WELCOMEWELCOMECooperative Baptist Cooperative Baptist Fellowship Missional Fellowship Missional

Youth Ministry RetreatYouth Ministry Retreat

Charleston, SCCharleston, SCJanuary 29-31, 2009January 29-31, 2009

IntroductionsIntroductions

NameName

Role(s) you play in your Role(s) you play in your churchchurch

Why you chose to Why you chose to become part of this become part of this projectproject

The Critical IntersectionThe Critical Intersection

Asset InfusionIndividual

ObjectivesObjectives• Familiar with Search Institute’s framework Familiar with Search Institute’s framework

of Developmental Assetsof Developmental Assets• Explore and set priorities for the infusion Explore and set priorities for the infusion

of assets into the life of your churchof assets into the life of your church• Understand and be able to use Understand and be able to use

“Authenticity Circles”“Authenticity Circles”• Familiar with other elements of the CBF Familiar with other elements of the CBF

project going forward and available project going forward and available supports for infusing assetssupports for infusing assets

LogisticsLogistics

BreaksBreaks

Lunch ScheduleLunch Schedule

BathroomsBathrooms

Cell PhonesCell Phones

TAKE CARE OF YOURSELVESTAKE CARE OF YOURSELVES!!

Think and RecordThink and Record

What do you consider to What do you consider to be be ONEONE of the most of the most important things that important things that kids need in order to kids need in order to grow up healthy?grow up healthy?

““The Developmental The Developmental Asset Framework”Asset Framework”

““The Developmental The Developmental Asset Framework”Asset Framework”

The Two Types of AssetsThe Two Types of Assets

ExternalExternal

Relationships and opportunities that Relationships and opportunities that young people experience in their young people experience in their

families, schools, and communitiesfamilies, schools, and communities

InternalInternal

Competencies and values that youth Competencies and values that youth develop internally to guide behaviorsdevelop internally to guide behaviors

and choices and choices

What about the 40 What about the 40 Assets?Assets?

• Derived from reviews of child and Derived from reviews of child and adolescent development, prevention, adolescent development, prevention, risk-reduction, and resilience risk-reduction, and resilience researchresearch

• The difference is more of emphasis The difference is more of emphasis and applied implications than of and applied implications than of scientific foundationscientific foundation

Fundamental Assumption Fundamental Assumption of the Developmental of the Developmental

Asset ModelAsset ModelThe more positive experiences The more positive experiences children have in their lives, the children have in their lives, the greater the likelihood that they will greater the likelihood that they will succeed developmentally.succeed developmentally.

Cumulative Asset ModelCumulative Asset Model

What’s typically graphed is a What’s typically graphed is a Cumulative Risk ModelCumulative Risk Model

A&B SurveyA&B Survey Developed primarily as a community mobilization toolDeveloped primarily as a community mobilization tool Give youth voiceGive youth voice Raise community awareness around youth issuesRaise community awareness around youth issues Rally individuals around the experiences of youthRally individuals around the experiences of youth

Facilitating dialoguesFacilitating dialogues Helping to articulate a vision of positive Helping to articulate a vision of positive

development development

2 consequences:2 consequences: Breadth over depthBreadth over depth Scoring systemScoring system

Way in which data are communicated back to Way in which data are communicated back to communitiescommunities

• Breadth over DepthBreadth over Depth– Lots of constructs measured with Lots of constructs measured with

relatively few items per constructrelatively few items per construct– Some variables are measured with Some variables are measured with

single itemsingle item

• Scoring SystemScoring System– We report binary valuesWe report binary values

• Coding scheme that, depending on how Coding scheme that, depending on how youths respond to various items, they youths respond to various items, they “have it” or not“have it” or not

• NOT NOT valid as a pre/post measure of assetsvalid as a pre/post measure of assets– The breadth of constructs—necessarily The breadth of constructs—necessarily

had to go with a shallow measurementhad to go with a shallow measurement– Binary coding scheme is not sensitive Binary coding scheme is not sensitive

enough to detect small but statistically enough to detect small but statistically significant changes in assetssignificant changes in assets

• ISIS valid as a community mobilization tool valid as a community mobilization tool

Youth Empowerment ToolYouth Empowerment Tool

Developmental Assets Profile Developmental Assets Profile (DAP)(DAP)

Quick, easy, targeted survey on asset Quick, easy, targeted survey on asset experiences onlyexperiences only

Meant to fill 3 niches that the A&B Meant to fill 3 niches that the A&B doesn’t:doesn’t: Professional fieldProfessional field ResearchResearch Program evaluationProgram evaluation

How is the DAP How is the DAP Similar to the A&B?Similar to the A&B?

• Both assess Developmental AssetsBoth assess Developmental Assets

• Both are paper-and-pencil Both are paper-and-pencil questionnairesquestionnaires

• Both are adolescent self-reportsBoth are adolescent self-reports

• Both span grades 6-12 (ages 11-18)Both span grades 6-12 (ages 11-18)

• (MMW spans 4th-6(MMW spans 4th-6thth grade) grade)

Other lines of research support our hypothesisOther lines of research support our hypothesis Established longitudinal studiesEstablished longitudinal studies A great deal of research on “proven A great deal of research on “proven

strategies” for increasing developmental strategies” for increasing developmental assetsassets

Insights & Evidence SeriesInsights & Evidence Series

Developmental Asset Developmental Asset FrameworkFramework

A LensA Lens

A ToolA Tool

A ReminderA Reminder

An AffirmationAn Affirmation

A Common LanguageA Common Language

From . . .From . . .

The Asset-Building The Asset-Building DifferenceDifference

The Asset-Building The Asset-Building DifferenceDifference

Professionals’ workProfessionals’ work

Young people absorbingYoung people absorbingresources resources

Troubled young peopleTroubled young people

Accountable only for Accountable only for own behaviorown behavior

Incidental asset buildingIncidental asset building

Blaming othersBlaming others

Young people’s problemsYoung people’s problemsTo . . .To . . .

Everyone’s workEveryone’s work

Young people as resources Young people as resources

All young peopleAll young people

Accountable as well for other Accountable as well for other adults’ behavioradults’ behavior

Intentional asset buildingIntentional asset building

Claiming responsibilityClaiming responsibility

Young people’s strengthsYoung people’s strengths

Categories of Categories of Developmental AssetsDevelopmental Assets

Categories of Categories of Developmental AssetsDevelopmental Assets

EXTERNAL ASSETSEXTERNAL ASSETS

SupportSupport

EmpowermentEmpowerment

Boundaries and Boundaries and ExpectationsExpectations

Constructive Constructive Use of TimeUse of Time

INTERNAL ASSETSINTERNAL ASSETS Commitment Commitment

to Learningto Learning Positive ValuesPositive Values Social Social

CompetenciesCompetencies Positive IdentityPositive Identity

External AssetsExternal Assets

SupportSupport

EmpowermentEmpowerment

Boundaries and ExpectationsBoundaries and Expectations

Constructive Use of TimeConstructive Use of Time

Internal AssetsInternal Assets

Commitment to LearningCommitment to Learning

Positive ValuesPositive Values

Social CompetenciesSocial Competencies

Positive IdentityPositive Identity

How About You?How About You?

What assets did What assets did you have you have

growing up?growing up?

The Power of Assets to ProtectThe Power of Assets to Protect

49%

27%

11%

3%

39%

18%

6%1%

32%

21%

11%

3%

61%

38%

19%

7%

ProblemAlcohol Use

Illicit DrugUse

SexualActivity

Violence

0–10 Assets

11–20 Assets

21–30 Assets

31–40 Assets

Report Number 80925Copyright © 2005 by Search InstituteSM 800-888-7828 or www.search-institute.org

The Power to Protect

5

10

15

20

25

30

0 1 2 3 4 5 6 7 8 9 10

Number of High-Risk Behaviors

Nu

mb

er

of

As

se

ts

American Indian

Asian American

African American

Latino/Latina

White

Multiracial

The Power of Assets to PromoteThe Power of Assets to Promote

8%

17%

30%

47%

36%

57%

74%

88%

26%

47%

69%

89%

50%

65%

77%

85%

Succeeds inSchool

ValuesDiversity

MaintainsGood Health

ExhibitsLeadership

0–10 Assets

11–20 Assets

21–30 Assets

31–40 Assets

Report Number 80925Copyright © 2005 by Search InstituteSM 800-888-7828 or www.search-institute.org

The Power to Promote

5

10

15

20

25

30

0 1 2 3 4 5 6 7 8

Number of Thriving Behaviors

Nu

mb

er

of

As

se

ts

American IndianAsian AmericanAfrican AmericanLatino/Latina

WhiteMultiracial

AcademicAcademic Achievement Achievement and Assetsand Assets

AcademicAcademic Achievement Achievement and Assetsand Assets

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

Increased high school completionIncreased high school completion Increased enrollment in collegeIncreased enrollment in college Higher gradesHigher grades Higher achievement test scoresHigher achievement test scores Better attendanceBetter attendance Less sexual intercourse and childbearingLess sexual intercourse and childbearing Less drug useLess drug use Fewer conduct problemsFewer conduct problems

AcademicAcademic Achievement Achievement and Assetsand Assets

AcademicAcademic Achievement Achievement and Assetsand Assets

Recent longitudinal study of middle Recent longitudinal study of middle school and high school students in St. school and high school students in St. Louis Park, MN shows that increasing Louis Park, MN shows that increasing assets has direct positive impact on assets has direct positive impact on raising GPA for raising GPA for allall studentsstudents, , including students who were including students who were struggling.struggling.

Assets and Faith DevelopmentAssets and Faith Development

Youth who are regularly involved in a Youth who are regularly involved in a faith community tend to have higher faith community tend to have higher asset levels across almost all the asset levels across almost all the assetsassets

The higher number of assets young The higher number of assets young people have, the more likely they are to people have, the more likely they are to say that faith is important to them.say that faith is important to them.

Youth with Different Levels Youth with Different Levels of Assetsof Assets

21–30 Assets21–30 Assets35%35%

31–40 Assets31–40 Assets9%9%

0–10 Assets0–10 Assets15%15%

11–20 Assets11–20 Assets41%41%

The Gap in Assets Among YouthThe Gap in Assets Among Youth

18.3

18.1

17.8

18.3

19.6

21.1

23.1

0 5 10 15 20 25 30 35 40

Grade 12

Grade 11

Grade 10

Grade 9

Grade 8

Grade 7

Grade 6

Average Number of Assets,Average Number of Assets,by Gradeby Grade

Copyright © 2001 by Search InstituteCopyright © 2001 by Search Institute

The Gap in Assets Among YouthThe Gap in Assets Among Youth

20.7

17.8

0 5 10 15 20 25 30 35 40

Female

Male

Average Number of Assets,Average Number of Assets,Male or FemaleMale or Female

Copyright © 2001 by Search InstituteCopyright © 2001 by Search Institute

The Gap in Assets Among YouthThe Gap in Assets Among Youth

19.2

19.4

19.4

0 5 10 15 20 25 30 35 40

Average Number of Assets,Average Number of Assets,by Geographic Locationby Geographic Location

Copyright © 2001 by Search InstituteCopyright © 2001 by Search Institute

Urban(cities of 50,000 to

more than 250,000)

Out of Urban(towns of 2,500 to 49,999)

Rural(farm, country, reservation,

towns under 2,500)

0 10 20 30 40

White

African American

Latino

Asian American

American Indian

MultiracialUrban (50K+)

Non-Urban (2.5 - 49.9K)

Rural (< 2.5K)

Developmental Assets by Race/Ethnicity and Urbanicity

Principles of Asset BuildingPrinciples of Asset Building

All young people need assets.All young people need assets. EveryoneEveryone can build assets. can build assets. RelationshipsRelationships are key. are key. Asset building is an ongoing Asset building is an ongoing

process.process. Consistent messages are crucial.Consistent messages are crucial. Repetition is important.Repetition is important.

Each of us can make a difference . . . .

What Asset Building Offers What Asset Building Offers CongregationsCongregations

A shared vision and focusA shared vision and focus Affirmation and celebrationAffirmation and celebration Support and justificationSupport and justification Call to actionCall to action Challenge and growthChallenge and growth

Core Elements for Infusing Asset Core Elements for Infusing Asset BuildingBuilding

Supportive climate and relationshipsSupportive climate and relationships

Youth empowermentYouth empowerment

Clear boundaries and expectationsClear boundaries and expectations

Constructive activitiesConstructive activities

Welcome Welcome BackBack

Elevator Elevator TalkTalk

What Asset Building Offers What Asset Building Offers Parents and GuardiansParents and Guardians

FocusFocus

Affirmation and motivationAffirmation and motivation

Positive perspectivePositive perspective

PartnersPartners

Relationships: An Asset-Building Relationships: An Asset-Building PerspectivePerspective

They can be positive or negative.They can be positive or negative. They may exist without conscious They may exist without conscious

intent.intent. They may be momentary.They may be momentary. Even unintentional neglect is a Even unintentional neglect is a

relationship.relationship. They’re They’re allall potentially powerful. potentially powerful.

Discussion QuestionsDiscussion Questions How could this area be more effective How could this area be more effective

as an asset-building resource for as an asset-building resource for youth?youth?

What is its potential?What is its potential?

How can a church have an impact on How can a church have an impact on this area?this area?

How is How is youryour church currently church currently connected to this area?connected to this area?

How to Connect with the How to Connect with the CommunityCommunity

Encourage individual involvementEncourage individual involvement Support community programsSupport community programs Sponsor community programsSponsor community programs Dedicate staff to community youthDedicate staff to community youth Network with other congregationsNetwork with other congregations Network with youth-serving Network with youth-serving

organizationsorganizations Participate in community-wide Participate in community-wide

partnershipspartnerships

Growing Your Church’s Growing Your Church’s Commitment to Asset BuildingCommitment to Asset Building

Share the asset-building vision with allies Share the asset-building vision with allies and stakeholdersand stakeholders

Create a “vision team”Create a “vision team” Listen and learnListen and learn Develop a vision for asset buildingDevelop a vision for asset building Create awareness, energy, and commitmentCreate awareness, energy, and commitment Set up systems for successSet up systems for success Network with othersNetwork with others

Building our Learning and Action Building our Learning and Action CommunityCommunity

Authenticity CirclesAuthenticity Circles

Looking Forward Looking Forward

Project TimelineProject Timeline

Project elements: Technical Assistance (TA), Project elements: Technical Assistance (TA), Asset Libraries, Evaluation and GatheringAsset Libraries, Evaluation and Gathering

Building a Learning and Building a Learning and Action CommunityAction Community

Training enhanced by Training enhanced by Circles supportCircles support

Participants are taught by Participants are taught by an expertan expert

Participants are expected to Participants are expected to master a subject areamaster a subject area

Trainer poses questions to Trainer poses questions to help participants discover help participants discover connections to the contentconnections to the content

Trainer uses simulated Trainer uses simulated exercises to help people exercises to help people master informationmaster information

Trainer reinforces answers Trainer reinforces answers that resonate with asset that resonate with asset

approachapproach

Learners develop from the Learners develop from the inside outinside out

Learners focus on asset Learners focus on asset building actions and learning building actions and learning from those actionsfrom those actions

Learners share questions to Learners share questions to increase understanding and increase understanding and develop action plansdevelop action plans

Learners focus on real-life Learners focus on real-life challenges to get things done challenges to get things done and learn at the same timeand learn at the same time

Learners encourage one Learners encourage one another to explore their another to explore their thinking and actions.thinking and actions.

TrainingTraining CirclesCircles

What is a Circle?What is a Circle? Small, trusted group of 5 membersSmall, trusted group of 5 members

Highly focused, facilitated meetingsHighly focused, facilitated meetings

Members get coachedMembers get coached

Members identify actions to takeMembers identify actions to take

Members learn from reflection on actionsMembers learn from reflection on actions

Members coachMembers coach

Evaluations ensure quality and continuous Evaluations ensure quality and continuous improvementimprovement

Circle meetings over Circle meetings over timetime

Each member is:Each member is: coached by others coached by others

who share the who share the commitment asset-commitment asset-buildingbuilding

focusing is on focusing is on

real-life goalsreal-life goals coaching by using coaching by using

inquiry, advice and inquiry, advice and sharing materialssharing materials

Circle meetings over Circle meetings over timetime

Each member is:Each member is:

Taking actions between meetingsTaking actions between meetings

Learning from reflectionLearning from reflection

What circles are notWhat circles are not

Circles are not discussion groupsCircles are not discussion groups

Circles are not training or workshops Circles are not training or workshops

CirclesCircles are not counseling sessions are not counseling sessions

How do circles work?How do circles work?

Use values and ground rulesUse values and ground rules

Follow the circle agendaFollow the circle agenda

Understand the rolesUnderstand the roles

Demonstration of Demonstration of coachingcoaching

How did you feel?How did you feel? What worked?What worked? What didn’t work?What didn’t work? What did you learn?What did you learn?

What did you see? Hear?

What seemed to work?

What didn’t seem to work?

What did you learn about the process?

Let’s try Let’s try coaching in coaching in

pairs!pairs! Quick reference Quick reference Session management Session management form #1 form #1 A pen or pencilA pen or pencil

Coaching session – Four Coaching session – Four partsparts

1.1. Report on your asset building challenge or Report on your asset building challenge or issueissue

2.2. Clarify the challenge or issue (get help Clarify the challenge or issue (get help from questioning)from questioning)

3.3. Getting support in moving to useful actionGetting support in moving to useful action

4.4. Reflect on the session and capture learningReflect on the session and capture learning

Practice Circle processPractice Circle process

Get into assigned peer groupsGet into assigned peer groups

Complete front of session management formComplete front of session management form

Use the coaching reference guide to coach and Use the coaching reference guide to coach and be coachedbe coached

Determine order and facilitatorDetermine order and facilitator

Don’t fret about it – relax and enjoy the processDon’t fret about it – relax and enjoy the process

Coaching session Coaching session

1.1. Report on your asset building challenge or Report on your asset building challenge or issueissue

2.2. Clarify the challenge or issue (get help from Clarify the challenge or issue (get help from questioning)questioning)

3.3. Getting support in moving to useful actionGetting support in moving to useful action

4.4. Take three minutes to reflect on the session Take three minutes to reflect on the session and capture learning (back of session and capture learning (back of session management form)management form)

DebriefDebrief

How did you feel?How did you feel? What worked for you?What worked for you? What didn’t work?What didn’t work? What did you learn?What did you learn? How might this process help you and How might this process help you and

your church focusing on integrating your church focusing on integrating asset building?asset building?

Anything else you’d like to mention?Anything else you’d like to mention?

Resources at handResources at hand

Review Member Guide - table of Review Member Guide - table of contentscontents

Review Member JournalReview Member Journal

Contact information for learning and Contact information for learning and action community membersaction community members

Moving ForwardMoving Forward Review of the Review of the

calendarcalendar

Heads up on retreat Heads up on retreat evaluation, follow-evaluation, follow-up assignment (due up assignment (due in 30 days) and in 30 days) and technical assistance technical assistance supportsupport

Heads up on other Heads up on other evaluation pieces evaluation pieces and final gatheringand final gathering