Transcript Slide 1

Lead Table Survey Report
November 7th, 2007
Note: A quick summary of some of the data contained
in the reports from the Search Institute, Survey Services with
Grade 4 and 5 results are not included.
Community Surveys:
Gathering information about
our children and youth
Attitudes and Behaviours Survey:
Profiles of Students*
Grades 7 - 12
Me and My World Survey*:
Grades 4 – 6
* Both surveys were designed by the Search Institute, Minneapolis, Min.
Why conduct surveys?
• To help our community better
understand the thoughts, feelings, and
actions of our children and youth
through their asset profiles
• To guide our community about what we
can do to foster healthy, caring,
responsible children and youth
Community Benefits:
• Act as a catalyst for community /
school development
• Assist in monitoring indicators
related to student well being
• Set priorities and strategies for
programs and services
• Establish a common framework for
cross-sector collaboration
• Provide a “youth voice” in
organizational and community
planning
• Provide data for grant writing
• Provide data for local reports
These surveys do NOT:
• Assess individual
student needs/ assets
• Provide cause and
effect data
• Serve as a
pre-post program
evaluation tool
Me and My World Participating Schools
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Benson PS
Boundary PS
Centennial ’67 PS
Commonwealth PS
Holy Cross CS
JL Jordan CS
Linklater PS
Lyn/Tincap PS
Maynard PS
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Oxford on Rideau PS
Prince of Wales PS
South Branch ES
St. John Bosco CS
St. Joseph CS
Toniata PS
Vanier PS
Westminster PS
Grades 4 - 6
Participating schools for Attitudes and
Behaviours Survey
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Athens DHS
Brockville CIVS
Gananoque SS
North Grenville DHS
Rideau DHS
South Grenville DHS
Thousand Islands SS
Grades 9 - 12
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Commonwealth PS
Lyn/Tincap PS
Maynard PS
Oxford on Rideau PS
Prince of Wales PS
South Branch ES
Toniata PS
Westminster PS
Grades 7 & 8
2523 surveys processed
Me and My World
• Randomly selected 27% of grades 4 – 6
student population:
Attitudes & Behaviours
• Randomly selected 21% of grades 7-12
student population:
891
Gender:
1632
Gender:
Females
455
Females
840
Males
422
Males
778
Numbers may not sum to “total sample” due to missing information.
Asset profile
40
35
30
25
20
15
10
5
0
Gr 4
Gr 5
Gr 6
Gr 7
Gr 8
Gr 9 Gr 10 Gr 11 Gr 12
Average # assets/ community
40
35
30
25
20
17.9 Assets
15
10
5
0
L&G
This summary applies to grades 6-12 inclusive.
Our community asset profile…
0 – 10 Assets 22%
11 – 20 Assets 49%
21 – 30 Assets 25%
31 – 40 Assets 4%
1. Family support
Family life provides high levels of love and support.
100
90
80
70
60
50
40
30
20
10
0
Grades 4-6
Grades 7-12
Support
2. Positive family communication
Young person and her or his parent(s) communicate positively, and young
person is willing to seek advice and counsel from parents.
100
90
80
70
60
50
40
30
20
10
0
Grades 4-6
Grades 7-12
Support
3. Other adult relationships
Young person receives support from three or more nonparent adults.
100
90
80
70
60
50
40
30
20
10
0
Grades 4-6
Grades 7-12
Support
4. Caring neighbourhood
Young person experiences caring neighbours.
100
90
80
70
60
50
40
30
20
10
0
Grades 4-6
Grades 7-12
Support
5. Caring school climate
School provides a caring, encouraging environment.
100
90
80
70
60
50
40
30
20
10
0
Grades 4-6
Grades 7-12
Support
6. Parent involvement in schooling
Parent(s) are actively involved in helping young person succeed in school.
100
90
80
70
60
50
40
30
20
10
0
Grades 4-6
Grades 7-12
Support
7. Community values children/youth
Young person perceives that adults in the community value youth.
100
90
80
70
60
50
40
30
20
10
0
Grades 4-6
Grades 7-12
Empowerment
8. Children/youth as resources
Young people are given useful roles in the community.
100
90
80
70
60
50
40
30
20
10
0
Grades 4-6
Grades 7-12
Empowerment
9. Service to others
Young person serves in the community one or more hours per week.
100
90
80
70
60
50
40
30
20
10
0
Grades 4-6
Grades 7-12
Empowerment
10. Safety
Young person feels safe at home, at school, and in the neighbourhood.
100
90
80
70
60
50
40
30
20
10
0
Grades 4-6
Grades 7-12
Empowerment
11. Family boundaries
Family has clear rules and consequences
and monitors the young person’s whereabouts.
100
90
80
70
60
50
40
30
20
10
0
Grades 4-6
Grades 7-12
Boundaries and Expectations
12. School boundaries
School provides clear rules and consequences.
100
90
80
70
60
50
40
30
20
10
0
Grades 4-6
Grades 7-12
Boundaries and Expectations
13. Neighbourhood boundaries
Neighbours take responsibility for monitoring young people’s behaviour.
100
90
80
70
60
50
40
30
20
10
0
Grades 4-6
Grades 7-12
Boundaries and Expectations
14. Adult role models
Parents and other adults model positive, responsible behaviour.
100
90
80
70
60
50
40
30
20
10
0
Grades 4-6
Grades 7-12
Boundaries and Expectations
15. Positive peer influence
Young person’s best friends model responsible behaviour.
100
90
80
70
60
50
40
30
20
10
0
Grades 4-6
Grades 7-12
Boundaries and Expectations
16. High expectations
Both parents and teachers encourage the young person to do well.
100
90
80
70
60
50
40
30
20
10
0
Grades 4-6
Grades 7-12
Boundaries and Expectations
17. Creative activities
100
Young person spends three or more hours per week in lessons
or practice in music , theatre or other arts.
90
80
70
60
50
40
30
20
10
0
Grades 4-6
Grades 7-12
Constructive Use of Time
18. Child/youth programs
Young person spends three or more hours per week in sports, clubs,
or organizations at school and/or in the community.
100
90
80
70
60
50
40
30
20
10
0
Grades 4-6
Grades 7-12
Constructive Use of Time
19. Religious community
Young person spends one or more hours per week in activities
in a religious institution.
100
90
80
70
60
50
40
30
20
10
0
Grades 4-6
Grades 7-12
Constructive Use of Time
20. Time at home
100
90
Young person is out with friends “with nothing special to do”
two or fewer nights per week. (Child spends some time most days
both in high-quality interaction with parents and doing things at home
Other than watching TV or playing video games.)
80
70
60
50
40
30
20
10
0
Grades 4-6
Grades 7-12
Constructive Use of Time
21. Achievement motivation
Young person is motivated to do well in school.
100
90
80
70
60
50
40
30
20
10
0
Grades 4-6
Grades 7-12
Commitment to learning
22. Learning engagement
Young person is responsive, attentive and actively engaged in learning
at school and enjoys participating in learning activities outside school
100
90
80
70
60
50
40
30
20
10
0
Grades 4-6
Grades 7-12
Commitment to learning
23. Homework
Young person reports doing at least one hour of homework every school day.
100
90
80
70
60
50
40
30
20
10
0
Grades 4-6
Grades 7-12
Commitment to learning
24. Bonding to (adults at) school
Young person cares about his or her school.
100
90
80
70
60
50
40
30
20
10
0
Grades 4-6
Grades 7-12
Commitment to learning
25. Reading for pleasure
Young person reads for pleasure three or more hours per week.
100
90
80
70
60
50
40
30
20
10
0
Grades 4-6
Grades 7-12
Commitment to learning
26. Caring
Yong person places high value on helping other people.
100
90
80
70
60
50
40
30
20
10
0
Grades 4-6
Grades 7-12
Positive Values
27. Equality and social justice
100
Young person places high value on promoting equality
and reducing hunger and poverty.
90
80
70
60
50
40
30
20
10
0
Grades 4-6
Grades 7-12
Positive Values
28. Integrity
Young person acts on convictions and stands up for his or her beliefs.
100
90
80
70
60
50
40
30
20
10
0
Grades 4-6
Grades 7-12
Positive Values
29. Honesty
Young person “tells the truth even when it is not easy”.
100
90
80
70
60
50
40
30
20
10
0
Grades 4-6
Grades 7-12
Positive Values
30. Responsibility
Young person accepts and takes personal responsibility.
100
90
80
70
60
50
40
30
20
10
0
Grades 4-6
Grades 7-12
Positive Values
31. Healthy lifestyle / Restraint
100
Young person believes it is important not to be sexually active or to use
alcohol or other drugs. ( Parents tells the child that it is important
to have good health habits and an understanding of healthy sexuality.)
90
80
70
60
50
40
30
20
10
0
Grades 4-6
Grades 7-12
Positive Values
32. Planning and decision-making
Young person knows how to plan ahead and make choices.
100
90
80
70
60
50
40
30
20
10
0
Grades 4-6
Grades 7-12
Social Competencies
33. Interpersonal competence
Young person has empathy, sensitivity and friendship skills.
100
90
80
70
60
50
40
30
20
10
0
Grades 4-6
Grades 7-12
Social Competencies
34. Cultural competence
100
Young person has knowledge of and comfort with people of
different
cultural/ethnic backgrounds.
90
80
70
60
50
40
30
20
10
0
Grades 4-6
Grades 7-12
Social Competencies
35. Resistance skills
Young person can resist negative peer pressure and dangerous situations.
100
90
80
70
60
50
40
30
20
10
0
Grades 4-6
Grades 7-12
Social Competencies
36. Peaceful conflict resolution
Young person seeks to resolve conflict nonviolently.
100
90
80
70
60
50
40
30
20
10
0
Grades 4-6
Grades 7-12
Social Competencies
37. Personal power
Young person feels he or she has control over “things that happen to me”.
100
90
80
70
60
50
40
30
20
10
0
Grades 4-6
Grades 7-12
Positive Identity
38. Self-esteem
Young person reports having high self-esteem.
100
90
80
70
60
50
40
30
20
10
0
Grades 4-6
Grades 7-12
Positive Identity
39. Sense of purpose
Young person reports that “my life has purpose”.
100
90
80
70
60
50
40
30
20
10
0
Grades 4-6
Grades 7-12
Positive Identity
40. Positive view of personal future
Young person is optimistic about his or her personal future.
100
90
80
70
60
50
40
30
20
10
0
Grades 4-6
Grades 7-12
Positive Identity
Why assets are important…
They do
make a difference
in the lives of young people
They are the keys to success
Both surveys provide information**
that paint collective portraits
of our children and youth
• Developmental assets
The positive relationships, opportunities, skills, and values that promote
positive development
• Thriving indicators
Life enhancing attitudes and behaviours
• Deficits
Negative influences or realities that make harm more likely
• Risk taking behaviours
Identify both behaviours and patterns
** Baseline disaggregated data highlighting these four areas.
Overview
• Both survey reports ( MMW & AB)
analyze behavioural data
• Details are broken down by grade and
gender
• Several guiding questions throughout
the formal reports
• Highlights follow….. Summary of + & behaviours
Thriving behaviours
• School success
• Helping others
• Values diversity
A’s & B’s
• Delays gratification
• Coregulation
Can wait for a reward later
• Coping
Regularly uses coping skills 44%
to deal with problems
• Life satisfaction
1 or more days/wk
Gets along well with
people who are a different
race or culture
Often helps parents makes
decisions
76%
70%
81%
52%
84%
80%
The Survey shows the connection
between thriving (+) behaviours and the
#
number of assets a youth has…
Of
+
7
6
B
e
h
a
v
i
o
u
r
s
5
4
3
2
1
0
0-10 Assets
11-20 Assets
21-30 Assets
31-40 Assets
Thriving behaviours
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School success
Informal helping
Valuing diversity
Maintaining good health
Exhibiting leadership
Resisting danger
Impulse control/Delays gratification
Overcoming adversity
21%
81%
57%
50%
73%
20%
42%
67%
The Survey shows the connection
between thriving (+) behaviours and the
#
number of assets a youth has…
Of
+
7
6
B
e
h
a
v
i
o
u
r
s
5
4
3
2
1
0
0-10 Assets
11-20 Assets
21-30 Assets
31-40 Assets
Deficits
influences that interfere with healthy development
by limiting access to external assets, or
by easing the way into risky behavioural choices
• Alone at home
31%
(less than one hour per day of adult supervision after school)
• TV overexposure
59%
(watches TV or videos two or more hours per school day)
• Victim of violence
54%
( Reports yes to “In the last year, has anyone hurt you by
punching, hitting , slapping or scratching you?”
Deficits
Influences that interfere with healthy development
by limiting access to external assets, or
by easing the way into risky behavioural choices
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•
•
•
•
Alone at home
TV Overexposure
Physical Abuse
Victim of violence
Drinking Parties
56%
36%
33%
37%
62%
Risk behaviour patterns
( 6 -- Identified by the survey – two = pattern )
• Use of alcohol
9%
(Has used alcohol more than once during the last year)
• Tobacco
2%
( Has smoked cigarettes more than once during the last year)
• Marijuana
1%
( Has used marijuana more than once during the last year)
• Anti-social behaviour
4%
( Has damaged property just for fun more than once dly)
• Physical Aggression/ Violence
20%
( Has hit or beat someone up more than once dly)
• Sadness
44%
(Has felt sad or depressed a few or more times during the last month)
The Survey shows the connection
between high risk behaviour patterns
and the number of assets a youth has…
#
Of
High
Risk
B
e
h
a
v
i
o
u
r
P
a
t
t
e
r
n
s
6
5
4
3
2
1
0
0-10 Assets
11-20 Assets
21-30 Assets
31-40 Assets
High Risk behaviours
(24 -- Identified by the survey )
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•
•
•
•
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•
•
•
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
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
9
8
7
6
5
4
3
2
1
0
0-10 Assets
11-20 Assets
21-30 Assets
31-40 Assets
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
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??
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 ……
…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
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
PRINCIPLES
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•
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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.
Taking Action
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•
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•
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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
Where do we go from here?
The following reports are available.
Me and My World
Full report - L & G
Ex Summary – L & G
Leeds Cty Ex Summary
Grenville Cty Ex Sum
Attitudes & Behaviours
Full report – L & G
Ex Summary – L & G
Leeds Cty Ex Summary
Grenville Cty Ex Sum