Developmental Assets: A Framework for Enriching Service-Learning (Expanded)

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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):

Diagram on increasing developmental assets benefits

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.

References

Benson, P. L. (2006). All kids are our kids: What communities must do to raise caring and responsible children and adolescents. San Francisco: Jossey-Bass.

Benson, P. L., Scales, P.C., Hamilton, S. F., & Sesma, A. Jr. (2006). Positive youth development: Theory, research and applications. In W. Damon and R.M. Lerner (Eds.). Handbook of child psychology, 6th ed., Vol. 1, Theoretical models of human development (pp. 894-941). New York: John Wiley.

Roehlkepartain, E. C., Bright, T., Margolis-Rupp, B., & Nelson, L. I. (2000). An asset builder’s guide to service-learning. Minneapolis, MN: Search Institute.

Scales, P. C., Benson, P. L., Roehlkepartain, E. C., Sesma, A. Jr., & van Dulmen, M. (2006). The role of developmental assets in predicting academic achievement: A longitudinal study. Journal of Adolescence, 29 (5), 692-708.

Scales, P. C., & Leffert, N. (2004). Developmental assets: A synthesis of the scientific research on adolescent development, 2nd edition. Minneapolis: Search Institute.

Scales, P. C., & Roehlkepartain, E. C. (2004) Service to others: A “gateway asset” for school success and healthy development. In Kielsmeier, J., Neal, M, & McKinnon, M. (Eds.) Growing to greatness 2004: The state of service-learning in the United States (pp. 26-32). St. Paul, MN: National Youth Leadership Council.

Scales, P.C., Roehlkepartain, E.C., Neal, M., Kielsmeier, J.C., & Benson, P.L. (2006). Reducing academic achievement gaps: The role of community service and service learning. Journal of Experiential Education, 29, 38-60.

Scales, P. C., Sesma, A., Jr., & Bolstrom, B. (2004). Coming into their own: How developmental assets help promote positive growth in middle childhood. Minneapolis: Search Institute.

Sesma, A., Jr., & Roehlkepartain, E. C. (2003). Unique strengths, shared strengths: Developmental assets among youth of color. Search Institute Insights & Evidence 1 (2), 1-13.

Display 1
Search Institute's 40 Developmental Assets

External Assets

Internal Assets

Support

Family support
Positive family communication
Other adult relationships*
Caring neighborhood
Caring school climate*
Parent involvement in schooling*

Empowerment

Community values youth*
Youth as resources*
SERVICE TO OTHERS
Safety

Boundaries and Expectations

Family boundaries
School boundaries
Neighborhood boundaries
Adult role models*
Positive peer influence*
High expectations*

Constructive Use of Time

Creative activities
Youth programs*
Religious community*
Time at home

Commitment to Learning

Achievement motivation*
School engagement*
Homework
Bonding to school*
Reading for pleasure

Positive Values

Caring*
Equality and social justice*
Integrity
Honesty
Responsibility
Restraint

Social Competencies

Planning and decision making*
Interpersonal competence*
Cultural competence*
Resistance skills
Peaceful conflict resolution

Positive Identity

Personal power*
Self-esteem
Sense of purpose*
Positive view of personal future*

* 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

	Percentage Reporting High-Risk and Thriving Behaviors, by Asset Level
	0-10 Assets	11-20 Assets	21-30 Assets	31-40 Assets
High-Risk Behavior Patterns
Problem alcohol use—Has used alcohol three or more times in the past month or got drunk once in the past two weeks.	45%	26%	11%	3%
Sexual activity—Has had sexual intercourse three or more times in lifetime.	34%	23%	11%	3%
Violence—Has engaged in three or more acts of fighting, hitting, injuring a person, carrying or using a weapon, or threatening physical harm in the past year.	62%	38%	18%	6%
School problems—Has skipped school two or more days in the past month and/or has below a C average	44%	23%	10%	4%
THRIVING BEHAVIORS
School success—Students grades are A- or higher.	9%	19%	34%	54%
Valuing diversity—Student places high value on interacting with people of other racial and ethnic backgrounds.	39%	60%	76%	89%
Leadership—Student reports being a leader in a group or organization in the last 12 months.	27%	48%	69%	88%
Maintaining good health—Student reports an active interest in nutrition and exercise.	9%	19%	31%	44%

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

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Developmental Assets: A Framework for Enriching Service-Learning (Expanded)