Power of 1

Recognize & Nominate an Asset-Builder

Grant County Champions along with Northern Kentucky Health Department would like to recognize individuals and organizations that are making a difference in the lives of youth. Using the 40 Developmental Assets framework from the Search Institute, we are taking a closer look at those who are giving kids the “building blocks” they need to succeed, by building the 40 assets. 

We believe that each individual has the power to help, heal, support, challenge or change the life of another.  Many people are already taking this task seriously and we want to know about it. Fill out a nomination form and mail it in!  We want to thank those people and send them a token of appreciation!

We are looking for “Power of 1” actions and need help identifying those that we might not know about.  Spread the word through coalitions, your church, schools, and businesses.  Everyone can build assets!

 What does as asset builder look like?  Someone who:

• Sees children and youth are resources (not absorbing resources)
• Focuses on positives and possibilities (not problems)
• Respects youth as actors in their own development (not objects in a program)
• Is proactive about building strengths (not reactionary to problems)
• Focuses on all children and adolescents (not just “troubled” kids)
• Works cooperatively (not competitively) with other agencies and sectors
• Has hope (not despair)

 Nominate today someone you feel is deserving of recognition!

 Search Institute has surveyed over two million youth across the United States and Canada since 1989.  Researchers have learned about the experiences, attitudes, behaviors, and the number of Developmental Assets at work for these young people. Studies reveal strong and consistent relationships between the number of assets present in young people’s lives and the degree to which they develop in positive and healthful ways. Results show that the greater the numbers of Developmental Assets are experienced by young people, the more positive and successful their development. The fewer the number of assets present, the greater the possibility youth will engage in risky behaviors such as drug use, unsafe sex, and violence.

     The reality is that the average young person surveyed in the United States experiences only 18 of the 40 assets. Overall, 62% of young people surveyed have fewer than 20 of the 40 assets. In short, the majority of young people in this country--from all walks of life--are lacking in sufficient Developmental Assets needed for healthy development. These statistics, as well as the role assets play in predicting both positive and negative outcomes for youth, underscore the importance of the developmental asset framework and its application.

Support

• Family support -- Family life provides high levels of love and support.
• Positive family communication -- Young person and her or his parent(s) communicate positively, and young person is willing to seek advice and counsel from parent(s).
• Other adult relationships -- Young person receives support from three or more nonparent adults.
• Caring neighborhood -- Young person experiences caring neighbors.
• Caring school climate -- School provides a caring, encouraging environment.
• Parent involvement in schooling -- Parent(s) are actively involved in helping young person succeed in school.

Empowerment

• Community values youth -- Young person perceives that adults in the community value youth.
• Youth as resources -- Young people are given useful roles in the community.
• Service to others -- Young person serves in the community one hour or more per week.
• Safety -- Young person feels safe at home, at school, and in the neighborhood.

Boundaries & Expectations

• Family boundaries -- Family has clear rules and consequences and monitors the young person's whereabouts.
• School boundaries -- School provides clear rules and consequences.
• Neighborhood boundaries -- Neighbors take responsibility for monitoring young people's behavior.
• Adult role models -- Parent(s) and other adults model positive, responsible behavior.
• Positive peer influence -- Young person's best friends model responsible behavior.
• High expectations -- Both parent(s) and teachers encourage the young person to do well.

Constructive Use of Time

• Creative activities -- Young person spends three or more hours per week in lessons or practice in music, theater, or other arts.
• Youth programs -- Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in the community.
• Religious community -- Young person spends one or more hours per week in activities in a religious institution.
• Time at home -- Young person is out with friends "with nothing special to do" two or fewer nights per week.
  

Commitment to Learning

• Achievement motivation -- Young person is motivated to do well in school.
• School engagement -- Young person is actively engaged in learning.
• Homework -- Young person reports doing at least one hour of homework every school day.
• Bonding to school -- Young person cares about her or his school.
• Reading for pleasure -- Young person reads for pleasure three or more hours per week.

Positive Values

• Caring -- Young person places high value on helping other people.
• Equality and social justice -- Young person places high value on promoting equality and reducing hunger and poverty.
• Integrity -- Young person acts on convictions and stands up for her or his beliefs. Honesty -- Young person "tells the truth even when it is not easy."
• Responsibility -- Young person accepts and takes personal responsibility.
• Restraint -- Young person believes it is important not to be sexually active or to use alcohol or other drugs.

Social Competencies

• Planning and decision making -- Young person knows how to plan ahead and make choices.
• Interpersonal competence -- Young person has empathy, sensitivity, and friendship skills.
• Cultural competence -- Young person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds.
• Resistance skills -- Young person can resist negative peer pressure and dangerous situations.
• Peaceful conflict resolution -- Young person seeks to resolve conflict nonviolently.

Positive Identity

• Personal power -- Young person feels he or she has control over "things that happen to me."
• Self-esteem -- Young person reports having a high self-esteem.
• Sense of purpose -- Young person reports that "my life has a purpose."
• Positive view of personal future -- Young person is optimistic about his or her personal future.
  

Simple actions do make a difference, and every one of us has the power to create positive assets in our daily lives.  We just have to take the time!

Today's children and youth need adults in their lives who care about them and make them feel that they matter.  One way for young people to get the important experiences, skills, and guidance they need—developmental assets—is for young people to be connected with and supported by a web of caring, responsible adults. 

Here are some simple things you can do to build assets with and for young people: 

• Learn the names of your neighbors (both adults and children). Go out of your way to greet them.
• Write a note (or call) one of the main asset builders in your life, thanking her/him for making a difference in your life.
• Talk about 40 developmental assets with members of your family. Which assets do family members think are the strongest in your family?
• Even if your family provides a warm, caring, supportive place to grow, also seek support through adults in schools, community organizations, and congregations. 

• Get to know the kids in your neighborhood
• Smile at kids you come in contact with, say hello, and wait for a reply
• Ask young people their opinion on issues that affect them
• Ask young people how they are doing and really listen to what they say
• Praise young people when they make good decisions and act kindly
• Be a good role model for all kids
• Serve as a volunteer, a tutor, or mentor
• Support organizations and programs for youth
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• Take time to eat meals together and share in conversation
• Model and talk about the values you wish to pass on to your children
• Participate in activities with your child, including projects around the house, and recreational activities
• Be involved in your child's education by attending school activities, monitoring homework, and staying in contact with teachers
  
  

• Develop family-friendly policies that allow parents to be active in their children's lives
• Provide opportunities for employees to build relationships with young people through volunteering, mentoring, and internship programs
• Sponsor and support youth clubs, sports teams and other organizations that promote constructive use of children's time
• Recognize and reward individuals who make a difference in the lives of young people

• Have administrators and staff greet students at the door each morning.
• Open your building to community groups and youth organizations during non-school hours
• Invite parents and grandparents to have lunch with students
• Help youth discover and use their talents
• Engage students as leaders and decision makers

• Plan intergenerational events to encourage people of different ages to get to know one another
• Make service to others a part of ongoing programming for youth
• Take time to pay attention to every young person in the congregation
• Get involved in community initiatives or partnerships that support and value young people