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Document
2008-2009 Focus
On Asset Building in Huron County
Building Assets in Youth is everyone’s
responsibility. Positive change in our community begins with each of us acting
individually in our own lives. The “Power of One” is a good beginning to make
good and positive changes, but the “Power of Many” creates a momentum that will
really make a difference in Huron County.
September – 2008
Commitment
to Learning:
Children and young people benefit in all aspects of life when they develop a
passion for learning and a genuine belief in their own abilities. They need to
know that “getting an education” is a rewarding, lifelong process.
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September
Developmental Asset is focused on Commitment to Learning. |
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Asset Description |
Action Plan for
Implementation |
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Achievement Motivation:
Young person is motivated to do well in school. |
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Applaud their
efforts to do well in school. |
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Model good
behavior regarding work and its place in your life. |
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Show excitement
about learning new things. |
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School
Engagement:
Young person is actively engaged in learning. |
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Encourage
exploration and interest in learning. |
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Expose students to
new concepts and ideas allowing for practical experiences to support
the theoretical. |
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Homework:
Young
person reports doing at least one hour of homework every school day. |
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Commitment to new
learning can be evidenced by the willingness to apply knowledge at
home. |
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Practice makes
perfect…perfect practice makes perfect… |
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Bonding
to School:
Young person cares about his or her school. |
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The school system
works to establish positive relationships with students and parents. |
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Reading
for Pleasure:
Young
person reads for pleasure three or more hours per week. |
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Support reading
process through sustained and regular reading in school. |
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Parents encourage
reading through appropriate and frequent modeling of this practice. |
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October –
2008
Constructive Use of Time:
Children and young
people learn important lessons when they try new things, develop skills, and
spend enjoyable time with adults and other young people. They need adults to
help them balance structured activities, time at home with family, and time just
hanging out with others.
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October Developmental
Asset is focused on Constructive Use of Time. |
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Asset Description |
Action Plan for
Implementation |
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Creative Activities:
Young person spends three or more hours per week in lessons or practice
in music, theater or the arts. |
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Taking fine arts
classes in school. |
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Participation in a
community theater group. |
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Attending various
theatrical or musical productions. |
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Youth
Programs:
Young person spends three or more hours per week in sports, clubs or
organizations at school or in the community. |
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Participate in
extra and co-curricular activities. |
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Participate in 4-H
programs. |
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Participate in
recreational programs in the community. |
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Religious Community:
Young person spends one or more hours per week in activities in a
religious institution. |
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Participate in
various religious youth programs. |
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Participate in
weekly worship services. |
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Time at
Home:
Young
person is out with friends “with nothing special to do” two or fewer
nights per week. |
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Spend time with
the family. |
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Avoid going out
with friends just to get away from home. |
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November – 2008
Support: When
children and young people have loving, caring relationships with their families,
other adults and peers, they are more likely to feel comfortable and secure with
themselves and the world. They need to know that they are accepted and
appreciated simply for who they are.
December – 2008
Boundaries:
Children and young people are more likely to thrive when those around them
believe in their abilities and expect them to do their best. They need sincere
acknowledgement of accomplishments and consistent, age-appropriate consequences
for breaking rules.
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December Developmental
Asset is focused on Boundaries and Expectations. |
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Asset Description |
Action Plan for
Implementation |
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Family
Boundaries:
Family
has clear rules and consequences and monitors the young person’s
whereabouts. |
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Establish a
“Family Action Plan” provided for by the ADAMhs Board. |
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Parents put
themselves “in the way” of destructive behaviors in the youth. |
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School
Boundaries:
School
provides a clear set of rules and consequences. |
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Share the student
handbook with parents and students. |
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Encourage parents
to attend meeting to review school rules. |
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Encourage the use
of the “Family Action Plan” to enhance the relationship between
school and home. |
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Neighborhood Boundaries:
Neighbors take responsibility for monitoring young people’s behavior. |
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Neighbors
encourage appropriate behavior by praising exemplary actions. |
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Neighbors correct
inappropriate behavior by pointing out situations in a
non-threatening manner. |
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Neighbors support
parents in making neighborhoods a good place for young people. |
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January – 2009
Empowerment:
Children and young people can be their best when they know they are valued,
valuable and safe. They need opportunities to take positive risks and to
contribute meaningfully to their families and communities.
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January Developmental
Asset is focused on Empowerment:
“Community Values”
and “Resources”. |
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Asset Description |
Action Plan for
Implementation |
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Caring
School Climate:
School
provides a caring, encouraging environment. |
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Bus drivers greet
each student as they enter the bus. |
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Teachers greet
students as they enter their classroom. |
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Staff members make
eye contact with all students and smile. |
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Teachers send home
success notes to improving and hard working students. |
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Parent
involvement in schooling:
Parent (s) are actively involved in helping young person
succeed in school. |
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Parent attends at least two PTA
meetings during each semester.
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Parent sends a
positive note to at least one teacher each semester. |
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Parent checks on
homework of their child every night. |
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Parent discusses
school and what is happening at least three times per week. |
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Community values Youth:
Young
people perceive that the adults of the community value the youth. |
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The community
participates in asset building process. |
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Articles are
written in the newspaper highlighting the accomplishments of young
people. |
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Community
initiative exists to highlight the assets in youth programs. |
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Youth
as resources:
Young
people are given useful roles in the community. |
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Young people serve
as “big brothers” and “big sisters”. |
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Young people are
asked to serve on community building committees. |
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Young people are
asked their opinion on key issues. |
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February – 2009
Positive Values:
Children and young people make wiser choices when guided by strong core values,
such as caring about others, taking responsibility for their actions and words,
being honest, and protecting their own well-being. They need adults to model and
teach these priorities.
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February Developmental
Asset is focused on Positive Values. |
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Asset Description |
Action Plan for
Implementation |
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Caring:
Young person places high value on helping other people. |
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Provide service
opportunities for students. |
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Establish peer
support groups at grade level. |
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Provide
opportunity for “Big Brother” and “Big Sister” program experiences. |
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Equality and social justice:
Young
person places high value on promoting equality and reducing hunger and
poverty. |
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Students work for
the food bank…collecting and distributing. |
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Students
experience diversity from an intimate perspective. |
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Integrity:
Young
person acts on convictions and stands up for her or his beliefs. |
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Students are
encouraged to share their feelings and opinions regarding world,
state and local events. |
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Student are
encouraged to take a “position” regarding the stated events…using
critical thinking skills. |
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Honesty:
Young
person tells the truth even when it is not easy. |
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Encourage and
support “telling the truth” by supporting honest statements. |
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Provide incentives
to be honest when dealing with situations wrought with difficulty. |
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Responsibility:
Young
person accepts and takes personal responsibility. |
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Provide
appropriate rewards and consequences for individual decisions; at
home, at school and in the community. |
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Restraint:
Young
person believes it is important not to be sexually active or to use
alcohol or other drugs. |
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Help students make
positive decisions, avoiding destructive behavior. |
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March – 2009
Social Competencies:
Children and young people make the most of relationships and opportunities when
they are able to cope with new situations, make positive decisions, and interact
effectively and respectfully with others. They need instruction and practice in
how to develop these skills.
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March Developmental
Asset is focused on Social Competencies. |
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Asset Description |
Action Plan for
Implementation |
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Planning and decision making:
Young person knows how to plan ahead and make choices. |
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Empower young
people to help and be themselves. |
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Provide and
develop critical thinking skills. |
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Interpersonal Competence:
Young
person has empathy, sensitivity and friendship skills. |
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Help students to
understand social responsibilities and the “golden rule”. |
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Cultural Competence:
Young
person has knowledge of and comfort with people of different
cultural/racial/ethnic backgrounds. |
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Help develop
sensitivity to “differences” by providing students with varied
cultural, social and economic experiences. |
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Resistance Skills:
Young
person can resist negative peer pressure and dangerous situations. |
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Adults model
appropriate behaviors. |
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Discuss the
situations young people face directly confronting destructive
behaviors. |
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Peaceful conflict resolution:
Young
person seeks to resolve conflict non-violently. |
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Teach and provide
practice in techniques depicting peaceful conflict resolution. |
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April - 2009
Expectations:
Children and young people are more likely to thrive when those around them
believe in their abilities and expect them to do their best. They need sincere
acknowledgement of accomplishments and consistent, age-appropriate consequences
for breaking rules.
May – 2009
Positive Identity:
When children and young people believe in their self-worth and in a positive
future they have a stronger identity. They need to know they have control over
much of what happens in their lives, and that their lives have purpose and
meaning.
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May Developmental
Asset is focused on Positive Identity. |
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Asset Description |
Action Plan for
Implementation |
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Personal Power:
Young
person feels he or she has control over “things that happen to me”. |
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Provide
experiences where young people have a direct influence in their
lives regarding decision making. |
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Self-esteem:
Young
person reports having a high self-esteem. |
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Work to develop as
many positive assets as possible in the young person…providing
support and encouragement when experiences happen. |
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Sense
of purpose:
Young
person reports that “my live has a purpose”. |
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The young person
must have an opportunity to make decisions and enjoy the
responsibility / consequences associated with those decisions.
(guided decisions) |
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Positive view of personal future:
Young
person is optimistic about her or his personal future. |
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Expect the best
but not perfection. |
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Empower them to be
themselves. |
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Welcome their
suggestions and celebrate their decisions. |
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Encourage and
support them. |
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