Best of Bat Peek

7/29/2019 Best of Bat Peek

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Favorite Group Activities That Help Youth Succee

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2/16

Te Best of Building Assets ogether:

Favorite Group Activities Tat Help Youth Succeed

Te ollowing are registered trademarks o Search Institute:

Search Institute, Developmental Assets, and

Jolene L. Roehlkepartain

Search Institute Press, Minneapolis, MN

Copyright 2008 by Search Institute

All rights reserved. No parts o this publication may be

reproduced in any manner, mechanical or electronic, without

prior permission rom the publisher except in brie quotations

or summaries in articles or reviews, or as individual activity

sheets or educational use only. For additional permission,

write to Permissions at Search Institute.

10 9 8 7 6 5 4 3 2 1

Printed on acid-ree paper in the United States o America.

Search Institute

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Minneapolis, MN 55413

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r

ISBN-13: 978-1-57482-159-8

ISBN-10: 1-57482-159-8

Credits

Editor: Alison Dotson

Book Design: Mighty Media

Production Coordinator: Mary Ellen Buscher

Library of Congress Cataloging-in-Publication Data

Roehlkepartain, Jolene L., 1962-

Te best o building assets together : avorite group activities

that help youth succeed / by Jolene L. Roehlkepartain.

p. cm.Includes indexes.

ISBN-13: 978-1-57482-159-8 (pbk. : alk. paper)

ISBN-10: 1-57482-159-8 (pbk. : alk. paper)

1. Youth--Conduct o lie. 2. Youth--Lie skills guides. 3. Values

in adolescence. I. Search Institute (Minneapolis, Minn.) II.

itle.

BJ1661.R59 2008

305.235--dc22

2007034210

About Search Institute Press

Search Institute Press is a division o Search Institute, a

nonproft organization that oers leadership, knowledge,

and resources to promote positive youth development. Our

mission at Search Institute Press is to provide practical and

hope-flled resources to help create a world in which all young

people thrive. Our products are embedded in research, and

the 40 Developmental Assetsqualities, experiences, and

relationships youth need to succeedare a central ocus o ourresources. Our logo, the SIP ower, is a symbol o the thriving

and healthy growth young people experience when they have

an abundance o assets in their lives.

Licensing and Copyright

Te educational activity sheets in Te Best of Building Assets

ogether: Favorite Group Activities Tat Help Youth Succeed

may be copied as needed. For each copy, please respect the

ollowing guidelines:

rDo not remove, alter, or obscure the Search Institute credit

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distribution rom material prepared by Search Institute.

rDo not alter the Search Institute material in content ormeaning.

rDo not resell the activity sheets or proft.

rInclude the ollowing attribution when you use theinormation rom the activity sheets in other ormats or

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2008 by Search Institute Press, Minneapolis,

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All rights reserved.

Printing ips

Always copy rom the original or print rom the CD. Copying

rom a copy lowers the reproduction quality. I you are using

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3/16

6X`cdlaZY\bZcih # # # # # # # # # # # # # # # # # # # # # # # # # # # # # # # ,

>cigdYjXi^dc/7g^c\^c\Djii]Z7Zhi^cNdjc\EZdeaZ# # # # .

8]VeiZg&/7jâY^c\9ZkZadebZciVa6hhZih# # # # # # # # # # &*#1 What Are Your Assets? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

#2 An Asset Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

#3 Developmental Assets among Youth. . . . . . . . . . . . . . . . .18

#4 Te Power o Developmental Assets . . . . . . . . . . . . . . . . .19

#5 Announcing, Announcing . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

#6 Alphabet Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

#7 Te Supports around You . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

#8 Web o Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

#9 Asset-Building People and Places. . . . . . . . . . . . . . . . . . . .23

#10 Boundaries and Expectations . . . . . . . . . . . . . . . . . . . . . . .24

#11 ime or What? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24#12 Where Are the Asset Builders? . . . . . . . . . . . . . . . . . . . . . . .25

#13 Committed to Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

#14 Custom License Plates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

#15 Surrounded by Assets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

#16 Worthwhile Role Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

#17 Inated or Deated? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

#18 Your Star Assets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

#19 Community Caeteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

8]VeiZg'/7gZV`^c\i]Z>XZ# # # # # # # # # # # # # # # # # # # # # # # (&

#20 Bouncing Questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

#21 Te Best o the Best . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

#22 Ideal School Boundaries. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

#23 Wheres the Common Ground? . . . . . . . . . . . . . . . . . . . . . .34

#24 Getting to Know You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

#25 Model Photo Album. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

#26 Saeor Not? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

#27 Its Puzzling. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

#28 Creative Circles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

#29 Near and Far . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38

#30 Say What? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

#31 All About Me. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

8]VeiZg(/GV^h^c\HZa["6lVgZcZhh # # # # # # # # # # # # # # # # # )&

#32 Wall o Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42

#33 Git Chain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

#34 Opening Yoursel Up to Creativity. . . . . . . . . . . . . . . . . . . .43

#35 How Sae Do You Feel? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

#36 Whats the Message? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

#37 How Do You Learn? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

#38 Tis Makes Me Mad! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

#39 Rare Gems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46

#40 Your Favorite Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

#41 My Spark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48

#42 Where I Fit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

#43 Whats Great About Me? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

#44 No, Not Me. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

#45 Symbols or Me . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50

#46 Stressed Out!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

8]VeiZg)/7jâY^c\H`âah # # # # # # # # # # # # # # # # # # # # # # # # *(

#47 Homework Centers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

#48 Expanding Your World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

#49 Whats Your Friend Potential? . . . . . . . . . . . . . . . . . . . . . . .55

#50 Decision Road Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

#51 Te Power o Resistance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

#52 Say Yes to Saying No. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57#53 Pointing Fingers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

#54 Te Arts around You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

#55 Rewriting Your History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

#56 ime Jars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60

#57 Daily Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61

#58 Brainstorm Clouds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

#59 What Do You Do When Youre Upset?. . . . . . . . . . . . . . . .62

#60 Doing Your Part . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

8]VeiZg*/Egdbdi^c\AZVYZgh]ê # # # # # # # # # # # # # # # # # # +*

#61 Peacemakers around Us . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

#62 Te Meaning o Mentoring . . . . . . . . . . . . . . . . . . . . . . . . . . 66#63 Important Roles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67

#64 Classroom Census . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

#65 Celebrities and Newsmakers . . . . . . . . . . . . . . . . . . . . . . . .68

#66 Portrait o a Role Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

#67 Success at Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70

#68 Activity Proposal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

#69 What Makes a Good Leader? . . . . . . . . . . . . . . . . . . . . . . . . 71

#70 Te Leaders around You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

#71 Te Leader in You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72

#72 Asset Builder Check-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

8]VeiZg+/HigZc\i]Zc^c\GZaVi^dch]êh# # # # # # # # # # # # # ,*

#73 Te Family History o alk . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

#74 Passionate People . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

#75 Getting Your Parent(s) Involved. . . . . . . . . . . . . . . . . . . . . .77

#76 Who Supports You? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

#77 Unclear Boundaries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

#78 Te Valuable You. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79

#79 Disaster Control . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

#80 Back-to-Back Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

IVWaZd[8dciZcih


4/16

#81 Your Relationship Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

#82 Honor Roll . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82

#83 A Meaningul Git . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .83

#84 Your Neighborhood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

#85 Close Friends and Family . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

#86 rustworthy Adults . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

#87 Powers o Persuasion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

#88 My Friendship Circles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

8]VeiZg,/>begdk^c\8dbbjc^XVi^dc# # # # # # # # # # # # # # # -.

#89 School Census . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

#90 Perceptions o Community Perceptions. . . . . . . . . . . . . .90

#91 I Wish We Could alk About . . . . . . . . . . . . . . . . . . . . . . . .91

#92 Can o Worms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .92

#93 Sel-Esteem Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

#94 At What Age? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93

#95 Following the Leader . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

#96 Following the Sae Path . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

#97 I Can Do It! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .95

#98 Motivating Walk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .96

#99 Te Benefts o Caring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

#100 School Wish List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97

#101 Active Listening. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98

#102 Media Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .98

#103 Listen to Me! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .99

#104 Evolving Role Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100

#105 alking about School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100

#106 Conversation opics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .101

8]VeiZg-/9ZkZade^c\8]VgVXiZg # # # # # # # # # # # # # # # # # &%(

#107 Helping Hands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .104

#108 Caring or Others . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .104

#109 Say It on a Screen Saver . . . . . . . . . . . . . . . . . . . . . . . . . . . .105

#110 Random Acts o Kindness . . . . . . . . . . . . . . . . . . . . . . . . . .106

#111 Pictures o Injustice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .106

#112 Tats Not Fair! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .107

#113 Opinions Count . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .108

#114 Classroom Continuum . . . . . . . . . . . . . . . . . . . . . . . . . . . . .108

#115 Values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109

#116 Fudging the ruth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .110

#117 aking Charge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .110

#118 Places o Responsibility . . . . . . . . . . . . . . . . . . . . . . . . . . . .111

#119 o ell the ruth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .112#120 What the Media Says . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .112

#121 Why Wait? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .113

#122 Random Acts o Service . . . . . . . . . . . . . . . . . . . . . . . . . . . .114

#123 Building Assets in Other Young People. . . . . . . . . . . . . .114

#124 A Contract to Serve . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .115

8]VeiZg./Egdbdi^c\9^kZgh in # # # # # # # # # # # # # # # # # # # &&,

#125 Dierent Books or Dierent Folks. . . . . . . . . . . . . . . . . .118

#126 Conversation Circles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .118

#127 Contact with Other Cultures . . . . . . . . . . . . . . . . . . . . . . .119

#128 Inside Out . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .120

#129 What Needs to Change? . . . . . . . . . . . . . . . . . . . . . . . . . . . .121

#130 Out vs. In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .122

#131 Diverse Role Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .122

#132 Reecting on Religion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .123

#133 Whos Here?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .124

#134 Injustice and Me . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .125#135 Golden Nuggets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .126

#136 Fair or Unair? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .126

#137 Te Diversity Near Us . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .127

8]VeiZg&%/HZii^c\cYZm # # # # # # # # # # # # # # # # # # # # # # # # # # # # # # # # # &*(


5/16I]Z7Zhid[7j^aY^c\6hhZihId\Zi]Zgq.

Whenever I m with a group o young people during

trainings or through my volunteer work, I marvel

at the insights they have. My avorite activity in thisbook, the Web o Support (page 22), always brings

out some new insight in young people.

When I recently used this activity with a group

o teenagers, we were talking about what happens

when countries work together instead o fghting

each other. Each young person picked a dierent

country to ocus on, and ater we had ormed a web

with the yarn, we began discussing what happens

when one country pulls the strings too hard (and

cuts o the circulation to another country), and

what happens when one country reuses to cooper-

ate and lets go.

wo young people in the group began arguing.

When I asked them to quiet down, they said they

couldnttheir countries had been invaded, and

they werent happy that a war was now being waged

in their countries.

I asked what we should do, and one person

mentioned this was why the United Nations hadbeen ounded. A discussion ensued about what was

both eective and ineective in the way the United

Nations did its work.

I was proud that these young people were so

aware o global aairs, but I kept trying to stretch

them. So what can we do? Another discussion

erupted and soon it became heated, but most o the

talk was about how other people were making ter-

rible choices.

I mean us, I said again. What can we do thatwill make a dierence?

Tat led our discussion to asset building and

community building, which is where I believe most

productive conversations are grounded. oo oten,

we eel so hopeless about whats happeningout there

that we dont do anythinghere.

I asked what the group could do to make a di-

erence. I encouraged them to think metaphorically.

Which people in our organization or community

are ignored or let out? We discussed a lot o ideas.

Te group fnally narrowed their ocus to the manyelderly people in our community who reside in as-

sisted living centers. One young person had a grand-

mother in one, and it bothered her how ew people

visited her grandmother and how most residents

were ignored on holidays.

Valentines Day was approaching, so the group

decided to make simple Valentine baskets with can-

dy and homemade cards to hang on the doorknobs

o a nearby assisted living acility. We got permis-

sion rom the acility and asked what guidelines we

needed to ollow.

Te young people in the group were buoyant

when delivering these baskets. Some giggled as they

slid them onto doorknobs without being seen. Oth-

ers went and hung out with some residents in the

activity area. A week later, we were very surprised

when we received a large thank-you note rom the

center. Te baskets were a huge hit! Everybody at the

center was talking about it, and they wanted to meetthese marvelous young people.

Some o the young people became regulars at

the center. One played the piano and led the resi-

dents in singing, and others played board games

and Bingo with the residents. Relationships ormed,

and soon it became a place where the web o sup-

port was working, not only or the elderly but or the

young people as well.

o me, thats what building Developmental

Assets is all about: Bringing out the best in youngpeople. Bringing out the best in our community.

Bringing out the best in our world.

L]Vi6gZ9ZkZadebZciVa6hhZih4

Search Institute has identifed 40 positive experiences

and qualitiesDevelopmental Assetsthat all o us

have the power to bring into the lives o children and

>cigdYjXi^dc 7g^c\^c\Djii]Z7Zhi^cNdjc\EZdeaZ


6/16&%qI]Z7Zhid[7jâY^c\6hhZihId\Zi]Zg

youth. Te assets represent commonsense priorities

or helping youth grow up healthy and success-

ul. wenty o the assets are external: interlocking

systems o support, empowerment, boundaries

and expectations, and constructive use o time. Te

remaining 20 assets are internal: the commitments,

values, skills, and identity that guide young people

in their choices.Te assets are spread across eight broad areas

o human development. Tese categories paint a

picture o the positive things that young people need

to grow up healthy and responsible. A complete list

o the Developmental Assets is provided on page 12.

Te frst our asset categories ocus on external

structures, relationships, and activities that create a

positive environment or young people:

HjeedgiYoung people need to be surrounded

by people who love, care or, appreciate, and accept

them. Tey need to know that they belong and that

they are not alone.

:bedlZgbZciYoung people need to eel valued

and valuable. Tis happens when youth eel sae,

when they believe that they are liked and respected,

and when they contribute to their amilies and

communities.

7djcYVg^ZhVcY:meZXiVi^dchYoung peopleneed the positive inuence o peers and adults who

encourage them to be and do their best. Youth also

need clear rules about appropriate behavior, and

consistent, reasonable consequences or breaking

those rules.

8dchigjXi^kZJhZd[I^bZYoung people need

opportunities outside o school to learn and develop

new skills and interests, and to spend enjoyable time

interacting with other youth and adults.

Te next our categories reect internal values,

skills, and belies that young people also need to

develop in order to ully engage with and unction in

the world around them:

8dbbîbZciidAZVgc^c\Young people need a

variety o learning experiences, including the desire

or academic success, a sense o the lasting impor-

tance o learning, and a belie in their own abilities.

Edhî^kZKVajZhYoung people need to develop

strong guiding values or principles, including caring

about others, having high standards or personal

character, and believing in protecting their own

well-being.

HdX^Va8dbeZiZcX^ZhYoung people need to

develop the skills to interact eectively with others,

to make dicult decisions and choices, and to cope

with new situations.

Edhî^kZ>YZciînYoung people need to believe

in their own sel-worth, to eel that they have controlover the things that happen to them, and to have a

sense o purpose in lie as well as a positive view o

the uture.

Many o these Developmental Assets are things

that people already talk about and do on a daily

basis. Whats unique about them, though, is that the

ramework o assets draws together many dierent

I]ZEdlZgd[6hhZih

I]Z)%9ZkZadebZciVa6hhZihgZegZhZciXdbbdcl^h"

YdbVWdjii]ZfjVaî^Zhd[a^[Zi]Vindjc\eZdeaZcZZY

VcYYZhZgkZ!Wjii]ZkVajZd[i]ZhZVhhZihZmiZcYh[jg"

i]Zg#HX]ddahVcYXdbbjcî^Zhi]Vi]VkZhjgkZnZYi]Z^g

ndji]jh^c\HZVgX]>chiîjiZhEgdaZhd[HijYZciA^[Z/

6iiîjYZh7Z]Vk^dghhjgkZnlâacYi]ZhZVXi^kî^Zh

eVgi^XjaVganjhZ[jaVhi]ZnWZ\^cidZmeadgZVcY^beaZ"

bZciVhhZi"egdbdi^c\higViZ\^Zh#HjgkZnhd[bdgZi]Vc

'#'bâa^dcndjc\eZdeaZ^c\gVYZh+i]gdj\]&'gZkZVa

i]ViVhhZihVgZedlZg[ja^cjZcXZhdcndjc\eZdeaZh

WZ]Vk^dg#GZ\VgYaZhhd[\ZcYZg!Zi]c^X]ZgîV\Z!ZXd"

cdb^XhîjVi^dc!dg\Zd\gVe]^XadXVi^dc!i]ZVhhZihcdi

dcanegdbdiZedhî^kZWZ]Vk^dghVcYViiîjYZhWjiVahd

]ZaeegdiZXindjc\eZdeaZ[gdbbVcnY^[[ZgZciegdWaZb

WZ]Vk^dgh#I]ZbdgZVhhZihndjc\eZdeaZ]VkZ!i]ZbdgZ

a^`Zani]ZnVgZidVXi^clVnhlZkVajZ!hjX]VhhjXXZZY"

^c\^chX]ddaVcYkVaj^c\Y^kZghîn#I]ZbdgZVhhZih

ndjc\eZdeaZ]VkZ!i]ZaZhha^`Zani]ZnVgZid\Zi^cid

igdjWaZdgjhZVaXd]daVcYdi]ZgYgj\h#


7/16I]Z7Zhid[7jâY^c\6hhZihId\Zi]Zgq&&

pieces so that they are understandable and make

sense together.

Furthermore, research underscores the incred-

ible power o these assets in young peoples lives.

When young people have more o these Develop-

mental Assets, they are much more likely to lead

healthy, positive, productive lives. Tey simply do

not make as many harmul decisions as youth whodont have these assets. Tey have ewer problems

with alcohol and other drugs, violence, and sexual

involvement.

When youth have more Developmental Assets,

they are more likely to engage in positive behaviors

and less likely to engage in unhealthy behaviors. In

short, an increase in assets means a decrease in the

crises young people may ace, so the crises dont

consume everyones energy. Tus, by promoting

assets, we spend less time dealing with the alloutrom problems that may otherwise result and more

time enjoying youths gits.

=dlidJhZI]^h7dd`

Te Best of Building Assets ogetheris a collection

o group activities and reproducible handouts that

help young people explore their lives and set goals

to make their dreams come true. Trough active and

interactive learning, reection, projects, and work-

sheets, young people learn about the importance o

assets, strengths in their lives, sources o support,

and areas or growth. Tese activities and handouts

help young people understand the important things

they need to grow up healthy, empowering them to

take charge and make wise choices or themselves

and have a positive impact on the lives o others.

L]dH]djaYGZVYI]^h7dd`

People in many settings have ound the assets valu-

able in understanding and working with youth.

Because we hope to reach a broad audience, we have

used language that we eel will be understood most

widely. As you read through the book, you may need

or want to customize activities to ft your specifcsetting or goals. Te activities have been developed

to be useul to people who are involved with youth

in schools (classrooms, advisory groups), communi-

ty organizations (recreation programs, clubs, sports

teams), and congregations (youth groups, religious

education, retreats). Te activities are designed to be

used with youth in grades 6 through 12. Depending

on the maturity and interests o the youth you work

with, you may fnd that some activities are more

appropriate or younger youth, while others maybe more applicable to older youth. Adapt the activi-

ties to best meet the needs o your group o young

people. Older youth might even serve as role models

and tutors or younger youth with the structure pro-

vided within the activities.

Te Best of Building Assets ogetherincludes

the best activities and handouts rom two previous

best-selling books:Building Assets ogetherandMore

Building Assets ogether. Experts and practitioners

who work with young people gave extensive eedback

on which activities were most eective and how to

strengthen them. Some even shared additional ideas

that appear in the My Idea sidebars throughout the

book. Youll also fnd more than 35 new activities and

handouts that oer resh ideas or group activities.

LVnhidJhZI]^h7dd`

Most o these activities can be completed in lessthan 30 minutes. Use them in whatever way will best

ft your needs. Here are some possibilities:

E^X`VcYX]ddhZ^cY^k^YjVaVXi^kî^Zh as they ft into

the ongoing plans or your group. Integrate them

into existing objectives, plans, and/or curriculum.

8dbW^cZhZkZgVaVXi^kî^Zh or an entire session,

meeting, or retreat devoted to learning about a

specifc topic.

Bn>YZV/ I created a toolkit and workshops for the

Freshmen Center in the Quakertown Community School

District that uses a lot of the activities in this book. I

totally believe in the asset approach.

Ray Fox, Quakertown, Pennsylvania


8/16&'qI]Z7Zhid[7jâY^c\6hhZihId\Zi]Zg

6HH:IC6B:6C99:;>C>I>DC

;VbânHjeedgiFamily lie provides high levels o love and support.

'# Edhî^kZ;Vbân8dbbjc^XVi^dcYoung person and her or his parent(s) communicate positively, and young

person is willing to seek advice and counsel rom parents.

(# Di]Zg6YjaiGZaVi^dch]êhYoung person receives support rom three or more nonparent adults.

)# 8Vg^c\CZ \]Wdg]ddYYoung person experiences caring neighbors.

*# 8Vg^c\HX]dda8a bViZSchool provides a caring, encouraging environment.

+# EVgZci>ckdakZbZci^cHX]dda^c\Parent(s) are actively involved in helping young person succeed in

school.

,# 8dbbjcînKVajZhNdji]Young person perceives that adults in the community value youth.

-# Ndji]VhGZhdjgXZhYoung people are given useul roles in the community.

.# HZgk XZidDi]ZghYoung person serves in the community one hour or more per week.

&%# HV[ZinYoung person eels sae at home, school, and in the neighborhood.

& ;Vbân7djcYVg^ZhFamily has clear rules and consequences and monitors the young persons

whereabouts.

&'# HX]dda7djcYVg ZhSchool provides clear rules and consequences.

&(# CZ^\]Wdg]ddY7djcYVg^ZhNeighbors take responsibility or monitoring young peoples behavior.

&)# 6YjaiGdaZBdYZahParent(s) and other adults model positive, responsible behavior.

&*# Edhî kZEZZg>cjZcXZYoung persons best riends model responsible behavior.

&+# =^\]:meZXiVi^dchBoth parent(s) and teachers encourage the young person to do well.

&,# 8gZVi kZ6Xi^k i^ZhYoung person spends three or more hours per week in lessons or practice in music,

theater, or other arts.

&-# Ndji]Egd\gVbhYoung person spends three or more hours per week in sports, clubs, or organizations at

school and/or in the community.

&.# GZa^\ djh8dbbjcînYoung person spends one or more hours per week in activities in a religious

institution.

'%# I^bZVi=dbZYoung person is out with riends with nothing special to do two or ewer nights per week.

' 6X]^ZkZbZciBdi^kVi^dcYoung person is motivated to do well in school.''# HX]dda:c\V\ZbZciYoung person is actively engaged in learning.

'(# =dbZldg`Young person reports doing at least one hour o homework every school day.

')# 7dcY^c\idHX]ddaYoung person cares about her or his school.

'*# GZVY^c\[dgEaZVhjgZYoung person reads or pleasure three or more hours per week.

'+# 8Vg c\Young person places high value on helping other people.

',# :fjVaînVcYHdX Va?jhi^XZYoung person places high value on promoting equality and reducing hunger

and poverty.

'-# >ciZ\gînYoung person acts on convictions and stands up or her or his belies.

'.# =dcZhinYoung person tells the truth even when it is not easy.

(%# GZhedch^Wâ inYoung person accepts and takes personal responsibility.

( GZhigV ciYoung person believes it is important not to be sexually active or to use alcohol or other drugs.

('# EaVcc^c\VcY9ZX^h^dcBV`^c\Young person knows how to plan ahead and make choices.

((# >ciZgeZghdcVa8dbeZiZcXZYoung person has empathy, sensitivity, and riendship skills.()# 8jaijgVa8dbeZiZcXZYoung person has knowledge o and comort with people o dierent cultural/

racial/ethnic backgrounds.

(*# GZh^hiVcXZH`âahYoung person can resist negative peer pressure and dangerous situations.

(+# EZVXZ[ja8dc^XiGZhdaji^dcYoung person seeks to resolve conict nonviolently.

(,# EZghdcVaEdlZgYoung person eels he or she has control over things that happen to me.

(-# HZa[":hiZZbYoung person reports having a high sel-esteem.

(.# HZchZd[EjgedhZYoung person reports that my lie has a purpose.

)%# Edhî^kZK^Zld[EZghdcVa;jijgZYoung person is optimistic about her or his personal uture.

)%9ZkZadebZciVa6hhZihHZVgX]>chiîjiZ]Vh^YZci^ZYi]Z[daadl^c\WjâY^c\WadX`hd[]ZVai]nYZkZadebZcii]Vi

]Zaendjc\eZdeaZ\gdlje]ZVai]n!XVg^c\!VcYgZhedch^WaZ#

6HH:IINE:

Hjeedgi

:bedlZgbZci

7djcYVg^ZhVcY:meZXiVi^dch

8dchigjXi^kZJhZd[I^bZ

8dbbîbZciidAZVgc^c\

Edhî^kZKVajZh

HdX^Va

8dbeZiZcX^Zh

Edhî^kZ>YZciîn

I]^h]VcYdjibVnWZgZegdYjXZY[dgZYjXVi^dcVa!cdcXdbbZgX^VajhZhdcanlî]i]^hXdeng^\]ia^cZ#;gdbI]Z7Zhid[7jâY^c\6hhZihId\Zi]ZgWn?daZcZA#GdZ]a`ZeVgiV^c#

8deng^\]i'%%-WnHZVgX]>chiîjiZ0&"-%%"---",-'-0lll#hZVgX]"^chiîjiZ#dg\#

>CI:GC6A

:MI:GC6A


9/16I]Z7Zhid[7jâY^c\6hhZihId\Zi]Zgq&(

JhZVXi^kî^Zh^c^ciZg\ZcZgVi^dcVahZii^c\hto help

youth and adults explore together the impor-

tance o Developmental Assets.

:cXdjgV\Zndji]eVgi^XêVcih to select activities

to use with peers or younger children.

8gZViZVcdiZWddàbout the Developmental As-

sets or each young person, photocopying the

worksheets provided throughout the book.

@ZZei]ZY^hXjhh^dc\d^c\ to help young people

process what theyve experienced and learned.

Te discussion questions throughout this book

are based on the service-learning discussion

model o reecting on what(what happened),

so what(why this is important), and now what

(which steps we take next).

Tere are no instant or magical ways to build De-

velopmental Assets. Tey are nurtured in numerous

ways through a young persons positive relationships

with many people. Te activities in this resource pro-

vide opportunities or engaging in meaningul con-

versations that can strengthen relationships. Young

people will be encouraged not only to learn about

the assets but also to understand how they can build

them or themselves and with other youth. Te real

power comes when young people apply what they

learn rom their group experiences to their own lives.

=dlI]^h7dd`>hDg\VcôZY

Te Best of Building Assets ogetheris organized

into chapters around major emphases that schools

and organizations value and teach. Te frst chap-

ter includes activities that introduce youth to the

concept o Developmental Assets and invites them

to consider the Developmental Assets ramework as

a whole. Te frst activity begins with a sel-analysis

that introduces all 40 assets. Youth can see how

other young people148,189 o them, to be exact

responded to similar survey questions about their

own assets.

Each remaining chapter presents many activities

and handouts or these major topics:

r*DFCSFBLFSTPSHFUUJOHUPLOPXZPVBDUJWJUJFT

r3BJTJOHTFMGBXBSFOFTT

r#VJMEJOHTLJMMT

r1SPNPUJOHMFBEFSTIJQ

r4USFOHUIFOJOHSFMBUJPOTIJQT

r*NQSPWJOHDPNNVOJDBUJPO

r%FWFMPQJOHDIBSBDUFS

r1SPNPUJOHEJWFSTJUZ

r4FUUJOHHPBMTIPQFTBOEESFBNT

r#FDPNJOHJOWPMWFEJOUIFDPNNVOJUZ

All the activities and handouts in this book build

multiple assets. I youre interested in being intention-

al about building specifc assets, use the Developmen-

tal Asset Index starting on page 152 to fnd activities

and handouts that build those specifc assets.

AZVY^c\YZV/I love going to our local dollar store and using

my imagination to generate activities.

Buy McNeal, Caribou, Maine


10/16&) I]Z7Zhid[7jâY^c\6hhZihId\Zi]Zg

or completing a project? Help the group stay on

task, but be careul not to be so task-oriented

that young people do not have enough time and

space or discussion and exploration.

r -FBSOUIFOBNFPGFBDIZPVOHQFSTPOBOETBZJU

aloud at least twice during your time together.

Ideally greet and say good-bye to each individual

in the group by name. Challenge group members

to know each other, and you, by name as well.

r "TBHSPVQEFDJEFPOBQQSPQSJBUFHSPVOESVMFT

or behavior.

r 3FBSNUIFHPBMTBOENJTTJPOPGZPVSHSPVQ

each time you meet.

r 1SPWJEFXBSNUIBDDFQUBODFBOEDPODFSOGPS

each individual in your group.

r 'JOEXBZTUPTVQQPSUFBDIJOEJWJEVBMBTXFMMBT

t e entire group on a regu ar asis.

1SPWJEFGFFECBDLUPJOEJWJEVBMTPSUIFFOUJSF

group in ways that are respectul and helpul.

r )FMQZPVOHQFPQMFUSBOTMBUFUIFJSGFFMJOHTBOEexperiences into ideas.

r -FBSOXJUIZPVSZPVOHQFPQMF:PVEPOPUIBWF

to be an expert or know all the answers. Do not

be too quick to share what you know. Let the

roup discover new learning together. When you

do contribute knowledge or inormation that

you have, do so in ways that will enhance the

roup discussion, not shut it down.

r #FIPOFTUBTZPVTIBSFBCPVUZPVSTFMGBOEZPVS

eelings. Model acceptance, openness, and trust

as you encourage youth to share their eelings

and experiences with each other.

r #FBNPEFMPGHPPEBDUJWFMJTUFOJOHTLJMMT

r -FUUIFHSPVQXSFTUMFXJUIUPVHITJUVBUJPOTBOE

discover how their own resources can pull them

through a rough spot. Intervene sparingly.

r #FBXBSFPGEJFSFOUDPNGPSUMFWFMTBNPOH

youth. Some young people are very shy or may

have discomort with physical contact. Ad-

just activities as needed to respect personal

boundaries.

r "UUIFFOEPGFBDIHBUIFSJOHIFMQUIFHSPVQ

summarize and consider new learning to take

with them. Identiy ollow-up action that would

be helpul.

EVn^c\ 6iiZci^dc id gdje 9ncVb^Xh

8VgZ[jaandWhZgkZi]Z^ciZgeZghdcVaYncVb^Xh^cndjg

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VXi^dc!Vh`ndjghZa[fjZhi^dchhjX]Vh/

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cdiZ4

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L]dhZZbh^ckdakZYVcY^ciZgZhiZY4

9dVcnndji]hZZbjc^ckdakZYdgY^hXdccZXiZY[gdb

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6gZi]ZgZVcnhjW\gdjeh4L]^X]ndji]gdji^cZanV\gZZ

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deedhZZVX]di]Zg4

L]ViWg^c\hdjii]ZWZhi^cndjg\gdjed[ndjc\

eZdeaZ4

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[dghX]ddah!ndji]"hZgk^c\dg\VcôVi^dch!Xdc\gZ\Vi^dch!

[Vbâ^Zh!VcYXdbbjcî^Zh#7njh^c\i]ZhZVXi^kî^Zhlî]

ndji]!ndjXVc]Zaendjc\eZdeaZ[dXjhi]Z^gi]^c`^c\

VcYeg^dgî^Zh#>cYd^c\hd!ndjXVcXdcig^WjiZ^cVh^\c^"

XVcilVnid]Zae^c\i]ZbhjXXZZYWdi]cdlVcY^ci]Z

[jijgZ#

Bn >YZV/ We created the St. Louis Park Building Assets

Reducing Ris s Program to help students ma e a suc-

cessful transition to high school. Students really enjoy

the asset-building activities, and they become engaged

in the school, with their teachers, and with their peers in

a unique way.

Angie Jera ek, St. Louis Park, Minnesota


11/16

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cZZY9ZkZadebZciVa6hhZih#B^ccZVeda^h"WVhZY

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[gVbZldg`VcYi]ZlVnhi]ZnXVcWjâYVhhZih^c

i]ZbhZakZhVcY^cdi]Zgh#


12/16&+qI]Z7Zhid[7jâY^c\6hhZihId\Zi]Zg

6Xi^kîn/Distribute the worksheet An Asset

Checklist (p. 17) or each youth to fll out. As-

sure them that no one will look at their respons-

es, so they can be completely honest. ell them

they should share only what they eel comort-

able sharing. Ater youth fnish, have them

compare their responses to the Developmental

Assets among Youth (page 18).

9^hXjhh^dcFjZhi^dch/

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I]ZidekZVhhZihi]Vibdhindji]gZedgi]Vk^c\^c

i]Z^ga^kZhVgZ/)%Edhî^kZK^Zld[EZghdcVa;jijgZ

,'!&;VbânHjeedgi+-!'->ciZ\gîn+-!'.=dcZhin++!VcY'&6X]^ZkZbZciBdi^kVi^dc

+*#

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[ZgZci[gdbndji]hjgkZnZY4L]nYdndji]^cì]Vi^h4

Bdhindjc\eZdeaZVgZVahdb^hh^c\XZgiV^cdi]Zg

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'*GZVY^c\[dgEaZVhjgZ''!,8dbbjcîn

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&)6YjaiGdaZBdYZah',#

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16/16

6Xi^kîn/urn newsprint sideways so its widerthan it is high. Label each newsprint with three

letters o the alphabet, starting with A, B, and C

and omitting X and Z. Leave room or youth to

write under each letter. Hang the eight pieces o

newsprint around the room with masking tape.

Create our teams o youth according to

birth month ( JanuaryMarch, AprilJune, July

September, OctoberDecember). Station each

team near dierent pieces o newsprintideally

the groups will be spaced evenly throughout the

room. Give each person a pencil or pen.Ask the young people to think o asset-

building actions that begin with the letters on

their newsprint (such as:Ask others or help

when you need it, Be a good listener, Care), and

write one idea under each letter. In the next min-

ute, ask youth to write as many actions under

each alphabet letter as they can.

Ater one minute, sound the noisemakerand tell teams to move to the newsprint on their

right. Repeat this each minute until every team

has written on all eight pieces o newsprint.


L]VicZldgjcZmeZXiZY^YZVhY^YndjY^hXdkZg4

=dlXdjaYlZh]VgZi]ZhZ\ddY^YZVhlî]di]Zgh4

EaVcidiV`ZVXi^dcdci]ZhZVhVeegdeg^ViZ[dgndjg

hZii^c\#

L]^X]^YZVldjaYndjign^cndjgdlca^[Z4



NdjlâacZZY/

Z^\]ie^ZXZhd[cZlheg^ci

bVh`^c\iVeZ

Vcd^hZbV`Zg

eZcXâhdgeZch

+ 6ae]VWZiGZk^Zl;dXjh/IZVbhXdbeZiZidXdbedhZVa^hid[^YZVh[dgWjâY^c\VhhZih#

6Xi^kîn/Write each o the eight asset categories

in large print on eight sheets o writing paper.

Post the sheets around the room.

Create pairs by asking youth to fnd another

person who is wearing the same color that they

are wearing. Station each pair at one o the eight

sheets. (ry to have all the categories covered.)

Give each pair a copy o the 40 Developmental

Assets. Have pairs o youth write 30-second

announcements that will inspire their peers to

build assets. For example, a group might create

an announcement based on a single asset, such

as how doing your homework every day will help

you succeed. Or a group might use the entire

asset ramework: I you want support, give sup-port. I you want to be empowered, empower a

riend.

Allow time or each pair to share their an-

nouncement with the group.


L]ViVgZi]ZbdhiZ[[ZXi^kZlVnhidbdi^kViZndjg

eZZghidYdhdbZi]^c\i]Vindji]^c`^h^bedgiVci4

=dlYdlZ`cdll]^X]bZhhV\Zhbdi^kViZhijYZcih4

L]n^hî^bedgiVci[dgeZdeaZidWjâYVhhZih4

L]ViYdeZdeaZcZZYid`cdlVWdjii]Z9ZkZadebZciVa

6hhZihWZ[dgZi]ZnVgZa^`Zanidhjeedgii]Z^YZVd[

VhhZiWjâY^c\4

Bn>YZV/Have people pair up and talk about an

asset theyre really good at building. I call it Brag a

Bit. Have them talk about how they build this asset

and to give an example. Te other person practices

listening and asking questions.James Vollbracht, ucson, Arizona



NdjlâacZZY/

eZcXâhdgeZch

lgî^c\eVeZg

aVg\ZXadX`lî]VhZXdcY]VcYdglViX]Zh

lî]hZXdcY]VcYh

Xde^Zhd[i]Za^hid[i]Z)%9ZkZadebZciVa6hhZih

[gdbeV\Z&'bVh`^c\iVeZ

* 6ccdjcX^c\!6ccdjcX^c\;dXjh/Ndji]XgZViZVccdjcXZbZcihi]ViZcXdjgV\Zdi]Zgndji]idWjâYVhhZih#

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