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Developmental assets provide a blueprint for action

(Raadha Raswant, a senior at Reservoir High School)

“Schools aren’t responsible for kids’ problems; we’re doing a good job. Parents are responsible, and the media are responsible, and…”

Attention: The above message is a false statement.

It has long been believed that subjects such as math and science are taught in a classroom, and lessons concerning life are taught at home. However, during adolescence, most children spend as much time in school as at home. With a bigger value being placed upon extra curricular activities, such as sports and clubs, the school becomes a second home for a student.

What if I were to tell you that the “forty things needed to be the best that you can be” could fit in your back pocket or in your purse? I am sure that many people at first would not take me seriously, but research by the Search Institute shows otherwise.

The goal of the Howard County Connections Initiative is to close the gap between the different generations here in Howard County and strengthen relationships. Beginning in 2003, three schools piloted this initiative: Deep Run Elementary School, Burleigh Manor Middle School, and Reservoir High School, as well as two faith communities. Now seventeen other schools are becoming committed to the use of developmental assets to address goal 2 of the Howard County Public School System, and this is making all the difference.

Advisory has been the place where students are able to build a relationship with a teacher at their schools. Using the asset framework as the basis for lesson plans for advisory has allowed teachers to take the lesson plan and present the assets in such a way that the students will become engaged. From personal experience, a loose-ended lesson plan can lead to very deep discussions regarding diverse aspects in life. For example, advisory might involve discussing the negative impact of stereotypes on human relationships.

In fact, whether they are aware of it or not, students are engaged in asset building during their entire day at school. In her class, Julie Frisvold, a teacher of psychology, sociology, and American Government at Reservoir High School, as well at the Junior Varsity coach of volleyball, integrates the assets into her everyday teaching. As I sit in her class every morning, I often find myself analyzing her use of developmental assets in the classroom. She does everything that a teacher can do to make sure that her students are developing in the most positive ways. Students often find themselves engaging in group activities that help them become more socially adept at interacting with other people. Not only does she allow her students to get to know one another, she also finds a common ground on which she can relate to her students. This gives her students that sense of knowing that they can talk to her whenever they feel the need to talk to another adult outside of their family. One of the external asset categories from the Search Institute points out the importance for youth of finding sincere adult support. Teachers like Mrs. Frisvold are needed in the public school system to make their students feel more relaxed in their learning environment.

Another one of my teachers who implements the developmental assets into his teaching and advising of extracurricular activities is Mr. Matthew Dubbs. Mr. Dubbs is the band director at Reservoir. During the summer and through November, I spend countless numbers of hours with him in marching band. This past year, I was the Color Guard captain and therefore attended staff meetings that were held at the end of each rehearsal. Mr. Dubbs asked the student leaders what could be done to ensure that marching band members were getting the most out of their experience and how the staff could support and encourage student members. This experience showed me that Mr. Dubbs truly values the voices of his students. In addition, Mr. Dubbs builds bonds with his students. I know that I can go talk to him whenever there is a conflict that I need to deal with and cannot work out by myself. Such outlets are a pleasure because they reminds students that their teachers aren’t just “people graders and instructors”, but also friends who value students feelings, and care about them unconditionally.

The Forty Developmental Assets have had a highly positive effect on the youth that are encountering the framework in schools. Although it is taking time for its effects to solidify, the change that has already occurred has been phenomenal. There has been an improvement in positive school climate and there has been a deepening of relationships between staff and students. As the developmental assets are implemented even more in school, their influences will become more obvious.

So, the next time you hear, “What can I do to make things better?” remember that the developmental assets provide a blueprint for action.