Developing a Strong Resilient Child: Key Successful Steps Presented by: Juan Carlos Araque, Ph.D.
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Transcript of Developing a Strong Resilient Child: Key Successful Steps Presented by: Juan Carlos Araque, Ph.D.
Developing a Strong Resilient Child:
Key Successful Steps
Presented by:
Juan Carlos Araque, Ph.D.
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Review the research on positive youth development and resiliency
Examine the relationship between developmental assets, academic achievement, and prevention of high-risk behaviors
Identify practical strategies for increasing developmental assets with young people and staff
Begin developing a school-wide and/or community-wide plan to initiate the implementation of asset building to increase academic achievement
Objectives
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FAMILYHistory, management, attitudes, low expectations
PEERAlienation, friends, attitudes, early first use
SCHOOLPolicy, availability, labeling, moving, failure, involvement, truancy
COMMUNITYPoverty, involvement, availability, norms
Risk Factors
What was there for
you?
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Categories of Developmental Assets
EXTERNAL ASSETS
� Support
� Empowerment
� Boundaries and Expectations
� Constructive Use of Time
INTERNAL ASSETS
� Commitment to Learning
� Positive Values
� Social Competencies
� Positive Identity
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0
10
20
30
40
50
60
70
0-10 ll - 20 2l - 30 3l - 40
Drugs
Sex
Violence
ASSETS
High Risk Behaviors
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ASSETS
Positive Outcomes
0
10
20
30
40
50
60
70
80
90
0-10 ll - 20 2l - 30 3l - 40
School
Health
Diversity
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(Percentage of youth with each level of assets)
21-30 Assets30%
31-40 Assets8% 0-10 Assets
20%
11-20 Assets42%
The Gap in Assets Among Youth
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Studies have associated Commitment-to-Learning assets directly or indirectly with:
Increased high school completion Increased enrollment in college Higher grades Higher achievement test scores Better attendance Less sexual intercourse and
childbearing Less drug use Fewer conduct problems
Academic Achievement and Assets
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From . . . To . . .* Young people’s problems * Young people’s strengths
* Professional’s work * Everyone’s work
* Young people absorbing * Young people as resources resources
* Troubled young people * All young people
* Accountable only for * Accountable as well for own behavior other adults’ behavior
* Incidental asset building * Intentional asset building
* Blaming others * Claiming responsibility
The Asset-Building Difference
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Generate awareness Assess resources, students’ asset levels,
and current asset-building activities Prioritize assets Form relationships that build assets Create an asset-rich environment Use programs and practices to build assets Sustain asset building
Set up a leadership team that will begin to shape a vision and formulate a plan.
The Asset-Building Process
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Staff in hallways Doors open All staff and volunteers trained Hall friendliness the norm Assets posted Students involved in building assets Assets part of evaluations Physical environment warm and
inviting
Creating an Asset-Rich Environment
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Looking at your schools programs, which developmental assets are you already building?
Which assets does your school and/or programs already promoting?
How can I use these programs and practices more intentionally to build assets?
Thinking on Your Current Program
and Practices
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The A.P.I. Study: Academics and Prevention
Inseparable
Results from the two-year developmental asset project in La
Habra, Orange County
API STUDY: ACADEMICS AND PREVENTION INSEPARABLE REPORT AVAILABLE IN PDF
FORMAT AT:
www.ocde.us/assetbuilding
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Academic Performance Index Scores
Experimental: Elementary + 66 points Control: Elementary - 17 Middle + 23 Middle +16
API Score Comparision with Control and Experimental Group
560
580
600
620
640
660
680
700
2000 2001 2002
Year
Elementary school control
Middle school control
Elementary schoolexperimental
Middle school experimental
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Youth Development Framework Review
Pilot program 2000-2002Orange County Health Care AgencyOrange County Department of Education
La Habra City School DistrictCity of La HabraLa Habra Resource CenterLa Habra Chamber of Commerce
Youth development defined by Karen Pittman (1990) “Youth development is the ongoing process in which young people are engaged in building the skills, attitudes, knowledge, and experiences that prepare them for the present and the future”.
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The A.P.I. Study: Academics and
Prevention Inseparable
ASSESSMENT
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Area of Implementation
In 1999, the FBI identified the area of implementation as the most violent city in Orange County with 9.2 violent crimes per 1,000 people. There were 127 juvenile arrests of which 64% were drug related and 20% gang related crimes.
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Participating SchoolsDemographic Composition
Experimental GroupTWO schools: ONE elementary
ONE middle school
Hispanic 70% White 24% Asian 4% Black
2%
English Learners 78
Control GroupTWO schools: ONE elementary
ONE middle school
Hispanic 63% White 32% Asian 2% Black
2% Other 1% English Learners
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The A.P.I. Study: Academics and
Prevention Inseparable
Pre-tests (survey, focus groups, and interviews)Students 1,500 (experimental and control)Two student cohorts Teachers 300 (all participating schools)Parents (PTA representatives in two schools)Community members (city officials and
community-based organization representatives)
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The A.P.I. Study: Academics and
Prevention Inseparable
GOALS
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The A.P.I. Study: Academics and Prevention Inseparable
Attended the youth development conference in the Summer of 2000
Formed the Core Team: Students, educators and community members to lead project
Established ongoing teacher training opportunities: Meeting teacher needs
Introduced the video production class (elective) Worked on parent involvement: Reading, math,
conflict resolution, and parent shadow days
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The A.P.I. Study: Academics and
Prevention Inseparable
RESEARCHED Programs and
Promising Practices
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Youth Development Models
Multiple theories of frameworks defining youth development have surfaced over the last decade. These include:
1. Supports and Opportunities2. Youth Competencies and Needs3. Resiliency4. Integrated Approach5. Developmental Assets
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Promising Practices Alignment with Asset-Building Framework
Youth and adults in the school site voted to implement the following assets:
Service to Others - Asset #9 Youth Programs - Asset #18 Achievement Motivation - Asset #21 Reading for Pleasure - Asset #25 Peaceful Conflict Resolution - Asset
#36
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Asset # 9: Service to Others
Leadership and community service projects
Each classroom completed at least one project
“My parents have adult conversations with me, they don’t talk to me like I am a little kid.” - Student
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Asset # 18: Youth Programs
Lunch Bunch Multi-media curriculum YDF Newsletter Middle school student-
led parent conferences Voices of change event Parent shadow day Cross-age mentoring
“[I am] self-motivated to get
homework, [YDF] taught me
responsibility”
- Student
“The YDF agenda has put parents and teachers on the same page”
-Parent
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Asset # 21: Achievement Motivation
Invisible mentoring Ongoing teacher
training Video production class Music contest
“The students love YDF. It gives them a safe and productive environment.” -Teacher
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Asset # 25: Reading for Pleasure Middle school reading
program Elementary school-wide
reading program Reading and mathematics
evening workshop for students and parents
“YDF gave me a feeling that teachers had more trust in me.” - Student
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A.P.I. Study: Academics and Prevention Inseparable Five findings
are statistically significant (p < .05) Students in the control group showed:
A decrease in commitment to learning
Students in the experimental group showed:
Significant increase in their test scores and commitment to learning
Connection with teachers, school, and community Greater feeling of safety in school Teachers’ attitude toward their work environment
and level of involvement with youth showed improvement when promoting a positive “school culture” and empowering students at their school
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Key Finding for Elementary Students
Experimental Elementary Student I Like to Learn Response
Post-test
0.896
0.0910.084 0
Strongly Agree
A little
No
Don't Know
Pre-test showed 6 out of 10 students like to learn
Post-test showed 9 out of 10 students like to learn
An increase of almost 30% from pre to post test
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Elementary School Evaluation
-10
-5
0
5
10
15
20
% of Change
Statement
Elementary Student Self Esteem StatementChange in Reponse Options
Experimental group % 17.7 18.2 14.8
Control group % 1.3 8 -6.5
Control over what happens to self
Feel good about self Feel good about future
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Elementary School Evaluation
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%P
erce
nt R
espo
nse
Category Statement
Significant Changes in Category Statements for Elemenatary Students
n=77
Pre 44.80% 66.70% 63.80% 64.20% 86.30% 62.80%
Post 70.10% 94.80% 84.40% 89.60% 97.40% 80.50%
% of change 25.30% 28.10% 20.60% 25.40% 11.10% 17.75%
Support EmpowermentBoundaries & Expectations
Commitment to Learning
Positive Values Self-esteem