How do we put the pieces in order?
Growing healthy youth is something of a puzzle. There are so many schools of thought on how to assist children and adolescents in the process of becoming someone or something greater than they currently are. The difficulty in looking at any persons' life from this perspective is that teachers, administrators, and counselors are seeing the individual as lacking in resources instead of searching for abilities and characteristics are already present. If educators, parents and students first looked at what positive assets they already possessed the road to overcoming a crisis or challenge in adolescence my not seem so daunting a challenge to face.
There are points in my own professional life that I've found it necessary in the midst of all the chaos of an adolescent's crisis point to initially stop and listen to what has got them to the critical point, where they want to go from there, and what helps and supports they have to help them accomplish the task. While it is important to discuss the challenges that are present, it is not helpful to dwell on the have-nots of their life.
In putting together a one thousand piece puzzle, a problem solver will become overwhelmed by seeing a mass of disconnected pieces and frantically trying to force them to fit. The problem solver needs to be given the time and place to look piece by piece and begin to see the connections that are right in front of them.
When I was a child and I would work on jigsaw puzzles, my Mom would always tell me to work on "framing it in" first. She felt that if I worked on the outline of the puzzle first that I wouldn't become overwhelmed but would feel I had an attainable place to begin in my project.
"Framing it in", is necessary for students and adolescents in their homes, schools and jobs in order to have a fair starting point to make the connections necessary for growth in all these areas. Even when academics are a challenge, a wise teacher will back up to the place that a student is in order to take them to the next place in the learning process. Without this kind of connective process, learning becomes random and unproductive.
What are the Assets?
One example of a connecting or framing resource for students and teachers alike is the Search Institutes 40 Development Assets studies and curriculum. The 40 developmental assets are a collection on internal and external resources that aid children and adolescents to grow up to be healthy and grounded adults. "“Asset-building”--the Institute’s term for purposefully helping youth experience more assets in their lives--is happening in hundreds of communities by thousands of people across North America. Youth and adults—in big cities and small towns-- understand in growing numbers the awesome power they have in making positive and lasting impact on the lives of young people. Individually and together, they are actively engaged in the movement to grow healthy communities and healthy youth. ( www.search-institute.org)"
It is the beliefs of this asset-based program that the more supports you have in place (See Appendix 1 for complete list of the assets) the more protected and individual is for the crisis and difficulties that life will ultimately challenge an individual with. The application of the assets can be described as a game of dodge ball. There is an individual standing across a field. Surrounding the individual are the assets that protect and keep them less vulnerable of being hit by the ball. The ball can represent various crisis or challenges that many adolescents are faced with: illness, death in family, drug or alcohol abuse, pregnancy, difficulty in school and more. If the internal and external defense assets are in place (i.e. Parent involvement in schooling, religious community, honesty, responsibility), the individual is less likely to be an easy target for a crisis. While some my question the reality of the presence of these assets in the majority of adolescents, it is important to note that in building upon what is present that development of more of the 40 assets is possible.
What is the Search Institute?
"The Search Institute is an independent nonprofit organization whose mission is to provide leadership, knowledge, and resources to promote healthy children, youth, and communities. To accomplish this mission, the institute generates and communicates new knowledge, and brings together community, state, and national leaders.
At the heart of the institute's work is the framework of 40 Developmental Assets, which are positive experiences and personal qualities that young people need to grow up healthy, caring, and responsible." ( www.search-institute.org)
Some Statistics on American Youth
It is necessary to understand that in this system of assets there are certain benchmarks to help serve as goals for all young people. Four elements have been diagnosed as basic attributes for well-being.
"*Having 31 or more of the 40 developmental assets.
* Experiencing only 1 or none of the 5 developmental deficits.
* Engaging in only 2 or fewer of the 10 high-risk behavior patterns.
* Having at least 6 of the thriving indicators." (A Fragile Foundation,
Pg. X1)
According to testing by the Search Institute, less than 4 percent on adolescents experience the four elements that attribute to the state of well-being that is necessary. The developmental Deficits defined in, A Fragile Foundation are: Drinking Parties, Time Alone at Home, Being a victim of violence, TV overexposure, and Physical Abuse. High-risk behaviors that also compromise wellness are: Violence, Problem alcohol use, antisocial behavior, Depression and/or suicide, Driving and alcohol, Gambling, Tobacco, School Problems, Illicit drugs, and Sexual intercourse. It is necessary that young people develop internal characteristics like: Helping others, Overcoming adversity, Exhibiting leadership, Maintain good health, Value diversity, Delay gratification, Succeeds in school and resist danger in order to become better able to deal with and withstand the deficits and high-risk behaviors they face. (A Fragile Foundation, pg XV) Students that demonstrate fewer assets are more likely to be easy targets of problem alcohol use, lack of success in school and other negative factors.
While the rate of 4% of students feeling they have 31 of the 40 assets is frighteningly low, there has been great improvement in the last 40 years in the comprehension and pursuit of developing these assets in youth. Many different resources have been created in response to the need of developing both the internal and external assets to assist youth by means of community groups, church programs and community, after-school programs and some creative and exemplary efforts of individual teachers and administrators.
Class 203# as an Asset Builder
Ms. Erin Gruwell was an English teacher that educated an unlikely class of 150 asset challenged students from freshman year in 1994 through to their Senior Year in the spring of 1998. After her initial baptism in the post-LA- riots-influenced-Long-Beach-California-public-school it was obvious that her initial role as a new teacher were to be challenged beyond her expectation but not her imagination or compassion.
Ms. Gruwell was faced with rooms full of students that were tied up in gangs, abuse, teen pregnancy, violence and more negative influences that are described in the listing provided by the Search Institute. It was her ability to listen and be creative in her teaching that allowed the first connections be made in order for education to become a value the students would first be consider as important and life-giving.
The common ground that began the asset building opportunity was the chance for all the students to anonymously tell their life stories by journaling in basic composition books. As students began to express their ideas, stories and life situations in their journals, Ms. Gruwell began to introduce them to books that they could identify with in the circumstances of their daily lives. (The Diary of Anne Frank, watching Schindler's List, Durango Street, and Romeo and Juliet). In creating a haven in her classroom that allowed for conversation and communication and continuing that conversation on the assigned readings in reflections in the journals, Ms. G began to "frame in" and organizes a place for each one of these students to begin again. Possibly without knowing it, Ms. Gruwell used her teaching methods and approach to help begin a strength-based, asset-developing atmosphere that allowed any student to find their starting point.
Is this and idealistic dream or a possible reality?
Some may suggest that the effectiveness of the educational and life changing results of the now well-known "Freedom Writers" was a fluke of circumstances and commitment of one unique teacher's efforts as a singular isolated idealistic example of strength based curriculum. While the level of commitment that Ms. Gruwell demonstrated to her students is dramatic and extensive (as she took on second jobs in order to purchase books and materials for her students that had been refused by the school.), it is important to look at the application of the learning and how the means and methods could possibly be transplanted in other educational systems to create a similar education and asset building effect.
How can this be attempted?
Some of the unique aspects of the Freedom Writers experience that could be duplicated elsewhere are: Open communication via journals to discuss readings and personal situations in a safe environment, accountability in participating in class reading, goal setting for passing tests and grade levels, team building and working together on common goals, mentoring and tutoring of younger students by older students, creative expression, having the opportunity to learn to accept and work with people different than self… and the list continues.
It is interesting that each one of these aspects experienced in Room 203# support and build upon several of the 40 Development Assets: Other Adult Relationships, Caring Neighborhood, Caring School Climate, Youth as Resources, Safety, School Boundaries, Adult Role Models, Positive Peer Influence, High Expectations, Creative Activities, Youth Programs, Achievement Motivation, School Engagement, Homework, Bonding to School, Reading for Pleasure, Caring, Equality and Social Justice, Integrity, Honesty, Responsibility, Planning and Decision Making, Interpersonal Competence, Cultural Competence, Resistance Skills, Peaceful Conflict Resolution, Personal Power, Restraint, Self-Esteem, Sense of Purpose and Positive View of Personal Future.
A primary goal of asset development is for a young person to gain at a minimum of 31 developmental assets. Thirty-one of the 40 Developmental Assets were encouraged and taught to the 150 students in Room 203# throughout their four years with Ms. Gruwell. It is obvious that the Freedom Writers project fits perfectly into the asset based system. Ms. Gruwell's success in aiding all 150 students in achieving the goal of graduation is a direct result of the emphasis upon developing positive assets and her own ability to relate and communicate in a meaningful ways with her students.
Some of the additional results of the Freedom Writers Classroom are: Increased graduation rate (150 students in program all completed their High School Degree), decreased delinquency rate (gang involvement decreased and previous gang members mentored younger students to prevent their involvement. Many of the Freedom Writers went on to college to earn credentials, bachelors' degrees, masters' degrees, and some are even pursuing PhDs. (www.freedomwritersfoundation.org)
Much national attention was earned by the publication of excerpts of student's journals and the telling of their journey in, The Freedom Writers Diary. Later the feature film, Freedom Writers caused more attention to be given to the cause of education and asset development in all public education forums. Since Ms. Gruwell's departure from teaching in Long Beach, she is busy with speaking engagements worldwide in effort to encourage teachers and students to strive for their dreams. She also oversees the Freedom Writers Foundation to help other teachers and students receive the resources necessary to re-create the Freedom Writers curriculum in their own classrooms across the country.
While Freedom Writers Foundation is in the process of helping the ideas, methods and principles of the original classroom to be repeated nation wide, it would be wise for local administrators, counselors and teachers to implement the goal of asset building and development in the ways and means that make the most connection with the students they serve. Through to combined efforts of family, school, church and social organizations it is possible to achieve a higher rate of asset development in the lives of our nations youth. It has been said that, " It takes and village." to care for the children of our community. I believe that caring for our children can start with one person taking the time to really hear and see the point of connection that we all have in common. We all need someone to help us " Frame it in", at one point or another our lives. That person was Ms. Gruwell for Room 203#, but I believe that that person to make a difference could be and everyday someone you know: your kids' teacher, the crossing guard, the neighbor lady that lives across the street, or the after-school tutor that is willing to repeat the explanation just one more time. You never know, that person could even be you.
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Brothers and Sisters Dance Copyright T.L.Eastman 2007
Look to each other and take the timid step.
Reach out trembling fingers,
Create some bridges.
Become the hero you haven't seen - yet.
Can we stand hand in hand?
Creating fusion at the heart of movement?
"WE MUST LEARN TO LIVE TOGETHER AS BROTHERS AND SISTERS" - and dance.
Days to tame and movements to claim.
Learn to dance in unison and communion...
Unique - graceful - safe.
Can we share spaces and places?
Building neighborhoods of hope and grace?
"WE MUST LEARN TO LIVE TOGETHER AS BROTHERS AND SISTERS" - and dance.
"WE MUST LEARN TO LIVE TOGETHER AS BROTHERS AND SISTERS" - and dance.
Copyright T.L.Eastman 2007
("We must learn to live together as brothers and sisters" Dr. Martin Luther King as cited in Freedom Writers Diary)
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If you desire the appendix notes please contact me via email.
Works Cited:
1. Freedom Writers Diary, Copyright 1999, Random House/ New York
2. A Fragile Foundation: The State of Developmental Assets among American Youth, Copyright 1999, Search Institute/ Minneapolis, MN
3. World Wide Web - www.freedomwritersfoundation.org
4. World Wide Web - http://www.search-institute.org/
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