2011 PROFILE OF YOUTH IN GREATER BRIDGEPORT

Presented ByRYASAP

Catalyst for Community ChangeBridgeport, CT

In Cooperation WithSearch Institute, Minneapolis, MN

STRATFORD

2011 PROFILE OF YOUTHSTRATFORD BREAKDOWN

599 Youth surveyed

Racial and Ethnic Breakdown44% White 16% Multi-racial18% Hispanic 15% African American3% Asian/Pacific <1% Native

American

DEVELOPMENTAL ASSETSEXTERNAL ASSETS

Positive experiences and support a young person receives from formal and informal connections to the community

(Regional which includes your data is in parentheses)

SUPPORT1. Family Support 68% Family life provides high levels of love &

support 2. Positive Family Communication 22% Young person & parents

communicate positively and youth seeks parental advice 3. Other Adult Relationships 48% Young person receives support

from 3+ nonparent adults 4. Caring neighborhood 39% Young person experiences caring

neighbors 5. Caring School Climate 29% School provides a caring, encouraging

environment 6. Parent Involvement in Schooling 24% Parent(s) actively involved

in helping young person succeed in school EMPOWERMENT1. Community Values Youth 18% Young person perceives that adults values youth

2. Youth as Resources 26% Young people are given useful roles in the community 3. Service to Others 53% Young person serves in the community one (1) hour or more per week 4. Safety 50% Young feels safe at home, school and in the neighborhood

EXTERNAL ASSETS continued BOUNDARIES & EXPECTATIONS

1. Family Boundaries 42% Family has clear rules & consequences and monitors young person’s whereabouts

2. School Boundaries 54% School provides clear rules & consequences

3. Neighborhood Boundaries 41% Neighbors take responsibility for monitoring youth behavior

4. Adult Role Models 24% Parent(s) and other adults model positive, responsible behavior

5. Positive peer influence 58% Young person's friends model responsible behavior

6. High Expectations 49% Both parent(s) and teachers encourage the young person to do well CONSTRUCTIVE USE OF TIME

1. Creative Activities 23% Young person spends 3+ hours/week in lessons or practice of music, theater or other arts.

2. Youth Programs 57% Young person spends 3+ hours/week in sports, clubs or organizations and school and/or community

3. Religious Community 52% Young person spends 1+ hours/week in activities in a religious institution.

4. Time at Home 48% Young person is out with friends “with nothing special to do” 2 or fewer nights/week

DEVELOPMENTAL ASSETSINTERNAL ASSETS

Things a community and family nurture within youth sothey can contribute to their own development

COMMITMENT TO LEARNING1. Achievement motivation 69% Young person is motivated to do well

in school 2. School engagement 51% Young person is actively engaged in

learning 3. Homework 47% Young person reports doing at least one (1) hour of

homework every school day 4. Bonding to school 47% Young person cares about his/her school 5. Reading for pleasure 22% Young person reads for pleasure 3+

hours/week POSITIVE VALUES1. Caring 53% Young person places high value on helping others 2. Equality & School Justice 53% Young person places high value on

promoting equality and reducing hunger & poverty 3. Integrity 74% Young person acts on convictions and stands up for

his/her beliefs 4. Honesty 65% Young person tells the truth even when it is not easy 5. Responsibility 67% Young person accepts and takes personal

responsibility 6. Restraint 38% Young person believes it is important not to be sexually

active or to use alcohol/other drugs

INTERNAL ASSETS continuedSOCIAL COMPENTENCIES

1. Planning & Decision Making 31% Young person knows how to plan ahead & make choices

2. Interpersonal Competence 44% Young person has empathy, sensitivity, and friendship skills

3. Cultural Competence 49% Young person has knowledge of/comfort with people of different cultural/racial/ethnic backgrounds

4. Resistance skills 43% Young person can resist negative peer pressure & dangerous situations

5. Peaceful conflict resolution 34% Young person seeks to resolve conflict nonviolently

POSITIVE IDENTITY1. Personal Power 42% Young person feels he/she has control over “things

that happen to me” 2. Self-esteem 53% Young person reports having a high self-esteem 3. Sense of purpose 62% Young person reports that “my life has a

purpose” 4. Positive view of personal future 71% Young person is optimistic

about his or her personal future

FOUR CORE MEASURES

Past 30 Day Use0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

Alcohol (28)Tobacco (8)Marijuana (24.6)

PAST 30 Day Use

Past 30-Day Substance Use by Asset Level

Alcohol Tobacco Marijuana0%5%

10%15%20%25%30%35%40%45%50%

0-1011-2021-3031-40

Youth’s Perception of RiskFOUR CORE MEASURES

Perception of Risk0

102030405060708090

100

Alcohol (66.1)Tobacco (91.83)Marijuana (76)

Youth’s Perception of Substance Use Risk by Asset Level

Alcohol Tobacco Marijuana0%

20%

40%

60%

80%

100%

120%

0-1011-2021-3031-40

44%

33%29%

33%28%

24%18% 15%

20% 19%

0%

10%

20%

30%

40%

50%

60%

70%

1998 2001 2005 2008 2011

Drank in past 30 days

Binge drinking in past 2-week period

0%

10%

20%

30%

40%

50%

60%

70%

1998 2001 2005 2008 2011

Attended parties w/peers whowere drinkingRode in a care w/someone whowas drinkerDrove after drinking

Stratford SEARCH Data Comparison

Perception of Parental Disapproval

FOUR CORE MEASURES

Perception of Parental Disapproval

788082848688909294

Alcohol (83.16)Tobacco (92.83)Marijuana (90.6)

Perception of Parental Disapproval by Asset Level

Alcohol Tobacco Marijuana0

20

40

60

80

100

120

0-1011-2021-3031-40

Age of First UseFOUR CORE MEASURES

Age of First Use12.4012.6012.8013.0013.2013.4013.6013.8014.0014.2014.40

Alcohol (13.1)Tobacco (13.1)Marijuana (14.2)

GENDER DIFFERENCES

Developmental Asset Male

Female

Service to others – serves community 1-2 hours/week 48% 59%Safety – feels safe at home, school and in the community

61% 40%

Creative Activities – spends 3 or more hours/week in lessons/practice in music/theater/other arts

18% 28%

Achievement Motivation – is motivated to do well in school

64% 74%

Religious Involvement – one or more hours/week in activities at a religious institution

48% 56%

Succeeds in School – gets mostly A’s on report card 16% 26%Reading for Pleasure – reads for pleasure 3+/week 13% 30%Caring – places high value on helping other people 44% 60%

In addition to an educational achievement gap, there is a serious gap between the performance of young male students versus

female students. Note the following differences of more than 8% between young male and female students.

GENDER DIFFERENCES continued

Developmental Asset Male

Female

Equality & Social Justice – places high value on promoting equality/reducing hunger & poverty

44% 61%

Integrity – acts on convictions and stands up for what he/she believes

68% 78%

Honesty – tells the truth even when it is not easy 60% 70%Responsibility – accepts and takes personal responsibility 62% 71%Restraint – believes it is important not to be sexually active or to use alcohol/other drugs

34% 43%

Interpersonal Competence – has empathy, sensitivity & friendship skills

30% 56%

Cultural Competence – has knowledge of & comfort with people of different cultural/ethnic/racial backgrounds

43% 54%

Helps Others – helps friends or neighbors one or more hours per week

69% 83%

Overcomes Adversity– does not give up when things are difficult

72% 63%

Peaceful Conflict Resolution – young person seeks to resolve conflict nonviolently

29% 38%

Risk-Taking Behaviors

0%

10%

20%

30%

Risk-Taking Behaviors

0%5%

10%15%20%25%30%35%40%

Risk-Taking Behaviors

0%

10%

20%

30%

Youth Reporting Developmental Deficits

0%

10%

20%

30%

40%

50%

60%

Overall

The 8 Indicators of Thriving Youth

• Experience school success • Exhibit leadership

• Help others informally • Resist danger• Value diversity

• Control impulsive behavior• Maintain good personal health

• Overcome adversity

These are the factors commonly valued & accepted by developmental experts

as important elements of healthy human development.

THRIVING LEVELS

Just as assets protect against negative behaviors, they also promote positive behaviors. Having multiple protective factors (assets) as a

young person is more influential in ensuring positive youth outcomes than having risk factors (deficits & risky behaviors)

Youth with more Developmental Assets generally report higher average levels of thriving indicators.

0 - 10 11 - 20 21 - 30 31 - 4001234567

2.83.8

4.9

6.4

Average Number of Thriving

Indicators

Succ

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in Sc

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Helps O

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Values

Dive

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Mainta

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Exhib

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Resist

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Delays

Gra

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Overco

mes A

dver

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020406080

100120

0 - 1011 - 2021 - 3031 - 40

Thriving Indicators & Related Asset Levels

Stratford’s Asset Challenge

16%

44%

33%

7%

Assets0-10 Assets11-20 Assets21-30 Assets31-40 Assets

All young people need assets ~ While it is crucial to pay special attention to youth who have the least resources (economically/emotionally), all children and adolescents will benefit from having even more assets than they have now.Everyone Can build assets ~ All adults, youth & children can play a role in developing assets by spreading positive messages to and about young people across the community.Building assets is an ongoing process ~ Asset development starts with a child is born, and continues through high school and beyond. Relationships are crucial ~ A key to asset development is strong relationships between adults & young people, between young people & their peers and between teenagers & younger children.Send consistent messages ~ Asset building requires sending consistent, positive messages to youth & adults about what is important. Repeat the message – again & again ~ Young people need to hear the same positive messages and feel support, over and over, from many different people.

Strengthening the Foundationof Developmental Assets

REMEMBERIt’s all

about the ASSETS