Asset-Based Development forChild and Youth Care

Hilary A. Rose

Au asset-based approach is being chatnpioned by the field of child and youth care work, focusing onstrengths as oppwsed to weaknesses, assets as opposed to deficits. This article highlights the SearchInstitute's tlieoreticaUy-basai ami einpiricalh/supported model of developmental assets (Benson,Leffert, Scales, & Blyth, 1998: Scales, Benson, Leffert, & BIyth, 2000; Scales & Leffert, 2004) as abasis for interventions in the context of child and youth eare.

Historically, the deficit model has been usedto study atid intervene In problem popu-lations (Scales & Leffert, 2004; Villarruel,Perkins, Borden, & Keith, 2003).

Informed by the medical model, the deficit modelhas traditionally focused on what is wrong ratherthan what is right (i.e., asset models). This negativefocus affects how the media, and ultimately the pub-lic, view young people (Damon & Gregory, 2003;Scales & Leffert, 2004). In a recent newspaper articlecovering a report published by the World HealthOrganization, Canada was described as being a"nation of physically fit teens in generally goodphysical atid mental health." Nevertheless, the arti-cle's headline read that Canadian "Teens are fat, lazypot-smokers" (Teens, 2004).

Positive DevelopmentAn alternative approach looks at the proverbial glassas half tull instead of half empty. In other words,some helping professionals use an asset-basedapproach instead of a deficit-based approach withchildren and youth, (e.g.. Scales & Leffert, 2004;Villarruel et al., 2003). Atiglin (1999) has argued that,of all the helping professions, child and youth careorients most toward a "social competence perspec-tive" (p. 145). Rather than focus on what childrenatid youth cannot do or accomplish, the emphasis is

on what they can do. In other words, an asset-basedapproach is about the target group's strengths aridcompetencies.

For almost a quarter of a century, the Zeitgeistregarding social development has been about posi-tive development (e.g.. Scales & Leffert, 2004;Villarruel et al., 2003). Positive development empha-sizes strengths over weaknesses, resilience over risk,and assets over deficits. Authors who promote pos-itive development include Lerner, Fisher, andWeinberg (2000) and Villarruel, Perkins, Borden, andKeith (2003). In child and youth care, Krueger andcolleagues (Krueger, 1998; Krueger, Galovits, Wilder,& Pick, 1999) and Phelan (1999) have stressed posi-tive development by emphasizing facilitation ofstrengths.

An example of an asset-based research program isthe work of Peter Benson and his colleagues at theSearch Institute, an independent, nonprofit orgatiiza-tion that supports healthy development of childrenand youth through research. The Search Institute hasdeveloped a survey to measure developmental assetsof adolescents. This survey. Profiles of Student Life:Attitudes and Behaviors (PSL-AB), includes a 156-itemquestionnaire that measures 40 developmental assets(Benson et al., 1998; Scales et al, 2000). The 40 assetsare categorized in terms of external and internal

236 reclaiming Children and youth 14:4 winter 2006 <> pp. 236-240

assets which contain subcategories of support,empowerment, boundaries and expectations, con-structive use of time {external assets), and commit-ment to learning, positive values, social competen-cies, and positive identity (internal assets).

Data have been collected from over one millionAmerican adolescents in over two thousandAmerican communities. Findings have shown thatthe average number of assets reported by youth ingrades 6-12 is 18 assets out of a possible 40 (Bensonet al., 1998). Boys tended to report having fewerassets than did girls. Perhaps more surprising is thefinding that the average number of assets reporteddecreased from 21 reported in grade 6 to 17 in grade12. A later study showed the relationship betweendevelopmental assets and thriving, defined as ado-lescent well-being, including the presence of healthybehaviors and the' absence of problem behaviors(Scales et al., 2000). In general, the more develop-mental assets youth reported having, the more theywere likely to report thriving outcomes, such asschool success, good physical health, and overcom-ing adversity.

Although research on the developmental assets ofchildren and youth in care has yet to be conducted,it seems likely that those in care will exhibit fewerthan the average 18 out of 40 assets reported byyouth in the studies reported to date (Benson et al.,1998; Scales & Leffert, 2004). Nevertheless, giventhat the field of child and youth care utilizes astrength-based approach that focuses on positivedevelopment (e.g., Krueger, 1998; Phelan, 1999), theSearch Institute provides a theoretically-driven,empirically-tested model that may guide child andyouth care workers in formulating interventions thattarget these important developmental assets.

External AssetsThese 20 assets exist outside of the individual childor youth. They can be found in the microsystemswhich children and youth inhabit such as family,school, neighborhood, community organizations,and religious institutions. Children and youth whoreport having these assets feel cared for and caredabout. The external assets can be categorized interms of support, empowerment, boundaries andexpectations, and constructive use o( time (Scales &Leffert, 2004).

Support. Support comes from caring adults in thefamily, the school setting, and the community(Scales & Leffert, 2004). Communication is perceivedas positive, and school and neighborhood climatesare perceived as caring. Caring adults are seen asbeing involved in the lives of children and youthacross various settings. "Supported youth knowthey are not alone; they know they can rely on posi-tive, fulfilling relationships with numerous adults intheir families, schools, and communities" (Scales &Leffert, 2004, p. 23).

For children and youth in care, the importance ofthis asset is a given: "Caring relationships andhuman connections are essential to healthy growthand development" (Krueger, 1998, p. 67). Althoughfamily support may be compromised, support ofnonparental adults is the basis of child and youthcare. Ideally, child and youth care workers aretrained or supervised in developmental issues, com-munication skills, and disciplinary alternatives topunishment (Krueger et al., 1999). Child and youthcare workers also become sensitive to the intercon-nectedness of systems such as the residential home,the family, and the school (Garfat & McElwee, 2001;Stuart, 2001).

Empowerment. Children and youth feel safe and val-ued (Scales & Leffert, 2004). At a minimum, a feel-ing of being safe in the home, the school, and thecommunity, coupled with a sense of being valued,leads to a sense of agency and ultimately to a desireto serve others. Youth are given useful roles in soci-ety; at the same time, they seek out useful roles insociety. "In adolescence there is a heightened impor-tance for believing that one can make a contribution,play a meaningful role, and have a place in societywhere one fits" (p. 50).

Children and youth in care are often removed fromhomes where they feel neither safe nor valued andmay not have a sense of empowerment Developinga sense of empowerment is, therefore, one of thegoals of child and youth care (Krueger et al., 1999).Child and youth care workers strive to recognizethat youth "feel empowered when they believe theyhave the ability to relate, discover, and make mean-ingful contributions. Empowerment..evolves frombeing engaged in activities and learning with otherswho believe that youth have within themselves thecapacity to change and grow" (p. 18).

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Boundaries and expectations. Clear boundaries andexpectations exist, are communicated, and are con-sistent over time and across different microsystemssuch as family, school, and neighborhood {Scales &Leffert, 2004). Positive role models, both adults andpeers, are available to children and youth. "Youngpeople need a clear sense of the rules or limits in thevarious settings in which they live and interact....Youth also need adults who model healthy and con-structive behaviors, particularly as adolescentsbegin to 'try on' adult roles themselves" (p. 75).

Children and youth in care may not have a history ofappropriate boundaries and expectations. Child andyouth care workers, therefore, aspire to an authori-tative rather than authoritarian approach by settingclear limits and developmentally-appropriate expec-tations for behavior (Krueger, 1998; Krueger et al.,1999). In addition, the child and youth care literatureadvocates disciplinary alternatives to punishment,viewing crises as opportunities for growth anddevelopment. Ideally, child and youth care workersmodel the behaviors and skills that children andyouth in care are expected to develop.

Constructive use of time. Opportunities exist for cre-ative, pro-social, or faith-based activities at home, inschool, and in the community (Scales & Leffert,2004). Children and youth spend several hours aweek in extracurricular arts or sports, with minimaltime spent "hanging out" or doing "nothing spe-cial." Research shows that constructive use of freetime prevents involvement in risky behaviors,encourages the development of other positive attrib-utes, and allows for the development of prosocialskills (p. 97).

Almost 50% of the time of children and youth is"free" or unobligated, and thus the context of leisureis an important one (Caldwell & Baldwin, 2003).Although there is a body of research that focuses onthe negative aspects, or "dark side," of leisure (e.g.,substance abuse, delinquency, sexual experimenta-tion), research also has shown that participation inleisure is key to learning interpersonal skills, devel-oping cognitive and physical abilities, and exploringidentity issues. Identity development in particular isassociated with leisure, as leisure by definition isfreely chosen and intrinsically motivated. Child andyouth care workers try to offer a range of creative,expressive, and athletic activities for the childrenand youth in their care (Krueger et al., 1999).

Internal AssetsThe 20 internal assets are found within the individ-ual child or youth. In general, they indicate a posi-tive, healthy, pro-social orientation on the part ofchildren and youth. These developing individualsfeel good about who they are and what they can do.The internal assets can be categorized in terms ofcommitment to learning, positive values, social com-petencies, and positive identity (Scales & Leffert,2004).

Conimitnwnt to learning. Children and youth feel con-nected to school and motivated to learn (Scales tScLeffert, 2004). These individuals are activelyengaged in the learning process, including regularcompletion of homework and reading for pleasurefor several hours a week. "The desire to learn newthings, pleasure in doing so, and knowing how to goabout learning new ideas or skills together consti-tute 'a commitment to learning' that is deeper andmore lifelong than simply pursuing success inschool" (p. 120).

Children and youth cannot feel motivated to learn ifthey do not feel safe and valued (Phelan, 1999).Thus, security and acceptance needs of children andyouth must be met before they can attend to aca-demic demands. A basic tenet of child and youthcare work is to ensure that children and youtli incare feel safe and supported. In addition, workersencourage the development of life skills as well ascreative and athletic abilities (Krueger et al., 1999).Finally, child and youth care workers are aware of,and try to foster, the interconnections among thevarious settings that children and youth inhabit,including the residential setting and the school set-ting (Stuart, 2001).

Positive values. Children and youth report havingprosocial values reflecting honesty, integrity, andresponsibility (Scales & Leffert, 2004). At the sametime, they have a sense of social justice in terms ofequality and a sense of restraint with respect tounderage drinking, use of illicit drugs, and engage-ment in sexual activity. Ultimately, "positive valuesbecome deep commitments that guide how youngpeople think and act" (p. 149).

"The most meaningful youth work practice has todo with how the worker lives everyday, ordinary lifearound and with and on behalf of young people"(Magnuson, Baizerman, & Stringer, 2001, p. 310).

238 O reclaiming children and youth

These authors view child and youth work as a prac-tice of "life values," which emerge through everydayactivities and reveal what is understood and valuedabout life (Brockelman, 1985). Not only does theyouth care worker come to know the youth's life val-ues, but the youth also comes to know the youth careworker's life values as well {Magnuson et al., 2001).

Social competencies. Children and youth exhibit age-appropriate social skills such as the ability to makefriends and resolve conflict (Scales & Leffert, 2004).Additional skills include planning and decision-making, awareness and acceptance of others whoare different from themselves, and the ability toresist peer pressure. "Social competence involves thepersonal skills that children and adolescents use todeal with the many choices, challenges, and oppor-tunities they face" (p. 173).

Art bv Caleb W.Augsburg Academy, St. Paul, MN.

used witti permission.

Child and youth care workers strive to focus onstrengths rather than weaknesses; the emphasis is onsocial competencies, not social inadequacies(CYCAA, 1996; Stuart, 2001). Especially with regardto youth, care workers emphasize learning job skills,and ultimately, independent living skills (Krueger,1998). Activities of daily living, routine chores, andproblem-solving exercises are important for beinginterdependent and becoming independent and areenhanced when shared with child and youth careworkers who can teach, coach, and model life skills(Krueger etal., 1999).

Positive identity. Children and youth have a highsense of self-esteem (Scales & Leffert, 2004). Theseindividuals report feeling that their lives have pur-pose, they have control over things that happen tothem, and they are optimistic about their futures.Identity development, one of the central tasks ofadolescence (Erikson, 1963), can be defined as "anintegrated view of oneself encompassing self-con-cept, beliefs, capacities, roles, and personal history"(Scales & Leffert, 2004, p. 193).

Children and youth in care typically have a mistrustof others and a sense of futility and hopelessnessabout the future (Phelan, 1999). Often they lack asense of control over their lives as they feel trappedin a chaotic or tragic past. The goal of child andyouth care workers, therefore, is to help these youngpeople live meaningful lives in the present and lookforward to the future with hope (Durrant, 1993;Kagan, 1996). "There is a need to develop a safeplace to enable people to let go of the usual labelsand social rules with which they surround and pro-tect themselves.... As a person allows the newfacts...to be absorbed, he experiences a cognitivedissonance that challenges the old story" (Phelan,1999, p. 27).

ConclusionAlthough the developmental assets approach sharesunderlying assumptions with the field of child andyouth care, we cannot ignore the limitations of thisapproach with respect to children and youth in care.Studies reported to date (Benson et al., 1998; Scaleset al., 2000; Scales & Leffert, 2004) do not representchildren and youth in care, and no doubt greatlyoverestimate the developmental assets of those incare. We suggest, however, that the asset-basedapproach is both relevant and useful in formulating

volume 14, number 4 winter 2006 <* 259

interventions that target positive development for

all children and youth—including those in care.

Hilary A. Rose, PliD, is an nt^sociate pirofessor in the lieparf-menl of applied iniman sciences at Concordia University inMontreal, Quebec, Canada, She can be contacted b\/: phone:1-514-848-2424 vxt, 5814; fax: 1-514-848-2262; or e-mail:hroseC«'alcor.concordia.ca

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Art by Caleb w.Augsburg Academy, St. Paul, MN

used with permission.

240 **> reclaiming children and youth