RYASAP Catalyst for Community Change

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2008 PROFILE OF YOUTHTOWN OF MONROE

• Presented By
• RYASAP Catalyst for Community Change
• Bridgeport, CT
• In Cooperation With
• The Search Institute, Minneapolis, MN
• duBay Horton Associates, Bridgeport, CT
• October 2008

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2008 PROFILE OF YOUTHDEMOGRAPHICS

• 382 youth grades 7 12 were surveyed in public
  schools in Monroe
• Racial/Ethnic Breakdown
• 86 White
• 3 African American
• 4 Hispanic
• 3 Multi-Racial
• 3 Asian/Pacific islander
• 1 Native American

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DEVELOPMENTAL ASSETSEXTERNAL ASSETSPositive
experiences and support a young person receives
fromformal and informal connections to the
community
4
DEVELOPMENTAL ASSETSINTERNAL ASSETSThings a
community and family nurture within youth sothey
can contribute to their own development
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SETTINGS FOR POSITIVE YOUTH DEVELOPMENT
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ASSUMPTIONS ABOUT ASSETS

• Individuals do not need the entire range of
  assets to thrive. Combinations of assets across
  domains reflect equally positive adolescent
  development.
• Having more assets is better than having a few.
  Having strong assets in one category can offset
  weak assets in another. However, life is easier
  to manage if one has assets in all domains.
• Continued exposure to positive experiences,
  settings and people, as well as opportunities to
  gain and refine life skills, supports young
  people in the acquisition and growth of these
  assets.

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HIGHLIGHTSTOWN OF MONROEASSETS

• The average number of assets increased slightly
  from18.8 in 1998 to 20.2 in 2005 to 20.4 in 2008.
  Assets increased at all grade levels except the
  12th grade.
• 28 of 40 developmental assets either increased
  or remained the same from 2005 to 2008. The most
  positive asset areas were Support, Positive
  Values and Positive Identity. The largest
  increases of more than 3 in assets were in the
  areas of available Youth Programs (3), Bonding
  to School (4), Equality and Social Justice (3)
  and Caring Neighborhood (3). Thriving Behaviors
  of Maintains Good Health increased by 5 and
  Overcomes Adversity increased by 4.
• Developmental assets showing a decrease of 3 or
  more included Time Alone at Home (5), more than
  1 hour or more of homework per day (4) and
  Restraint (3). 3 fewer students reported
  getting mostly As in school. All assets in the
  area of student Empowerment decreased.

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ASSETS 1998 2008TOWN OF MONROE
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ASSETS BY GRADE LEVEL 1998--2008
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THRIVING INDICATORSThose indicators that predict
future thriving behaviors
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SUPPORT
12
EMPOWERMENT
13
BOUNDARIES AND EXPECTATIONS
14
CONSTRUCTIVE USE OF TIME
15
COMMITMENT TO LEARNING
16
POSITIVE VALUES
17
SOCIAL COMPETENCIES
18
POSITIVE IDENTITY
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HIGHLIGHTSTOWN OF MONROEDEFICITS OR RISKY
BEHAVIORS

• Only 12 of Monroe teens smoked tobacco in the
  last 30 days with only 4 smoking half a pack or
  more per day (Highest in greater Bridgeport
  region). However, the 12 of teens who smoked
  represented a 2 increase over 2005.
• 35 of teens drank alcohol in the last 30 days
  and 16 used marijuana. 18 of teens had 5 or
  more drinks at once over the last two weeks. 29
  of 10th grade students binge drank, which was the
  highest grade.
• Violent behavior between teens in Monroe all
  decreased and were the lowest in the Bridgeport
  region including carrying or using a weapon,
  being in group fights, hurting someone physically
  or bullying behavior.
• 22 of teens in Monroe had sexual intercourse
  with 38 of high school seniors the lowest in
  Greater Bridgeport.
• There was a major drop in teen gambling with
  only 13 having gambled 3 or more times in the
  last 12 months a 5 drop from 2005.
• 8 of young people had attempted suicide with 9
  feeling sad or depressed most of the time.

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YOUTH REPORTING RISKY BEHAVIORS
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RISKY BEHAVIORSMUNICIPAL COMPARISONS
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RISKY BEHAVIORSMUNICIPAL COMPARISONS
23
YOUTH REPORTING PREDICTIVE DEFICITS
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ALCOHOL AND OTHER DRUGSAGE OF ONSET
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ALCOHOL, TOBACCO AND MARIJUANA30 DAY USE
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TOBACCO, ALCOHOL MARIJUANA30 DAY USEMUNICIPAL
COMPARISONS
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PARENTAL APPROVALALCOHOL, TOBACCO AND MARIJUANA
USE
28
PEER APPROVALALCOHOL, TOBACCO AND MARIJUANA USE
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CONCLUSIONS

• Monroe showed gains in 28 of 40 developmental
  asset categories and 4 of 8 Thriving Indicators.
  Monroe has been a model for the greater
  Bridgeport region with its peer-driven GAMES teen
  gambling education program and its use of a
  similar model ISEA to combat underage substance
  use and abuse. Monroe should intensify its
  efforts in the area of alcohol use and abuse and
  seek other avenues to utilize these peer based
  models.
• Monroe had the highest number of assets in the
  greater Bridgeport region in 10 of 40 categories
  with the highest scores on all 4 Positive
  Identity indicators Personal Power, Self
  Esteem, Sense of Purpose and Positive View of
  Personal Future. It also had the lowest scores on
  7 indicators including, Cultural Competence,
  Equality and Social Justice, Neighborhood
  Boundaries and Parent Involvement in Schooling.
  Joint programs with Bridgeport and/or Stratford
  in cultural diversity may increase students sense
  of cultural competence and programs such as the
  National Network of Partnership Schools Parent
  Friendly Schools initiative may also be helpful.

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CONCLUSIONS

• Tobacco use is increasing slightly among Monroe
  teens and diligence should be paid to keep these
  figures low.
• Binge drinking and alcohol use among teens in
  Monroe are among the highest in the region and
  above the national average. Two of the best
  indicators for reducing teen substance use are
  parental and peer disapproval of use of
  substances and these are areas where Monroe may
  want to provide some emphasis. The Trumbull
  Partnership Against Underage Drinking or TPAUD,
  the community coalition model used in Trumbull
  and led by the Trumbull Public Schools may be a
  source of replication for Monroe.
• There are also major differences between boys
  and girls on most developmental assets and risky
  behaviors with boys scoring lower and being much
  more involved in risky behaviors except for
  substance use/abuse. This is true througho0ut the
  greater Bridgeport region and should be
  addressed.

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WHAT NEXT?

• What adults can do
• Smile and say hello to an adolescent that you
  see
• Send thinking of you cards to an adolescent
• Invite a young person to something you are doing
• What young people can do
• Get involved in a youth program, co-curricular
  activities, congregational program
• Get to know an adult you like
• Build relationships with younger children
  through tutoring, peer counseling, etc.
• What families can do
• Talk about your values with your children
• Involve your children in home and community
  projects
• Talk to your children about assets. Ask them how
  they would strengthen theirs
• What organizations can do
• Highlight youth assets in your programs not
  needs and deficits
• Provide meaningful ways to involve young people
  in planning and running programs in your
  organization that serve youth
• Join together with other agencies, citizens
  groups, faith organizations, youth and parents
  and determine what you will do together to stress
  assets and respond to community problems