July 2008
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YOUTH STRENGTHENING CAMP at BCMH REHAB & FITNESS
Students aged 12-15 will learn the fundamentals of weight training, spotting, exercises, safety and etiquette while properly using weight lifting machines,hand held weights with an adjustable bench, medicine and stability balls. Class meets Tuesdays and Thursdays at 10:30-11:30 AM from July 22nd through August 14th. Cost for members: $30; non-members: $40. Class size is limited. For information call 524-2200.
Local Listings:
Copper 5 (Mall)
U.P. Theaters (The Pic & Lode)
 
 
 

Asset Building & The Copper Country
 (From “2001 Report of the 40 Developmental Assets in Baraga, Houghton and Keweenaw County”)

The Search Institute has defined 40 developmental assets -- building blocks of human development that help protect youth from high-risk behavior and help enhance school success and other forms of positive development.  The 40 developmental assets cover eight categories:  support, empowerment, boundaries and expectations, constructive use of time, commitment to learning, positive values, social competencies, and positive identity.  Assets are the strengths that kids need to grow up healthy, competent, and caring.  The Search Institute’s research reveals that youth with more assets experience more success in life and participate less in risky behaviors. 

The Survey of Student Resources and Assets was administered in March, April, and May 2001 to 1221 students in grades 7, 9, and 11 at Adams Township Schools, Baraga Area Schools, BRIDGE School, Public Schools of Calumet, Larium, and Keweenaw, Chassell Township Schools, Dollar Bay-Tamarack City Area Schools, Hancock Public School, Houghton-Portage Township Schools, Lake Linden-Hubell Public Schools, L’Anse Area Schools, and Stanton Township Public Schools.  A total of 541 boys and 664 girls completed the survey; 437 (36%) were 7th graders, 391 (32%) were 9th graders, and 390 (32%) were 11th graders.  The eight highest assets revealed by the survey included positive view of personal future (69%), positive peer influence (69%), achievement motivation (68%), family support (63%), religious community (61%), bonding to school (59%), integrity (59%), and honesty (59%).  The eight lowest assets included creative activities (13%), community values youth (19%), youth as resources (20%), caring school climate (22%), parents involved in school (23%), adult role-models (26%), reading for pleasure (28%), and planning and decision-making (29%). 

  • Compared to the national average, the local area has significantly higher assets in positive family communication, school boundaries, positive family communication, restraint and resistant skills. However, local assets in terms of service to others, creative activities, school engagement, homework, caring and equality, and social justice are lower than the national average.

On average, local youth have only 17.7 of the 40 developmental assets. Only 6% of all students surveyed had 31-40 assets. (The Search Institute promotes a goal of at least 31 assets for every youth.) In general, boys have fewer assets than girls, and assets decrease as young people proceed though their school years. The survey demonstrates that the more assets youth have in their lives, the less likely they are to participate in risk-taking behaviors; specifically, youth with more assets use less alcohol and drugs. Survey results reveal that the more assets youth have in their lives, the more likely they are able to succeed in school and maintain good health. Assets help youth thrive, and youth who have more assets are likely to be leaders, resist dangerous activities, and not give up when things get difficult.

How can we help build more assets in local youth? Some suggestions:

Parents

  • Model and talk about the values and priorities you wish to pass on to your children.

  • Become active in your children's education through school activities, monitoring homework, and having conversations about school and learning.

  • Eat at least one meal together every day. Know where your children are, who they are with, and that their activities are alcohol- and drug-free.

Community

  • Learn the names of all children and teenagers who live near you or work in shops or community centers you frequent. Greet them by name.

  • Take time to play with or talk with young people who live near you or work with you.

  • Build at least one sustained, caring relationship with a child or adolescent either informally or through a mentoring program.

Schools

  • Encourage all students to do well in school.

  • Train teachers, support staff, administrators, and other school staff in their role in asset building.

  • Involve youth in leadership roles and meaningful governance activities.

  • Set high, clear, and fair expectations for student achievement and behavior.

Churches

  • Sponsor a support group for youth who face particular difficulties such as parents' divorce, violence, etc.

  • Intentionally foster intergenerational relationships by providing activities for all ages within the congregation.

  • Offer parent education on a regular basis as part of the congregation's educational programs.

  • Offer your facilities for community youth activities.

Youth Organizations

  • Involve youth in leadership and program planning.

  • Provide a range of structured activities for youth with diverse interests and needs.

  • Provide opportunities where young people feel supported and safe.

  • Get organizations to work together for youth rather than competing against each other.
 
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