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Title: Giving%20Grenville%20youth%20a%20voice


1
Giving Grenville youth a voice
  • What matters to youth from grades 7 - 12

2
Developmental Assets A Profile of Our Youth
  • Grenville County Schools
  • Grades 7 -12
  • Search Institute Profile of Student Life
    Attitudes and Behaviours

3
Participating schools
  • North Grenville DHS
  • South Grenville DHS
  • Maynard PS
  • Oxford on Rideau PS
  • South Branch ES

4
Who was surveyed
  • Randomly selected grade 7-12 students
  • 525
  • Gender
  • Females 264
  • Males 255

5
Breakdown by grades
  • Grade 7 73
  • Grade 8 79
  • Grade 9 114
  • Grade 10 105
  • Grade 11 82
  • Grade 12 68
  • Total 525

6
Grenville county profile
4
24
23
50
7
Our community profile
4
22
35
49
8
A visual comparison??
L G
Grenville
Note the significant differences!!
9
We believe that..
  • young people are valuable resources

10
Investigating our community profileWhat did the
survey show???
  • Percentage of Youth reporting each specific
    asset
  • How do our youth see themselves and their world???

11
External assets.
  • SUPPORT young people with care and attention.
  • EMPOWER them to use their abilities to
  • help others.
  • Set reasonable BOUNDARIES AND have high
    EXPECTATIONS.
  • Help them find activities that make CONSTRUCTIVE
    USE OF their TIME.

12
SUPPORT young people with care and attention.
  • 1 Family support 65 65
  • 2 Positive family communication 34 31
  • 3 Other adult relationships 35 41
  • 4 Caring neighbourhood 33 36
  • 5 Caring School climate 22 26
  • 6 Parent involvement in schooling 20 20

13
EMPOWER them to use their abilities to help
others.
  • 7 - Community Values Youth 19 18
  • 8 Youth as resources 20 23
  • 9 Service to others 46 49
  • 10 Safety 53 51

14
Set reasonable BOUNDARIES AND have high
EXPECTATIONS.
  • 11 Family boundaries 33 34
  • 12 School boundaries 36 39
  • 13 Neighbourhood boundaries 40 39
  • 14 Adult role models 24 23
  • 15 Positive peer influence 50 48
  • 16 High expectations 42 43

15
Help them find activities that make CONSTRUCTIVE
USE OF their time.
  • 17 Creative activities 15 16
  • 18 Youth programs 53 57
  • 19 Religious community 22 24
  • 20 Time at home 53 50

16
Internal assets
  • Spark their COMMITMENT TO LEARNING.
  • Guide them toward a life based on POSITIVE
    VALUES.
  • Help the develop SOCIAL COMPETENCIES and life
    skills.
  • Celebrate their uniqueness and affirm their
    POSITIVE IDENTITY.

17
Spark their COMMITMENT TO LEARNING.
  • 21 - Achievement motivation 56 58
  • 22 - School engagement 51 54
  • 23 - Homework 39 36
  • 24 Bonding to school 49 55
  • 25 Reading for pleasure 29 28

18
Guide them toward a life based on POSITIVE
VALUES.
  • 26 Caring 39 42
  • 27 Equality and social justice 43 45
  • 28 Integrity 63 65
  • 29 Honesty 65 65
  • 30 Responsibility 61 58
  • 31 Restraint 22 23

19
Help the develop SOCIAL COMPETENCIES and life
skills.
  • 32 Planning and decision-making 24 25
  • 33 Interpersonal competence 35 39
  • 34 Cultural competence 30 33
  • 35 Resistance skills 36 35
  • 36 - Peaceful conflict resolution 37 38

20
Celebrate their uniqueness and affirm their
POSITIVE IDENTITY.
  • 37 Personal power 41 40
  • 38 Self-esteem 43 44
  • 39 Sense of purpose 59 59
  • 40 Positive view of personal future 72 74

21
Average assets/ community
17.9
17.7
22
Asset profiles by grade .
16.3
16.0
18.9
15.9
15.8
16.0
15.9
17.9 18.9 17.1 17.1
16.2 15.0 16.3
Leeds Grenville Counties combined data
23
Why assets are important
  • They do
  • make a difference
  • in the lives of young people
  • They are the keys to success

The following information is based on data from
both Leeds and Grenville counties.
24
Thriving behaviours
  • School success
  • Informal helping
  • Valuing diversity
  • Maintaining good health
  • Exhibiting leadership
  • Resisting danger
  • Impulse control
  • Overcoming adversity

25
The Survey shows the connection between thriving
() behaviours and the number of assets a youth
has
Of B e h a v i o u r s
26
High Risk behaviours(24 -- Identified by the
survey )
  • Alcohol use
  • Binge drinking
  • Smoking
  • Smokeless tobacco
  • Inhalants
  • Marijuana
  • Other illicit drugs
  • Drinking and driving
  • Riding with a driver who has been drinking
  • Sexual intercourse
  • Shoplifting
  • Vandalism
  • Trouble with police
  • Hitting someone
  • Hurting someone
  • Use of a weapon
  • Group fighting
  • Carrying a weapon for protection
  • Threatening physical harm
  • Skipping school
  • Gambling
  • Eating disorders
  • Depression
  • Attempted suicide

27
The Survey shows the connection between high risk
behaviours and the number of assets a youth has
Of High Risk B e h a v i o u r s
28
From awareness to action
  • Regardless of town size or geography, youth
    typically
  • Receive too little support through sustained and
    positive intergenerational relationships
  • Lack opportunities for leadership and involvement
  • Disengage from youth-serving programs in the
    community
  • Experience inconsistent and unarticulated
    boundaries
  • Feel disconnected from their community
  • Miss the formation of social competencies and
    positive values

29
So what???
  • We will continue to see too many young people who
    are susceptible to risk taking and negative
    pressure, drawn to less desirable sources of
    belonging, and ill-equipped to become the next
    generation of parents, workers, leaders, and
    citizens.
  • What needs to change??

30
What needs to change??
  • Refocus emphasis of well-intentioned youth
    development programs from attacking the
    consequences of asset depletion
  • To placing energy into rebuilding the asset
    foundation for youth
  • Ultimately, rebuilding and strengthening the
    developmental infrastructure in a community is
    not a program run by professionals. It is a

31
movement
  • That creates a community-wide sense of common
    purpose, places residents and their leaders on
    the same team moving in the same direction, and
    creates a culture in which all residents are
    expected, by virtue of their membership in the
    community, to promote the positive development of
    youth.
  • Developmental Assets A profile of youth in
    Leeds Grenville
  • Survey Report, Search Institute

32
Promoting Developmental Assets
  • Assets are cumulative or additive
  • The more the better
  • Research shows the more assets, the less likely
    to participate in risk taking behaviours and more
    likely to be involved in thriving behaviours

33
PRINCIPLES
  • All children and youth need assets.
  • Relationships are key.
  • Everyone can build assets.
  • Building assets is an ongoing process.
  • Asset building requires consistent messages.
  • Duplication and repetition are good and important.

34
Taking Action
  • Establish long-term goals and perspective
  • Mobilize the public
  • Think intergenerationally
  • Expand the reach of family education
  • Support and expand current asset-building efforts
  • Strengthen socializing systems
  • Empower youth to contribute
  • Elevate the importance of service
  • Provide places to grow
  • Advocate for quality opportunities for young
    people
  • Begin public dialogue
  • Developmental Assets A profile of youth in
    Leeds Grenville
  • Survey Report, Search Institute
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