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In an inbound and outbound call center, employees are more productive and are less stressed-out when they enjoy what they do and who they work with.  A strong camaraderie among agents of call center company produces a strong and productive team of happy workers. One way to help call center agents relieve themselves from stress is through a team-building activity (TBA).
There are various types of team building activities depending on which goals you want to achieve by the activity. Call center outsourcing companies usually come up with group activities to help agents cope with stress and boost positive group and individual attitudes.
During team-building activities, perform activities that have various roles to select from to make room for everyone in the team. We often view the kids who have difficulty in a negative way: they have “problems,” or are at fault because they’ve never developed some basic traits – intelligence, self-control, empathy, or persistence, for instance.
A child needs caring parents, of course, but she’s also helped by having positive parental lessons and values reinforced by what she sees and hears from other adults in the community, and by the behavior of the society as a whole.
Chapter 2 of the Community Tool Box is about models of community change – ways to introduce changes that will continue improving the quality of life for everyone in the community indefinitely.
Developmental assets are those positive characteristics and factors that form the foundation of the healthy development of children and adolescents. The original list of developmental assets SI compiled numbered 30, but it was increased to 40 as a result of the information received in the first 350,000 or so surveys.
While SI’s studies seem to show that the ideal number of assets for adolescent success on the educational, social, and personal development fronts is 31 or more, fewer than 10% of adolescents actually have that many.
The survey itself consists of 156 items, each meant to elicit information about a specific asset, risk behavior, or thriving indicator.
Half of the 40 assets are labeled external, provided directly by parents, teachers, the community, or environmental factors.
Communities that have surveyed their students have placed their resulting plans on the Internet. Once a community (or, more likely, a school system, community-based organization, parents’ group, or community official or governing body) has decided to try to establish an asset development approach, what should that approach look like? A commitment to administering either the Search Institute survey, or to a similar study that questions children and teens themselves – and, in some cases, the adults important in their lives and in the community – about the assets they believe they possess. A commitment by community leaders – elected and appointed officials, school personnel, the business community, opinion leaders, etc. The acceptance by the community of the idea that asset development is a community-wide activity that demands a commitment from all adults, whether they are parents or not. At the same time, it must be understood that needed assets may reflect deficits – uncontrolled youth violence, poor school performance, adolescent substance abuse, etc. A community-wide effort also implies that everyone in the community is taking responsibility for asset development, and, by extension, for the community’s children.
In the working-class urban neighborhood where the author grew up, for instance, the adults knew all the kids, and wouldn’t hesitate to yell at you or call your mother if they caught you doing something wrong. The following list of the 40 developmental assets, divided into their categories, with their brief descriptions, comes directly from the Search Institute (1997).
Positive Family Communication – Young person and her or his parent(s) communicate positively, and young person is willing to seek advice and counsel from parents. Other Adult Relationships – Young person receives support from three or more nonparent adults. Parent Involvement in Schooling – Parent(s) are actively involved in helping the young person succeed in school. Family Boundaries – Family has clear rules and consequences and monitors the young person’s whereabouts.
Neighborhood Boundaries – Neighbors take responsibilities for monitoring young person’s behavior. Creative Activities – Young person spends three or more hours per week in lessons or practice in music, theater, or other arts. Religious Community – Young person spends one or more hours per week in activities in a religious institution.
Time at Home – Young person is out with friends “with nothing special to do” two or fewer nights per week.
Equality and Social Justice – Young person places high value on promoting equality and reducing hunger and poverty. Restraint – Young person believes it is important not to be sexually active or to use alcohol or other drugs. Resistance Skills – Young person can resist negative peer pressure and dangerous situations. Positive View of Personal Future – Young person is optimistic about her or his personal future. While the average number of assets seems to be fairly steady across communities, the particular assets present or lacking for most of the youth in a given community is a function of the nature of that community. What the research doesn’t seem to explain is which assets are connected to which risky behaviors and which thriving indicators, although common sense can probably point a community toward at least some logical connections. Its participatory approach to planning and implementing the effort encourages community buy-in, and puts many minds to work. Including youth, and especially those at risk, reduces the probability that the effort will be seen by those youth as just another lame attempt by clueless adults to reach at-risk kids who already distrust adults and other teens who don’t share their culture. Placing the accent on positive asset development makes tackling youth issues seem more possible.
Each community develops its own scheme for asset development, based on the assets it needs, and other factors unique to it. Despite these excellent reasons to pursue asset development, there are also some cautions before proceeding with it. First, although the survey attempts to correct for intentionally false answers, it can’t necessarily correct for false perceptions.
Second, the fact that most of those surveyed seem to be in-school youth, when dropouts are likely to be the kids with the fewest assets and the greatest needs, raises a red flag. The community is dependent on SI (or another entity, if you use a different system – see box below) to analyze the surveys. CADY (Community Asset Development for Youth), a Michigan State University program, attempts to address some of these issues. CADY has identified a number of assets, fewer than but similar to those named by SI, but joins them with 11 deficits that communities might seek to correct. It surveys school personnel, parents, community leaders, and community members as well as youth, and promises technical assistance for the life of the asset development project. At the same time, CADY’s model, unlike SI’s, leaves out any input by youth in the planning or coordination of an asset development program, and is generally top-down.
Small communities or small schools may not have large enough populations to identify assets and gaps accurately. Most adolescents do all right despite the fact that they don’t have the ideal number of assets.
The SI picture of an adolescent with all the desired assets often seems like one of an ideal kid from an adult’s point of view (good grades, likes school, helps others, doesn’t experiment with anything potentially harmful). Then there are the poets, the dreamers, the rule-breakers who refuse to be bound by convention. There is no question that children and adolescents need and benefit by these 40 developmental assets, particularly the support of caring adults.
When they are considered together, the advantages listed here seem to outweigh the potential disadvantages. This section examines a specific logic model – that of addressing the 40 developmental assets necessary for adolescents’ growth and success – proposed by the Search Institute.
A fourth possibility is that you can employ asset development as part of a larger healthy community initiative. You may want to take SI’s 40 fundamental assets into account, but not use them as the foundation for your effort. Once you’ve decided to employ an asset development approach in your community, how do you go about it? Whoever takes the initial lead should expect to be a collaborative leader, and allow for the possibility of sharing leadership with or relinquishing leadership to a community member or group. Good communication by this group – in speaking, in writing, and through the media – is crucial to the success of an asset development effort, especially if the SI survey is to be part of it. Is the survey anonymous and confidential?  What will happen to the results after they’re tabulated? Who will be responsible for setting up the survey and transmitting, receiving, and publicizing the results? If the school system isn’t able or willing to actually administer the survey, it could perhaps be done in school by a local organization, members of the coordinating coalition, or some other group.
Which groups of youth (by socioeconomic status, neighborhood, school, age, gender, etc.) are at greatest risk in which areas. Convene a diverse, inclusive, and participatory planning group (or, as mentioned above, a number of task forces or committees, perhaps one for each related group of assets you plan to address), representing all sectors of the community, including youth. CADY, as part of its technical assistance, connects communities with information on best practices and other research. Strategic and action plans can be devised regardless of whether you choose to use SI’s survey or not. Continue to form, implement, monitor, and adjust new action plans, and to maintain the gains you’ve made. Asset development is the fostering of the developmental assets that children and adolescents need to become healthy, caring, productive, successful adults. The Search Institute of Minneapolis has identified 40 assets that are necessary for proper adolescent development, and linked the presence or absence of these assets to both high-risk behavior and “thriving indicators” in surveys of more than a million 6th to 12th graders over 15 years.
While the Search Institute’s research indicates that the ideal number of assets for an adolescent is 31 or more, fewer than 10% of adolescents actually have that many.  The average number is between 18 and 20 in most communities, and more than 60% of all youth surveyed report 20 or fewer. Asset development is a community enterprise that demands commitment from everyone in the community, from school and civic officials to businesses, institutions, and organizations to private citizens to youth themselves. Community ownership and diverse, broad-ranging input stemming from a participatory process. Statistical limitations that may make accurate analysis difficult for small communities or schools.
In sum, the advantages of focusing on youth seem to far outweigh the disadvantages, but the disadvantages still shouldn’t be ignored.
Although each community’s approach to asset development will be different, based on the needs and resources of the community, there are some basic steps that can be used to structure the process. Once the community agrees to pursue asset development, work out the logistics of the survey. Asset-Based Community Development is an excellent guide provided by the Indianapolis Neighborhood Resource Center that includes useful examples, sample worksheets, and real-life scenarios as well as tips.
The Family Leadership Connection, and organization started in California, based on both SI’s 40 Developmental Assets and on the asset-based community development work of John McKnight and others at Northwestern University.  FLC offers both parent training and training in becoming a parent trainer. Community Asset Development for Youth (CADY); A report to the Michigan Department of Education and the Michigan Office of Drug Control Policy on the Genesee County Pilot Test. The Search Institute: information on asset development, the 40 developmental assets, links, resources, etc. Licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License.
On how you can help your child with autism increase their independence at home, at school, and in the community no matter their age. Some individuals with autism may have communication challenges and difficulty learning to use spoken language.
Having your child complete household chores can teach them responsibility, get them involved in family routines and impart useful skills to take with them as they get older. Learning how to use money is a very important skill that can help your child become independent when out and about in the community. Safety is a big concern for many families, so here are a few steps you can take to teach community safety. Being able to engage in independent leisure and recreation is something that will serve your child well throughout their life. Entering adolescence and beginning puberty can bring many changes for a teen with autism, so this is an important time to introduce many hygiene and self-care skills. SUPPORTED LIVING: Individuals assigned to Frontline Community Services will receive services needed to live in the least restricted arrangement. BEHAVIOR SUPPORTS: Professional, paraprofessional and non-professional behavior supports are available as needed.
COUNSELING: Intensive psychological counseling will be an integral facet of the behavior management programs. LANGUAGE AND COMMUNICATION: A Speech Pathologist or Communication expert will assess individuals who are in need of specialized training in speech and language development. THERAPIES AND FITNESS: A team consisting of a Physical Therapist, an Occupational Therapist and a fitness trainer will engage individuals in a program that is tailored to ensure physical well-being and mental alertness.
ACTIVITIES: A weekly activity schedule will include community outings to places of interest (parks, museums, beaches, theme parks, etc), and character building activities such as using a library or club, playing indoor and outdoor games, concerts, plays, public meetings, movies, and places of worship. BEHAVIOR SUPPORTS:A  Professional, paraprofessional and non-professional behavior supports are available as needed.

LANGUAGE AND COMMUNICATION:A  A Speech Pathologist or Communication expert will assess individuals who are in need of specialized training in speech and language development.
A TBA is helpful in ensuring productivity and harmony among call center agents.  TBAs also assist employees in developing their leadership, social, and communication skills. Sports activities can help build up self-confidence, teamwork, discipline, and respect for others.
In planning team building activities, team goals must be obvious and entirely understood and well-received by each call center agent.
You can place inbound call center agents in various roles than those they are accustomed to. Making sure that your outbound call center agents are happy and work well with other team members is rewarding and beneficial to your company. Teenagers test themselves physically, intellectually, socially, and emotionally, all in the service of learning what it means to be an adult.
They’re the ones who chain-smoke, drink to excess, use every drug they can get their hands on, engage in random violence, get in trouble with the law, become parents at 15 or 16, and perhaps even die – frequently by suicide or in a drunk-driving accident. There’s another way to consider the issue, however: perhaps these teens simply haven’t had enough of the factors in their lives that adolescents need in order to grow into successful, caring, productive adults. A community engaged in asset development for youth is committed to identifying the needed developmental assets that children and adolescents in the community are lacking, and to work to provide those assets. Being sexually active, although it’s common teen (and even pre-teen) behavior in many communities, can take an emotional and physical toll on adolescents. This can mean anything from being a victim of bullying and abuse to carrying and using a gun.
Not all depression leads to suicide, of course, and not all depressed teens consider suicide. A mixture that can lead to arrest, destruction of the driver’s and others’ property, and the deaths of the driver and others. In addition to the possibility of losing large sums of money, gambling can put teens and their parents in harm’s way if they can’t pay their debts.  Loan sharks and bookies are notoriously unforgiving when they don’t get their money. Search Institute studies also show that the more developmental assets an adolescent can claim, the more thriving indicators she is likely to have.
Having friends from different ethnic and racial groups, and interest in their experiences and cultures. Engaging in behavior – exercise, adequate sleep, good nutrition, regular medical and dental attention – that promotes and maintains good physical health. Taking a leadership position at school, in extracurricular activities, or in the community.
The ability to resist both your own impulses and the pressure of peers in order to avoid dangerous behavior and situations. The ability to save for a future (large) purchase, or to otherwise put off immediate pleasure in favor of a larger or more important gain later.
The capacity to keep going after a failure, or to continue a task or effort in the face of difficulty. The average number that teens in most communities have – regardless of such other factors as the community’s socio-economic status or level of education – is only 18-20, and over 60% of youth surveyed report 20 or fewer. It is meant to be administered only to students (or non-students, in some cases) in grades 6-12.
The adolescent has the opportunity to exercise responsibility, and to feel in control of important parts of his own life. The adolescent understands the value of learning and education, and can apply herself in school and other areas of learning. The adolescent possesses the personal and interpersonal skills to conduct his own life and to engage in positive relationships with others.
A community organizes to conduct the SI survey (usually through the schools), purchases (from SI) and administers the survey, sends it off to be analyzed by the Search Institute, and receives a written report of the analysis. There are some specific characteristics that are common to a careful asset development effort. The Search Institute believes that, to resolve youth problems, it isn’t enough to focus on individual teens at risk.
As with most types of community efforts, asset development works best if it is conceived, planned, and implemented through a process that involves all sectors of the community, particularly those most directly affected (youth, in this case). The SI survey or some other assessment should be conducted to determine which assets the community already provides for most of its youth, and which are lacking.
Like the other health and community development models we’ve discussed so far in this chapter, asset development has a proactive, positive thrust. Asset-building may be accompanied by, or expressed through, strategies that seek to correct problems as well as keep them from recurring. This means something slightly different from community commitment, although that commitment is probably necessary for a community-wide effort to be mounted.
It means adults speaking up in some way – either directly, or calling a teen’s parents or the police, for example – when they see a youth doing something likely to get him in trouble.
While that made childhood mischief a problem, it also meant that children felt fairly safe.
The asset development concept, as well as the contents of the asset list, are the result of research conducted on over a million adolescents, as well as the latest research and theory by others in the field. It has found that most have far fewer than the 31 or more assets estimated to be necessary for optimal development. Thus, although the teens in five surveyed communities chosen at random may all possess an average of 19 of the 40 developmental assets, the actual assets in question are likely to be significantly different for each community. The emphasis on an inclusive and widespread process increases the chances that the community will see the effort as its own, and thus work as hard as possible to make it succeed.  Including all sectors of the community, particularly youth, in planning and implementation affords a broad range of knowledge and ideas to work with, and increases the ultimate effectiveness of any action. If they’re involved from the beginning, and if they’re treated with respect and their opinions are valued, they’re more likely to respond. Often, a community faced with rampant youth violence, drug use, or pregnancy sees no clear solution to the problem.
Rather than taking a cookie-cutter approach, asset development encourages the examination of each community as a unique entity. It may be that a particular school draws students whose asset needs are greater than those from other schools in the community.
With its focus on the next generation, and on a change of attitudes and behavior on the part of all community members, an asset development approach can have long-term and lasting positive effects.
School failure, the dropout rate, youth crime, adolescent substance abuse, teen pregnancy – all of these and more can be positively affected by the current and ongoing provision of more assets for youth, and by the resulting changes in community attitudes and behavior.
Because it concentrates on continuity and on preparing the next generation, an asset development approach can pull in virtually the whole community to work toward preparing for its future.
The fact that the over 1,000,000 SI survey participants are almost 80% white is hardly representative of a country whose “minority” population is fast approaching 50%. An adolescent’s view of her own life and situation may not necessarily mirror objective reality, or may at least be enough at odds with others’ perceptions to raise questions.
Are dropouts – who may account for a large percentage of youth 16 and over in some urban school systems – simply to be ignored? CADY (see #3 below) also surveys the adults who are significant in most adolescents’ lives, and thus may receive a more balanced view of the situation in a community.
While the ability of each community to plan for its own unique needs is definitely an advantage, having no guidance to best practices or other how-to information is definitely not. That means paying fees, which may be a problem for some communities, and waiting as much as three months before survey results are available. It focuses more narrowly, concerning itself specifically with reducing substance abuse and violence and bullying among youth. Furthermore, it posts its survey analysis on line, and provides one-click access to such information as which assets seem to affect which deficits, and best practices for developing particular assets. Statistics demand a certain number of participants in order to come up with a reliable analysis.
Even though only about 8% of all adolescents have the 30 or more assets that SI sees as necessary for optimal development, that certainly doesn’t mean that the other 92% are non-functional or at risk (or that that fortunate 8% are necessarily all happy and doing well). Sometimes we lose sight of the fact that teens need to rebel, to question, to flounder – that that’s the job of adolescence, and is necessary for building identity. They may spend their adolescence in torture, often because they don’t have support for who they are from either their families or society. But the internal assets that SI sees as so important may simply develop later, as older adolescents test themselves against the adult world. Perhaps an overriding reason to consider asset development as a means of community building is that the raising of the next generation is one of the most important functions of a community.
SI’s conception of that model includes engaging its services by purchasing the necessary number of copies of its survey and purchasing as well the analysis and reports of the results of administering the survey.
It’s important to realize, however, that that’s not necessarily the only way to address developmental assets in your community. Because a successful effort has to involve the whole community, it’s not just a matter of starting and picking up support as you go along. Whether or not you plan to use SI’s survey, the community has to be educated about developmental assets and prepared to focus on them. The group should contain people from all sectors of the community, including youth, and should be participatory, involving everyone in decision-making.
SI strongly urges that a single coordinator be chosen to act as administrator and contact person for the survey process.
SI, within ten weeks of receiving all surveys from a community, returns an 80-page report for each group requested.  This details not only which assets are available and which are lacking to how many youth, but also the incidence of 24 risk-taking behaviors, 10 high-risk behavior patterns, and 8 thriving indicators, and how they interact with different asset levels. While CADY provides some consultation and technical assistance with and after the submission of its report, the Search Institute doesn’t, except as contained in its report.
It’s probably a good idea to keep the group open to new membership in some way, although a group that’s too big can become unwieldy.
If this is to be a community-wide effort, the community has to have as much information as possible.
The character of your plan will depend on which developmental assets your community decides to address, but there are some general steps that can be helpful in any planning process.
It might be the same group that has guided the process so far, that group with members added, or an entirely different group.
A “community,” however, could be a relatively homogeneous neighborhood as well as a diverse city or a whole rural county. In general, each benchmark will require some kind of action – often an effort or program designed to address a particular developmental asset or group of assets.
Developing and strengthening all 40 assets should be seen as a goal even if many or most are already strong among the community’s youth. Once you’ve finalized how you’re going to approach developing assets, it’s time to get to work. As with any type of intervention or action, it’s vital to make sure that you’re doing what you planned, and that it’s having the results you aimed for. As you make progress in asset development, remember that the goal is to transform the community over the long term. Four are external (support, empowerment, boundaries and expectations, and constructive use of time), and four are internal (commitment to learning, positive values, social competencies, and positive identity).
An asset development effort, because it has to be seen as the responsibility of everyone in the community, should be inclusive and participatory, to foster community ownership.
By introducing these skills early and building block by block, you can help your loved one with autism gain the tools that will allow them to be more independent throughout their lives.
If your child struggles with spoken language, a critical step for increasing independence is strengthening their ability to communicate by building skills and providing tools to help express preferences, desires, and feelings. In particular, visual schedules provide a way to help understand what to expect throughout the day. Brushing teeth, combing hair, and other activities of daily living (ADLs) are important life skills, and introducing them as early as possible can allow your child to master them down the line.
If you think your child may have trouble understanding how to complete a whole chore, you can consider using a task analysis. No matter what abilities your child currently has, there are ways that he or she can begin to learn money skills. Teach and practice travel training including pedestrian safety, identifying signs and other important safety markers; and becoming familiar with public transportation. Many people with autism have special interests in one or two subjects; it can help to translate those interests into age appropriate recreational activities. Getting your teens into the habit of self-care will set them up for success and allow them to become much more independent as they approach adulthood. No matter what abilities your child currently has, there are a variety of activities they can sample to see which jobs and vocations could be a good fit in the future. Boog is on the Autism spectrum and if you're reading this blog, chances are you might be curious as to what that exactly means. They will enjoy the privilege of living in an apartment or house leased solely as their living quarters.

Dietary planning and individualized menus are a part and parcel of the residential support services. A team of well-qualified, experienced and caring nurses will prepare Health Care Management Plans and risk reduction strategies for each resident and diligently follow-up with regard to implementation and coordination with medical and clinical professionals in various disciplines and specialties.
Sports are also entertaining and can help relieve physical stress, and help boost the body’s immune system.
It assumes that the fostering of those internal and external assets that contribute to the healthy development of children and adolescents is the task not only of parents, but of the whole community, and proposes that communities be organized to accomplish it. The Search Institute (SI) of Minneapolis, Minnesota has surveyed over a million 6th-to-12th graders from more than 600 communities since 1993, and has found what it believes are 40 crucial developmental assets for adolescents (the 40 assets are listed and explained in greater detail later in the section). But teens do commit suicide in alarmingly large numbers, and adolescent depression is much more widespread than is commonly realized.
SI’s involvement ends with the analysis, and it’s up to the community to figure out how to meet its own needs.
A participatory process often involves the formation of a coalition or other leadership body that includes representation from all sectors of the community, including youth, to plan, coordinate, monitor, and oversee asset development efforts. Then strategies can be devised to develop those assets that are missing, while maintaining those that are already strong.
While appropriate assets may drastically cut the incidence of youth violence over time, for instance, it’s also important to control it now, so that more young people don’t die in the meantime. An asset development effort needs to be carefully coordinated so that all sectors of the community – concerned youth and adults, health and human service and other community-based and nonprofit organizations, community officials and agencies, businesses, etc.
It may also mean parents and non-parents alike volunteering time with adolescents or younger children as coaches, supervisors of after-school activities, community-service mentors, etc. They knew that adults would intervene to keep them from getting hurt, and they also knew that the rules would be enforced equally throughout the neighborhood. It has also found connections between the number of assets an adolescent possesses and both high-risk behavior and thriving assets.
By the same token, teens in each community may exhibit different risky behaviors, and different thriving indicators as well.
Each community examines its own situation, and comes up with asset-building strategies designed specifically for its own needs. It may be that students from a particular neighborhood or population have different needs than others.
That not only heightens the awareness of the meaning of a community among those involved, but creates a sense of purpose as well. If you focus on the ideal development of all youth in the community, you’re focusing on the ideal development of the community as well. And, like SI, CADY requires a financial investment from the community, which may make it an unrealistic choice for some.
SI warns that analyses of groups of under 100 will probably have gaps in them, and won’t analyze surveys from groups of fewer than 50. The kids who are currently experiencing difficulties – or causing them – may not be reached by it, although it may have great effects on younger children, and therefore on the community’s future. Are these 40 developmental assets really the key to success in life, or do they simply show that most of those with fewer than 30 assets may have a tougher adolescence, but ultimately turn out OK as adults?
Some of them grow up to frustration and failed lives – and others of them literally change the world. The fact that they don’t yet seem to have them may be a function of that testing, and may be a necessary part of many kids’ adolescence. An argument can be made that an inclusive, participatory community effort to provide youth with support and internal ideals and self-discipline will sharpen citizens’ focus on what a community is and does. The problem here is that not all communities have the resources – or the desire – to approach asset development in so formal a way. Another is to focus on a particular area that you know represents a gap for your community – recruiting youth to participate in town government and community service (empowerment), for instance, or creating or strengthening mentoring programs for parents and teens (support). In order to dispel any suspicion, the coalition or group here has to make sure that it provides all the information people need, that it’s absolutely candid and straightforward in answering questions, and that it tries to anticipate and answer most questions before they’re asked.
Will parents be asked to take some positive action to allow their children to participate, such as signing a permission form (active permission)? If you’re using the SI survey, you’ll almost undoubtedly need at least the cooperation, if not the leadership, of the school system. It provides some pre-survey help, and also offers – separately, at a cost – various workshops and trainings to help organizations and communities prepare for and respond to the survey.
The formation and use of subcommittees or task forces may be one way to keep the planning group to a reasonable size and still accommodate nearly everyone who wants to help. The coordinating group or individual should communicate the results of the survey through the media, through public meetings, through gatherings in citizens’ living rooms, through handouts in the supermarket – by whatever means will get the information to as many people as possible. Some people may be invited to join because of their skills or influence; others may volunteer solely out of interest and dedication to the community.
In addition, there is a great deal of information in various SI publications, also available on the website. Each of these actions will need its own action plan, describing exactly what you’re going to do and how.
They won’t stay strong unless you continue to support parents and adolescents, teachers and other adults significant in kids’ lives, and community members in general, in focusing on the needs and futures of youth in the community. The first phase of your plan may, as we’ve discussed, involve only one small group of assets, or it may address changing your community in many ways. If either of these is not the case, or if circumstances in the community change, you may need to alter what you’re doing, or even rethink it completely. Once assets have been made available to most adolescents and children in the community, that availability has to be maintained indefinitely.
It should be focused on the actual needs of the particular community (asset needs are different in different places, even if the average number of assets available to youth is similar), and emphasize the positive – the proactive building of assets as opposed to the reactive fixing of a problem.
Using a schedule with your child can help them transition from activity to activity with less prompting, lets your child select certain activities themselves, and choose when to complete them.
Make sure to include these things on your child’s schedule so they get used to having them as part of the daily routine.
At school, consider adding money skills to your child’s IEP and when you are with your child in a store or supermarket, allow them to hand over the money to the cashier. Visual aids can be really useful to help your teen complete their personal hygiene routine each day.
It simply means he is a bright, loving, energetic little boy who happens to be on his own path when it comes to development.
While they are supported in development and learning better living skills, their personal choices and preferences will be identified and encouraged by trained staff. We will work with employment-seeking residents in exploring all possibilities in finding appropriate positions that match their skill set.
Daily in-home schedules, meals and medication timings, though very vital to health and well being, are routinely followed in a least restricted manner. They may have some close calls, and have their hearts broken once or twice, but, by and large, they survive. And it assumes that improving life for the community’s children will also improve it for the community as a whole. The point is not to finish in a particular amount of time, but to provide accurate information, and participants should be allowed as much time as necessary to do so. Internal assets are often specifically taught by parents and other significant adults, for instance, or are fostered by community norms and attitudes. Many communities use their initial organization to mount a participatory effort to act on the analysis. An asset-developing community is engaged in positive actions that are meant to become an integral part of the life of the community, and to affect the quality of that life for generations to come.
You can keep a positive and future-oriented spin on the overall effort and still deal with immediate concerns. In that environment, virtually all the adults felt responsible for the children, even if they themselves weren’t parents at all. The survey will allow each community to understand exactly which assets, risky behaviors, and thriving indicators are common among its youth. A positive approach – the active building of assets and the engagement of adolescents by adults – allows the community to exercise some control over the situation, and to feel that there are positive steps it can take to effect change. SI can break down survey data to bring out these differences, allowing a community to strategize accordingly.
People aren’t just solving a problem – they’re moving forward into the future as a community. There’s no follow-up or consultation about how to proceed from there, and no advice about how to develop the specific assets you’ve chosen to concentrate on. Rural communities, particularly, may have to join with others in order to produce enough surveys to be analyzed. At what point have the results of asset deprivation simply become part of someone’s personality? They may not fit the ideal asset profile, but they may be developing internal assets that point them toward great achievement and influence later.
It’s not entirely clear that the asset development approach addresses the adolescent need for rebellion and testing – and occasional failure – that creates an adult identity. The result should improve the quality of life, not only for youth, but for the whole community. Still a third is to develop your own method of identifying assets and gaps – more likely if you have the help of a university, but not beyond the bounds of possibility for a community with the right resources. Or will they be informed that their children will participate unless they formally request otherwise (passive permission)? Although you may want to administer surveys in other ways as well – to contact dropouts and home schoolers, for instance, or those in private and parochial schools – going through the public schools is by far the easiest way to reach most children and adolescents in a community. SI also includes an executive summary, a bibliography, and other information and suggestions. The goal here is to prepare members of the community to take part in planning the next steps if they so choose, and to think about their eventual participation in an asset development program. Issues to consider here are cultural differences in the community and the actual practice of promoting the development of various assets.
Even if it’s working well, careful monitoring and evaluation can often show you ways to make it better.
The work of making your community a place where all children are valued and successful has no end.
Common types of AAC include picture exchange communication systems (PECS), speech output devices (such as DynaVox, iPad, etc.) and sign language. Although it may seem like a simple thing, knowing how to ask for a break can allow your child to regain control over themselves and their environment.
Consider having your child carry an ID card which can be very helpful to provide their name, a brief explanation of their autism, and a contact person.
Consider making a checklist of activities to help them keep track of what to do, and post it in the bathroom.
This blog is where I will put all of the information I dig up regarding Autism, language delays, nutrients, therapies, and anything else I can share. They go on to college or to work, and to raise families and make reasonable lives for themselves. External assets may have much to do with the child’s or adolescent’s effect on others, or with her natural tendencies. The problem with this, of course, is that a small community or school may only be able to obtain reliable information about the whole group, and not about itself alone.
In other words, there’s probably a point when asset development has become irrelevant for particular adolescents, and is unlikely to affect their attitudes or behavior. This may seem like a minor issue, but it’s just the kind of thing that can stall or even prevent a community effort if it’s not handled well.
The Community Tool Box, deals with the specifics of interventions and initiatives in a number of different areas, many focused specifically on youth. Review each item on the schedule with your child, and then remind them to check their schedule before every transition. You can find examples of ID cards and other great safety materials available in our Resource Library.
This can include items such as showering, washing face, putting on deodorant, and brushing hair. All planned activities are carried out in a friendly setting offering maximum independence.

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