20 12 PROFILE OF YOUTH IN GREATER BRIDGEPORT
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Transcript of 20 12 PROFILE OF YOUTH IN GREATER BRIDGEPORT
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2012 PROFILE OF YOUTH IN GREATER BRIDGEPORT
Presented ByRYASAP
Catalyst for Community ChangeBridgeport, CT
In Cooperation WithSearch Institute, Minneapolis, MN
TRUMBULL
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2012 PROFILE OF YOUTHTRUMBULL BREAKDOWN
594 Youth surveyedRacial and Ethnic Breakdown73% White 11% Multi-racial6% Hispanic 5% African
American5% Asian/Pacific <1% Native
American
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DEVELOPMENTAL ASSETSEXTERNAL ASSETS
Positive experiences and support a young person receives from formal and informal connections to the community
(Regional which includes your data is in parentheses)
SUPPORT1. Family Support 73% Family life provides high levels of love &
support 2. Positive Family Communication 31% Young person & parents
communicate positively and youth seeks parental advice 3. Other Adult Relationships 53% Young person receives support
from 3+ nonparent adults 4. Caring neighborhood 42% Young person experiences caring
neighbors 5. Caring School Climate 33% School provides a caring, encouraging
environment 6. Parent Involvement in Schooling 25% Parent(s) actively involved
in helping young person succeed in school EMPOWERMENT1. Community Values Youth 25% Young person perceives that adults values youth
2. Youth as Resources 29% Young people are given useful roles in the community 3. Service to Others 62% Young person serves in the community one (1) hour or more per week 4. Safety 58% Young feels safe at home, school and in the neighborhood
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EXTERNAL ASSETS continued BOUNDARIES & EXPECTATIONS
1. Family Boundaries 49% Family has clear rules & consequences and monitors young person’s whereabouts
2. School Boundaries 57% School provides clear rules & consequences
3. Neighborhood Boundaries 41% Neighbors take responsibility for monitoring youth behavior
4. Adult Role Models 32% Parent(s) and other adults model positive, responsible behavior
5. Positive peer influence 67% Young person's friends model responsible behavior
6. High Expectations 53% Both parent(s) and teachers encourage the young person to do well CONSTRUCTIVE USE OF TIME
1. Creative Activities 26% Young person spends 3+ hours/week in lessons or practice of music, theater or other arts.
2. Youth Programs 75% Young person spends 3+ hours/week in sports, clubs or organizations and school and/or community
3. Religious Community 56% Young person spends 1+ hours/week in activities in a religious institution.
4. Time at Home 61% Young person is out with friends “with nothing special to do” 2 or fewer nights/week
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DEVELOPMENTAL ASSETSINTERNAL ASSETS
Things a community and family nurture within youth sothey can contribute to their own development
COMMITMENT TO LEARNING1. Achievement motivation 76% Young person is motivated to do well
in school 2. School engagement 66% Young person is actively engaged in
learning 3. Homework 61% Young person reports doing at least one (1) hour of
homework every school day 4. Bonding to school 57% Young person cares about his/her school 5. Reading for pleasure 21% Young person reads for pleasure 3+
hours/week POSITIVE VALUES1. Caring 58% Young person places high value on helping others 2. Equality & School Justice 58% Young person places high value on
promoting equality and reducing hunger & poverty 3. Integrity 75% Young person acts on convictions and stands up for
his/her beliefs 4. Honesty 66% Young person tells the truth even when it is not easy 5. Responsibility 64% Young person accepts and takes personal
responsibility 6. Restraint 44% Young person believes it is important not to be sexually
active or to use alcohol/other drugs
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INTERNAL ASSETS continuedSOCIAL COMPENTENCIES
1. Planning & Decision Making 39% Young person knows how to plan ahead & make choices
2. Interpersonal Competence 55% Young person has empathy, sensitivity, and friendship skills
3. Cultural Competence 45% Young person has knowledge of/comfort with people of different cultural/racial/ethnic backgrounds
4. Resistance skills 51% Young person can resist negative peer pressure & dangerous situations
5. Peaceful conflict resolution 43% Young person seeks to resolve conflict nonviolently
POSITIVE IDENTITY1. Personal Power 52% Young person feels he/she has control over “things
that happen to me” 2. Self-esteem 56% Young person reports having a high self-esteem 3. Sense of purpose 68% Young person reports that “my life has a
purpose” 4. Positive view of personal future 77% Young person is optimistic
about his or her personal future
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FOUR CORE MEASURES
2008 20120.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
Alcohol (2008 33% ~ 2012 26.5%)Tobacco (2008 11% ~ 2012 7%)Marijuana (2008 17% ~ 2012 14%)
PAST 30 Day Use
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Past 30-Day Substance Use by Asset Level
Alcohol Tobacco Marijuana0%
10%
20%
30%
40%
50%
60%
70%
0-1011-2021-3031-40
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Youth’s Perception of RiskFOUR CORE MEASURES
2008 20120
102030405060708090
100Alcohol (2008 67%~2012 69.5%)
Tobacco (2008 65% ~2012 94.66%)
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Youth’s Perception of Substance Use Risk by Asset Level
Alcohol Tobacco Marijuana0%
20%
40%
60%
80%
100%
120%
0-1011-2021-3031-40
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Perception of Parental Disapproval
FOUR CORE MEASURES
2008 2012828486889092949698
Alcohol (2008 87%/2012 88%)Tobacco (2008 90%/2012 96.16%)Marijuana (2008 93%/2012 93.66%)
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Perception of Parental Disapproval by Asset Level
Alcohol Tobacco Marijuana0
20
40
60
80
100
120
0-1011-2021-3031-40
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Age of First UseFOUR CORE MEASURES
Age of First Use12.60
12.80
13.00
13.20
13.40
13.60
13.80
14.00
14.20
Alcohol (13.1)Tobacco (13.4)Marijuana (14.1)
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GENDER DIFFERENCES
Developmental Asset Male
Female
Service to others – serves community 1-2 hours/week 55% 70%
Safety – feels safe at home, school and in the community 68% 49%
Creative Activities – spends 3 or more hours/week in lessons/practice in music/theater/other arts
18% 33%
Achievement Motivation – is motivated to do well in school 66% 85%
Other Adult Relationships -Young person receives support from 3+ nonparent adults
48% 57%
School Boundaries - School provides clear rules & consequences 52% 61%
Reading for Pleasure – reads for pleasure 3+/week 15% 27%
Caring – places high value on helping other people 46% 70%
School Engagement - Young person is actively engaged in learning 59% 74%
Homework - Young person reports doing at least one (1) hour of homework every school day
48% 72%
Positive Peer Influence - Young person's friends model responsible behavior
60% 74%
In addition to an educational achievement gap, there is a serious gap between the performance of young male students versus
female students. Note the following differences of more than 8% between young male and female students.
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-
GENDER DIFFERENCES continuedDevelopmental Asset Mal
eFemale
Bonding to school - Young person cares about his/her school 52% 63%
Equality & Social Justice – places high value on promoting equality/reducing hunger & poverty
46% 70%
Integrity – acts on convictions and stands up for what he/she believes 69% 81%
Honesty – tells the truth even when it is not easy 58% 73%
Responsibility – accepts and takes personal responsibility 55% 74%
Restraint – believes it is important not to be sexually active or to use alcohol/other drugs
37% 50%
Interpersonal Competence – has empathy, sensitivity & friendship skills
40% 68%
Resistance Skills - Young person can resist negative peer pressure & dangerous situations
45% 56%
Planning & Decisions Making - Young person knows how to plan ahead & make choices
32% 45%
Peaceful Conflict Resolution – young person seeks to resolve conflict nonviolently
26% 58%
Self-Esteem - Young person reports having a high self-esteem 61% 52%
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Risk-Taking Behaviors
0%5%
10%15%20%25%30%
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Risk-Taking Behaviors
0%5%
10%15%20%25%30%35%40%
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Risk-Taking Behaviors
0%5%
10%15%20%25%
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Youth Reporting Developmental Deficits
0%
10%
20%
30%
40%
50%
60%
Overall
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The 8 Indicators of Thriving Youth
• Experience school success • Exhibit leadership
• Help others informally • Resist danger• Value diversity
• Control impulsive behavior• Maintain good personal health
• Overcome adversity
These are the factors commonly valued & accepted by developmental experts
as important elements of healthy human development.
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THRIVING LEVELS
Just as assets protect against negative behaviors, they also promote positive behaviors. Having multiple protective factors (assets) as a
young person is more influential in ensuring positive youth outcomes than having risk factors (deficits & risky behaviors)
Youth with more Developmental Assets generally report higher average levels of thriving indicators.
0 - 10 11 - 20 21 - 30 31 - 4001234567
2.8
4
5.16.1
Average Number of Thriving
Indicators
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Succ
eeds
in Sc
hool
Helps O
ther
s
Values
Dive
rsity
Mainta
ins G
ood H
ealth
Exhib
its Le
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ship
Resist
s Dan
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Delays
Gra
tifica
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Overco
mes A
dver
sity
020406080
100120
0 - 1011 - 2021 - 3031 - 40
Thriving Indicators & Related Asset Levels
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Stratford’s Asset Challenge
12%
36%41%
12%
Assets0-10 Assets11-20 Assets21-30 Assets31-40 Assets
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All young people need assets ~ While it is crucial to pay special attention to youth who have the least resources (economically/emotionally), all children and adolescents will benefit from having even more assets than they have now.Everyone Can build assets ~ All adults, youth & children can play a role in developing assets by spreading positive messages to and about young people across the community.Building assets is an ongoing process ~ Asset development starts with a child is born, and continues through high school and beyond. Relationships are crucial ~ A key to asset development is strong relationships between adults & young people, between young people & their peers and between teenagers & younger children.Send consistent messages ~ Asset building requires sending consistent, positive messages to youth & adults about what is important. Repeat the message – again & again ~ Young people need to hear the same positive messages and feel support, over and over, from many different people.
Strengthening the Foundationof Developmental Assets
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REMEMBERIt’s all
about the ASSETS