welcome cooperative baptist fellowship missional youth ministry retreat charleston, sc january...
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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