1. Take a minute to reflect….What are your dreams for the students in your classroom? What are your dreams for your own children?

2. If you could give your children/students three gifts for life, what would they be?

3. Mom, how can you give me the gifts of Happiness, Success, and Health?

4. Knowledge + Life Skills + Developmental Assets Equals = Happy, Successful, and Healthy Children

5. Why do we need to give our children Knowledge, Life Skills and Development Assets? • Children of alcoholic parents are 4-5 times more likely to develop chemical dependency than children of non-alcoholics. • 2/3 of teens who drink say that they can buy their own beverages. • 62% of 18,000 high school student surveyed admitted to using illicit drugs. • 9 out of 10 teenagers say that “being in love” makes premarital sex okay!

6. The Need Continues • It is estimated that 2.5 million teens are infected with STD’s each year. • Once every 15 seconds, someone in the US is contracting an STD • 1 out of 4 of your students do not live with both parents. • 6,000 teens commit suicide annually, that is one every 90 minutes • 85% of suicide attempts had been drinking/high • 1 in 10 girls ages 15-19 becomes pregnant each year. Statistics shared by Tom Kidd at Viterbo course Developmental Assets on December 3-4 2010 and Wisconsin D.P.I, Wisconsin D.O.T Children’s Defense Fund, CESA #10 National Council on Alcohol/Drug Dependence

7. Do we want to be reactive or proactive? Curriculum gives knowledge, but we also need to teach life skills and the developmental assets.

8. Time for an Energizer Break Why do we need to energize? Endorphins-natural chemicals released by the brain that makes us fee l good and lessons pain! Laughing Crying Physical exercise Good touch Shock Only time your brain won’t give off this natural chemical is: When under the influence of drugs/alcohol

9. What are Developmental Assets? 40 Building Blocks that increase a child’s opportunities to be happy, healthy, and successful in life. They are characteristics, traits, strengths, behaviors and beliefs.

10. Is teaching the 40 Developmental Assets effective? • Based on years of research and countless studies • Average youth presently has 18.6 Assets • The more assets a child has, the less unhealthy behaviors are chosen. What assets do they have?

11. Developmental Assets at Work • Home • School • Community • Congregation • Service Organizations Developmental Assets need to reinforced/taught in all these areas.

12. 40 Developmental Assets • Click Here for Assets for adolescents (12-18) • Click Here for Assets for Middle Childhood (8-12) • Click Here for Assets for Grades (K-3) • Click Here for Assets for Early Childhood

13. Take a Minute to Complete Asset Checklist

14. What can you do? • Visit Search Institute Webpage for resources to incorporate Developmental Assets into your home, school, classroom, community or church. • Recommendations for Educators: • Personalize your classroom so every child feels cared for, supported and important • Encourage social competencies like friendship-making • Daily develop values by how you teach particularly those that build a sense of personal responsibility • Do prevention work at any time in your classroom through comments, statements, activities • Promote service learning opportunities • Get children support services as soon as possible • Life Skills

15. Time for another EnergizerQuestions Activity

16. What are Life Skills? • Be Assertive • “Quick” Decision Making Skill • The “I” Formula • Responsible Decision-Making Model • The Refusal Skill • “Carefrontation Skill” • SMART Goal Setting Process (Tom Kidd. Developmental Assets Course)

17. “Quick” Decision Making Skill Used when one has very little time to decide. Ask yourself: • Is it healthy? • Is it safe? • Is it legal? • Does it respect myself and others? • Does it respect my parents/guardians? If you answer is no to ANY one of these questions. You probably shouldn’t do it- otherwise be ready for the CONSEQUENCES.

18. The Refusal Skill • Ask Questions (ask enough questions to find out if there is trouble involved) • Think about your decision (ask yourself the five decision making questions) • State one consequence/repeat it (give on thing that can happen and repeat it) • Sell an alternative (suggest something to do that is at least equally or better than what they want to do) • Move away and leave the door open (start moving away, but invite them to join you with your alternative)

19. Be Assertive Instead of being aggressive-act with assertiveness.. • Know what you want to say • Say it • Be specific • Say it as soon as possible • Look the person in the eye • Look relaxed • Avoid laughing nervously • Don’t whine or be sarcastic • Say something positive first

20. The “I” Formula • State their name • I feel (explain the emotion you feel) Don’t say “I feel that you….” • When you (use specific details) • Because (how it affects you) • Would you consider (a reasonable compromise) • What I’d like or what I need • Thank you for listening to me!

21. Responsible Decision-Making Model For when you have time to think about a decision • Identify the situation • Identify the choices • Identify the Consequences • Ask five “Quick” Questions • Make a decision • Evaluate

22. S.M.A.R.T Goal Setting Process S- Make your goal specific M- make it measurable A- Make it action-oriented R- Make it realistic T- Make it time bound

23. Lost Generation Video

24. Knowledge + Life Skills + Developmental Assets Equals = Happy, Successful, and Healthy Children