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Mason Public Schools Developmental Asset Survey

Mason Public Schools Developmental Asset Survey. Introduction In March of 2002 Mason Public Schools conducted a Developmental Asset Survey; a survey dedicated to assessing the health and well-being of middle and high school aged youth. The assets represent a common core of building blocks cruc

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Mason Public Schools Developmental Asset Survey

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    1. Mason Public Schools Developmental Asset Survey Kirk Petee www.msu.edu/suer/peteekir/ D. Robert Whitman www.msu.edu/user/whitma15/index2/htm

    2. Mason Public Schools Developmental Asset Survey

    3. What is an asset? Critical factors for young peoples’ growth and development Two types: External Internal

    4. External Assets The first 20 developmental assets focus on positive experiences that young people receive from the people and institutions in their lives. Four categories of external assets are included in the frameworks:  Support-Young people need to experience support, care, and love from their families, neighbors, and many others. They need organizations and institutions that provide positive, supportive environments. Empowerment-Young people need to be valued by their community and have opportunities to contribute to others. For this to occur, they must be safe and feel secure. 

    5. External Assets Continued- Boundaries and expectations-Young people need to know what is expected of them and whether activities and behaviors are "in bounds" and "out of bounds."  Constructive use of time-Young people need constructive, enriching opportunities for growth through creative activities, youth programs, congregational involvement, and quality time at home.

    6. Internal Assets A community's responsibility for its young does not end with the provision of external assets. There needs to be a similar commitment to nurturing the internal qualities that guide choices and create a sense of centeredness, purpose, and focus. Indeed, shaping internal dispositions that encourage wise, responsible, and compassionate judgments is particularly important in a society that prizes individualism.

    7. Internal Assets Continued- Four categories of internal assets are included in the framework: Commitment to learning-Young people need to develop a lifelong commitment to education and learning.  Positive values-Youth need to develop strong values that guide their choices.  Social competencies-Young people need skills and competencies that equip them to make positive choices, to build relationships, and to succeed in life.  Positive identity-Young people need a strong sense of their own power, purpose, worth, and promise. 

    8. Mason students that were surveyed...

    10. Why was this survey conducted? The Power of Assets Assets have tremendous power to protect youth from many different harmful or unhealthy choices. In addition to protecting youth from negative behaviors, having more assets increases the chances that young people will have positive attitudes and behaviors.

    11. National Average of High-Risk Behaviors (1999-2000)

    12. Promoting Positive Attitudes and Behaviors (1999-2000)

    13. Mason Developmental Assets The following slides deal with these assets we’re proud of… Family Support (External Asset #1) Safety (External Asset #10) Religious Community (External Asset 19) Integrity (Internal Asset #28) Positive View of Personal Future (Internal Asset #40)

    19. Asset – Safety (External Asset #10) Definition – Young person feels safe at home, school, and in the neighborhood.

    20. Asset – Safety (External Asset #10) Definition – Young person feels safe at home, school, and in the neighborhood.

    21. Asset – Safety (External Asset #10) Definition – Young person feels safe at home, school, and in the neighborhood.

    22. Asset – Safety (External Asset #10) Definition – Young person feels safe at home, school, and in the neighborhood. Statement: Kids feel safe in our neighborhoods, homes and in school. Every “never” is greater than 60 (62-92%) on all three questions. We are 5% above the national average as reported by Search Institute. We have the resources to move ahead even further with this Asset – especially for middle school aged youth.

    23. Asset – Religious Community (External Asset #19) Definition – Young person spends one or more hours per week in activities in a religious institution.

    24. Asset – Religious Community (External Asset #19) Definition – Young person spends one or more hours per week in activities in a religious institution. Statement: This Asset reinforces teaching of, as well as, opportunities to talk with other adults and peers in a supportive environment. Overall, 61% of students surveyed reported a positive response to this item.

    25. Asset – Integrity (Internal Asset #28) Definition – Young person acts on convictions and stands up for his or her beliefs.

    26. Asset – Integrity (Internal Asset #28) Definition – Young person acts on convictions and stands up for his or her beliefs.

    27. Asset – Integrity (Internal Asset #28) Definition – Young person acts on convictions and stands up for his or her beliefs. Statement: Students are making difficult and correct decisions in spite of peer pressure. Students are making difficult and correct decisions in spite of ridicule and popular opinion of friends.

    28. Asset – Positive View Of Personal Future (Internal Asset #40) Definition – Young person is optimistic about his or her personal future.

    29. Asset – Positive View Of Personal Future (Internal Asset #40) Definition – Young person is optimistic about his or her personal future. Statement: A vast majority of our students are optimistic about having a good life. As students get older their optimism increases from 73% in 7th grade to 84% in 11th grade. Of the 40 Assets, this score was the high at 76%

    30. Mason Developmental Assets The following slides deal with these assets of concern… Positive Family Communication (External Asset #2) Caring School Climate (External Asset #5) Community Values Youth (External Asset #7) Youth As Resources (External Asset #8) Restraint (Internal Asset #31)

    31. Mason Developmental Assets Compared to U.S. National Averages...

    32. Asset - Positive Family Communication (External Asset #2) Definition - Young person and his or her parent(s) communicate positively, and young person is willing to seek parents’ advice and counsel.

    33. Asset - Positive Family Communication (External Asset #2) Definition - Young person and his or her parent(s) communicate positively, and young person is willing to seek parents’ advice and counsel.

    34. Asset - Positive Family Communication (External Asset #2) Definition - Young person and his or her parent(s) communicate positively, and young person is willing to seek parents’ advice and counsel.

    35. Asset - Positive Family Communication (External Asset #2) Definition - Young person and his or her parent(s) communicate positively, and young person is willing to seek parents’ advice and counsel. Statement: Finding time to be available and approachable for deep conversations with kids in the home can be difficult. Dinnertime is one time when this opportunity may occur; however, it may not be the best time for all families. Families in Mason need to look for creative ways to “invite” their kids to talk about the important concerns of young people. Parents of young children should be encouraged to talk openly and often with their children to develop open lines of communication at an early age.

    36. Asset - Caring School Climate (External Asset #5) Definition - School provides a caring, encouraging environment.

    37. Asset - Caring School Climate (External Asset #5) Definition - School provides a caring, encouraging environment.

    38. There is a trend in high school students noting a definite change in their school climate. They may need more support for the transition to the responsibilities of high school. Research has indicated that we learn best when we have positive, encouraging relationship with our educators. Building these kinds of relationships within our schools is what kids need to succeed. While Mason reports being slightly higher than the national average (24%) we feel we have the resources to improve upon this Asset.

    39. Asset - Community Values Youth (External Asset #7) Definition - Young person perceives that adults in the community value youth.

    40. Asset - Community Values Youth (External Asset #7) Definition - Young person perceives that adults in the community value youth.

    41. A large group of “unsure” responses might indicate that 30-40% do not know of any clear opportunities to feel valued, or students have low contact with adults in leadership roles within their community. Young people feel valued when adults take time to be with with them and take them seriously. If adults take time to solicit their input, this is doubly empowering.

    42. Asset - Youth As Resources (External Asset #8) Definition - Young people are given useful roles in the community.

    43. We wonder if older students getting jobs and cars begin to pull them away from school…just when we need them most. Or, do we need to provide more opportunities for them. Students invest in communities when they feel included and respected. We report slightly below the national average for this asset (24%) and believe our community has the resources to include our youth in more useful roles.

    44. Asset - Restraint (Internal Asset #31) Definition - Young person believes it is important not to be sexually active or to use alcohol or other drugs.

    45. Asset - Restraint (Internal Asset #31) Definition - Young person believes it is important not to be sexually active or to use alcohol or other drugs.

    46. Asset - Restraint (Internal Asset #31) Definition - Young person believes it is important not to be sexually active or to use alcohol or other drugs.

    47. While the overall percentage of students who choose not to use alcohol or restrain from having sex is concerning, the dramatic decrease in these values from 7th to 11th grade must be addressed.

    48. Where does Mason Public Schools go from here? Continued, all-inclusive approach Mason Public Schools must continue its analysis of the various assets and needs.By doing so, along with implementing new and different strategies, higher levels of assets will be obtained. Finally, informing the community of our findings looking for a collective effort toward higher communal involvement can only increase essential needs gained by students.

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