Last month, we introduced a list of 40 Developmental Assets along with research that demonstrated how those assets actually build resilience and resistance to challenging circumstances. This month we will explore how to develop a plan that improves resiliency and strength among youth.
In a recent book called Ordinary Magic Resilience in Development, Dr. Ann G. Masten suggests that we cannot prevent all adversity in the lives of children in our care. She goes on to explain, “Thus, it is imperative to understand how to protect children from the worst ravages of adversity and how to promote positive development when rearing conditions are not optimal.” The two divisions of the Developmental Assets chart are a great first step in building strategies to follow Masten’s advice.
I like starting with the top of the chart that breaks out 10 External assets. Firstly, these areas offer some amount of control for me as I assess a child’s situation. So, I will begin with a strategic assessment of these four outside sources: Support, Empowerment, Boundaries & Expectations, and Constructive Use of Time.
Let’s start with support. Often, the children in our care are there because numbers one and two failed. But there are a total of six possibilities in this category. The third is “other adult relationships.” I love this one because it recommends a total of three (3) or more non-parental adults. We have all heard that it only takes one caring adult to turn things around for a child; however, it is rare for a single adult to be able to always be there. With three or more, the support is stronger, sustainable, and steady. A developmental asset strategy will look for those adults in the neighborhood, school and community.
The second external asset category is Empowerment. A strategic assessment will find adults who demonstrate value for youth. One or more of those adults may become an important adult relationship for the Support category. However, words are never enough; action is required. Are there roles that are useful to the community? Serving others and the community is an external asset that develops internal assets. If we start where we have access and opportunity, the positive transformation actually comes from the youth! One caution, even though safety is last in this category, if safety isn’t assured, empowerment asset development is severely limited.
The third external asset category includes Boundaries and Expectations. Key to this category is an adult role model, but also peer role models. Family, school, and neighborhood boundaries contribute to the empowerment safety category. One asset is linked with the other, and rule-following becomes an advantage that actually builds empowerment! It takes time, but it grows. Expectations follow the relationships with role models, especially as those peer role models grow in importance. Adults like teachers and social workers are expected to encourage with high expectations; but when that expectation comes from a peer, the impact is multiplied.
The final external asset category is Constructive Use of Time. The chart is very helpful in developing a strategy for implementation. It recommends three or more hours per week of a creative activity like music or art, and another three or more hours of organized activities like sports or clubs as well as an hour each week in religious institution activities. This category also limits just hanging out with friends to two or fewer times each week. However, it seems that if music, sports, clubs, and religious youth activities fill in the agenda, that will not be difficult to avoid.
The second half of the chart addresses Internal Assets. These include Commitment to Learning Positive Values, Social Competencies, Positive Identity. An overview of the chart reflects the need for the External assets to be in place. A commitment to learning will happen best in a safe environment with healthy adult relationships. Positive values are learned through adult and peer role models. Social competency takes practice, which is offered in an environment where there is value for the individual and the opportunity to be given roles that teach and reinforce the skill and capacity. Certainly, a positive identity will not develop from the inside without the intentional effort to build external assets to assure a favorable climate for healthy growth.
Masten’s admonition to promote positive development when a child’s circumstances are not optimal can begin with a strategic plan to build external assets. Those assets improve the ability of developing the internal assets. Let’s return to our garden analogy of last month to develop strategies to improve the soil and assure regular watering and weeding!
Owner/Editor - Chris Chmielewski