Presented by:Presented by:

Prevent Child AbusePrevent Child Abuse IllinoisIllinois

♥ Private non-profit started in 1990Private non-profit started in 1990

♥ Chapter of Prevent Child Abuse Chapter of Prevent Child Abuse AmericaAmerica

♥ Primarily focus on public awarenessPrimarily focus on public awareness

♥ Literature distribution programLiterature distribution program

♥ Annual ConferenceAnnual Conference

♥ Happiest Baby on the BlockHappiest Baby on the Block

♥ Healthy FamiliesHealthy Families

♥ Shaken Baby Syndrome Prevention Shaken Baby Syndrome Prevention ProgramProgram

♥ Child Abuse Prevention CoalitionsChild Abuse Prevention Coalitions

Prevent Child Abuse IllinoisPrevent Child Abuse Illinois

Impact!Impact!

Reflecting back to your childhood:Reflecting back to your childhood:

Which adult positively impacted your Which adult positively impacted your life and why?life and why?

What did you learn from this What did you learn from this experience?experience?

Building a CommunityBuilding a CommunityActivityActivity

Yesterday vs. TodayYesterday vs. TodayReflect back to your childhood:

What experiences did you have with other children and adults?

What were you exposed to within your community?

How were you and other youth treated?

Now, let’s think about today’s youth:What experiences do they have with other children and adults?

What are they exposed to within their community

How are they treated.

Home Home Peers TV/Media

School Peers TV Peers

Church TV Home School

Peers School School Church

TV Church Church Home

Stephen G Peters, Author

Five Major Influences

1950’s 1980’s 1990’s Present

How do we want our children to grow up….How do we want our children to grow up….

Re-framing the way that Re-framing the way that

we think about preventionwe think about prevention

The The 40 Assets40 Assets

A ‘New’ Way of A ‘New’ Way of Thinking About Thinking About

YouthYouth

SEARCH INSTITUTESEARCH INSTITUTE Founded 1958Founded 1958 ‘‘Applied social service research’Applied social service research’ Healthy development of young peopleHealthy development of young people Originally faith based – broadened over Originally faith based – broadened over

the yearsthe years Assets developed from original survey Assets developed from original survey

of 100,000 kids – now over 1 million of 100,000 kids – now over 1 million surveyssurveys

Traditional ApproachTraditional Approach

Focuses on ‘at risk’ Focuses on ‘at risk’ or ‘problem’ kidsor ‘problem’ kids

Reacts to problemsReacts to problems Sends a message of Sends a message of

despairdespair

Asset ApproachAsset Approach

Focuses on all kidsFocuses on all kids Builds character, Builds character,

skills and values skills and values that help prevent that help prevent problemsproblems

Sends a message Sends a message of hope – positive of hope – positive change happenschange happens

A New Way of Seeing the WorldA New Way of Seeing the World

Traditional ApproachTraditional Approach

Anticipates the worstAnticipates the worst We need to fix what’s We need to fix what’s

wrongwrong Emphasizes failure and Emphasizes failure and

bad newsbad news Short term quick fixShort term quick fix Teens are problemsTeens are problems

Asset ApproachAsset Approach

Assumes the bestAssumes the best We need to recognize We need to recognize

what’s right.what’s right. Celebrates successes Celebrates successes

and good newsand good news Long term lifetime viewLong term lifetime view Teens are resourcesTeens are resources

Traditional ApproachTraditional Approach

Depends on ‘programs’Depends on ‘programs’

Depends on public fundingDepends on public funding

Only professionals can Only professionals can respondrespond

Asset ApproachAsset Approach

Relies on positive relationshipsRelies on positive relationships

Relies on the communityRelies on the community

Everyone can participateEveryone can participate

Traditional Approach:Traditional Approach:‘‘We have a problem’ We have a problem’

New Approach:New Approach: ‘‘We have an We have an opportunityopportunity’’

Relating to Kids – The Old WayRelating to Kids – The Old Way ‘‘Good’ kids vs. ‘Problem’ kidsGood’ kids vs. ‘Problem’ kids Spends most energy on Spends most energy on

problem kidsproblem kids Focuses on what’s wrong and Focuses on what’s wrong and

what the child needs to do to fix what the child needs to do to fix it. Relies on programs.it. Relies on programs.

Short term focus – getting Short term focus – getting things to work NOWthings to work NOW

Relating to Kids – The New Relating to Kids – The New WayWay

Focus on ALL kidsFocus on ALL kids ALL kids seen as having ALL kids seen as having

strengths and gifts to give to strengths and gifts to give to the community – focus on the the community – focus on the positivepositive

All community members All community members responsible for interacting with responsible for interacting with kidskids

Long term focus – helping all Long term focus – helping all kids succeedkids succeed

What does this mean, What does this mean, and why does it matter?and why does it matter?

‘‘Successful’ kids had certain assets Successful’ kids had certain assets in common - Developed list of 40in common - Developed list of 40

20%

42%

30%

8%0-10assets11-20assets21-30assets31-40assets

Less Assets = More ProblemsLess Assets = More Problems

0

10

20

30

40

50

60

70Pro

ble

mAlc

ohol

Use Illic

itD

rug

Use

Sexual

Act

ivit

y

Vio

lence

0-10 Assets11-20 Assets21-30 Assets31-40 Assets

More Assets = More SuccessMore Assets = More Success

0102030405060708090

100Succ

eeds

InSch

ool

Valu

es

Div

ers

ity

Main

tain

sG

ood H

ealt

h

Dela

ysG

rati

fica

tion

0-10 Assets11-20 Assets21-30 Assets31-40 Assets

External AssetsExternal Assets

♥ Family, school, neighborhood and other Family, school, neighborhood and other adults provide support, structure and adults provide support, structure and safety.safety.

♥ Kids are valued and have opportunities to Kids are valued and have opportunities to help others.help others.

♥ There are strong boundaries and There are strong boundaries and expectationsexpectations

♥ Kids are given opportunities to use time Kids are given opportunities to use time constructivelyconstructively

1.1. Family Support Family Support 2.2. Positive Family Positive Family

Communication Communication 3.3. Other Adult Other Adult

RelationshipsRelationships4.4. Caring neighborhoodCaring neighborhood5.5. Caring Childcare and Caring Childcare and

School ClimateSchool Climate6.6. Parent Involvement in Parent Involvement in

Childcare and EducationChildcare and Education

1.1. Community Values Community Values ChildrenChildren

2.2. Children as ResourcesChildren as Resources

3.3. Service to OthersService to Others

4.4. SafetySafety

1.1. Family BoundariesFamily Boundaries

2.2. Childcare and School Childcare and School BoundariesBoundaries

3.3. Neighborhood Neighborhood BoundariesBoundaries

4.4. Adult Role ModelsAdult Role Models

5.5. Positive Peer InfluencePositive Peer Influence

6.6. High ExpectationsHigh Expectations

1.1. Creative ActivitiesCreative Activities

2.2. Youth ProgramsYouth Programs

3.3. Religious CommunityReligious Community

4.4. Time at HomeTime at Home

Internal AssetsInternal Assets

♥ Committed to learning – connected to Committed to learning – connected to school, does homework, reads for funschool, does homework, reads for fun

♥ Positive values – committed to social justice, Positive values – committed to social justice, honesty and personal restrainthonesty and personal restraint

♥ Socially competent – able to make positive Socially competent – able to make positive choices and resolve conflicts peacefullychoices and resolve conflicts peacefully

♥ Positive identity – self esteem, sense of Positive identity – self esteem, sense of purpose, positive view of personal future.purpose, positive view of personal future.

1.1. Achievement MotivationAchievement Motivation

2.2. School EngagementSchool Engagement

3.3. HomeworkHomework

4.4. Bonding to SchoolBonding to School

5.5. Reading for PleasureReading for Pleasure

1.1. CaringCaring

2.2. Equality and Social Equality and Social JusticeJustice

3.3. IntegrityIntegrity

4.4. HonestyHonesty

5.5. ResponsibilityResponsibility

6.6. RestraintRestraint

1.1. Planning and Decision Planning and Decision MakingMaking

2.2. Interpersonal Interpersonal CompetenceCompetence

3.3. Cultural CompetenceCultural Competence

4.4. Resistance SkillsResistance Skills

5.5. Peaceful Conflict Peaceful Conflict ResolutionResolution

1.1. Personal PowerPersonal Power

2.2. Self-EsteemSelf-Esteem

3.3. Sense of PurposeSense of Purpose

4.4. Positive View of Positive View of Personal FuturePersonal Future

Who Can Build Assets?Who Can Build Assets?

Building a Community Building a Community Follow UpFollow Up

What will you do NOW?What will you do NOW?

Who are 3 young people that you can have a Who are 3 young people that you can have a positive effect? positive effect?

Who are 3 people that you are talk to about Who are 3 people that you are talk to about developmental assets?developmental assets?

What are 3 concrete ways you could make your What are 3 concrete ways you could make your community more supportive of young people?community more supportive of young people?

List 3 existing programs or practices that have the List 3 existing programs or practices that have the potential for building assets more intentionally?potential for building assets more intentionally?

Questions?Questions?

For more information contact:For more information contact:

Search Institute Search Institute www.search-institute.orgwww.search-institute.org Provides free information on the 40 assetsProvides free information on the 40 assets For a more in depth understanding: Books For a more in depth understanding: Books

and videos are available for purchaseand videos are available for purchase Community Surveys/Training AvailableCommunity Surveys/Training Available

Prevent Child AbusePrevent Child Abuse IllinoisIllinois

Tamara GuyTamara GuyPrevention SpecialistPrevention Specialist

309-828-0742309-828-0742

tguy@preventchildabuseillinois.orgtguy@preventchildabuseillinois.org