and practices to build assets Sustain asset building

Set up a leadership team that will begin to shape a vision and formulate a plan.

The Asset-Building Process

13

Staff in hallways Doors open All staff and volunteers trained Hall friendliness the norm Assets posted Students involved in building assets Assets part of evaluations Physical environment warm and

inviting

Creating an Asset-Rich Environment

14

Looking at your schools programs, which developmental assets are you already building?

Which assets does your school and/or programs already promoting?

How can I use these programs and practices more intentionally to build assets?

Thinking on Your Current Program

and Practices

15

The A.P.I. Study: Academics and Prevention

Inseparable

Results from the two-year developmental asset project in La

Habra, Orange County

API STUDY: ACADEMICS AND PREVENTION INSEPARABLE REPORT AVAILABLE IN PDF

FORMAT AT:

www.ocde.us/assetbuilding

16

Academic Performance Index Scores

Experimental: Elementary + 66 points Control: Elementary - 17 Middle + 23 Middle +16

API Score Comparision with Control and Experimental Group

560

580

600

620

640

660

680

700

2000 2001 2002

Year

Elementary school control

Middle school control

Elementary schoolexperimental

Middle school experimental

17

Youth Development Framework Review

Pilot program 2000-2002Orange County Health Care AgencyOrange County Department of Education

La Habra City School DistrictCity of La HabraLa Habra Resource CenterLa Habra Chamber of Commerce

Youth development defined by Karen Pittman (1990) “Youth development is the ongoing process in which young people are engaged in building the skills, attitudes, knowledge, and experiences that prepare them for the present and the future”.

18

The A.P.I. Study: Academics and

Prevention Inseparable

ASSESSMENT

19

Area of Implementation

In 1999, the FBI identified the area of implementation as the most violent city in Orange County with 9.2 violent crimes per 1,000 people. There were 127 juvenile arrests of which 64% were drug related and 20% gang related crimes.

20

Participating SchoolsDemographic Composition

Experimental GroupTWO schools: ONE elementary

ONE middle school

Hispanic 70% White 24% Asian 4% Black

2%

English Learners 78

Control GroupTWO schools: ONE elementary

ONE middle school

Hispanic 63% White 32% Asian 2% Black

2% Other 1% English Learners

67

21

The A.P.I. Study: Academics and

Prevention Inseparable

Pre-tests (survey, focus groups, and interviews)Students 1,500 (experimental and control)Two student cohorts Teachers 300 (all participating schools)Parents (PTA representatives in two schools)Community members (city officials and

community-based organization representatives)

22

The A.P.I. Study: Academics and

Prevention Inseparable

GOALS

23

The A.P.I. Study: Academics and Prevention Inseparable

Attended the youth development conference in the Summer of 2000

Formed the Core Team: Students, educators and community members to lead project

Established ongoing teacher training opportunities: Meeting teacher needs

Introduced the video production class (elective) Worked on parent involvement: Reading, math,

conflict resolution, and parent shadow days

24

The A.P.I. Study: Academics and

Prevention Inseparable

RESEARCHED Programs and

Promising Practices

25

Youth Development Models

Multiple theories of frameworks defining youth development have surfaced over the last decade. These include:

1. Supports and Opportunities2. Youth Competencies and Needs3. Resiliency4. Integrated Approach5. Developmental Assets

26

Promising Practices Alignment with Asset-Building Framework

Youth and adults in the school site voted to implement the following assets:

Service to Others - Asset #9 Youth Programs - Asset #18 Achievement Motivation - Asset #21 Reading for Pleasure - Asset #25 Peaceful Conflict Resolution - Asset

#36

27

Asset # 9: Service to Others

Leadership and community service projects

Each classroom completed at least one project

“My parents have adult conversations with me, they don’t talk to me like I am a little kid.” - Student

28

Asset # 18: Youth Programs

Lunch Bunch Multi-media curriculum YDF Newsletter Middle school student-

led parent conferences Voices of change event Parent shadow day Cross-age mentoring

“[I am] self-motivated to get

homework, [YDF] taught me

responsibility”

- Student

“The YDF agenda has put parents and teachers on the same page”

-Parent

29

Asset # 21: Achievement Motivation

Invisible mentoring Ongoing teacher

training Video production class Music contest

“The students love YDF. It gives them a safe and productive environment.” -Teacher

30

Asset # 25: Reading for Pleasure Middle school reading

program Elementary school-wide

reading program Reading and mathematics

evening workshop for students and parents

“YDF gave me a feeling that teachers had more trust in me.” - Student

31

A.P.I. Study: Academics and Prevention Inseparable Five findings

are statistically significant (p < .05) Students in the control group showed:

A decrease in commitment to learning

Students in the experimental group showed:

Significant increase in their test scores and commitment to learning

Connection with teachers, school, and community Greater feeling of safety in school Teachers’ attitude toward their work environment

and level of involvement with youth showed improvement when promoting a positive “school culture” and empowering students at their school

32

Key Finding for Elementary Students

Experimental Elementary Student I Like to Learn Response

Post-test

0.896

0.0910.084 0

Strongly Agree

A little

No

Don't Know

Pre-test showed 6 out of 10 students like to learn

Post-test showed 9 out of 10 students like to learn

An increase of almost 30% from pre to post test

33

Elementary School Evaluation

-10

-5

0

5

10

15

20

% of Change

Statement

Elementary Student Self Esteem StatementChange in Reponse Options

Experimental group % 17.7 18.2 14.8

Control group % 1.3 8 -6.5

Control over what happens to self

Feel good about self Feel good about future

34

Elementary School Evaluation

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%P

erce

nt R

espo

nse

Category Statement

Significant Changes in Category Statements for Elemenatary Students

n=77

Pre 44.80% 66.70% 63.80% 64.20% 86.30% 62.80%

Post 70.10% 94.80% 84.40% 89.60% 97.40% 80.50%

% of change 25.30% 28.10% 20.60% 25.40% 11.10% 17.75%

Support EmpowermentBoundaries & Expectations

Commitment to Learning

Positive Values Self-esteem