It takes everyone to end SV Prevention is Key

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It takes everyone to end SV!Prevention is Key

• The Evidence Base and Practical Applications for
  Using the Developmental Assets as a
• Primary Sexual Violence Prevention
• Approach in Working with Children,
• Youth, Families Communities

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Brought To You By
Marc Mannes Director of Applied Research
Jennifer Rauhouse Executive Director
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Workshop Agenda

• Orientation Magic Wand
• Overview of the Developmental Assets Approach
  An evidence based model
• Peer Solutions, Its Applications of Developmental
  Assets Lessons Learned-Primary Prevention of SV
• Participant Plans for Application and
  Implementation across the Ecological Model

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Workshop Objectives

• 1 - Participants will learn about research
  supporting the Developmental Assets and will
  review data showing how experiencing and being
  exposed to the Developmental Assets has
  preventive, protective, and promotional benefits.
• 2 - Participants will learn how STAND SERVE, a
  peer education/mentor community response to
  ending harm to others and self, has woven the
  Developmental Assets into every aspect of its
  program operations. Lessons learned will be
  shared and tools to strengthen primary SV
  prevention efforts will be presented.
• 3 - Participants will be provided with a forum
  for increased dialogue regarding the Centers for
  Disease Control and Prevention (CDC) Sexual
  Violence Prevention Mission and Vision, the
  Ecological Model and Principles of Effective
  Prevention.
• 4 - Participants will consider how to enhance
  community partnerships and produce action plans
  that strengthen primary prevention efforts by
  applying Developmental Assets as part of an
  overall ecological approach in working with
  schools, families and communities.

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Introductions Magic Wand

• Name/Agency/Location
• Why did you attend this workshop? What would you
  like to know?
• If you had a magic wand, what is one thing you
  would do to end SV?
• 30 Seconds

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Search Institute

• Positive Human Development

Community and Social Change
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Developmental Assets

• Research Base of Developmental Assets
• Synthesis of Studies and Empirical Findings From
  Multiple Literatures

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Developmental Assets

• Research Literature Synthesis
• Child and adolescent development literature
• Resilience literature
• Prevention literature
• Pediatrics Psychiatric literature

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Adolescent Synthesis
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Middle Childhood Synthesis
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Early Childhood Synthesis

• The Emerging Self in a Complex World
• (working title of forthcoming book to be
• published in late 2006)

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Developmental Assets Frameworks

• Primary Prevention s
• Move Beyond the Individual
• To Incorporate an
• Ecological Perspective

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Developmental Assets Frameworks

• TAKE INTO ACCOUNT
• School
• Family
• Other Adults
• Organizations/Agencies
• Professionals
• Neighborhood/ Community

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Developmental Assets Frameworks

• External Asset Categories
• Support
• Empowerment
• Boundaries Expectations
• Constructive Use of Time
• Internal Asset Categories
• Commitment to Learning
• Positive Values
• Social Competencies
• Positive Identity

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External Assets

• Support
• 1. Family support Family life provides high
  levels of love and support.
• 2. Positive family communication Young person
  and her or his parent(s) communicate positively,
  and young person is willing to seek parent(s)
  advice and counsel.
• 3. Other adult relationships Young person
  receives support from three or more non-parent
  adults.
• 4. Caring neighborhood Young person experiences
  caring neighbors.
• 5. Caring school climate School provides a
  caring, encouraging environment.
• 6. Parent involvement in schooling Parent(s)
  are actively involved in helping young person
  succeed in school.

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External Assets (cont.)

• Empowerment
• 7. Community values youth Young person
  perceives that adults in the community value
  youth.
• 8. Youth as resources Young people are given
  useful roles in the community.
• 9. Community service Young person serves in the
  community one hour or more per week.
• 10. Safety Young person feels safe at home,
  school, and in the neighborhood.

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External Assets (cont.)

• Boundaries and Expectations
• 11. Family boundaries Family has clear rules
  and consequences and monitors the young persons
  whereabouts.
• 12. School boundaries School provides clear
  rules and consequences.
• 13. Neighborhood boundaries Neighbors take
  responsibility for monitoring young peoples
  behavior.
• 14. Adult role models Parent(s) and other
  adults model positive, responsible behavior.
• 15. Positive peer influence Young persons best
  friends model responsible behavior.
• 16. High expectations Both parent(s) and
  teachers encourage the young person to do well.

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External Assets (cont.)

• Constructive Use of Time
• 17. Creative activities Young person spends
  three or more hours per week in lessons or
  practice in music, theater, or other arts.
• 18. Youth programs Young person spends three or
  more hours per week in sports, clubs, or
  organizations at school and/or in community
  organizations.
• 19. Religious community Young person spends one
  or more hours per week in activities in a
  religious institution.
• 20. Time at home Young person is out with
  friends with nothing special to do, two or
  fewer nights per week.

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Internal Assets

• Commitment to Learning
• 21. Achievement motivation Young person is
  motivated to do well in school.
• 22. School performance Young person has B
  average or better.
• 23. Homework Young person reports doing at
  least one hour of homework every school day.
• 24. Bonding to school Young person cares about
  her or his school.
• 25. Reading for pleasure Young person reads for
  pleasure three or more hours per week.

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Internal Assets (cont.)

• Positive Values
• 26. Caring Young person places high value on
  helping other people.
  
• 27. Equality and social justice Young person
  places high value on promoting equality and
  reducing hunger and poverty.
• 28. Integrity Young person acts on convictions
  and stands up for her or his beliefs.
• 29. Honesty Young person tells the truth even
  when it is not easy.
• 30. Responsibility Young person accepts and
  takes personal responsibility
• 31. Restraint Young person believes it is
  important not to be sexually active or to use
  alcohol or other drugs.

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Internal Assets (cont.)

• Social Competencies
• 32. Planning and decision-making Young person
  knows how to plan ahead and make choices.
• 33. Interpersonal competence Young person has
  empathy, sensitivity, and friendship skills.
• 34. Cultural competence Young person has
  knowledge of and comfort with people of different
  cultural/racial/ethnic backgrounds.
• 35. Resistance skills Young person can resist
  negative peer pressure and dangerous situations.
• 36. Peaceful conflict resolution Young person
  seeks to resolve conflict non-violently.

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Internal Assets (cont.)

• Positive Identity
• 37. Personal power Young person feels he or she
  has control over things that happen to me
• 38. Self-esteem Young person reports having a
  high self-esteem.
• 39. Sense of purpose Young person reports that
  my life has a purpose.
• 40. Positive view of personal future Young
  person is optimistic about her or his personal
  future.

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Activity

• Check List for
  Parents/Family Survey
• If you do not have children, consider youth you
  may work with or have in your life.

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Search Institute Surveys Create Community
Portraits of Healthy Development

• The Adolescent/Youth Survey
• Profiles of Student Life Attitudes and
  Behaviors (the AB)
• The Middle Childhood Survey
• About Me and My World

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Surveys Foster Community Application of the
Developmental Assets

• The Search Institute Surveys
• Establishes a Developmental Profile of Community
  Youth.
• Produces a Developmental Portrait of a
  Communitys Youth Development System.
• Creates the Basis for Agenda Setting and Planning
  About How a Community Can Become Developmentally
  Attentive.

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Summary of AB Survey Data ResultsYouth -

• Receive too little support through sustained
  positive intergenerational relationships
• Lack opportunities for leadership involvement
• Disengage from youth-serving programs in
  communities
• Experience not well articulated and inconsistent
  boundaries
• Feel disconnected and unvalued by their
  communities
• Miss out on the formation of social competencies
  positive values

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Youth with Different Levels of Assets (Grades 6
- 12)
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The Relationship Among Assets, Poverty, and Risk

• Young people in low income families regardless
  of asset levels are twice as likely to engage
  in anti-social behavior.
• Young people with low assets regardless of
  family economic status are 9 x for girls and 4
  x for boys more likely to engage in anti-social
  behavior.
• Minnesota Community Study Results Experiencing
  fewer than 10 asset appears to be 2 to 5 x more
  powerful in predicting risk than does poverty

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The Power of Assets to Prevent
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The Power of Assets to Protect
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The Power of Assets to Protect for All Kids
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The Power of Assets to Promote
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The Power of Assets to Promotefor All Kids
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The Developmental Assets Approach
Reduction of Risk Behaviors
DevelopmentalAssets
The more,the better
The more,the better
Promotion ofThriving
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The Community and Social Change Agenda
Engage Adults
Community Building
Mobilize Young People
Collective Action
Activate Sectors
The Human Development Community Infrastructure
Invigorate Programs
Influence Civic Decisions
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Summary of Asset Building Community Initiative
Benefits

• OMNI Research and Training, Inc.
• Study of Statewide Initiative funded in Colorado
• Youth experienced gains in
• Sense of belonging
• Self-confidence
• Self-efficacy
• Positive view of the future
• Sense of empathy for others
• Valuing of community service
• Interactions with a wider circle of adults
• Relationships with significant adults in their
  lives

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Summary of Asset-Building Program Benefits

• Decreased student ATOD use
• Decreased academic failure
• Increased school attendance

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Gang Members Assets

• Gang youths positive development can be
  promoted by embedding them in an asset-rich
  environment.
• (Taylor, et al., 2002)

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From the Beginning

• From the beginning, Peer Solutions utilized
  Developmental Assets with schools, families and
  communities as a means to ending sexual violence.
  

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Peer Solutions Overview

• Vision That we internalize respect in thought,
  reflect it in action, and spread it to others,
  resulting in an increase of peace in our hearts,
  homes, schools, workplaces and communities.
• Mission To cultivate positive social change by
  uniting schools, families and communities through
  STAND SERVE, an asset-based, peer-facilitated,
  program fostering peace, respect, empathy and
  ownership of the solution.
• We must be the change we wish to see in the
  world MK Gandhi

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Peer Solutions Overview (cont.) At the heart of
all activities is SV Prevention

• In 1997, Peer Solutions obtained 501(c)(3) status
  and support from the Arizona Department of Health
  Services to pilot STAND SERVE at Tempe High
  School in Tempe, Arizona.
• In 2006, Peer Solutions facilitated activities
  with 6 HSs, 6 MSs, 3 ESs and ASU with the
  support of 20 community partners reaching
  approximately 25,000 students, staff, family and
  community members.
• We are all Peers, We are all the Solution

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Peer Solutions Overview (cont.)

• STAND SERVE (SS) RPE Activities
• Weekly SS lunch and after-school meetings at
  local high schools
• Weekly SS after-school peer education
  workshops/projects with middle schools
• Monthly SS peer education trainings (Second
  Fridays), projects with elementary schools and
  awareness resource referral campaigns
• On-going workshops, retreats and
  evaluation.

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Monthly Campaigns

• September - Gangs, Drugs, Guns Suicide
  Prevention Week - Red
• October - Domestic/Family/Dating Violence
  Purple
• November -Depression Suicide - Yellow
• December -Holiday Drives Holiday Party
• January -Unity/Respect/Oppression Multi Colors
• February -Positive Body Image/Eating Disorders
  Love - Pink
• March -Homelessness
• April -Sexual Assault/Child Abuse - Teal/Blue
• May -Random Acts of Kindness/End of Year Party -
  Orange
• June-Peer Ed Training Summer Peer Education
  Program
• July -Summer Peer Education Program and SS
  Retreats
• August -STAND SERVE Retreats
  Recruiting/School Starts

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Evaluation Activities

• Data Collection Forms Qualitative/Quantitative
• Pre/Post Assessments 65
• Campus Climate Surveys
• Qualitative Surveys for Students, Staff Family
• Focus Groups
• DAP Survey Comprehensive Evaluation with Local
  University

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Assets in Action External

• Support STAND SERVE members receive on going
  support from all Peer Solutions staff members,
  identified school personnel, family and
  community.
• Examples Peer Solutions Staff build
  relationships with SS members and their
  families. PS Staff make it a point to get to know
  the names and stories of all students. If SS
  members are having a problem they know they can
  contact PS staff. Students are called if they do
  not return for service project reminders. SS
  members receive stipends incentives

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Assets in Action External

• Empowerment SS members know they are valued
  are awarded publicly for efforts. SS members are
  educators/mentors are often seen as the ones to
  go to if they are looking for a volunteer,
  workshop/press conference facilitator /or if
  someone is having a problem. SS members are
  positive role models and participate in school,
  family community activities on off campus.
• Example SS 2007 NSVRC SV Prevention Award. For
  8 years SS members have received the Tempes
  Diversity, Top Teen Don Carlos Awards, I-CARE
  partnership award and more.

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Empowerment (cont.)

• STAND SERVE is the replacement of false norms
  about violence with accurate information,
  highlighting and encouraging the positive
  qualities of todays youth and adults. Students
  are empowered to take a STAND SERVE their
  community.
• Our program participants are acutely aware of
  their role as agents of change, and actively
  STAND SERVE in the community at awareness
  events, Demonstrate Respect as the Norm daily,
  and practice safe bystander responsibility in
  order to create a world
  of peace. Janet Harayama 7/05

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Assets in Action External

• Boundaries and Expectations Family as well as
  students consent to all activities. Peer
  Solutions staff serve as positive adult role
  models in addition to identified school, family
  and community members. STAND SERVE students
  form long term positive peer relationships and
  know school comes first.
• Example High School SS members model and teach
  healthy behaviors, boundaries skills to prevent
  sexual violence while participating in weekly
  after school peer projects with elementary
  middle school students. Peer Eds sign contracts

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Assets in Action External

• Constructive Use of Time STAND SERVE members
  participate in weekly activities before, during
  and after school and on weekends on and off
  campus. Participation in other activities is
  highly recommended. Students are involved with
  many creative projects that link to on-going
  lessons including a wide variety of art projects,
  drama, creative writing and games.
• Example Working with AZ legislature, Plan to end
  SV in AZ, AZ Guidelines for Working with Youth,
  Monthly Peer Mentor Training ?

90 of behavior is learned through modeling. Dr.
Victor LaCerva
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Assets in Action Internal

• Commitment to Learning SS members promote
  respect weekly for individual schools. PS also
  creates a safe space to discuss, learn about
  sexual violence engage in programming tailored
  to needs. SS members learn about issues
  perform well in school.
• Example Students/family are informed school
  comes first. Positive school performance is
  highlighted by recognizing students on the honor
  roll with improved grades in out of meetings.
  Respect is cultivated for the entire school
  climate increasing changes of commitment to
  learning while establishing ownership of the
  problem solutions.

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Assets in Action Internal

• Positive Values At the heart of activities is
  caring for self and others, promoting equality
  and social justice, integrity, honesty,
  responsibility and restraint.
• Example During weekly lunch meetings, SS
  members learn about promote healthy decision
  making, empathy and safe bystander responsibility
  skills. SS members actively interrupt the cycle
  of violence by countering the negative messages
  that youth receive about their fellow world
  citizens with positive values.
• Model goodness and others will too. We speak up
  for each others welfare realize peace begins
  with me. S S members are positive role models.

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Assets in Action Internal

• Social Competencies STAND SERVE members
  participate in the planning, development,
  implementation and evaluation of activities.
  Interpersonal and cultural relevance are
  highlighted. We empower youth to have a strong
  sense of self, assist them in their ability to
  trust their own intuition and make healthy
  choices.
• Example At the end of the school year PS hosts
  a 2 day retreat for SS members to identify
  topics, update and develop lessons highlighting
  friendship, empathy, identity respect and
  peaceful conflict resolution. SS Members are
  widely diverse, have an equal voice and serve on
  the Peer Solutions Board of Directors.

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Assets in Action Internal

• Positive Identity SS members promote unity
  Identity Respect for self and others year round.
  Our participants turn a negative issue into an
  opportunity to educate establish ownership. We
  celebrate resilient character. Finding purpose in
  life as agents of change, SS members are
  optimistic not only about their own future, but
  of our collective Vision of a World of Peace.
• Example Students develop Identity Respect
  lessons, activities art projects in January.
  Oppression is a root cause of SV SS knows it.
  Our students respect everyone regardless of
  identity. (Culture/Ethnic/Religious/Sex/Other)

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Lessons Learned
1 . Build Maintain Relationships
Peers
Coali-tions
Staff
Comm-unity
Student (s)
Funders
Govern-ment(s)
Experts
Family
Make sure to budget extra time. May take longer
than expected.
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How to start a club Lessons Learned

• Build Maintain Relationships with school staff.
  Establish ownership of the problem solution.
• Meet with administration, teachers, counselors,
  nurses, resource officers, social workers
  Discuss needs school goals. Try a campus
  climate survey. Ask who else is interested?
• Host brown bag lunches. Take to lunch.
• Recruit a club sponsor. Have discussions.
• Thank and include staff when possible.

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How to start a club Continued

• Review/Follow Student Handbook policy. May be
  able to help/update.
• This is the schools program. Our job is to
  help. Nice to mention we will not add additional
  staff time.
• Try to obtain a staff box at school.
• If possible maintain monthly contact
• through memos, invites campaigns.

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Continued

• Build Relationships with Students. Establish
  ownership of the problem and the solution.
• Reminder Calls
• Use one time workshops for recruiting.
• Host weekly meetings. During lunch
  /or after-school
  for consistency.
• Ask students who they think are the
  best possible
  sponsors, counselors,
  supportive staff Who do they Like
  Trust?
  

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Continued

• Use sign-ups and call to remind about activities.
• Include students whenever possible, as board
  members, at community meetings, press conferences
  and more.
• Provide students with Incentives/
  Food/T-Shirts/FUN
• Students should lead and design meetings be
  involved in planning, development, implementation
  and evaluation.
• Link activities to awareness themes.

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Continued

• A Positive Approach Works - Peer Solutions shows
  the positive names the Truth. (Not the
  Myths/Stereotypes. To name is to reinforce) We
  learned to Say NO to scare tactics, emotional
  appeals negative campaigns. Positive approach
  helps get school approval.
• We/Peers Are The Solution We are all the
  Solution. Peers learn best from each other, see
  and hear what is really going on and are
  excellent referral agents. Our students work in
  collaboration with all ages to create a world of
  peace and respect and when they see/hear
  something that is not ok, when safe, they respond
  immediately and informed with empathy, compassion
  and resources. (We do not put it on students to
  prevent their own victimization.)
• Design program to meet the needs of each
  school/organization- Include students, staff,
  family and community in development,
  implementation and evaluation. Tailor activities
  to meet the needs of participants I.e., Hold
  activities at a time/location where students can
  attend. Invite students to join your board.
  Talk about it.

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Continued

• Include a wide variety of activities to
  accommodate for different learning styles. Get to
  know participants. Build trust, ask questions,
  listen, remember names, know, and love who they
  are!
• Linking the underlying conditions of issues
  strengthens efforts. Eating disorders/Body Image,
  teen pregnancy, poor school performance, child
  abuse, suicide, depression, oppression,
  homelessness, poverty, self-injury,
  sexual/family/dating/gang/school violence,
  harassment, substance abuse and more. (Greatly
  expands funding options)
• Activities are Ongoing and FUN! Ask students what
  they like, want and think is fun. Helps with
  retention. (We provide few one-time presentations
  but can be useful as a recruiting tool.)

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Continued

• Feed program participants. A great incentive to
  get participants in the door they come back
  for more. Many students would not eat if we did
  not provide food. Snacks for after-school are
  essential.
• After School Peer Ed Projects Rawk. Research is
  indicating that some of the most effective
  programming is held after school.
• The more assets the better. We remain dedicated
  to program effectiveness, positive social change
  Primary Prevention Stopping Problem Before it
  Happens. Applies to the Social Ecological Model,
  RPE Mission Vision 9 Principles of effective
  prevention.
• Utilize Experts/Consultants They are available
  and willing to help. Evidence based research
  supports efforts.

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Lessons Learned Final

• Address Media with Positive Media Attention
  Monthly press releases work 90 of Behavior is
  Learned Through Modeling
• Weve Got To Have ! Starts in our hearts,
  homes, schools, workplace communities. We must
  be the change we wish to see. Gandhi
• We all want the same thing Peace, Love,
  Happiness To End Harm to Others/Self (Not
  about s, not about )

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Quotes from SS Family 5-06

• Mom 6th grade He is better able to deal with
  conflict by choosing other avenues. S S taught
  my son how to think more instead of just
  reacting. Thank you for having this program.
• Mom 8th grade Gives her a sense of purpose, a
  group of folks to look forward to that are
  positive.
• Mom 10th grade She is more involved in school
  and community than before. She loves it a lot. I
  love what you are doing.
• Mom Dad- 11th grade Special Education What I
  have observed as a result of my students
  participation Self Confident, willingness to
  participate, tries to recruit others, excited
  after events. Has increased her social skills.
  We as parents have a strong trust in S S
  leadership.
• Dad 11th grade What do you like about S S?
  Its goals and purpose and the positive attitudes
  it fosters among young people.

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Quotes from S S Members 5-06

• ?I act better and I know what to look for
  in friends and in life. 6th ?I am a lot nicer to
  my sister. 7th ? It made me feel wanted. 6th ? I
  havent cut myself. To not hate myself but to
  love myself. I help people and kids. 9th ?I feel
  better. 6th ?I am not as mean. 6th ? I learned
  to be a responsible bystander. 6th ?Makes me
  think more positively. 8th ?I am more respectful
  of others. 6th ? I will do something and think
  back to SS. 6th ? It has helped me to help
  others. 6th ? I am better to myself 6th ?I can
  better communicate with others. Im more
  confident. 10th ? It has made me more accepting
  of others. 10th ? I am able to tell others how
  they hurt me and I want to be respected. 8th
  ?Only a predator can stop himself from attacking
  a victim. 7th ? Thats its good to do community
  service because it helps the whole community.
  10th ? It has encouraged me to inform other
  people about what I know. 10th ? It makes me feel
  important and that I can help people. Its a
  good feeling. 9th ?I learned to love my inner
  self. 9th ? I have learned to be more kind and
  appreciate life. 10th ?Its changed how I see the
  world as well as improved my self value. 9th ?I
  try to understand others culture and that there
  are issues underneath that they dont show. 10th
  ?To respect people and maybe others will follow.
  11th

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Consider a More Progressive Oriented
Prevention
Traditional Prevention
Progressive Prevention
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Positive Behavior Focused

• Protective Factors
• Supports and
• Opportunities for
• Healthy Development
• and Developmental
• Well-Being

Risk Reduction
Promotion

• Risk Factors
• Threats to Development
• Developmental Deficits

Problem Behavior Focused
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Primary Prevention Rockin Out to
End Sexual Violence ?
Positive Behavior Focused
Emphasize Positive Behaviors to Engender
Competency Skills and Asset Enhancement
Emphasize Positive Behaviors to Reduce Risk
Risk Reduction
Promotion
Emphasize Problem Behaviors but Strive to
Engender Competency Skills and Asset Enhancement
Emphasize Resistance Skills to Avoid Risks
Problem Behavior Focused
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Positive Behavior Focused
(B) Purpose / Intent is to
DO BETTER

• Purpose / Intent
• is to
• THRIVE

Risk Reduction
Promotion

• Purpose / Intent
• is to
• STOP / CONTROL

(C) Purpose / Intent is to
OVERCOME
Problem Behavior Focused
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Positive Behavior Focused
(B) Youth Violence Social and Neighborhood
Networks
(D) Youth Violence Youth Empowerment
Risk Reduction
Promotion
(C) Youth Violence Impulse Control

• Youth Violence
• Punish / Contain

Problem Behavior Focused
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CDC Sexual Violence Prevention V M

• Vision A World free of sexual violence
  because society, communities, relationships and
  individuals support this goal.
• Mission Creating social conditions, systems
  and environments to prevent sexual violence
  before it occurs by mobilizing partners, key
  constituents and communities by educating
  adults, youth and children and by training
  professionals.
• http//www.cdc.gov/ncipc/dvp/SVPrevention.htm
• Sexual Violence Prevention Beginning the Dialogue

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Ecological Model
Dahlberg Krug 2002

• Individual level influences Biological
  Personal History Factors that increase chances of
  perpetration/victimization. Examples Drugs,
  Attitudes that support SV/IPV/DV/FV, hostility,
  childhood abuse. Social/Cognitive/Behavior
  Think Primary Prevention Positive
• Interpersonal relationship Relationships with
  peers, intimate partners family that may shape
  behavior. Strategies may include bystander
  intervention skill development, education peer
  programs promoting relationships based on
  respect, equality and trust. Think Primary
  Prevention - Positive

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Ecological Model -Continued
Dahlberg Krug 2002

• Community level influences Experiences
  relationships with community social
  environmentsschools, workplaces neighborhoods.
  Strategies impact the climate, processes and
  policies. Social norm/marketing campaigns are
  often used to foster community climates that
  promote relationships based on mutual respect,
  equality and trust. Think Primary Prevention
  Positive
• Societal level influences Big picturegender
  inequality, religious or cultural belief systems,
  societal norms economic or social policies.
  Strategies may involve collaborations by multiple
  partners to promote social norms, policies laws
  that foster relationships based on mutual
  respect, equality and trust. Think Primary
  Prevention Positive

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Assets the Social Ecological Model
   
CDC Vision A World free of sexual violence
because society, communities, relationships and
individuals support this goal.
Societal r
Relationship r
Community r
Individual
Collaborate with 20 community partners weekly
S S is developing AZ State Guidelines for
Working with Youth
S S HS males mentor elementary school males
monthly
Work with school staff to reinforce S S
Messages monthly
35 Assets (Supported by Community Partners)
     
26 Assets (Supported by school staff)
30 Assets
27 Assets (Reinforced in guideline
development implementation)
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Activity

• ADVANCING
• APPLICATION
• POSSIBILITIES
• BRINGING IT HOME

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Directions

• Identify one activity for each level on the EM
  utilizing developmental assets as a guide. May be
  a current activity or new idea. Think Primary
  Prevention
• 1- Individual-
• 2-Relationship-
• 3-Community-
• 4-Socialtal-

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Search Institute Field Support

• Training Packages
• Products/Resources

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Training Packages for the Field

• Change of Heart
• A Student Staff Asset-Building Retreat
• Youth Empowerment in Your Community
• A Workshop for Youth and Adults Together
• Generations Together
• Your Vision and Plan for an Asset-Rich Community
• More Than Just a Place to Go
• Using Developmental Assets to Strengthen Your
  Youth Program

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Products/Resources for the Field

• When Parents Ask for Help
• Everyday Issues through an Asset-Building Lens
• Ideas That Cook
• Activities for Asset Builders in School
  Communities
• Assets in Action
• A Handbook for Making Communities Better Places
  to Grow Up

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Getting To Outcomes with Developmental Assets

• Provide perspectives, tools, content, and
  resources to
• deliver enhanced activities and programs
• emphasize local best practice efforts
• establish a more outcome-based infrastructure

http//search-institute.org/
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For More Information Contact
Marc Mannes 612-692-5536 marcm_at_search-institute.o
rg
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For More Information Contact

• Jennifer Rauhouse
• PO Box 24148
• Phoenix, AZ 85074-4148,
• (p) 602.225.0942 (f) 602.225.0982
• (e) Jennifer_at_peersolutions.org
• (w) http//www.peersolutions.org

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THANK YOU!
QUESTIONS?
It takes everyone to end SV Prevention is Key!