Developmental Assets: A Framework for Enriching Service-Learning

Source: Eugene C. Roehlkepartain and Peter C. Scales, Ph.D., Search Institute, December 2007

You can strengthen service-learning and improve developmental outcomes for young people by intentionally integrating positive youth development (PYD) principles and practices with service-learning. This brief introduces one framework for PYD, known as Developmental Assets, as a tool for enriching service-learning.

What are developmental assets?

A widely used framework for PYD is Developmental Assets. Created by Search Institute, the Developmental Assets are relationships, opportunities, skills, values, and commitments children and adolescents need to grow up healthy, caring, and responsible (Benson, 2006, Scales & Leffert, 2004; Scales, Sesma, & Bolstrom, 2004).

The research-based framework (Display 1) is organized into two types of assets. External assets refer to the support and opportunities that are provided by family, friends, organizations, and communities. The internal assets focus on the capacities, skills, and values that young people need to internalize as part of developing their character, identity, and life skills.

The more assets young people experience, the less likely they are to engage in a variety of high-risk behaviors and the more likely they are to engage in thriving behaviors (Display 2). They are also more likely to be successful in school (Scales et al., 2006). These kinds of relationships hold true across all groups of youth studied, including those from many racial-ethnic backgrounds, communities of all sizes, and different socioeconomic backgrounds (Sesma & Roehlkepartain, 2003).

The power of assets in shaping young people’s choices has motivated hundreds of communities and thousands of individuals and organizations to join in efforts to build Developmental Assets in and around children and youth. Many quickly recognize the potential for service-learning as a strategy toward that end.

How service-learning can strengthen assets

Well-designed service-learning efforts can do a lot to build Developmental Assets, which, in turn, contribute powerfully to positive life outcomes (Scales & Roehlkepartain, 2004). For example, one study found that low-income students who did service and had lengthier participation in service-learning had more Commitment to Learning assets and better school attendance and grades than low-income students who did not participate, significantly reducing the achievement gap between affluent and low-income students (Scales, Roehlkepartain, Neal, Kielsmeier, & Benson, 2006). The following diagram shows how increasing Developmental Assets can serve as an intermediate outcome of service-learning, since extensive research shows the strong link between assets and long-term outcomes of reduced risks (such as substance use, violence, and sexual activity) and increased thriving (or positive long-term outcomes that indicate optimal development, such as valuing diversity, being civically engaged, succeeding in school, and becoming a leader):

It is important to note that the above diagram is not a formal or complete logic model. Rather, it simply begins to illustrate the potential relationship—as well as the dynamic interplay between assets, service-learning, and other youth development opportunities. (Hence the two-way arrows.) In the same way that we often talk about a “downward spiral” of risks that are all too common among some young people, positive youth development suggests and “upward spiral” of positive opportunities, with each reinforcing and adding value to the others. As positive outcomes increase, young people are more likely to engage in positive activities, and the process continues (Benson, Scales, Hamilton, & Sesma, 2006; Scales & Roehlkepartain, 2004).

The asset-building potential of effective service-learning is significant. Longitudinal research suggests that students who serve at least one hour per average week are more than 3.6 times more likely than non-volunteers to have high asset levels (31 to 40 assets) three years later. The strongest relationships are between service to others and the following assets: positive adult role models; time spent in creative activities; time spent in youth programs; time spent in religious community; reading for pleasure; valuing caring; valuing equality and social justice; and interpersonal competence (Scales & Roehlkepartain, 2004). Because this analysis did not control for previous asset levels, we cannot attribute all of this difference to service experience; rather, the findings reinforce the interaction of service and service-learning with other positive experiences while growing up, each reinforcing the each other and having a positive, cumulative impact in young people’s lives.

Enriching service-learning with intentional asset building

Linking asset building (or positive youth development) with service-learning enhances both strategies. Service-learning becomes a resource for youth development, and asset building becomes a goal that enriches service-learning efforts.

The framework of Developmental Assets can be infused throughout the service-learning process. (For recommendations, tools, and guidelines, see Roehlkepartain et al., 2000.) Here are starting points:

• Reflect on your own experiences. Where have some of the assets been important in your own life? How have they made a difference? What kinds of experiences have you had that, in retrospect, built assets for you?
• Focus on the relationships in your network or program. Ensure that youth and adults who participate have intentional time to form lasting relationships.
• Use the asset framework to assess what you’re already doing.  One way to do this is to ask simple questions related to the eight categories of assets (support, empowerment, etc.). For example, you might ask, “In what ways do young people feel supported and cared for when they participate?” And “How does this program or activity intentionally nurture positive shared values?”
• Use the asset framework to develop future activities. A simple way to begin planning is to look at the asset categories (or specific assets, if you choose) and set goals and activities that intentionally focus there. It may be helpful to think of asset-building goals as a third set of goals that complements learning and service goals.
• Link with others who are doing asset building (or could be resources for asset building). Assets can be built in families, schools, faith communities, neighborhoods, youth organizations, and other places where young people spend time. Find out if people there are intentionally building assets. This networking can serve as a foundation for shared learning and mutually reinforcing youth development and service-learning efforts across the community.
• In evaluation and reflection, think of Developmental Assets as intermediate outcomes of service-learning efforts. If a service-learning program or experience contributes to strengthening Developmental Assets, then that program is likely to be addressing the long-term outcomes.

Display 1

* The Developmental Assets that, from a theoretical perspective, could most easily be enhanced through effective service-learning experiences in different settings. Other assets could be intentionally addressed through the specific service or learning goals and strategies of the service-learning experience.

Copyright © 1997 by Search Institute, 615 First Ave. Northeast, Suite 125, Minneapolis, MN 55413. Used with permission. For definitions of each asset, visit www.search-institute.org.

Display 2
The power of developmental assets

* Data based on aggregate Search Institute sample of 148,189 students surveyed in 2003.

© 2007 Learn and Serve America's National Service-Learning Clearinghouse.
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