You Have to Live It

“You Have to Live It”
Building Developmental Assets® in School Communities
Discussion Guide
Copyright © 1999 by Search Institute®
All rights reserved. No part of this publication may be reproduced in any manner whatsoever, mechanical or
electronic, without prior permission from the publisher except in brief quotations or summaries in articles or
reviews, or as individual charts or graphs for educational use. For additional permission, write to Permissions at
Search Institute.
Search Institute, 615 First Avenue Northeast, Suite 125, Minneapolis, MN 55413
612-376-8955 • 800-888-7828 • www.search-institute.org
Discussion Guide Credits
Writer: Neal Starkman
Editors: Kay Hong, Kalisha Davis
Designer: Diane Gleba Hall
About Search Institute
Search Institute is an independent, nonprofit, nonsectarian organization whose mission is to advance the well being
of children and youth by generating knowledge and promoting its application. The institute collaborates with others
to promote long-term organizational and cultural change that supports its mission. For a free information packet, call
800-888-7828.
Generous support for the making this video and discussion guide was provided by Jostens, Inc., Minneapolis,
Minnesota, through its “Our Town” Foundation. This resource is also part of Search Institute’s Healthy
Communities • Healthy Youth initiative, which seeks to unite individuals, organizations, and communities for
children and adolescents. Lutheran Brotherhood, now Thrivent Financial for Lutherans, was the founding national
sponsor for Healthy Communities • Healthy Youth. Thrivent Financial for Lutherans Foundation has provided
Search Institute with generous support.
How to Use this Guide
The DVD “You Have to Live It”: Building Developmental Assets in School Communities
introduces viewers to ways that school communities can use Search Institute’s model of
developmental assets to help all students succeed. This discussion guide is designed to help a
facilitator lead a group in discussion about what they’ve seen. It can help groups explore what
they can do individually and collectively to build assets in school communities. Depending on
the size and interaction of the group, and depending on how much of this guide you use, showing
the DVD and facilitating the discussion should take about 60 to 90 minutes.
This guide is an easy-to-use, flexible companion to the DVD. You may choose to follow it
closely, or you can substitute questions or activities based on the needs of the group you’re
facilitating. The goal is for participants to:
• Become familiar with the concept of developmental assets;
• Identify ways that they can build assets in their school communities; and
• Commit to positive action on behalf of young people.
This guide can be used to lead discussions with adults only, with youth only, or with groups of
adults and young people. If your group includes adults and young people, be sure to respect that
participants of all ages have something valuable to contribute.
Suggested Audiences
This DVD and discussion guide are appropriate for use with a wide variety of groups and
individuals, including:
• Principals and other school administrators
• Teachers, counselors, paraprofessionals, nurses, and other student service providers
• Other adult members of school communities, such as secretaries, bus drivers, and
cafeteria workers
• Students
• Members of school boards
• Students’ parents and extended families
Tips on Facilitation
No two groups are exactly alike. Therefore, group discussions vary as well. Some groups will
agree on most key issues and have pleasant, amicable discussions. Other groups may have more
divergent opinions, leading to tension and frustration. As a facilitator, there are some key things
you can do to help you understand and respond appropriately to the dynamics of the group
• Connect personally with participants. Take time to help others connect as well. Simple
things like providing name tags and allotting time for introductions will help build trust
and comfort among participants.
• Listen to what is said. Ask for clarification if you don’t understand something, and
encourage others to do the same.
• Observe nonverbal interaction such as facial expressions and other body language.
• Focus on the desired outcomes. Help the group keep on task.
Setup
Here’s what you’ll need:
• The DVD
• DVD player or computer
• Colored markers
• Newsprint paper
• Masking tape
• One pen or pencil for each participant
• One copy of the following handouts for each participant:
• Handout #1 40 Developmental Assets (English and Spanish versions provided)
• Handout #2, Asset-Building Ideas
And here’s how to prepare:
• Preview the DVD, read through this guide, and review the list of developmental assets
and the asset-building ideas (Handouts #1 and #2).
• Set out the handouts and prepare name tags.
• Set up the room so all participants can see and hear each other and the screen.
• Cue the DVD.
•
Title each of three sheets of newsprint “Relationships,” “Environment,” and “Programs
and Practices.”
Introduction
5 minutes
1. Depending on how well the group knows you, take a few moments to introduce yourself.
Include your name and why you’re facilitating this discussion.
2. Thank the participants for their attendance. Ask participants to raise their hands
depending on their role with young people, e.g., as teacher, administrator, parent, peer,
and so on, one category at a time. At the end, be sure that you’ve included everyone.
3. Now ask participants to introduce themselves briefly, one at a time, by giving their name,
their job title, and the name of one young person they interact with in the school setting.
When everyone has finished, ask participants to keep that young person in mind as they
watch the DVD.
The DVD
27 minutes
4. Watch the DVD. You may watch it straight through, or you might consider watching it one
section at a time:
• The introductory section, up until the section called Relationships
• The section called Relationships
• The section called Environment
• The section called Programs and Practices
• The rest of the DVD
If you do watch the DVD in sections, ask participants if they have any questions or
comments after each section.
Discussion
10 minutes
5. When the DVD is done, focus discussion on the following questions:
• “What in the video stood out for you or really struck you? Was it the young people’s
remembrances of school adults who really made a difference to them? Was it the idea
of shifting from a focus on what’s wrong with kids to what’s right with kids? One of
the stories told by the school adults?”
• “Why do you think the video was called ‘You Have to Live It’?”
• “Like any school community, we have some great qualities about our school and also
some things we could do better. How could the video we just saw relate to our school
community?”
Summarize the comments of the group, noting that the developmental assets provide a vision and
a common language for schools that have a very practical application, and that each participant
can apply ideas and activities from the video to their own work in the school community.
Developmental Assets
5 minutes
6. Referring to Handout #1, “40 Developmental Assets,” have different adults read out loud a
category and one of the assets in it, and then make the following points:
• “External” assets are the relationships and opportunities that are provided to young
people. “Internal” assets are the values and skills that young people develop to guide
themselves.
• The assets are based on data from hundreds of thousands of students surveyed across
the country.
• The more assets young people have, the more likely they are to engage in positive
behaviors, like school success, and the less likely they are to get involved in high-risk
behaviors such as drug use and violence.
• The research indicates that the assets are important in the lives of all young people,
regardless of sex, race, age, or size of community.
• Even though many school adultls think that they’re providing a lot of the assets for
young people, Search Institute has found, for example, that only 25% of surveyed
students in grades 6–12 report experiencing a “caring school climate.” So it’s
important to look for ways to improve the school experience for students and school
adults.
Relationships, Environment and Programs and Practices
10 minutes
7. Ask participants if they remember the three categories of asset-building strategies
mentioned in the video. Remind them that they were Relationships, Environment, and
Programs and Practices. Discuss some of the key ideas from each section (Relationships:
Students learn better when they have strong relationships with school adults that are based on
sincerity, mutual respect, and high expectations; Environment: Everyone in the school
community—principals, cafeteria workers, teachers, parents—can be part of the solution and
part of the positive environment, principal greeting students at the school door each morning;
Programs and Practices: Student conference empowers young people, young children run a
business).
8. Arrange participants into three groups, assign each group one of the three categories of
strategies, distribute note cards and pens or pencils, and give them the following instructions:
• “I’d like you to keep in mind the young person in your life you thought about earlier.
• “In each group, appoint one person to be the Recorder, who will write down your
ideas on note cards. Then, Group 1, describe three specific ways you can build
relationships with young people at school. Group 2, describe three specific ways you
can create an environment in school that helps build assets for young people. Group
3, list three school programs or practices you can use that would help build assets for
young people.
• “Many of you may already be doing things that build assets. If that’s the case, think
about how you can more intentionally build those assets, or how you could extend the
things you do to include more students, especially the students who are least involved
in school activities or that you’re most concerned about.
• “After about 5 minutes, we’ll write your ideas up here.”
9. After about 5 minutes, call on the Recorders from each group to give their ideas. Write the
ideas on the newsprint. Point out that although some of them may not be in positions to
implement all these ideas, everyone can usually implement ideas on the “Relationships” list.
If you like, take a few extra minutes to ask if the ideas from one group have inspired
additional ideas for anyone else. Emphasize that everyone can build assets, that high levels of
assets can lead to fewer risky behaviors like use of alcohol or being violent, and more healthy
behaviors, like taking leadership roles and doing well in school, then refer participants to
Handout #2, “Asset-Building Ideas.”
Commitment and Closing
1 minute
10. Tell participants about any follow-up activities you have planned (e.g., meeting with the
local Healthy Communities • Healthy Youth team, upcoming workshops on incorporating
asset building into the school community, a brownbag lunch discussion.) If participants
express interest in learning more, refer them to Search Institute’s web site, www.searchinstitute.org.
11. Ask participants to look at the lists they compiled and to commit to doing at least one of
those things—or something from the “Ideas” handout—within the next 48 hours. Offer some
additional suggestions:
• Learn the names of five students you didn’t know before.
• Call parents when you catch their children doing something positive.
• Tell a teacher or colleague or peer when he or she does something you admire.
• Learn new skills for communicating and boundary setting, so you can set appropriate
limits with students while still building a strong relationship.
• Take the ideas your group compiled and create your own handout for your school
community.
Ask for volunteers to say what they’ll commit to do.
12. Thank participants and assure them that what they’re doing will make a positive
difference in the lives of the young people in your school community.
HANDOUT 1
40 Developmental Assets® for Adolescents
Search Institute® has identified the following building blocks of healthy development that help
young people grow up healthy, caring, and responsible.
EXTERNAL ASSETS
Support
1. Family Support—Family life provides high levels of love and 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 parent(s).
3. Other Adult Relationships—Young person receives support from three or more nonparent adults.
4. Caring Neighborhood—Young person experiences caring neighbors.
5. Caring School Climate—School provides a caring, encouraging environment.
6. Parent Involvement in Schooling—Parent(s) are actively involved in helping young person succeed
in school.
Empowerment
7. Community Values Youth—Young person perceives that adults in the community value youth.
8. Youth as Resources—Young people are given useful roles in the community.
9. Service to Others—Young person serves in the community one hour or more per week.
10. Safety—Young person feels safe at home, at school, and in the neighborhood.
Boundaries and Expectations
11. Family Boundaries—Family has clear rules and consequences and monitors the young person’s
whereabouts.
12. School Boundaries—School provides clear rules and consequences.
13. Neighborhood Boundaries—Neighbors take responsibility for monitoring young people’s behavior.
14. Adult Role Models—Parent(s) and other adults model positive, responsible behavior.
15. Positive Peer Influence—Young person’s best friends model responsible behavior.
16. High Expectations—Both parent(s) and teachers encourage the young person to do well.
Constructive Use of Time
17. Creative Activities—Young person spends three or more hours per week in lessons or practice in
music, theater, or other arts.
18. Youth Programs—Young person spends three or more hours per week in sports, clubs, or
organizations at school and/or in the community.
19. Religious Community—Young person spends one or more hours per week in activities in a religious
institution.
20. Time at Home—Young person is out with friends “with nothing special to do” two or fewer nights
per week.
INTERNAL ASSETS
Commitment to Learning
21. Achievement Motivation—Young person is motivated to do well in school.
22. School Engagement—Young person is actively engaged in learning.
23. Homework—Young person reports doing at least one hour of homework every school day.
24. Bonding to School—Young person cares about her or his school.
25. Reading for Pleasure—Young person reads for pleasure three or more hours per week.
Positive Values
26. Caring—Young person places high value on helping other people.
27. Equality and Social Justice—Young person places high value on promoting equality and reducing
hunger and poverty.
28. Integrity—Young person acts on convictions and stands up for her or his beliefs.
29. Honesty—Young person “tells the truth even when it is not easy.”
30. Responsibility—Young person accepts and takes personal responsibility.
31. Restraint—Young person believes it is important not to be sexually active or to use alcohol or other
drugs.
Social Competencies
32. Planning and Decision Making—Young person knows how to plan ahead and make choices.
33. Interpersonal Competence—Young person has empathy, sensitivity, and friendship skills.
34. Cultural Competence—Young person has knowledge of and comfort with people of different
cultural/racial/ethnic backgrounds.
35. Resistance Skills—Young person can resist negative peer pressure and dangerous situations.
36. Peaceful Conflict Resolution—Young person seeks to resolve conflict nonviolently.
Positive Identity
37. Personal Power—Young person feels he or she has control over “things that happen to me.”
38. Self-Esteem—Young person reports having a high self-esteem.
39. Sense of Purpose—Young person reports that “my life has a purpose.”
40. Positive View of Personal Future—Young person is optimistic about her or his personal future.
The 40 Developmental Assets for Adolescents® may be reproduced for educational, noncommercial uses only. Copyright ©
1997 Search Institute, Minneapolis, MN; 800-88-7828; www.search-institute-org. All rights reserved
HANDOUT 1
40 elementos fundamentales del desarrollo®
La investigación realizada por el Instituto Search® ha identificado los siguientes elementos
fundamentales del desarrollo como instrumentos para ayudar a los jóvenes a crecer sanos,
interesados en el bienestar común y a ser responsables.
ELEMENTOS FUNDAMENTALES EXTERNOS
Apoyo
1. Apoyo familiar—La vida familiar brinda altos niveles de amor y apoyo.
2. Comunicación familiar positiva—El (La) joven y sus padres se comunican positivamente. Los
jóvenes estan dispuestos a buscar consejo y consuelo en sus padres.
3. Otras relaciones con adultos—Además de sus padres, los jóvenes reciben apoyo de tres o más
personas adultas que no son sus parientes.
4. Una comunidad comprometida—El (La) joven experimenta el interés de sus vecinos por su
bienestar.
5. Un plantel educativo que se interesa por el (la) joven—La escuela proporciona un ambiente que
anima y se preocupa por el juventud.
6. La participación de los padres en las actividades escolares—Los padres participan activamente
Fortalecimiento
7. La comunidad valora a la juventud—El (La) joven percibe que los adultos en la comunidad valoran
a la juventud.
8. La juventud como un recurso—Se le brinda a los jóvenes la oportunidad de tomar un papel útil en
la comunidad.
9. Servicio a los demás—La gente joven participa brindando servicios a su comunidad una hora o más a
la semana.
10. Seguridad—Los jóvenes se sienten seguros en casa, en la escuela y en el vecindario.
Límites y Expectativas
11. Límites familiares—La familia tiene reglas y consecuencias bien claras, además vigila las
actividades
12. Límites escolares—En la escuela proporciona reglas y consecuencias bien claras.
13. Límites vecinales—Los vecinos asumen la responsabilidad de vigilar el comportamiento de los
jóvenes.
14. El comportamiento de los adultos como ejemplo—Los padres y otros adultos tienen un
comportamiento positivo y responsable.
15. Compañeros como influencia positiva—Los mejores amigos del (la) joven son un buen ejemplo de
comportamiento responsable.
16. Altas expectativas—Ambos padres y maestros motivan a los jóvenes para que tengan éxito.
Uso constructivo del tiempo
17. Actividades creativas—Los jóvenes pasan tres horas o más a la semana en lecciones de música,
teatro u otras artes.
18. Programas juveniles—Los jóvenes pasan tres horas o más a la semana practicando algún deporte, o
en organizaciones en la escuela o de la comunidad.
19. Comunidad religiosa—Los jóvenes pasan una hora o más a la semana en actividades organizadas
por alguna institución religiosa.
20. Tiempo en casa—Los jóvenes conviven con sus amigos “sin nada especial que hacer” dos o pocas
noches por semana.
ELEMENTOS FUNDAMENTALES INTERNOS
Compromiso con el aprendizaje
21. Motivación por sus logros—El (La) joven es motivado(a) para que salga bien en la escuela.
22. Compromiso con la escuela—El (La) joven participa activamente con el aprendizaje.
23. Tarea—El (La) joven debe hacer su tarea por lo menos durante una hora cada día de clases.
24. Preocuparse por la escuela—Al (A la) joven debe importarle su escuela.
25. Leer por placer—El (La) joven lee por placer tres horas o más por semana.
Valores Positivos
26. Preocuparse por los demás—El (La) joven valora ayudar a los demás.
27. Igualdad y justicia social—Para el (la) joven tiene mucho valor el promover la igualdad y reducir el
hambre y la pobreza.
28. Integridad—El (La) joven actúa con convicción y defiende sus creencias.
29. Honestidad—El (La) joven “dice la verdad aún cuando esto no sea fácil”.
30. Responsabilidad—El (La) joven acepta y toma responsabilidad por su persona.
31. Abstinencia—El (La) joven cree que es importante no estar activio(a) sexualmente, ni usar alcohol u
otras drogas.
Capacidad Social
32. Planeación y toma de decisiones—El (La) joven sabe cómo planear y hacer elecciones.
33. Capacidad interpersonal—El (La) joven es sympático, sensible y hábil para hacer amistades.
34. Capacidad cultural—El (La) joven tiene conocimiento de y sabe convivir con gente de diferente
marco cultural, racial o étnico.
35. Habilidad de resistencia—El (La) joven puede resistir la presión negativa de los compañeros así
como las situaciones peligrosas.
36. Solución pacífica de conflictos—El (La) joven busca resolver los conflictos sin violencia.
Identidad Positiva
37. Poder personal—El (La) joven siente que él o ella tiene el control de “las cosas que le suceden”.
38. Auto-estima—El (La) joven afirma tener una alta auto-estima.
39. Sentido de propósito—El (La) joven afirma “mi vida tiene un propósito”.
40. Visión positiva del futuro personal—El (La) joven es optimista sobre su futuro mismo.
El permiso para reproducir este manual es otorgado con propósitos educativos, no comerciales. Derechos reservados © 1999 por
Search Institute, 615 First Ave. NE, Ste. 125, Minneapolis, MN 55413, 800-888-7828; www.search-institute.org.
HANDOUT 2
Asset-Building Ideas . . .
for Schools
• Invite senior citizens to have lunch with students. It’s a wonderful way to “civilize” a cafeteria
and it helps students to connect with adults in the community.
• Never give up on a child; expect each student to do her or his best.
for School Teachers
• Greet students by name when you see them in the hall.
• Create visual symbols of assets. For example, cooperative murals can show the importance of
working together to strengthen the community. Art students can create self-portraits that reflect
their assets.
for School Administrators
• Dedicate a few minutes at each staff meeting to share asset-building stories, information,
strategies, and ideas.
• Create mentoring programs for staff and students. It can increase school bonding and provide
needed support.
for Student Support Staff
• Whenever you talk with parents, be sure to tell them what you like about their kids.
• When discussing specific students with other staff, focus as much on their personal strengths as
on challenges. If you believe in students, others will start to believe in them as well.
for School Support Staff
• Learn about the assets and talk about them with others. Speak well of students, and speak warmly
to them.
• Stop by the local coffeehouse from time to time, before school or after school, to create an
opportunity to greet and chat with students “in neutral territory.”
for School Bus Drivers
• In addition to paying attention to safely transporting students, think of yourself as an adult role
model for them.
• Hang up in the front of the bus newspaper clippings, mementos, and pictures of the young people
you drive each day.
for Parents, Guardians, and Extended Family
• Try to eat at least one meal together as a family every day.
• Think of teenagers as adults in training. Teach them something practical, such as how to change a
tire on the car, prepare a meal, or create a monthly budget.
This handout may be reproduced for educational, noncommercial uses only. From “You Have to Live It”: Building
Developmental Assets in School Communities. Copyright © 1999 by Search Institute; 800-888-7828, www.search-institute.org.