Developmental assets Free Essays

Developmental assets can be defined in terms of opportunities, associations and personal traits that young people require so as to avoid risks and to be successful (Search Institute, 2010). Research has indicated that the number of assets that young people possess match up with the probability of their engagement in risky behaviors. The more the assets one has, the slimmer the probability of engaging in risky behavior and vice versa. We will write a custom essay sample on Developmental assets or any similar topic only for you Order Now Levels of assets are therefore useful in predicting ones engagement in risky behaviors and success. Adolescents frequently display socially undesirable behaviors. This is a stage for developing independence; most young people find themselves in trouble when they take advantage of the freedom given. In most cases individuals exercise their freedom wrongly by disregarding their parents or guardian’s rule, this leads in misconduct more often. Physical confrontations are also common among peers. Compared to other stages of development, this stage may require an individual to possess many assets so as to display socially acceptable behaviors. A risk factor increases the chances of getting into trouble. Peer influence can serve as a serious risk factor for adolescents (Scales, Peter Leffert, 1999). In most instances, this group of individuals find themselves in trouble due to peer pressure. In an attempt to fit in a particular group these individuals are forced to behave in a certain way, frequently they are forced to conform to socially unacceptable habits that are not approved by the society. Negative peer influence becomes hard to control at some point because the adolescents believe that they are old enough to make decisions on what path to take for their life. At this stage, positive peer influence is greatly encouraged. Young people need good friends at this stage failure to which may have very serious consequences. Lack of parental involvement in the progress of the students’ academic and social life poses a problem (Learner Benson, 2002). The parents in this case lack clear guidelines on what their children need, the parents may be too busy to have time for discussing academic and social issues. Parents are expected to be active participants in helping their children to succeed in school instead of leaving that responsibility to the teachers entirely. Parents need to be enthusiastically participating in observing their children’s progress so that they can correct them if they go wrong. High expectations on young people on tasks that are beyond their intellectual or proficiency levels can have negative implications. Inability to perform these tasks will make the young people to feel inadequate. Teachers or parents sometimes assign difficult roles that are beyond the student’s ability in an attempt to prompt their thinking and mode of performing tasks. Adolescents should be assigned roles that are challenging but not too challenging for them to handle. Peer influence can be strengthened by putting emphasis on the issue of physical boundaries and social expectations (Search Institute, 2010). These are external assets that can serve as good starting points towards changing the behavioral patterns on the adolescents. Family boundaries entail the rules and regulations that monitor the young persons’ movements. These assets also call for positive peer influence among the peers; this will encourage peers to display positive behaviors that can be imitated by others. Adult role models can be an effective tool towards fighting adolescent misconduct, one they display desirable behaviors adolescents can learn from them hence becoming better people in society. Support is an important aspect in adolescents’ lives. Majority of adolescents continue misbehaving because once they start misbehaving they are regarded as rebellious. No guidance is offered for them to change their habits. Family, peer and society support is important during this period. Schools that these students attend should have a favorable environment for learning. Caring neighborhoods, good learning environment, are among the aspects that support the normal development of the adolescents. These aspects should therefore be supportive of such growth (Search Institute, 2010). Young people’s commitment to learning should be motivated by reinforcing their efforts. This will enhance their ability to perform difficult tasks since they are motivated. They should be allowed to participate in several activities instead of restricting their school activities to books only. Healthy bonding with the teachers will ensure that the students develop love for school and eagerness to learn. Conducive learning environments generally motivate students to perform well in academic matters as well as co-curriculum activities. The school management should allow students to interact through youth programs. This could be through sports, clubs or organizations; this could be at school or outside school. Religious meetings are also important since they shape the adolescents spiritually. In such meetings youths come together to share experiences and encourage each other (Scales, Peter Leffert, 1999). Such organizations also ensure that the adolescents become aware that development is a natural process. The learning environment should be conducive by allowing students to participate in creative activities. This allows them to develop their talents. The students can therefore learn as they improve on their skills to perform various tasks. The learning process is balanced in this case since it also lays emphasis on the skills of the students. Adolescents should be allowed to have a sense of positive identity; this is an aspect that supports their growth. They should be made to feel that they are in charge hence they can perform tasks assigned to them. This will boost their self esteem. They further develop a sense of belonging so that they can feel wanted and appreciated. Peer pressure is a common negative feature that is common among adolescents. It may bear positive or negative implication to the adolescents, negative implications are more common. It is not easy to deal with peer pressure; however, effective guiding and counseling can be an effective tool to combat this problem (Learner Benson, 2002). The mode of combating it should never restrict the adolescent child from interacting with the peers; instead interaction should be encouraged since it is a healthy part of growth. Peer pressure is the major cause of adolescent misconduct hence the issue needs to be addressed seriously. Support offered to students is important; however this support should not exceed a given limit. Students should be supported and at the same time left to perform tasks that are manageable. Parents, guardians and teachers can be a source of adolescent misconduct by pampering them; adolescents can misuse independence as stated earlier. There needs to be a standard level of offering help to these individuals, this makes them responsible and develop keenness in conducting the roles assigned (Search Institute, 2010). For the learning process to run smoothly; the learning environment should be conducive. Teachers, peers and the location of the school determine the air surrounding the learning environment. Individual students can make the learning process interesting by actively participating in the learning process (Lerner Benson, 2002). The teacher can also make the learning environment conducive by using appropriate methods in teaching. Peer interaction in the learning environment also plays a role in enhancing the learning process. Adolescents frequently display undesirable habits. Developmental assets are an important part of their development since they bear positive impacts in their day-to-day activities. Positive peer pressure, parental support and a favorable learning environment are among the assets that support adolescents’ healthy growth. REFERENCES Search institute. (2010). Developmental Assets Tools. Search Institute. Minneapolis. Retrieved on 16th July, 2010 from http://www.search-institute.org/assets Scales, P. Scales, P. C. Leffert, N. Lerner R. M. (1999). Developmental assets: a synthesis of the scientific research on adolescent development. Washington. Search Institute. Lerner R. M. Benson P. L. (2002). Developmental assets and asset-building communities: implications for research, policy, and practice. NY. Springer. How to cite Developmental assets, Papers Developmental Assets Free Essays string(98) " the support of inside and outside of the school gives a greater chance of a child being at risk\." EDU360 Developmental Assets July 2010 Education is one of the most important aspects of any child’s life. One day I hope to be a positive and successful teacher, where children need and want to have me be a part of their learning and successes throughout their lives. Educational philosophy has changed over the decades, and still today, not everyone is in total and complete agreement on the subject. We will write a custom essay sample on Developmental Assets or any similar topic only for you Order Now Nevertheless, one thing is certain: philosophy is the groundwork of learning styles. All children learn differently and no one philosophy is completely correct. Children are not a one size fit all it comes in a verity of style and beliefs. If we start to guile them by being a good role model, you will be giving the needed equity’s to the young people, by giving the need path to go down for success life. There are four basic educational philosophies that exist including idealism, realism, pragmatism, and existentialism. These four philosophies are not the same, but they do attempt to aim for a similar if not the same goal. To put it simply, they are trying to better our educational system. Every teacher has a different style of teaching that can be reflected as their own. For every teacher that is in one way or another stand by the four basic philosophies. The more assets they have, the more they thrive and the less likely they are to take part in risky behavior. Physical characteristics of these children play a huge part it is formed from good relationships, opportunities, and personal qualities these young children will find essential to avoid risks and to thrive in their lives. Teachers most keep in mind that development and improvement of assets is an ongoing process. Not all children possess the same asset but all can grow and develop over time. We need to pass as many assets as we can to the children we encounter one time or daily. Teaching our children to make smart decisions, be responsible students and caring citizens is a goal for all educators. By teaching young children at a young age of kindergarten through third grade to me is the foundation once they are out of the home. Learning new things, through new soundings by teaching boundaries and what the expectations are to give a type of empowerment. With the start of strong relationships between adults and young children, peers are central to asset building. Everyone can build assets needed to success. All children, youth and even adults can and are building the required assets through community and family, by playing their own roles. It is done through positive support in a constructive, active home and school. By giving the core to their self-confidence, this will stay with them as they grow. It important to install empowerment to all children, this can be done by positive reinforcement. Complement day is a fun rewarding why to teach this. Developmental Assets are important for any child to learn to possess them betterThese are important characteristics for all children regardless of background, gender, economic status, ace or family situation (Webb, 2010 p. 227). To have these as early as possible help the children avoid risks and stay away from participating in risky behavior. It helps them learn how to make good choices and caring responsible adults (Schultz, 2006). It really is the foundation to represent to relationships opportunities, and personal qualities that all young people need not be a risk. There is a list of the 40 developmental assents web page is http://www. earch-institute. org/assets for all ages. Developmental assets are broken up into 20 External Assets and 20 Internal Assets. Each one dives into four categories. External Assets: Support, empowerment, boundaries, constructive use of one’s time and expectations these are needed to help give a rounded life. Teachers have the responsibility for these young so they end up with the creating internal assets too. There needs to be an allied commitment to nurture their core qualities, which will guide them to their choices, which will help generate a well-balanced self, capable of resolving issues, and focusing on opportunities. These four categories of internal assets are: a pledge to learn social skills, positive morals, and social skills and give them a positive identity about themselves. For teacher, developmental assets are is the foundation to a wide-range of children and adolescent growth, the ability to spring back for setbacks, and one social and mental health. The more assets young people have the better. Children with more assets at a young age will most likely grow up to be considerate of other, able to accomplish more and become responsible adults. These individuals contribute to their society with a meaningful purpose for their lives. So just by taking the time to know who they are gives a strong foundation the can build on. It’s important to help the children find their loyalty to learning with positive values. This can be done through social planning and decision making, which will give them a positive self-esteem. What it comes down to is that Developmental Assets are the ground work for basic life skills and traits that are a very important start for children to have successful growth and development. It is like giving them the tools to ensure that they have skills to deal with if experiences they will encounter on to make a successful adult. Capable of making good choices for themselves and being that positive influence needed for the others around them. The song the comes to mind is by Michael Jackson called I believe that children are our furthers, it is a example of what is need so badly in our community. The three risk factors I have chosen are low parental support, mentally ill parents, and participating in public assistance programs. Parental support/involvement in education and home is a vital fundamental start to a successful life. Without the support of inside and outside of the school gives a greater chance of a child being at risk. You read "Developmental Assets" in category "Essay examples" Just by attending parent-teacher conferences, showing interest, and setting expectations makes more of a difference to a child than one realizes. To me, school is important at any age, but a child with low parental support may never see the importance of it through the parent and needs to get support. Another way for a child to be at risk is having a mentally ill parent. Mental illness can have social problems causing many issues within families, school and work. It is not easy for a child to cope with a mentally ill parent. It can cause the role to be reversed the child take care of the parent, leaving no support in the schools and lack of a role model. The child can be neglected or put in to danger. There are children from broken homes that are at risk too. These children are at higher risk in education. There are a wide range of behaviors that come up with a broken home. It has a huge influence on academic performance, psychological and emotional suffering, social misbehavior and teen pregnancy to name just a few. There is a study that says â€Å"children that come from broken homes were three times more likely to suffer from attention deficit disorders than children form intact homes† (Schultz, 2006). Children model the behavior that they see the ones they look up to. If it is lacking the home it is the teacher’s role job to give them positive engagement that will develop the wonted assets. â€Å"Developmental Assets model is a philosophical approach to developing youth rather than criticizing them so they can avoid negative behavior and excel at positive behavior†(Codie, 2010 ). To be a mentor to students at the level they are in need of. Our children in school today have a growing need for stronger home to school connection than ever as the deal with a variety of situations, having anything from a mentally ill parent, to children that are dependent on different programs due to providers not having the finances, right down to having very little parental support. Our children are dealing with increasing choices and need a strong support system to depend on outside of school. Being a family with good communication skills gives children empowerment of safety and good resources that can be used in school and the community. As a school, there are lots of different ways to help children feel like they are fully capable of achieving their true potential. There are a variety of controversial situations children face each and every day inside and outside of schools. In school, there are small groups that play games that address situation they may face on a daily basis from bullying, dealing with anger and how to deal with it appropriate to the situation on the card. Some schools have exemplary programs for dealing with anger, showing them faces on a chart and how they are feeling and what the next step is to stop the anger. It is on the child desk or note book and every classroom wall. This is allowing the child in control of their behavior and letting them learn they can achieve this goal. The biggest thing is to get the parents involved in the handling of what is best for their child. Teachers can make a great impact on our world through the relationships with students. Teachers should help each student meet their fullest potential by providing an atmosphere that is safe, able to support risk-taking and encourages a circulation of ideas. To see the connection to learning through the eyes of the child taught by am inspire is the highest level of sat faction. In education it is a process and sadly some are overlooked. As a teacher, the students would be main concern, guiding me in my philosophy of teaching. It takes experiences and we all have much to learn but to strive to do to teach each and every child as I enter into the workforce. I think the environment should always contribute to an environment that is allowing the teacher to be the guide, it should also be a place that let the child natural interest are free to learn form and the finally one is to show respect for all. Helping students to find the inner nd support in their path success, on most be a mentor and teacher that helps all in need, and by doing this the world is going to be a better place. Class rooms should be about the students and what they can bring to their success. The surrounding that the students are in each day makes a different. When using pictures and things to relate to their class in a contributing to their educational needs. Visual aids are a way to let th e child bring success as a whole but for them self too. Showing the children of the future that they have the ability to learn with the tools available is the role of a teacher. A thriving classroom/school is to teach children how to communicate their own beliefs and nurture their own ideas. Children learn from teaches commination and it leads to trust and positive relations. A simple way to teach this by having a time set aside each week for the children to draw a name and to give a complement to the other students. It builds respect as well confidence for the speaker and receiver. In conclusion, it the student that come first and that is the foundation on which all teaching decisions should be booked. To keep an open mind is to be flexible, each and every one learns a little differently. We as teacher have to learn and change as to what the children’s needs are. We all have the potential to bring something unique and special to the table but when the door is open at a young age more doors will open. Through the use of assets using communication and treating them like we all want to be treated things work out for the best. All it takes is the time to find the common ground between you and any child. One life touch is one step closer to success. It’s like planting seeds for the future and instilling healthy balance in their life. References: Codie McLachlan. (2010, April 30). 0 Assets videos target adults as well as youths. Saint City News, 17. Retrieved August 8, 2010, from Canadian Newsstand Complete. (Document ID: 2045205771). Gudrun Schultz (2006, January 16). Broken Family Structure Leads to Educational Difficulties for Children http://www. lifesitenews. com/ldn/2006/jan/06011605. html Schultz Gudrun (January 16, 2006). Broken Family Structure Leads to Educational Difficulties for Children http://www. lifesitenews. com/ldn/2006/jan/06011605. html Webb, L. D. , Metha, A. Jordan K. F. (2010). Foundations of American Education (6th ed. ). How to cite Developmental Assets, Essay examples