lead table survey report
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Lead Table Survey Report. November 7 th , 2007. Note: A quick summary of some of the data contained in the reports from the Search Institute, Survey Services with Grade 4 and 5 results are not included. Community Surveys: Gathering information about our children and youth. - PowerPoint PPT PresentationTRANSCRIPT
Lead Table Survey Report
November 7th, 2007
Note: A quick summary of some of the data contained in the reports from the Search Institute, Survey Services with Grade 4 and 5 results are not included.
Community Surveys:Gathering information
aboutour children and youth Attitudes and Behaviours
Survey:Profiles of Students*
Grades 7 - 12
Me and My World Survey*: Grades 4 – 6
* Both surveys were designed by the Search Institute, Minneapolis, Min.
Why conduct surveys?
• To help our community better understand the thoughts, feelings, and actions of our children and youth through their asset profiles
• To guide our community about what we can do to foster healthy, caring, responsible children and youth
Community Benefits:• Act as a catalyst for community /
school development• Assist in monitoring indicators related
to student well being• Set priorities and strategies for
programs and services• Establish a common framework for
cross-sector collaboration• Provide a “youth voice” in
organizational and community planning • Provide data for grant writing• Provide data for local reports
These surveys do NOT:
• Assess individual student needs/ assets
• Provide cause and effect data• Serve as a pre-post program evaluation tool
Me and My World Participating Schools
• Benson PS• Boundary PS• Centennial ’67 PS• Commonwealth PS• Holy Cross CS• JL Jordan CS• Linklater PS• Lyn/Tincap PS• Maynard PS
• Oxford on Rideau PS• Prince of Wales PS• South Branch ES• St. John Bosco CS• St. Joseph CS• Toniata PS• Vanier PS• Westminster PS
Grades 4 - 6
Participating schools for Attitudes and Behaviours Survey
• Athens DHS• Brockville CIVS• Gananoque SS• North Grenville DHS• Rideau DHS• South Grenville DHS• Thousand Islands SS
• Commonwealth PS• Lyn/Tincap PS• Maynard PS• Oxford on Rideau PS• Prince of Wales PS• South Branch ES• Toniata PS• Westminster PS
Grades 9 - 12 Grades 7 & 8
2523 surveys processed
Me and My World • Randomly selected -
27% of grades 4 – 6 student population:
891Gender:
Females 455
Males 422
Attitudes & Behaviours• Randomly selected -
21% of grades 7-12 student population:
1632Gender:
Females 840
Males 778Numbers may not sum to “total sample” due to missing information.
Asset profile
0
5
10
15
20
25
30
35
40
Gr 4 Gr 5 Gr 6 Gr 7 Gr 8 Gr 9 Gr 10 Gr 11 Gr 12
25.7
16.3
Average # assets/ community
0
5
10
15
20
25
30
35
40
L & G
17.9 Assets
This summary applies to grades 6-12 inclusive.
Our community asset profile…
0 – 10 Assets 22%11 – 20 Assets 49%21 – 30 Assets 25%31 – 40 Assets 4%
1. Family support
0
10
20
30
40
50
60
70
80
90
100
Grades 4-6 Grades 7-12
86%
65%
Support
Family life provides high levels of love and support.
2. Positive family communication
0
10
20
30
40
50
60
70
80
90
100
Grades 4-6 Grades 7-12
58%
31%
Support
Young person and her or his parent(s) communicate positively, and young person is willing to seek advice and counsel from parents.
3. Other adult relationships
0
10
20
30
40
50
60
70
80
90
100
Grades 4-6 Grades 7-12
52%
41%
Support
Young person receives support from three or more nonparent adults.
4. Caring neighbourhood
0
10
20
30
40
50
60
70
80
90
100
Grades 4-6 Grades 7-12
55%
36%
Support
Young person experiences caring neighbours.
5. Caring school climate
0
10
20
30
40
50
60
70
80
90
100
Grades 4-6 Grades 7-12
56% 26%
Support
School provides a caring, encouraging environment.
6. Parent involvement in schooling
0
10
20
30
40
50
60
70
80
90
100
Grades 4-6 Grades 7-12
42% 20%
Support
Parent(s) are actively involved in helping young person succeed in school.
7. Community values children/youth
0
10
20
30
40
50
60
70
80
90
100
Grades 4-6 Grades 7-12
33%
18%
Empowerment
Young person perceives that adults in the community value youth.
8. Children/youth as resources
0
10
20
30
40
50
60
70
80
90
100
Grades 4-6 Grades 7-12
47%
23%
Empowerment
Young people are given useful roles in the community.
9. Service to others
0
10
20
30
40
50
60
70
80
90
100
Grades 4-6 Grades 7-12
35%
49%
Empowerment
Young person serves in the community one or more hours per week.
10. Safety
0
10
20
30
40
50
60
70
80
90
100
Grades 4-6 Grades 7-12
67% 51%
Empowerment
Young person feels safe at home, at school, and in the neighbourhood.
11. Family boundaries
0
10
20
30
40
50
60
70
80
90
100
Grades 4-6 Grades 7-12
55%
34%
Boundaries and Expectations
Family has clear rules and consequences and monitors the young person’s whereabouts.
12. School boundaries
0
10
20
30
40
50
60
70
80
90
100
Grades 4-6 Grades 7-12
84%
39%
Boundaries and Expectations
School provides clear rules and consequences.
13. Neighbourhood boundaries
0
10
20
30
40
50
60
70
80
90
100
Grades 4-6 Grades 7-12
46%
39%
Boundaries and Expectations
Neighbours take responsibility for monitoring young people’s behaviour.
14. Adult role models
0
10
20
30
40
50
60
70
80
90
100
Grades 4-6 Grades 7-12
46% 23%
Boundaries and Expectations
Parents and other adults model positive, responsible behaviour.
15. Positive peer influence
0
10
20
30
40
50
60
70
80
90
100
Grades 4-6 Grades 7-12
85%
48%
Boundaries and Expectations
Young person’s best friends model responsible behaviour.
16. High expectations
0
10
20
30
40
50
60
70
80
90
100
Grades 4-6 Grades 7-12
87%
43%
Boundaries and Expectations
Both parents and teachers encourage the young person to do well.
17. Creative activities
0
10
20
30
40
50
60
70
80
90
100
Grades 4-6 Grades 7-12
55%
16%
Constructive Use of Time
Young person spends three or more hours per week in lessons or practice in music , theatre or other arts.
18. Child/youth programs
0
10
20
30
40
50
60
70
80
90
100
Grades 4-6 Grades 7-12
63% 57%
Constructive Use of Time
Young person spends three or more hours per week in sports, clubs,or organizations at school and/or in the community.
19. Religious community
0
10
20
30
40
50
60
70
80
90
100
Grades 4-6 Grades 7-12
41%
24%
Constructive Use of Time
Young person spends one or more hours per week in activities in a religious institution.
20. Time at home
0
10
20
30
40
50
60
70
80
90
100
Grades 4-6 Grades 7-12
29%
50%
Constructive Use of Time
Young person is out with friends “with nothing special to do”two or fewer nights per week. (Child spends some time most days both in high-quality interaction with parents and doing things at homeOther than watching TV or playing video games.)
21. Achievement motivation
0
10
20
30
40
50
60
70
80
90
100
Grades 4-6 Grades 7-12
68% 58
%
Commitment to learning
Young person is motivated to do well in school.
22. Learning engagement
0
10
20
30
40
50
60
70
80
90
100
Grades 4-6 Grades 7-12
46%
54%
Commitment to learning
Young person is responsive, attentive and actively engaged in learning at school and enjoys participating in learning activities outside school
23. Homework
0
10
20
30
40
50
60
70
80
90
100
Grades 4-6 Grades 7-12
69%
36%
Commitment to learning
Young person reports doing at least one hour of homework every school day.
24. Bonding to (adults at) school
0
10
20
30
40
50
60
70
80
90
100
Grades 4-6 Grades 7-12
69% 55
%
Commitment to learning
Young person cares about his or her school.
25. Reading for pleasure
0
10
20
30
40
50
60
70
80
90
100
Grades 4-6 Grades 7-12
55%
28%
Commitment to learning
Young person reads for pleasure three or more hours per week.
26. Caring
0
10
20
30
40
50
60
70
80
90
100
Grades 4-6 Grades 7-12
87%
42%
Positive Values
Yong person places high value on helping other people.
27. Equality and social justice
0
10
20
30
40
50
60
70
80
90
100
Grades 4-6 Grades 7-12
70%
45%
Positive Values
Young person places high value on promoting equality and reducing hunger and poverty.
28. Integrity
0
10
20
30
40
50
60
70
80
90
100
Grades 4-6 Grades 7-12
83% 65
%
Positive Values
Young person acts on convictions and stands up for his or her beliefs.
29. Honesty
0
10
20
30
40
50
60
70
80
90
100
Grades 4-6 Grades 7-12
88%
65%
Positive Values
Young person “tells the truth even when it is not easy”.
30. Responsibility
0
10
20
30
40
50
60
70
80
90
100
Grades 4-6 Grades 7-12
85%
58%
Positive Values
Young person accepts and takes personal responsibility.
31. Healthy lifestyle / Restraint
0
10
20
30
40
50
60
70
80
90
100
Grades 4-6 Grades 7-12
82%
23%
Positive Values
Young person believes it is important not to be sexually active or to use alcohol or other drugs. ( Parents tells the child that it is important to have good health habits and an understanding of healthy sexuality.)
32. Planning and decision-making
0
10
20
30
40
50
60
70
80
90
100
Grades 4-6 Grades 7-12
44% 25
%
Social Competencies
Young person knows how to plan ahead and make choices.
33. Interpersonal competence
0
10
20
30
40
50
60
70
80
90
100
Grades 4-6 Grades 7-12
45%
39%
Social Competencies
Young person has empathy, sensitivity and friendship skills.
34. Cultural competence
0
10
20
30
40
50
60
70
80
90
100
Grades 4-6 Grades 7-12
65%
33%
Social Competencies
Young person has knowledge of and comfort with people of differentcultural/ethnic backgrounds.
35. Resistance skills
0
10
20
30
40
50
60
70
80
90
100
Grades 4-6 Grades 7-12
72%
35%
Social Competencies
Young person can resist negative peer pressure and dangerous situations.
36. Peaceful conflict resolution
0
10
20
30
40
50
60
70
80
90
100
Grades 4-6 Grades 7-12
65%
38%
Social Competencies
Young person seeks to resolve conflict nonviolently.
37. Personal power
0
10
20
30
40
50
60
70
80
90
100
Grades 4-6 Grades 7-12
57%
40%
Positive Identity
Young person feels he or she has control over “things that happen to me”.
38. Self-esteem
0
10
20
30
40
50
60
70
80
90
100
Grades 4-6 Grades 7-12
68%
44%
Positive Identity
Young person reports having high self-esteem.
39. Sense of purpose
0
10
20
30
40
50
60
70
80
90
100
Grades 4-6 Grades 7-12
46%
59%
Positive Identity
Young person reports that “my life has purpose”.
40. Positive view of personal future
0
10
20
30
40
50
60
70
80
90
100
Grades 4-6 Grades 7-12
59%
74%
Positive Identity
Young person is optimistic about his or her personal future.
Why assets are important…
They domake a difference
in the lives of young people
They are the keys to success
Both surveys provide information**that paint collective portraits
of our children and youth •Developmental assetsThe positive relationships, opportunities, skills, and values that promote
positive development
•Thriving indicatorsLife enhancing attitudes and behaviours
•DeficitsNegative influences or realities that make harm more likely
•Risk taking behavioursIdentify both behaviours and patterns
** Baseline disaggregated data highlighting these four areas.
Overview
• Both survey reports ( MMW & AB) analyze behavioural data
• Details are broken down by grade and gender
• Several guiding questions throughout the formal reports
• Highlights follow….. Summary of + & - behaviours
Thriving behaviours
• School success A’s & B’s 76%• Helping others 1 or more days/wk 70%• Values diversity Gets along well with 81%
people who are a differentrace or culture
• Delays gratification Can wait for a reward later 52%• Coregulation Often helps parents makes 84%
decisions
• Coping Regularly uses coping skills 44%to deal with problems
• Life satisfaction 80%
The Survey shows the connection between thriving (+) behaviours and the number of assets a youth has…
0
1
2
3
4
5
6
7
0-10 Assets 11-20 Assets 21-30 Assets 31-40 Assets
#Of
+
Behaviours
Thriving behaviours
• School success 21%• Informal helping 81%• Valuing diversity 57%• Maintaining good health 50%• Exhibiting leadership 73%• Resisting danger 20%• Impulse control/Delays gratification 42%• Overcoming adversity 67%
The Survey shows the connection between thriving (+) behaviours and the number of assets a youth has…
0
1
2
3
4
5
6
7
0-10 Assets 11-20 Assets 21-30 Assets 31-40 Assets
#Of
+
Behaviours
Deficits influences that interfere with healthy development
by limiting access to external assets, orby easing the way into risky behavioural choices
• Alone at home 31%(less than one hour per day of adult supervision after school)
• TV overexposure 59%(watches TV or videos two or more hours per school day)
• Victim of violence54%( Reports yes to “In the last year, has anyone hurt you by punching, hitting , slapping or scratching you?”
Deficits Influences that interfere with healthy development
by limiting access to external assets, orby easing the way into risky behavioural choices
•Alone at home 56%•TV Overexposure 36%•Physical Abuse 33%•Victim of violence37%•Drinking Parties 62%
Risk behaviour patterns( 6 -- Identified by the survey – two = pattern )
• Use of alcohol 9%(Has used alcohol more than once during the last year)
• Tobacco 2%( Has smoked cigarettes more than once during the last year)
• Marijuana 1%( Has used marijuana more than once during the last year)
• Anti-social behaviour 4%( Has damaged property just for fun more than once dly)
• Physical Aggression/ Violence 20%( Has hit or beat someone up more than once dly)
• Sadness 44%(Has felt sad or depressed a few or more times during the last month)
The Survey shows the connection between high risk behaviour patterns
and the number of assets a youth has…
0
1
2
3
4
5
6
0-10 Assets 11-20 Assets 21-30 Assets 31-40 Assets
#OfHighRisk
B Pe ah ta tv ei ro nu sr
1.0
%0.9
%0.5
%
0.8
%
High Risk behaviours(24 -- Identified by the survey )
• Alcohol use• Binge drinking• Smoking• Smokeless tobacco• Inhalants• Marijuana• Other illicit drugs• Drinking and driving• Riding with a driver who has
been drinking• Sexual intercourse• Shoplifting• Vandalism
• Trouble with police• Hitting someone• Hurting someone• Use of a weapon• Group fighting• Carrying a weapon for
protection• Threatening physical harm• Skipping school• Gambling • Eating disorders• Depression• Attempted suicide
The Survey shows the connection between high risk behaviours and the
number of assets a youth has…
0
1
2
3
4
5
6
7
8
9
0-10 Assets 11-20 Assets 21-30 Assets 31-40 Assets
#OfHighRiskBehaviours
From awareness to action…
Regardless of town size or geography, youth typically:
• Receive too little support through sustained and positive intergenerational relationships
• Lack opportunities for leadership and involvement• Disengage from youth-serving programs in the
community• Experience inconsistent and unarticulated
boundaries• Feel disconnected from their community• Miss the formation of social competencies and
positive values
So what???
• We will continue to see too many young people who are susceptible to risk taking and negative pressure, drawn to less desirable sources of belonging, and ill-equipped to become the next generation of parents, workers, leaders, and citizens.
• What needs to change??
What needs to change??
• Refocus emphasis of well-intentioned youth development programs from attacking the consequences of asset depletion
• To placing energy into rebuilding the asset foundation for youth
Ultimately, rebuilding and strengthening the developmental infrastructure in a community is not a program run by professionals. It is a ……
…movement
That creates a community-wide sense of common purpose, places residents and their leaders on the same team moving in the same direction, and creates a culture in which all residents are expected, by virtue of their membership in the community, to promote the positive development of youth.
Developmental Assets: A profile of youth in Leeds& GrenvilleSurvey Report, Search Institute
Promoting Developmental Assets
Assets are cumulative or additive
The more the better
Research shows the more assets, the less likely to participate in risk taking behaviours and more likely to be involved in thriving behaviours
PRINCIPLES
• All children and youth need assets.• Relationships are key.• Everyone can build assets.• Building assets is an ongoing process.• Asset building requires consistent
messages.• Duplication and repetition are good
and important.
Taking Action• Establish long-term goals and perspective• Mobilize the public• Think intergenerationally• Expand the reach of family education• Support and expand current asset-building efforts• Strengthen socializing systems• Empower youth to contribute• Elevate the importance of service• Provide places to grow• Advocate for quality opportunities for young
people• Begin public dialogueDevelopmental Assets: A profile of youth in Leeds& Grenville
Survey Report, Search Institute
Where do we go from here?
Me and My World
Full report - L & G
Ex Summary – L & G
Leeds Cty Ex Summary
Grenville Cty Ex Sum
Attitudes & Behaviours
Full report – L & G
Ex Summary – L & G
Leeds Cty Ex Summary
Grenville Cty Ex Sum
The following reports are available.