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DEVELOPMENTAL RELATIONSHIPSNew research from Search Institute

Discovering What Kids Need to Succeed

Our Vision

To create a world where all young people are valued and thrive.

Our Mission

To provide catalytic leadership, breakthrough knowledge,and innovative resources to advance the health of

children, youth, families, and communities.

Our Focus Areas

Families • Schools • Communities

www.search-institute.org

What Really Matters for Kids?

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“Almost without

exception, theories

of psychological

well-being include

positive

relationships with

others as a core

element of mental

health and well-

being.”

(Reis & Gable, 2003)

“Relationships are the oxygen of human development.”

(Benson, 2008)

“Every kid needs at least one

adult who is crazy about him or her.”

(Bronfenbrenner, 1970)

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We know relationships matter. But …

Investigating Relationships

1. Analyses of existing data from youth

2. Literature reviews on relationships in child and youth development

3. Focus groups and interviews with– Youth– Parents– Teachers– Youth workers

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How do they define and

experience key relationships

that help them grow?

A National Study

1,085 Parenting adults with 3- to 13-year-old

Recruited online through MTurk; live across the United States

• 65% female

• 62% married/civil union

• 55% less than college degree

• 59% work full or part time

• 86% birth or adoptive parent

• 80% live with child all the time

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<$35K; 38%

$35K - $49K; 18%

$50K - 74K; 22%

$75K -

99K; 12%

>100K; 10%Annual Family Income

Race/Ethnicity of the Sample

12%

5%

8%

2%

73%

Race

African/AA Asian/PacificMixed Native AmericanWhite

11%

89%

Ethnicity

Hispanic Non-Hispanic

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DEVELOPMENTAL RELATIONSHIPS

Close connections through which children and youth develop the desire and the

capacity to thrive in life.

“Relationship” as Verbs

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Expand POSSIBILITIES

Share POWER

Provide SUPPORTCHALLENGE Growth

Express CARE

Developmental Relationships

Express Care

Challenge Growth

Provide Support

Share Power

Expand Possibilities

83%

72%

75%

41%

36%

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N = 1,085 parents of 3-13 year olds% scoring at an optimal level (75%).

Strategies, by Race/Ethnicity

Care Challenge Support Power Possibilities0%

25%

50%

75%

100%

BlackWhiteOtherHispanicNon-Hispanic

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N = 1,085 parents of 3-13 year olds% scoring at an optimal level (75%).

Parents and Teens

Express Care

Challenge Growth

Provide Support

Share Power

Expand Possibilities

79%

89%

74%

38%

43%

57%

73%

59%

37%

42%

Youth Parents

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N = 633 matched pairs (10-18 year olds)% scoring at an optimal level (75%).

Student-Teacher Relationships

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N = 973 youth, grades 6-12; 2 pilot sites% scoring at an optimal level (75%).

Express Care

Challenge Growth

Provide Support

Share Power

Expand Possibilities

32%

39%

30%

19%

23%

Examining “On Track to Thrive”

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Developmental Relationships

in Families

On Track to Thrive

Powerfully predict

• Express CARE

• CHALLENGE

Growth

• Provide SUPPORT

• Share POWER

• Expand

POSSIBILITIES

• CONCERN for others

• Hopeful PURPOSE

• POSITIVE outlook

• GOAL orientation

• SPARKS

• OPENNESS to

challenges

• TRANSCENDENT

awareness

On Trackto Thrive

Predicting “On Track to Thrive”

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Developmental Relationships

Demographics

Developmental

relationships in families

contribute

43% of the difference

in children being on

track to thrive.

Demographics*

contribute 5%.

* Includes age, gender, race-ethnicity, immigration status, and financial strain

Relationships Make a Difference

The dimensions of family relationships we measure are strongly associated with children’s . . .

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Being Motivated to Learn

Emotional Competenc

e

Putting in Effort

Lower Conduct Problems

Being on Track to Thrive

Thriving, Well-Being, and Risks

Associations between developmental relationships, andthriving and well-being

On Track to Thrive

Motivation to Learn

Emotional Competence

Prosocial Behavior

EffortfulControl

Personal Responsibility

Conduct Problems

Express Care   é   é     ê

Challenge Growth é   é é   é  

Provide Support     ê        

Share Power é é é é é é ê

Expand Possibilities

é   é       é

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é = Significant positive predictor (p < .05) ê = Significant negative predictor (p < .05)

Next Steps at Search Institute

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Research• Study release: Spring 2015

• Others . . . Teacher-

Student Youth-Parent Mentors

ALL NEW (MAY 20!)

• Reflect: Quizzes

• Learn About It: What we know

• Talk About It: Discussion starters

• Try It: Family activities

• Take It Further: Goal setting