Asset Development 2010 Final Report

ASSET DEVELOPMENT STRATEGY REPORT
Review of recent data and possible resulting actions
April 2010
Compiled by Marcie McKay, M.A. Community Psychology
For the Community Partners on Drug Abuse and the Asset Development Ad-Hoc
Committee
*Cover art completed by Mitch MacLellan, Bridgeport, Cape Breton, past member of the
Glace Bay Youth Action Committee who is now a first year Cape Breton University
student.
Thank you Mitch!
“I would like to see youth who

believe in themselves, their skills and
abilities -- youth who respect
themselves and their communities
and who want to be an asset to the
community they live in.”
-Survey respondent
2 | Asset Development
Acknowledgements
This research endeavor and subsequent strategy report would not have been possible
without the involvement, inspiration, and support of a number of individuals and
organizations:
 The Community Partners on Drug Abuse (CPDA)
 The Canada Nova Scotia Skills and Learning Framework for funding support.
 The members of the original Education and Prevention Working Group (CPDA)
 The Asset Development Project Group (originally the ABCS Committee – Asset
Building in Communities and Schools)
 The newly formed adhoc committee
 All of the community organizations that recently allowed us to conduct surveys,

focus groups, and presentations to collect the data you will find in this report.
 Marketing Research Centre (Cape Breton University) for their assistance with
survey data collection and analysis.
Executive Summary:
When the word assets is heard perhaps visions of stocks, bonds, and financial
investments come to mind. When committee members of the Community Partners on
Drug Abuse use the term assets they are referring to assets of a different kind –
developmental assets. Developmental assets do in fact deal with a very important
investment – they allow us to invest in our youth and help communities thrive.
There are 40 developmental assets that are organized under eight categories: 1) support,
2) empowerment, 3) boundaries and expectations, 4) constructive use of time, 5)
commitment to learning, 6) positive values, 7) social competencies, and 8) positive
identity. Youth who have a greater number of assets engage in fewer risk behaviors such
as drug use and vandalism and demonstrate more thriving behaviors such as maintaining
good health and school success.
“In order to understand what a developmental asset is think of a young person you know,
care about, or work with and ask yourself, “What is it that this young person needs in
order to be a healthy, happy, contributing citizen?”
Since 2006, committees of the Community Partners on Drug Abuse have been working
together to better understand developmental assets, learn from other communities who
have implemented the asset building approach, and uncover through research community
needs and ideas for improvement. This report is a follow up to the 2008 survey that was
conducted with 1302 students in the Cape Breton Regional Municipality using a
published measure from Search Institute. Survey results indicated that our youth
possessed on average 20.5 out of 40 possible assets which led us to plan actions to
improve outcomes, resources, and opportunities for our youth.
During the months of February, March, and April 2010, with funding from Canada Nova
Scotia Skills and Learning Framework, we took part in a number of activities to:
 create awareness of the developmental assets approach

 understand community readiness for proactive endeavors
 determine residents‟ concerns and ideas for community improvement
 uncover barriers that might get in the way of community enhancement initiatives
 explore the best ways to share and distribute information to residents
 discover if community members‟ hopes for youth are consistent with what the
developmental assets framework seeks to accomplish
To meet these objectives we:
1) Delivered awareness presentations on developmental assets to 13 groups, agencies,

and organizations and reached 185 individuals as a result.
2) Surveyed 569 community members on community needs, ideas for community

enhancement, and community assets.
3) Held three focus groups with a total of 50 participants to gather more detailed
information on the same topics that the above survey measured.
4) Invited community organizations and individuals who work from a positive youth
development approach, as well as other key community players, to form an adhoc
committee to guide future actions based on our research findings.
Regardless of the method used to collect information (i.e. presentation discussions, focus
groups, or surveys) the data obtained using multiple methods was complimentary and
consistent.
Results for each question that was asked of survey and focus group participants are
presented in detail in the full report. Additionally, possible actions to take in order to
respond to community members‟ ideas and suggestions, while at the same time building
developmental assets, are presented after each survey or focus group question.
The results obtained from survey completion and focus group discussions are highlighted
below:
 84.5% of respondents felt that risky behavior by youth is problematic in their

community.
 91.7% felt that the community at large is concerned about risky behavior by
youth.
 84.2% expressed they would be interested in learning more about community

improvement initiatives.
 Respondents believe the biggest challenges facing our youth are: 1) lack of things
to do or be involved with and 2) drugs. Additionally, they felt the factors most
likely to contribute to problem behavior by youth to be: availability/prevalence of
drugs, boredom, and family problems. Peer groups were also mentioned as a
factor in leading to problem behavior.
 Many residents felt that ALL communities would benefit from improvement
initiatives. When choosing a particular community the majority chose Glace Bay
to be the target, followed closely by New Waterford, Sydney Mines, and North
Sydney.
 When asked what skills, values, and qualities they would like to see youth possess
by the time they reach 18 the majority of respondents mentioned respect (respect
of the self, others, and property). Other common themes were education, self-
esteem, and skills such as how to make good decisions and healthy choices.
 Community members felt that it should be educators, the general public, elected
officials, parents and experts working in the fields of child and community
development who are involved in community building initiatives.
 Respondents shared that the best way to get the word out about community
improvement initiatives would be via radio/TV public service announcements,
social networking groups like Facebook, through role models and heroes, and
websites. Focus group participants felt that „word of mouth‟ works well in Cape
Breton to create awareness.
 A number of organizations were mentioned by respondents as those who help

youth or do good things in the community: Whitney Pier Youth Club, Island
Community Justice Society, Youth Peer Program (EPIC), Youth Health Centres,
Police Boys and Girls Clubs, Community Cares Youth Outreach, YMCA, Big
Brothers Big Sisters and Eskasoni Parents Against Drugs. This list is by no means
exhaustive and the full listing of organizations mentioned can be found in the
body of the full report and in Appendix C of the full report.
 75.7% of respondents reported feeling pride about their community. Respondents

mentioned that Cape Breton has many positive „assets‟ such as beauty and
scenery, outdoor opportunities such as hiking, skiing, cycling, people who are
generous and friendly and who give in times of need, a strong culture rich in
history and music, and a lifestyle that is relaxed with relatively safe, family-
oriented communities.
 A number of respondents mentioned barriers as to why citizens are not more

involved in helping the community. Survey respondents stated that they would
like to know where their help is needed and would need more free time to
contribute. Focus group respondents felt that there were many possible barriers
that could prevent people from supporting or being involved in community
enhancement initiatives such as: fear of youth, being more supportive of reactive
rather than proactive approaches, and changing societal dynamics such as being
less community minded and more focused on individual needs.
 Respondents felt that healthy, safe places to go are what is most needed to
improve the community for youth. This response was followed by having things
to occupy one‟s time (e.g., sports, recreation and supervised dances), employment
skills programs, and mentoring programs that teach life skills.
 A number of respondents gave names of individuals who are likely to inspire and
motivate others to be involved in community building. These names can be found
in Appendix C of the full report. Regardless, a number of traits were mentioned
as being important in a natural, inspirational leader: compassion, drive, and
energy. As well, a number of respondents felt that youth are natural community
leaders.
Community members offered a great deal of insight into community needs and their
thoughts on how best to make positive changes for our youth. This is indicative of the
importance of involving the general public in helping to design asset initiatives that will
be well received by the community and more likely to be sustainable as they will be
community-supported and community-directed. An important focus will be uncovering
the skills, abilities, and talents (i.e. strengths) of community members and bringing
people of all ages together to promote assets and create initiatives that work for specific
neighborhoods and organizations.
Each of the recommended actions that our committee is likely to pursue to create asset
rich communities are organized in a diagram on page 57 of the full report. In this
diagram actions are grouped under the following five pillars of goal-based categories:
1. Create awareness
2. Build momentum
3. Engage community members and sectors (this includes fostering youth
participation)
4. Create asset initiatives
5. Sustain, research, and evaluate
The recommended actions found throughout the full report are designed to be ongoing. In
order for developmental assets to become fully integrated into community culture,
duplication and repetition of messages and initiatives is necessary.
However, in order to maintain the momentum that has been building in recent months
and begin to foster asset rich communities, there are two main areas of focus that we
hope to begin with: 1) develop “asset headquarters” in existing community organizations
and structures, and 2) create awareness and enhance interest using multiple methods.
Please review the table that follows for a full description of our planned initiatives and
desired outcomes.
Recommendation Actions Steps to complete Desired Outcomes
(May to September
2010)
1. Respond to Develop “asset Determine suitable To have various
community members headquarters” in locations for asset locations across
desire to foster five different headquarters. the CBRM,
protective qualities locations (CBRM Eskasoni and
in our youth (e.g. communities, Put together asset Membertou who
respect, self-esteem) Eskasoni, building teams have groups of
and create “things Membertou). comprised of citizens working
for youth to be These youth, senior together to
involved in.” headquarters will citizens, parents, intentionally build
be located within professionals, assets.
existing community community leaders,
organizations and members of It is hoped that
already doing good the general public. these locations will
work in the design something
community. The Educate the teams for youth and
Asset Project on the basics and citizens of all ages
Coordinator will principles of to partake in at
bring together developmental least one evening
teams of citizens at assets by per week.
each location who facilitating two or Example: Perhaps
will work together three awareness a kitchen in a
to foster two of the and capacity church hall could
40 developmental building sessions. be used for
assets each month. intergenerational
The initiatives Meet with each of cooking classes, or
created will be the teams one a gymnasium
compatible with evening per week could be used for a
expressed to help them drama project that
community needs develop their own teaches youth
as well as the asset initiative. decision making.
developmental
assets framework. Guide and support Citizens will feel
Creativity and the activities ownership, put
collaboration will citizens design for their talents and
be key. their headquarters. skills to use, learn
new skills, and
have less idle time.
Relationships,
particularly
between youth and
adults, will be
fostered.
Recommendation Actions Steps to complete Desired Outcomes
(May to September
2010)
2. Respond to Utilize social Work with Citizens will know
community members marketing students in what is meant
desire to learn more approaches in the marketing, IT, when they hear the
about community form of messages design, community term
improvement designed to change studies, human developmental
initiatives and how attitudes, services, and youth assets.
to be of help. There behaviors, and studies to design
is also a need to knowledge. ways to reach Community
provide awareness of community members will
proactive Develop a logo, members. realize that they
approaches and website, and can build assets in
share ways to Facebook group. Network with ways that are easy
simply, but media to integrate into
effectively, build Launch the professionals and their lifestyle.
developmental initiative in a gain their support
assets. creative way -- in helping us to We will have
perhaps with radio share our created a
contests and the information with volunteer base.
use of catchy signs the public.
placed around the Citizens will
community to clearly know how
spark interest. Involve junior and they might be able
senior high school to help.
Continue age youth by
delivering our holding a logo We will have
developmental contest and modes of
asset awareness consulting youth communication
presentation to help design website designed with the
groups and and Facebook help of youth,
organizations. content. university, and
college students -
Distribute Develop materials but with the
literature/organize and activities to potential to appeal
asset activities at reach citizens to citizens of all
existing community during Action ages.
fairs and events. Week and other
summer festivals There will be an
Share catchy throughout our excitement and
messages and asset communities. momentum
building tips via fostered due to
radio and other regular, positive
media sources. messages.
Develop a Gain the support of
volunteer “skill people who are
bank” to track seen as
interested citizens’ inspirational by
skills and abilities community
so they can be members and ask
contacted as them to be
opportunities for spokespeople.
involvement arise.
Research what
Develop a list of other successful
activities in which assets groups, such
residents can sign as Miramichi, have
up to help for one done to reach
hour per week. community
members.
Developmental asset initiatives have benefited youth and communities across North
America. Close to home Miramichi, NB and Dartmouth, NS have had successes.
With the strategies outlined in this report we have the ability to take action on the
thoughts, ideas, and concerns of community residents and implement community-driven
endeavors to create asset rich relationships, organizations, and communities. With the
recent formation of our adhoc committee, developed to guide future asset actions, and the
support and enthusiasm we witnessed when delivering awareness presentations our goal
of beginning to integrate developmental assets into Cape Breton culture is likely viable.
The next step is to release this report to the adhoc committee who will then determine
how best to take action on the findings and recommendations.
I invite you to read the full report that follows and contains our recent findings along with
possible actions that can be taken to address each specific result. I also encourage you to
learn more about the developmental assets framework and explore simple, yet effective
ways to build assets in the lives of young people.
Marcie McKay
M.A. Community Psychology
Developmental Assets Project Coordinator
(902) 565-5594 or mckay_marcie@yahoo.ca
Purpose of this report
Detailed data results from our recent surveys and focus group phases are presented in the
following pages of this report. Recommendations have been made after each section of
results but in no way are the recommendations or proposed actions exhaustive.
Community needs change as do opportunities for action and collaboration so it is hoped
that actions might continue to happen based on these results even years later. Although
our adhoc committee will be making a dedicated and comprehensive effort to take action
on the data presented I encourage other individuals and organizations inspired or
interested by the findings to also take action. I consider this document to be a working
document that will be referred to at present but also in the future as groups determine
ways to best meet the needs of youth and community members.
It must be noted that an earlier report was completed in 2007 entitled, “ABCS Summary
Report,” that summarized literature, reports, journal articles, texts, and manuals
pertaining to developmental assets. If interested in a detailed background on
developmental assets and the evidence behind this approach please contact the author
who will provide you with a copy. This report is meant to highlight what residents feel
our community needs in order to improve outcomes for youth and how best to go about
taking action. We want our subsequent actions to be community-driven instead of
making assumptions behind closed doors as to what the community would like to see
happen. It is my hope that with community ideas in mind, community members may be
more apt to take ownership and become involved with any upcoming endeavors.
I encourage you to take the time to read though our results based on responses from 569
surveys, three focus groups and numerous informal discussions that occurred at our 13
awareness presentations. Hopefully, the report will inspire you to share the information
with others, ask questions, and take action on some of the ideas proposed. In order to
promote the developmental assets approach in Cape Breton communities, schools,
organizations, neighborhoods, and families we need each of you!
History and Background
Since 2004, the Community Partners on Drug Abuse (CPDA) have undertaken a number
of actions to reduce drug abuse in Cape Breton communities. Besides helping to
implement such endeavors as the methadone maintenance program and prescription
monitoring programs it also created a model of collaboration that brought together many
partners from agencies, organizations, government departments, and the community at
large. In 2006, the Education and Prevention Working Group of the CPDA received a
presentation from Larry Maxwell and Robert Proctor, who at the time were with Public
Health District 8 and 7 respectively. Larry and Robert introduced the concept of
developmental assets to our working group. The working group became inspired and
developed a smaller Developmental Assets Project Committee (originally referred to as
the ABCS group – Asset Building in Communities and Schools) who since that time has
been working to further understand developmental assets and to find ways to create
awareness of the approach.
It must be noted that on April 30th, 2010 the Community Partners on Drug Abuse is
officially disbanding. However, it is hoped that developmental assets initiatives will be a
legacy of the Partnership. The Developmental Assets Project Committee is optimistic
that there is substantial momentum, connections, and support existing in the community
to find the methods necessary to put the strategies in this report into action.
What are developmental assets?
Before describing our recent actions and resulting strategies any further, it is important to
briefly describe what the developmental assets philosophy is and why the approach fits
with our goal of creating healthy, supportive, resource rich
communities.
The developmental assets framework was introduced by the Search The

Institute in 1990. Asset building grew from an initiative called underlying
HCHY – Healthy Communities, Healthy Youth in Minnesota. This philosophy of
was an initiative of the Search Institute in the late 1980‟s (Griffin- positive
Wiesner, 2005). Since that time, asset building has „caught on‟ and youth
as of 2003 there were approximately 600 developmental assets development
initiatives across Canada and the United States (Fisher, 2003). is that
“problem free
The asset building approach fits under the framework of positive is not fully
youth development which focuses on protective factors and aims to prepared.”
promote caring relationships, high and clear expectations, and Preventing
opportunities for participation and contribution for youth. A primary problem
question of positive youth development is, “What do we want every behaviors is
young person to know, to feel, and to be able to do upon emerging not enough.
from adolescence?” (Pittman, Irby, & Ferber, 2001). The
developmental assets approach is not a program, but rather a
philosophy that guides our interactions with young people and the
actions we may take on their behalf. “Asset building is about deciding to make changes
in your own life that put young people first” (Roehlkepartain, 1999).
An asset-based approach to healthy development promotes strengths (proactive) rather

than focusing on problems and deficits (reactive). Developmental assets are 40 skills,
attitudes, behaviours, relationships, resources, and opportunities that help youth thrive.
They are often referred to as the building blocks of healthy youth development (Please
refer to Appendix A for the full list of developmental assets).
The formation of the 40 assets was based on prevention, promotion, and resiliency
research and is empirical and evidence-based (Oman et al., 2004).
The 40 assets are grouped under 8 categories:
Support: includes love, mentorship, open communication with

family.
Empowerment: refers to youth having a voice, feeling safe to be
involved, and being included in community decisions and
processes. Youth are empowered to give back to communities.
Boundaries and Expectations: are limits and guidelines set in
different areas of a youth‟s life – such as within home, school,
peer groups and community. Youth fair best when these
messages are consistent.
Constructive Use of Time: involves having places to go,
spending time in creative outlets like art, music, and drama, and
having quality time at home.
Commitment to Learning: involves being motivated and
engaged in learning, seeing adults place a value on the
importance of learning in different ways and engaging in reading
for pleasure.
Positive Values: include honesty, caring, responsibility and
standing up for what you believe in.
Social Competencies: include skills such as problem solving,
conflict resolution, resistance skills, and respecting diversity.
Positive Identity: would be apparent in having healthy self-
esteem, a sense of purpose and a positive view of one‟s future.
According to Peter Benson, positive youth development researcher and the President and
CEO of Search Institute, a community rich in assets would provide:
 daily support and care to young people by one or more parents/adults

 relationships with non-parent adults in the community
 neighborhoods where everyone knows, listens to, protects, and gets involved with
one another
 developmentally appropriate clubs, teams, and organizations led by trained and
responsible adults
 child friendly public spaces
 affirmation and encouragement
 intergenerational relationships
 opportunities for community involvement and service
 boundaries, values, high expectations, consistent reinforcement of norms
 role models
 healthy peer groups
 caring schools, organizations, businesses, and churches
Developmental asset initiatives are for all children and youth. All children are seen as
being able to benefit from asset development, not only those deemed to be „at risk‟, or
part of a certain age group or community of residence. Youth are involved as active
participants, often helping to design initiatives. Their opinions are sought
along the way especially when evaluating what is or is not working well.
Asset initiatives are community-driven with professionals acting as “Being
guides or supports, rather than professionals dictating the process and
prescribing what is needed for communities and youth.
proactive may
eliminate a lot
In examining recent data obtained from Cape Breton residents we were of youth issues.”
interested to uncover whether what residents believe youth need to be
healthy, happy, and contributing citizens is consistent with the – Survey
developmental assets approach or not. respondent
Why we are inspired by a proactive approach
The developmental assets framework is not something that we quickly put together to
support our own goals. It is a framework based on decades of research on positive youth
development, resiliency and protective factors. The evidence that exists indicating that
this approach works for youth and communities is compelling. We want our work to be
grounded in evidence and according to the Search Institute, to date about 3 million young
people have been surveyed in thousands of communities across North America. Although
each community comes with its own needs, concerns, and culture, developmental assets
initiatives result in a reduction in risk behaviours and an increase in thriving behaviours
regardless of these individual or unique community factors.
Assets lead to powerful and positive outcomes in youth and the reduction of risk factors
because they promote thriving behaviors. Thriving indicators include succeeding in
school, helping others, valuing diversity, maintaining good health, displaying leadership
characteristics, resisting danger, delaying gratification, and overcoming adversity
(Roehlkepartain, 1999). Such factors can reduce the likelihood of engaging in a variety of
unhealthy behaviors, including drug and alcohol use/abuse in adolescence.
Based on numerous studies throughout North America using developmental assets

surveys, it has been consistently found that youth who have 31 or more of the 40 assets
have been found to get involved with only one dangerous behavior, whereas those with
10 or fewer assets are likely to get involved with approximately 10 risk behaviors such as
drug use, alcohol use, vandalism, unprotected sexual activity, shoplifting, and drinking
and driving (Roehlkepartain, 1999).
Similarly, Oman et al. (2004) found that youth who possessed all of the developmental
assets were 4.44 times more likely to report nonuse of alcohol and 5.41 times as likely to
report nonuse of drugs.
Besides the compelling information that assets increase thriving behaviors and reduce
risk behaviours, assets also bring people together in a strengths-based manner. In asset
building, each individual is seen as important and can contribute something. The
developmental assets approach recognizes that everyone has strengths, skills, and abilities
that can be fostered to help youth and communities. Putting the developmental assets
framework into action has the potential to bring together citizens that might not normally
work closely together like seniors and youth.
Due to the ability of developmental assets to promote thriving behaviours and reduce risk
behaviours, along with their community building properties we are inspired by the
approach.
Project phases
Our first phase, beginning in 2006, was to review the existing literature on developmental
assets which resulted in the culmination of a summary report. This summary report
reviewed the research and evidence on developmental assets that existed in the form of
reports, journal articles, manuals, and documents from the United States and Canada. Our
conclusion was that developmental assets was an approach worth pursuing in Cape
Breton communities to reduce risk factors such as drug use and increase the chance that
our young people would be healthy, happy, contributing citizens.
While we were completing our summary report we also arranged visits from two asset
building groups. We were fortunate to learn about asset building initiatives based in
Miramichi, NB and also in Dartmouth, NS. It was useful to hear about the path others
had taken to start implementing assets in their own communities, especially from groups
so close to home. Miramichi had many similar community traits as we did at the time, in
terms of negative outcomes related to prescription drug abuse, and we were pleased to
learn they were having success using the developmental assets approach.
In the fall of 2008 we surveyed 1302 young people in junior highs and high schools
located in the communities of New Waterford, the Northside (North Sydney, Sydney
Mines), and Sydney River, Westmount, Coxheath areas. Due to funding and timeline
constraints, as well as school approval steps, we were only able to focus on surveying
certain schools in 2008. It must be noted that we do realize that the results we received
were based only on school engaged youth and any future studies should also find ways to
survey the population of youth who are not attending school.
The survey tool we used in 2008 was a published measure designed by the Search
Institute in the US. The Search Institute is the organization that has coined the term
developmental assets and continues to research and promote the approach. The survey,
“Profiles of Student Life: Attitudes and Behaviors,” consists of 156 items and is for use
with students in grades 6 to 12. After these surveys were completed by students they were
sent to the Search Institute for analysis. We received a wealth of data back from Search
in the form of a number of reports. Please refer to Appendix D on page 67 for the
summary report compiled by Search Institute on this survey of 1302 Cape Breton youth.
Past survey findings
From past surveys conducted with Cape Breton youth we were inspired to continue to
find ways to promote the assets framework. One of the main findings that motivated us to
continue our work was the fact that out of 40 possible developmental assets youth need to
be healthy, happy, thriving citizens, our youth possessed 20.5. Although 20.5 assets is
better than the national average of 18, this finding demonstrated there is much room for
improvement as our youth were basically missing out on half of the possible assets. Other
results we felt deserved further attention were that 74% of our young people felt that they
were not given useful roles in the community, whereas 65% felt that adults do not value
young people. We saw the usability of the asset framework to help improve these
findings as asset development works to empower youth, provide supports, and create
opportunities for young people to give back. The approach helps bridge the gap between
youth and adults by creating opportunities to work together and learn from one another.
From the fall 2008 survey of youth we also found there were areas worthy of celebrating:
82% of youth are optimistic about their future, 78% stated they have family support, 75%
are motivated to do well in school, and 66% reported they care about their school.
After determining our youth‟s level of assets from this sample of 1302 young people we
began to deliver awareness presentations to organizations and agencies to share with
them results from the survey relevant to their own work with youth.
Current phases
In February 2010 we received funding from the Canada Nova Scotia Skills and Learning
Framework to further our overarching vision of integrating developmental assets into the
culture of Cape Breton.
To help us meet our overall objective we:
1. Delivered awareness presentations to agencies, clubs, government departments,

and community groups.
2. Distributed a survey to 569 residents (*due to ethics approval we surveyed those
over the age of 18 only).
3. Held three focus groups to gather ideas and needs in a more in-depth manner to
compliment the data obtained from our survey tool.
4. Invited organization, club, government department staff, and youth to form an
adhoc committee that will serve to guide future developmental asset actions. To
date, one meeting has been held with 15 individuals in attendance. However, this
step is still in progress as a number of other individuals and organizations have
been invited to sit around the table. This group will likely continue to evolve with
new members joining as specific groups are targeted and activities planned.
Each of these steps is described in detail below.
I. Presentations:
Over the past two months we have delivered a presentation that introduces the concept of
developmental assets and shares some of our 2008 youth survey results. The following 13
groups, agencies, and organizations received presentations during the past two months:
Those receiving presentations about Number present

developmental assets
Child and Youth Strategy staff, Department 6
of Community Services, Sydney
JCI Cape Breton Board 4
CBRM Council 50 (17 council staff, 3 camera men, 30
general public)
*Note: This session was broadcast on the
community cable channel and has the
potential to reach 1,000s of viewers.
Eskasoni Parents Against Drugs and social 6
workers *Note: Also going to be broadcast on
Eskasoni‟s community channel
Family Place Resource Centre 19
Youth Peer (EPIC) 13 youth tutors age 18 and older
Whitney Pier Youth Club 4
Glace Bay Department of Community 23
Services
Northside Department of Community 15
Services
Catholic Parish Councils Board 15
ACAP Cape Breton 11
YMCA 9
Island Career Academy, Youth Worker 10
Diploma Program students and instructor
Total: 185
Besides introducing the concept of developmental assets and sharing results from our
survey, we used the presentation as a way to show people how they may already be
naturally building assets and explore ways to intentionally build assets in the lives of
youth.
II. Survey design and distribution
Another strategic action that we undertook in this recent two month period was the
distribution of a survey consisting of 29 questions. Some of the survey questions
designed were based on existing and well used community readiness scales (i.e., National
Institute on Drug Abuse‟s Community Readiness Inventory; Goodman and
Wandersman‟s Community Leader Survey; Tri-Ethnic Centre for Prevention Research
Community Readiness Model) while others were new questions created to illicit data that
our group would need to move forward with the communities' needs and ideas in mind.
Our survey was used to determine our citizen‟s basic beliefs, awareness of community
issues and services, and the community needs they view as important.
It is premature to roll out asset building until we know some

aspects of community readiness and community needs and our
survey was designed with this in mind.
On behalf of the Community Partners on Drug Abuse, the Marketing Research Centre,
located within Cape Breton University surveyed 400 respondents over the telephone. To
do so they utilized C.A.T.I. (i.e., Computer Assisted Telephone Interviewer Software).
Telephone numbers were randomly selected from a database of 3675 acquired phone
numbers. Centre staff made calls between the hours of 12 p.m. and 8 p.m. on weekdays
from February 15, 2010 to March 25, 2010.
In addition to entering data from the 400 phoned respondents, Centre staff also manually
entered data from an additional 169 surveys. These 169 surveys were paper versions of
the survey collected by Developmental Assets Project staff and committee members who
surveyed staff from various organizations, clubs, agencies, and centres in the community.
A total of 569 participants completed the survey; 400 over the telephone and 169 by
completing a paper version in person.
III. Focus Groups
To gather in depth qualitative information regarding the challenges youth face, ideas for
community improvement, who to involve in community improvement projects, and how
best to let the community know about what we are doing, focus groups were held. In total
we held three focus groups and ten questions were posed to focus group participants
(Please refer to Appendix B for the full list of questions posed to focus group
participants). The first focus group was held with 33 students age 18 and older from a
third year psychology course at Cape Breton University. The second focus group was
with 12 youth participants between the ages of 18 and 30 who were completing a youth
development/job skills/life skills training program at Community Cares Youth Outreach
in Sydney Mines. The third and final focus group was with five Nursing Faculty at Cape
Breton University. In total, 50 participants took part in our focus groups.
It must be noted that other groups were approached to take part in focus groups and two
additional groups were pre-arranged. One group was to be held with senior citizens and
another with the general public which was advertised using public service
announcements via radio, online media sites, and community cable channels.
Unfortunately we did not have enough interest in the timelines allotted to go ahead with
these groups.
Results:
Instead of presenting the results from survey questions, focus group discussions, and
presentation dialogue separately they will be presented in an intermixed fashion with
potential actions following the data. Presenting the data from multiple methods together
will allow the reader to see the similarities that exist in responses regardless of the
method used to collect it.
The responses and data for each question posed are presented in the pages that follow.
Demographics
Community of residence:
250
210
200
Eskasoni
150 Glace Bay
121
New Waterford
94
100 82 Northside
48 Sydney
50
14 Other
0
Community
The majority of residents who completed the survey were from Sydney and surrounding
areas (i.e. 210 out of 569 respondents).
Those in the „other‟ category include respondents from communities outlying towns and
cities (i.e., areas such as Louisbourg, Albert Bridge, Balls Creek, Ben Eoin, Port Morien,
Grand Mira).
Sydney residents were slightly less likely to report risky behavior (like drug use,
drinking, vandalism) by youth to be a problem than those from New Waterford,
Northside, Glace Bay or Eskasoni. Although only a small number of respondents were
from Eskasoni (14 respondents) – all of them identified risky behavior by youth to be
problematic in their community. It must be noted that Eskasoni has a relatively new crisis
centre, nightly activities like ping pong and movies for youth, projects that bring elders
and youth together, a media and video program, and a Parents Against Drugs group.
They are aware issues exist and are taking action to build resources and opportunities for
youth in a proactive fashion.
Gender:
179 males and 389 females took part. One respondent‟s gender was missing from the
survey. The majority of those taking part were female. There were no differences found
in responses made based on whether someone was male or female.
Age:
The age of respondents varied from 18 to age 70 and older.
140
125
120 109
18-20 yrs
100 93
21-29 yrs
79 74
80 30-39 yrs
61
60 40-49 yrs
50-59 yrs
40 27 60-69 yrs
20
70 and older
0
Age
A good cross section of age was captured. There were fewer survey respondents from the
18-20 year old age group than from other categories. However, two of our focus groups
(one with CBU students and the other with Community Cares Youth Outreach program
participants) were held with the 18-30 year old age group and so our qualitative responses
come largely from this population.
There was one area in which respondents answered differently depending on their age.
Younger respondents (i.e. 18-20 year olds) were more likely to pick “drugs,” and “lack of
opportunities such as things to do or be involved in” as the biggest challenges facing their
community.
Ethnicity:
Respondents were predominately Caucasian (i.e. 92.1%).
600 524
500
400 Aboriginal
300 African Canadian
Caucasian
200
Other
100 19 21
5
0
Ethnicity
Parent of child under age 18:
We were interested in whether or not being a parent of a child under the age of 18 would
influence the survey answers in any way.
162 respondents did have children under the age of 18 (29.1%), while 394 of those
surveyed were not parents of a child under the age of 18 (70.9%).
Of those 162 persons who were parents of children (under the age of 18), 77% had no
more than two children.
There were no differences in responding due to being a parent of children under age 18.
120 117
100
80 Single parent
Two parent
60
One parent works away
41
40 Other
20
6 4
0
69.6% of households were headed by two parents while 24.4% were single parent homes.
In 3.6% of homes one parent heads the household while the other works away and 2.4 %
of families were in „other‟ categories (i.e., grandparents raising children, foster families,
etc.).
When you think of young people under the age of 18 what comes to
mind?
Rationale behind question: To determine how citizens presently view our youth. To see
whether we get mainly positive or negative responses. To explore whether stereotypes are
rampant.
195 people out of 596 responded to this open-ended survey question: 45 responses were
positive in nature, 76 were negative, while 74 were mixed/ambiguous.
Positive comments about youth made note of the skills youth might possess such as being
creative, musical, involved in sports, active, and good with technology. Other positive
comments about young people made reference to appealing characteristics/attitudes such
as having energy, being fun, open-minded, eager, carefree, humorous, fearless, healthy
and active. When thinking about young people under the age of 18, other respondents
referred to youth in terms of potential by referring to youth as our future or making note
of possibility, hopes, dreams, promise, opportunity, and trying to make a place for
themselves in the world.
Negative comments made by respondents about youth represented stereotypes such as

viewing youth as hooligans, troublemakers, being involved in mischief, those who are
unruly, and partiers. Other respondents listed undesirable traits – bad attitude, physically
inactive, think they know everything, impressionable, high maintenance, immature,
rebellious, naïve, moody, unmotivated, spoiled, growing up too fast, bored, think they are
invincible, and low self-esteem. Some respondents focused on possible undesirable
actions/behaviours youth might engage in– bullying, loitering, disrespecting adults,
fighting, crime, drug use, promiscuity, teen pregnancy, bad language, and peer pressure.
Negative comments also referenced aspects lacking in the lives of some youth – no
supervision, no supports, trouble at school, lack of goals, no sense of community. Finally,
some survey respondents shared that they fear youth (e.g. “I am terrified of them”).
Numerous responses to the above question were categorized as mixed/ambiguous:

For the most part, a theme of understanding was evident in the ambiguous/mixed
responses:
 “Being a youth is not easy.”

 “Struggles must be faced to obtain the same advantages I had at their age – it‟s a
different world today with competition, technology, drugs and crime.”
 “They face obstacles and challenges from drugs and alcohol to sexuality.”
 “They are difficult years.”
 “They are misunderstood.”
 “Pressure to please parents, friends, and teachers.”
 “Many feel there is nothing in the community for their future.”
 “Individuals still trying to discover who they are and how they fit in as a person
in the world.”
 “With love and support youth can do great things.”
“Teens have so much energy and all that energy needs to go somewhere and should
be channeled into positive outlets” – Focus group participant
When asked what came to mind when they thought about young people some survey
respondents listed objects that might be associated with youth: video games, cell phones,
computers, clothes, games, cigarettes, drugs, alcohol, and hockey.
Others referred to community needs when they thought about young people: more
programs needed as there is a lack of youth programs, more positive things for youth,
stop labelling, build self-esteem, teach good communication, need others to believe in
them, need positive influences. Finally, some respondents described possible roles of
young people: students, children, friends, our future, those looking for employment, self
discoverers, teens.
Focus group participants shared that all youth tend to get “painted with the same brush”
and that even youth who are not involved in any negative actions can become “guilty by
association” and be perceived as troublemakers if some of their peers are engaging in
certain behaviours.
Implications: Although many of the previous responses made by citizens about young
people were positive or ambiguous, a number of them were negative and stereotypical. It
is important to find ways to reduce the likelihood that residents think of something
negative when they hear the word youth. Communities rich in developmental assets
create climates in which youth feel supported, valued, and that they have a voice or role.
Developmental asset initiatives are community-building by nature and youth and non-
family adults interact and work together on projects – as a result stereotypes may be
reduced. Some groups in the community might be apprehensive to work with and support
youth, especially if they have experienced negative behaviors of youth firsthand. For
example, this might be the case for some business owners due to instances of vandalism.
Such groups should be brought to the table to hear their opinions on how they might like
to remedy such issues in a proactive manner.
Possible actions to reduce negative views of youth:
1. Use social marketing* campaigns to encourage citizens to get to know a young

person by initiating a conversation and/or asking questions about what they like or
things they are involved in.
2. Encourage citizens to learn about and focus on the good things that youth in their
community are doing in order to challenge some of the negative stereotypes that
portray youth as lazy, disrespectful, or troublemakers.
*Note on social marketing: In regular marketing a product is being sold. In social marketing an attitude,
behavior change, or way of life is being „sold‟ to the audience. The P.I.E. concept is often promoted in
social marketing and any of our messages should follow this style as it is developmental asset compatible.
When following P.I.E., messages are positive, inclusive (e.g., have a message for everyone, not just those
at-risk), and empowering (e.g., identify resources, motivate people to take charge of their own problems).
3. Highlight youth who are involved in making their community better places to live
in news articles, brochures and websites.
4. Involve youth in coming up with solutions to address some of the negative
behaviors that some young people might be engaging in such as vandalism.
5. Organize youth-adult discussion circles in which citizens of all ages come
together to share concerns and build solutions around a particular issue.
6. Use the developmental assets framework as an educative tool. Share examples of
other communities who changed their outlook of youth by putting developmental
assets into action.
7. Share the actual statistics of youth who engage in negative behaviors so that
citizens realize that there are many youth who are not engaging in such behaviors.
Share statistics such as the cost of keeping a youth in a juvenile justice facility
(and other reactive approaches) versus being proactive, such as the cost of
providing youth with recreation or creative outlets.
8. Find ways to utilize and promote some of the positive traits of youth that
respondents mentioned – e.g. creativity, energy, technological skills.
9. Locate asset spokespeople that those skeptical of proactive approaches might
listen to and respect.
What do you believe is the biggest challenge facing youth in your

community?
Rationale behind question: To determine perceived needs, risks, and conditions to

address in our communities. Because building assets reduces risky behaviors,
determining what citizens believe the risks to be can help us „sell‟ the asset message.
200 190
173
150 Crime
Drugs
100 96 Lack of opportunities
63 Negativity in community
50 Unemployment
23 20 Other
0
Challenges
The majority of respondents felt that lack of opportunities such as things to be involved
in or things to do was the biggest challenge facing youth (33.6%). This was followed
closely by „drugs‟ with 30.6% seeing this to be the biggest challenge facing our youth.
Reponses in the „other‟ category included: poverty, lack of respect, family problems, peer
pressure, boredom, underage drinking and pregnancy, and „all of the above.‟
Eskasoni respondents mentioned loss of language and culture and internalized oppression
as challenges facing young people in their community.
Focus group participants at Community Cares Youth Outreach summed up the challenges
youth face as “There is not a lot to do, no where to go and no way to get there (such as to
the movies in Sydney).” They also shared that many families are “on welfare” and there
is not a lot of money for extras and lessons. They indicated that youth who may have
children also struggle with securing daycare/childcare.
Other focus group participants felt that balancing and juggling school, family, work, and
extracurricular activities can be a challenge for youth and that they face a lot of pressure
to resist many things such as drugs, alcohol, and sex. Other challenges that focus group
participants discussed were poverty, lack of hope, and trying to figure out “where do I
belong in the world.”
Other challenges mentioned by focus group participants related to family and there being
a lack of role models, little support, and sparse family involvement. One participant
voiced: “There is an assumption that many youth have family support, either from
parents or extended family. However, family support isn‟t always prevalent. There may
not be a fall back for these kids.”
Implications: The more developmental assets a young person possesses the fewer risk
behaviors they have in their lives. Citizens should be made aware of all of the benefits
developmental assets bring to youth as well as to schools, families, neighborhoods and
organizations. Citizens are clearly concerned about some areas of risk in the lives of
Cape Breton youth. Developmental assets is a framework that has been proven by
decades of research to reduce risk behaviors and increase thriving behaviors.
Possible actions to address challenges youth might be facing:
1. Find ways to support existing clubs/centres that provide youth with things to do –
this could be in the form of fundraising, creating awareness of what they do,
assisting with volunteer searches, or taking part in community events and rallies.
2. Create new opportunities and roles for youth within their communities. Bringing
together a diverse group of young people to act as the driving force behind this
action makes the most sense instead of having adults make assumptions as to
what youth might like to be involved in.
3. Bring together partners who already work with youth in order to increase
opportunities for our youth via networking, awareness building, referral
enhancement, and sharing of resources. It is hoped that our recently formed adhoc
can be a starting place for some of these discussions.
4. Utilize social marketing campaigns to promote the risk behavior reducing
properties of asset development. For instance, the more assets youth possess the
less likely they are to engage in drug use – this type of message could be a major
source of “buy in” and a way to gain support of residents, especially those
skeptical of positive and proactive approaches.
Do you feel that risky behavior (drug use, drinking, vandalism) by youth
is a problem in your community?
Rationale behind question: To determine if our community continues to see drug use
(and other risk behaviours) by youth as problematic.
84.5% of residents felt that risky behavior by youth is a problem in their community
whereas 15.5% did not.
Implications: A large percentage of respondents see risky behaviors to be problematic

and a cause for concern. As mentioned above, although asset development‟s focus is on
building strengths, skills, resources, relationships, values, and opportunities, risk factors
are reduced as a result.
What three factors do you believe contribute the most to risky behavior
among youth?
Rationale behind question: Providing insight into what respondents view the „causes‟ of
risky behaviour to be will help us develop initiatives and messages that respond to
community concerns.
availability/prevalence of
drugs
35% boredom
32%
30% family problems
25% lack of role models

21.80%
mental health issues
20% 18.60%
not feeling part of
15% community
poor decision making
10.70%
10%
7.40% peer group
5% 4.20%
low self esteem
1.60%
0% other
Availability/prevalence of drugs, boredom, family problems (i.e., conflict, financial
problems, divorce, parent having to work away), and peer group were the areas that
respondents felt contributed the most to risky behavior among youth.
Implications: The developmental assets framework encompasses family support, quality

family time, positive family communication, youth engaged in productive activities such
as creative activities and youth programs, using time constructively, positive peer
influence, and peers modeling responsible behavior. Respondents in Cape Breton felt
that there were deficits in the areas of family, things to do and peer groups, so they
should support an approach that is designed to build upon these areas in healthy,
collaborative ways.
The area that residents felt to be the factor contributing the most to risky behavior among
youth was the prevalence and availability of drugs. This too can be impacted by utilizing
a developmental assets framework. Youth who possess many assets have better
resistance skills which can help in situations and places where drugs are readily available.
Also, asset building communities develop community norms and values and voice what
is and is not acceptable – asset building communities would create a culture that is not
conducive to drugs being visible.
Possible actions to address problem areas residents are concerned about:
1. Inform residents how the developmental assets framework can impact the
problem areas they are concerned about. Use multiple modes to reach a variety of
audiences.
2. Encourage people to learn more about the developmental assets approach and
hold community discussion groups in which residents can learn simple ways to
start building assets and hear about what other communities have done and the
positive results of asset rich communities.
Do you think other citizens are concerned about risky behavior by youth?
Rationale behind question: To determine whether risky behavior is viewed as being

something other residents are concerned about. Is risky behavior a community concern?
91.7% of respondents felt that risky behavior by youth is a concern by others in their
community, whereas 8.3% did not.
Implications: If respondents view others as being concerned about risky behavior than
they might be willing to share information pertaining to building solutions such as the
developmental assets approach. The developmental assets framework is a tool and
philosophy that can bring community members of all ages together to work toward
common goals.
Possible actions to create awareness that others are concerned about youth:
1. Share the survey results so residents know that others are concerned too.
2. Provide opportunities for residents to help interpret survey results and outline
possible actions (i.e., PAR – participatory action research).
3. Create opportunities for community members to come together and share
community improvement ideas – think neighborhood festivities or discussion
circles.
Are you aware of programs in your community which help youth who
are engaging in risky behavior?
Rationale behind question: To determine awareness of existing resources and to

uncover which services and programs stand out to residents. We can learn from existing
programs.
33.6% of respondents are aware of a service that helps youth who are engaging in risky
behaviors, whereas 66.4% are unaware.
“There are many resources in place. However, people do not always know about them
or take advantage of them.” – Focus group participant
Implications: Cape Breton does have services, organizations, and programs for youth
engaging in risky behaviors but the fact that only 33.6% are aware of programs
demonstrates that there is a need to create awareness that such resources exist. If
residents know what resources exist they may be more apt to support programs, become
involved as volunteers, and recommend the program to others requiring assistance.
Possible action to assist with creating awareness of existing programs:
1. Keep a database of programs that support youth and also track any asset building
actions they are partaking in.
What programs are you aware of that help youth?
Rationale behind question: It is important to recognize and celebrate the work of

agencies already doing effective work with youth. It would be beneficial to have
representatives from these community recognized agencies sit on any project committees
that work towards building developmental assets. If residents see certain „known‟
agencies endorsing and supporting the developmental assets approach it is more likely
that we can reduce the skepticism of some individuals.
The following groups, agencies, clubs, and departments were mentioned by survey
respondents in rank order beginning with those mentioned most frequently:
Whitney Pier Youth Club, Island Community Justice Society (Restorative Justice; Youth
Inclusion Program), Community Policing, Youth Peer Program, Addiction Services,
Youth Health Centres, Youth Clubs/Centres, Police Boys and Girls Club, sports and
teams, Community Cares Youth Outreach – Sydney Mines, boxing and martial arts,
church groups, the youth justice system, Children‟s Aid Society, schools, community
centres (Community Focus Centre – New Waterford, Clifford Street – North Sydney;
Southend Community Centre – Ashby), Native Alcohol and Drug Abuse Counseling
Association (NADACA), Needle Exchange/AIDS Coalition, mentoring/tutoring, YMCA,
CHOICES, counseling, Big Brothers Big Sisters, Eskasoni Crisis Centre, Eskasoni Social
Work, Harvest House, Salvation Army, Adolescent Mental Health, dancing, cadets, North
and Southside Learning Centres, Tim Horton‟s Camp, drug education, anger
management, parent education, Planned Parenthood, Kids Help Phone, Eskasoni Parents
Against Drugs.
Implications: The above organizations and groups are who the general public feels
works with youth experiencing risk factors. It is important that staff, volunteers,
participants, or board members from these centres, agencies, and organizations are
involved or at the very least invited to be involved in asset building endeavors.
Possible actions to create program awareness and support networking:
1. Bring together professionals and volunteers from the groups, clubs, organizations,
services, and departments mentioned to further interagency/cross sectoral
discussions around developmental assets – this could be accomplished with the
recently formed adhoc committee and by occasional workshops, professional
development days, conferences, and other gatherings.
2. Connect with clubs, organizations, and agencies by continuing to deliver
developmental assets awareness presentations and research findings. Asset
project staff/volunteers could be available as resource consultants to help
interested agencies, departments, and organizations find ways to build assets into
the work they do. Support these agencies to become intentional asset builders by
facilitating workshops, staff training sessions, brainstorming sessions, "lunch and
learn" sessions and discussion groups.
3. Learn from those who have solid relationships with youth – find out how they go
about empowering and supporting youth. Uncover their successes and lessons
learned along the way.
Which Cape Breton community do you feel could benefit the most from
a community improvement project?
Rationale behind question: To discover where survey respondents feel a positive focus
is required.
Eskasoni
60 55 New Waterford
50
50 47 Glace Bay
40 Sydney Mine s
33 North Sydney
30 28
Whitney Pier
20 18 ALL
11 10 Rural
9
10 6 Sydney
0 All First Nations
Survey respondent‟s top answer for the community that could benefit from a community
improvement initiative was Glace Bay followed by New Waterford, Sydney Mines and
then North Sydney.
Some respondents wrote comments in the space provided for this question. A number of
respondents felt that all communities should be involved. For example, “All communities
(need to be targeted) ---- how does one put a priority on youth?” and “All communities ---
because youth facing problems are everywhere.”
Possible actions to respond to community needs: It is our hope to develop “asset

headquarters” located within existing agencies, clubs, and organizations in order to reach
youth and community members from the numerous towns, cities, and communities
mentioned above. An asset building team comprised of youth, senior citizens,
professionals, parents, educators, the general public, the business community, artists,
musicians, and so on, would meet at the “headquarters” once per week for two hours and
determine ways to creatively and collaboratively build one to two of the 40
developmental assets each month. An Asset Project Coordinator would serve as the
„constant‟ and would be involved at each of the “asset headquarters.” The Project
Coordinator would help formulate ideas, keep records, send out reminders, deal with
media, locate supplies and resources, and evaluate outcomes and progress.
The “asset headquarters” initiative is a great way to promote community involvement and
ownership and allow each site the creativity to put into place what works best for their
own community and organization(s).
What skills, values and qualities do we want to see in our youth by the
time they turn 18?
Rationale behind question: To see how in line citizens‟ hopes for youth are with the
developmental assets philosophy.
This was an open-ended question and participants wrote down their thoughts in the space
provided. In rank order, here are the traits, skills, and values citizens hope youth possess:
 Respect for self, others and property

 Education
 Self esteem, self worth, confidence
 Healthy choices, decision making, problem solving
 Responsibility
 Honesty
 Work ethic
 Connected to community and contribute to community
 Motivated, goal focused, driven
 Positive outlook/hope
 Independence
 Job/employment skills
 Compassion/empathy
 Pride
 Stand up for beliefs/integrity
 Values
 Communication skills
 Maturity/professionalism
Other survey comments made that occurred in lesser frequency are: love, structure,
safety, security, healthy family, boundaries, encouragement, support, ability to read,
health and fitness, healthy peers, self awareness, role models, mentors, ability to cope
with change, happiness, empowerment, budgeting and financial skills, diversity and
culture, leadership, listening skills, drug awareness, safe sex awareness, environmentally
conscious, technological skills, and a better youth justice system.
Focus group discussions resulted in a list of similar characteristics as the survey

respondents mentioned above. Focus group participants want youth to be able to read
and write, have hope and dreams, learn about finances and budgeting, have fun in ways
that don‟t cost much money, and be able to cope with their emotions.
Implications: Many of these responses are compatible with and very similar to the 40
developmental assets. Respondents‟ top skill or value that they hope youth will possess
by the time they are age 18 was respect. This is compatible with the developmental assets
category of „positive values.‟ Similarly, respondents mentioned education and self-
esteem as being important skills/values and these responses are compatible with the asset
categories of „commitment to learning‟ and „positive identity.‟
Proponents of positive youth development describe the developmental assets framework
as being easy to relate to and having a common sense appeal. Respondents seem to have
a natural understanding as to the qualities and resources youth need to be healthy, happy,
contributing citizens.
Possible actions to show the similarities between developmental assets and the skills
and traits citizens want to see in our youth:
1. Utilize awareness and/or social marketing campaigns to foster the common sense
appeal of developmental assets. Promote the fact that anyone can build assets and
that all residents from the very young to elders can partake in building assets.
Point out that many people are already building assets without even knowing it.
Describe the many different actions one can take to build assets in the lives of
youth. This could be done on the radio or on a website as an “asset bulletin or
message of the week.”
2. Highlight the fact that the developmental assets framework is compatible with
those aspects (like respect, education, self esteem) that respondents mentioned
that they hope youth possess by the time they are 18 years old.
3. Find ways to empower citizens to start using the developmental assets language
when describing what youth need to be healthy, caring, and responsible –
consistent language will help promote community norms, expectations,
ownership, and intentional asset building.
What is needed in your community to improve outcomes for youth?
Rationale behind question: To see which type of programs/initiatives citizens support

the most. To create asset initiatives that resemble some of these choices that residents
support and see as needed.
Drug enforcement/law/policy
20.00% 19.10% Safe places to go
16.30% Intergenerational
15.00% 14.20%
Employment skills/placements
10.50% Mentoring/skill building

10.00%
8.30% 8.30%
Creative outlets
5.10%
5.00% 4.40% Treatment/crisis centres
3.70%
Things to occupy - rec, sports,

dances
0.00%
Other
The majority of those surveyed felt that healthy, safe places for youth to go (e.g. clubs
and drop in centres) is what is needed in their community to improve outcomes for youth.
The next most frequent response was things to occupy youth‟s time such as sport and
recreation opportunities and supervised dances. Employment/job skills programs and
mentoring programs that teach youth skills and how to make healthy choices were other
common choices.
Focus group responses were complimentary to the survey data and highlighted a need for
youth to use their time constructively and have places to go:
“There are too many children with idle time after school.”
“Teens should have a place to go to socialize and interact where supervision is there to
keep things in check.”
“There are lots of buildings and spaces around not being used for anything.”
“Family times are important like having a (board) games night.”
Focus group participants pointed to the cost of extracurricular activities as being a major
barrier. They spoke of community events like free skating over the holidays and that lots
of people show up to events when cost is covered.
Other focus group participants felt a change in mindset is what is necessary.

For example: “Neighborhoods can create accountability. The discipline came not just
from parents, but from neighbors as well, in my generation. The neighborhood watched
over everyone‟s children and the youth learned to respect their neighbors and their
neighborhood and felt ownership.”
Implications: Having safe and healthy places to go is fitting with the developmental
assets approach. Constructive use of time (which could take form as recreation; creative
outlets – drama, music, art; religious activities; volunteering) is a major building block of
healthy youth development. Social competencies (e.g., decision making, conflict
resolution, planning, resistance skills) is another major component of the developmental
assets framework and fits with survey respondents notion that skill building programs (in
the form of employment programs and mentoring initiatives) are needed to improve
outcomes for youth. Consequently, the developmental assets approach is consistent with
respondents proposed solutions to improve youth outcomes.
Possible actions to develop positive spaces and opportunities for youth:
1. Find ways to secure and make use of underutilized spaces (physical assets) that
may be safe and youth friendly. For example, perhaps there is a church basement
that is not being used that could be secured for occasional indoor sports or drama
performances. Or, maybe there is a kitchen in a community hall that could be used
for intergenerational (e.g., senior citizens and youth) cooking classes.
2. Map the physical structures, resources, organizations, people, and spaces that
exist in neighborhoods and communities that would allow for the developmental
assets framework to be integrated and supported in community life. The idea
behind implementing developmental assets is for community members to be
creative and organize initiatives that work to meet their needs, talents, and
abilities. Asset mapping activities are useful to locate spaces, supplies, resources,
and volunteers, that may exist for minimal or no cost. Creativity and
inventiveness are key.
3. Seek the opinion of youth and ask them to help design and voice what they would
like in their community to help reduce boredom and use their time constructively.
How can we best get the message out about ways to reduce risky
behaviors and improve the community?
Rationale behind question: To help us determine useful modes to get the message about
developmental assets out to the public.
Billboards
16.00%
14.80% 14.50% Forums
14.00%
Fairs/conferences
12.50%
12.00% 11.80%
Speakers
10.00% 9.70% Newspaper
Pamphlets
8.00%
7.20% 6.90%
Radio/TV PSAs
6.00% 5.50%
4.40% 4.40% 4.60% Role models/heroes
4.00% 3.80%
Facebook
2.00% Volunteer/staff training
0.00% Websites
Other
The preferred modes of communication, to learn more about ways to improve the
community (such as developmental assets), are: 1) radio and television public service
announcements, 2) social networking groups like Facebook, 3) role models and heroes,
followed closely by the use of websites.
Responses in the „other‟ category included: workshops, youth volunteers, school

presentations beginning in elementary school, involve people who can relate to youth and
who youth can relate with, people who have survived difficult life situations as
spokespeople, school classes that discuss related topics (e.g. Health/PDR), parent
sessions, and films.
A focus group participant shared, “You need to reach youth where they are – on the
internet, at malls, school.” Participants felt that youth should be consulted in a group to
learn how they best like to be informed.
Other focus group respondents voiced that you need to show “real examples of what
works” to improve communities. They also felt that Facebook was a good way to inform
people as well as CBC and TV advertisements. Focus group respondents mentioned that
“word of mouth works really well in Cape Breton to make people aware of things.”
Libraries were pointed to as a place to advertise and distribute developmental assets

information and also reach parents and families who take their children to reading
programs. Church bulletins, coffee shop bulletin boards, mall bulletin boards, and
community forums were other methods of information disbursement recommended by
focus group participants. Physicians‟ offices were mentioned as well due to the number
of people frequenting these spaces and the fact that many are often looking for help and
programs. Some respondents suggested putting asset messages/stickers on brands youth
buy such as X-Box or creating video games to teach youth about developmental assets.
Implications: Public service announcements are sometimes free which works well when
trying to promote information in an effective way without having to incur the financial
burden associated with some methods. Social networking groups are also free and can be
an effective way to develop a „virtual group‟ or „community‟ of like-minded individuals.
Because youth have been identified as being technologically-skilled they may be able to
help with such actions as developing a Facebook group and designing a website. In
keeping with the developmental asset philosophy we want to utilize people‟s skills and
talents in any actions we take on so we could also turn to students in information
technology (IT) and/or design programs at NSCC or other local colleges to help us design
websites and other promotional tools.
Respondents would also prefer to hear information from role models and heroes. This
keeps within the tenets of the developmental assets framework which promotes healthy,
caring adults in young people‟s lives. It would be fitting to have role models deliver asset
building messages.
Possible actions to get our messages out to the community:
1. Send out PSAs on a regular basis to radio stations and community cable channels
to encourage people of all ages to build assets. For example, these PSAs could be
a weekly asset building tip.
2. Design a website for the initiative, as this is one of the methods citizens report
they like to use to receive information.
3. Create a Facebook group that could contain developmental assets web links,
examples of what other communities have done, video links, updates on our own
work, and a list of existing organizations/clubs in Cape Breton that work from a
positive youth development framework.
4. Connect with youth or IT/design students to help create promotional materials,
websites, logos, and the content of the Facebook group. Promotional items and
websites should be youth-friendly and catch young people‟s attention by using
appealing designs and colors.
5. Find spokespeople who are perceived as being role models/heroes to deliver asset
building messages.
6. Create an asset building momentum by having radio and website contests in
which people have to locate certain assets or community builders.
7. Launch the asset development initiative in a creative way that sparks citizens‟
interest such as placing interesting signs around the community. We have been
exploring using a detective/investigator theme to promote asset building. For
instance, we want to encourage citizens to be “asset agents” (i.e. those who look
for asset building opportunities and positive happenings in the community) and
create “asset headquarters” (i.e., places where asset initiatives will take place and
where people of all ages can come together). Therefore, in keeping with this
theme, we could use „Wanted‟ posters to show how our community could look
with certain assets promoted. For example, a poster could read „Wanted: Healthy
Role Models‟ for our children and youth.
What would help you become more involved in your community?
Rationale behind question: To determine barriers to community involvement so we can

then find ways to address such obstacles and increase community engagement.
What would help you become more Percent choosing response

involved in the community?
Knowing where my help is needed 21.2%
Having more free time 19.4%
Knowing more about groups that take 16.6%
volunteers
Other 12.7%
Having a workplace that supports time to 10.8%
volunteer
Knowing more people 5.4%
Having more skills to offer 4.9%
Feeling safer to go outside 3.8%
Someone to watch my children while I 3.0%
volunteer
Access to a reliable vehicle/transportation 2.2%
assistance
Implications: It would be useful to have asset development volunteer activities and

opportunities clearly outlined, as respondents were clear that they need to know where
their help is needed and also need to know more about groups who are accepting
volunteers. These results demonstrate a necessity to be clear about roles, responsibilities,
and opportunities.
Another item that received a number of responses was “having more free time.” This fits
well with asset development because asset activities are designed to fit easily into one‟s
existing lifestyle, routine, relationships, and circles of interaction/involvement. Asset
building doesn‟t take a lot of time when people learn ways to incorporate or integrate
them into their lives. Developmental assets is a philosophy, made up of many actions
from simple to more complex, designed to help youth thrive by creating a culture of
caring and support. For instance, asking a youth what they like to do for fun is a
conversation starter and it shows interest in a youth‟s life. It can be the beginning of a
relationship with a young person. This is a simple action that does not use up much free
time as compared with some volunteer roles. One simple act can actually foster a number
of the 40 assets.
Other respondents mentioned that having a work place that supports time to volunteer
could be helpful in allowing them to volunteer their time to community efforts. Some
other communities that have made a commitment to asset development have had
workplaces sign up to allow their employees one paid hour per week to help out in youth
development initiatives. Educating Cape Breton employers as to the importance of asset
development will be an activity worth undertaking to help increase the chance of those in
the workforce to be more likely to become involved in initiatives.
Possible actions to reduce barriers to community involvement:
1. In any social marketing campaigns be clear that asset building is an investment in

youth and has many benefits to youth, families, organizations, schools,
community adults, and neighborhoods -- yet is made up of natural actions that
don‟t take a whole lot of time.
2. When it comes time to seek volunteers for our future asset building initiatives
remain clear as to what their role will be as well as expectations and
responsibilities.
3. Create a list of projects and opportunities for involvement that take only one hour
per week of people‟s time. Post this list on a website, bulletin, or other source
where people can sign up for an asset building task that doesn‟t take too much of
their time.
4. Help create awareness of our partner‟s programs and their need for volunteers.
Create a culture of helping and asset sharing among organizations.
5. Appeal to youth to volunteer, mentor, tutor, and take part in service learning.
Appeal to youth‟s education and employment goals by explaining how
volunteering can help increase future opportunities. Appeal also to their unique
skills and strengths which could be their athletic ability, artistic talents, musical
strengths, technological skills, and so on.
6. Seek volunteers from university and college programs requiring community
learning placements or involvement in improvement projects – e.g., Island Career
Academy Youth Worker Program, NSCC Human Services, and CBU Bachelor of
Arts in Community Studies.
7. Reach out to retirees to help with asset building initiatives who may have free
time to volunteer and have a wealth of life and/or professional experience to offer.
8. Let people know that anyone can build assets and anyone can help create a
healthy community for youth. In asset building initiatives, residents‟ unique and
diverse skills and abilities are put to good use. For example, if someone is a
painter perhaps they could be part of a mural activity with youth. Someone else
might have cooking skills or budgeting skills to offer.
9. Visit employers to share with them the importance of supporting their employees
to be involved in volunteering with youth as mentors, tutors, coaches, leaders, and
guest speakers. Also highlight the importance of supporting their employees to sit
on boards and committees.
Who should be involved in community building projects?
Rationale behind question: To understand who residents see as stakeholders in

community improvement.
Businesses
Educators
14.00%
13.00% 12.70% Elected officials
12.00%
12.00% Experts in youth health/community
development
9.80% General public
10.00% 9.50% 9.70%
Health care workers
8.00%
8.00% 7.20% Parents
6.30% Police
6.00% 5.20%
Religious groups/churches
4.00% Seniors
2.70% 2.30%
1.80% Youth
2.00%
Other
0.00% All of the above
In our survey sample, many respondents felt that educators, the general public, and
elected officials should be involved, followed by parents, experts working in child/youth
and community development, and business leaders. Those categories receiving lower
responses were seniors, religious groups, and health care workers. Responses in the
„other‟ category were: community advocates, grandparents, elders, Whitney Pier Youth
Club, and teachers who are involved in extracurricular activities.
Focus group participants seemed to feel that everyone should be involved:
“With more people involved there will be a broader range of outlets for participants.”
“I think everyone should be part of their community. Take part to make it better.”
Others felt youth should definitely be involved. For example: “Young people need to be
involved because it‟s based on their future.” Some focus group participants felt it would
be valuable to involve persons who are in recovery from drug abuse as well as parents of
youth who were once experiencing risk factors that were able to “turn their lives
around.”
Implications: When it comes to building developmental assets everyone in a community

can and should be involved. Developmental assets involve building and fostering
relationships and learning from one another, especially intergenerationally and across
sectors. Often, people who don‟t always work together are teamed up such as youth and
senior citizens or parents and elected officials. People who may be employed in very
different lines of work come together with a shared and vested interest in creating
opportunities for our young people.
Possible actions to garner involvement of different groups of citizens:
1. Educate the public as to what each group (e.g. youth, parents, businesses) might
be able to contribute to an asset building initiative and what the benefits of
involvement for each group might be.
2. Research, learn from, and share information and details about asset building
initiatives and success stories from other communities.
3. Involve the business community in asset building initiatives – to date they have
not been represented in any of our project phases. Some businesses have
experienced vandalism and shoplifting by youth so it would be positive to have
youth and business leaders interacting in a positive light. Business leaders also
bring expertise and resources in areas such as marketing, advertising, networking,
funding, etc.
4. Spark the interest of elected officials by highlighting how promoting
developmental assets can lead to responsible, civically engaged citizens and
healthy communities. Draw similarities between political platforms/ideologies
and the developmental assets framework.
5. Work closely with the academic/university/college community who may be able
to provide support for asset initiatives in the form of meeting space, recreation
facilities, conference organizing/hosting, library services, research support,
student volunteers, and experts who may work in the fields of community
development, human services, youth studies, child development, etc.
6. Find ways to involve teachers, principals, guidance counselors, teacher assistants,
and other school staff in building developmental assets. This could be done by
providing workshops or sessions at professional development days or by working
closely with existing school programs that are a good-fit for developmental assets
such as PEBS – Positive Effective Behaviour Support. Opportunities may also
exist within Health/PDR related classes, school councils, and interact (volunteer)
clubs.
7. Create opportunities for parental involvement in asset building. Asset-building
needs to be encouraged to take place in the home, not just in schools and
communities. Family support is a cornerstone of asset development and if parents
are involved there is the potential for positive impacts to ripple though whole
families. Asset workshops and discussion groups for parents have been
techniques used and recommended by other asset-builders. Young parents and
single parent households could benefit from the empowerment, social support,
and connections that often go hand in hand with asset building. It would be great
for new parents to become aware of the developmental assets framework so they
begin to create asset promoting households from day one. Working closely with
groups such as Parent PEACE, Family Place Resource Centre, and Public Health
nurses who provide prenatal programs and postnatal home visits could help
accomplish this. Other potential actions would be to have asset literature on the
labour/delivery/recovery wards at the hospital as part of the package of health-
related literature that new parents receive.
Are you interested in learning more about ways to make your

community a better place for youth and all community members?
Rationale behind question: To determine if community members are receptive towards

receiving future information aimed at community betterment.
84.2% are interested in learning more about community improvement, whereas 15.8% are
not.
Implications: More than 4/5 of respondents expressed an interest in learning more about
community improvement methods. This finding is promising as a large percentage of
residents would likely be open to hearing about and learning about developmental assets
as a tool for community improvement. The community climate appears to be receptive to
receiving more information.
Possible actions to keep residents informed:
1. Design a recognizable logo and keep community members up-to-date on asset

building initiatives and efforts – use methods mentioned in previous sections
of this report such as websites, radio/TV public service announcements, and
social networking (e.g. Facebook).
2. Offer asset building workshops a few times per year to interested community
members, groups, and agencies. To complete this action effectively the
Project Coordinator or at least one adhoc committee member should receive
formal training from Search Institute (US Founder) or Thrive (Canadian
counterpart) to formalize training in developmental assets awareness.
3. Develop catchy messages to capture simple, but effective, ways to build
developmental assets in the lives of young people.
What are some groups, organizations, agencies that you feel do good
things in your community?
Rationale behind question: To uncover potential partners, adhoc committee members,

and audiences for presentations.
Whitney Pier Youth Club was the organization that was mentioned most frequently,
followed by Police Boys and Girls Clubs and the YMCA. Big Brothers Big Sisters, Island
Community Justice Society, Youth Peer (EPIC), and Youth Health Centres were also
mentioned frequently by respondents as organizations who do good things in the
community.
16.00% 15.20% Whitney Pier Youth Club
14.00% 13.10% YMCA

12.00% 11.00%
Big Brothers Big Sisters
10.00%
7.90% Police Boys and Girls
8.00% Clubs
6.00% Youth Peer (EPIC)
4.70%
4.20%
4.00% 3.10% Youth Health Centres
2.00%
Island Community Justice
0.00% Society
All of the organizations that respondents felt do good things in the community could not
be listed in the space allotted. Instead, those mentioned most frequently were highlighted
above. Please see Appendix C at the back of this report for the full list of organizations
that respondents mentioned as well as the list of natural/inspirational leaders people
identified.
Implications: We need to make sure that future endeavors seek input from these key
players in youth development in our local communities.
We must also celebrate the work that agencies, clubs, and organizations are already
doing. Many are building assets on an hourly basis by building protective factors in the
lives of the youth they care about and work closely with. Although many are naturally
taking actions that are asset building by nature it is desired to move toward building
assets intentionally and using the asset building language in daily interactions.
According to the Search Institute and positive youth development researchers, youth
benefit from consistency in the environments they find themselves in. Therefore, if
teachers, parents, government officials, youth workers, coaches, and so on are all
practicing the same philosophy and „speaking the same language‟ youth can only benefit
from the resulting consistent values, boundaries, expectations, and opportunities.
Possible actions to involve those who community members feel do good things in the
community:
1. Meet with staff of the organizations identified above and in Appendix C of this
report to learn in detail what they do and find ways to partner to intentionally
build assets.
2. Speak to youth participants at the same mentioned organizations to learn what
they like about being involved and try to promote similar experiences for youth in
the asset building initiatives we design.
3. Make sure that the above mentioned organizations are invited to partake in the
newly formed adhoc committee that will be guiding future actions pertaining to
asset development in our communities.
Who are the natural leaders in your community that we should be aware
of?
Rationale behind question: To uncover who inspires and motivates others and the
qualities and characteristics of such people. These individuals could be partners, adhoc
members, and people to learn from. They are potential asset spokespeople.
Individual names mentioned by respondents can be found in Appendix C due to space

constraints.
The following quotations illustrate respondent‟s thoughts regarding natural community

leaders who inspire and motivate others:
Natural leaders are…
“Anyone who takes the time to pay attention to youth or even just be friendly to them.”
“Anyone with compassion and understanding for youth.”
“People with a lot of drive and energy.”
“Youth themselves.”
“It depends on who an individual can relate to. One leader will not transcend an entire
group.”
“Volunteers, educators, coaches, business leaders, retired teachers.”
“College students can motivate and inspire high school youth.”
“Volunteer Fire Department, church leaders, athletes and rehabilitated people.”
As is the case with the organizations that respondents mentioned, we have the potential to
learn from these individuals. Respondents feel motivated and inspired by these natural
leaders. In order to promote developmental assets we need to motivate, energize, and
encourage people to invest in our young people. We can learn from the style, methods,
and approach of these natural leaders. We may wish to invite some of these natural
leaders to join our recently formed adhoc committee and brainstorm with them ways to
deliver our asset building messages. We can also seek the support of these natural leaders
to endorse and be vocal about the importance of developmental assets. If these natural
leaders are aboard and supportive other residents may be inspired to do the same.
Sense of community
Rationale behind question: To understand how community members feel about their
community on a number of factors.
Statement % in agreement
I feel proud when I tell people where I am 75.7%
from
I feel connected to my community 58.4%
I spend time working with others 18.4%
preventing drug and alcohol use in my
community
If there is a problem in this community 38.2%
members can get it solved
Members of this community care about 68.1%
each other
This community has the potential to 58.1%
influence other communities
Implications: Community members who have a high sense of community are more apt
to support community enhancement initiatives. 75.7% of respondents felt pride towards
their community. This is a positive finding because residents who already have a vested
interest in their community may be likely to come aboard and support asset development
initiatives.
Developmental assets initiatives have the potential to build the capacity of communities
to solve problems and locate resources, while enhancing relationships, thus creating
positive feelings about one‟s community.
Possible actions:
1) Share with citizens, through ads, websites, and community meetings, the research
that demonstrates that communities that are rich in developmental assets have
residents who feel:
 connected to one another

 that they have a voice and are given useful roles
 equipped to help one another
 safer and more secure
These factors may appeal to those who care about their communities and may also inspire
those who are discouraged with their communities by pointing to an approach that can
create positive change.
What is one positive thing that instantly springs to mind when the name
of your community is uttered?
Rationale behind question: To uncover existing

collective strengths and assets to build upon.
A number of theme areas were evident in survey “Sometimes you

respondents‟ and focus group participants‟ answers to have to go away to
what they like about Cape Breton: realize how good
Cape Breton is.”
 Natural beauty, scenery, the outdoors, places to
camp, beaches -Survey respondent
 Caring, generous, giving, welcoming people
 Music, culture, and history
 Tourism
 Safe
 Perseverance, strength, pride
 Relaxed, peaceful, quiet lifestyle
 Good place to raise a family
 Close-knit and willing to help one another in time of need
 Sports teams and events
Implications: Respondents had no trouble identifying some aspects that they like about
Cape Breton or see as Cape Breton‟s strengths. There may be opportunities to promote
developmental assets for youth by turning to and building upon Cape Breton‟s strengths.
There may also be an opportunity to show youth that Cape Breton has many good things
to offer via exposure in asset initiatives. For example, through an asset initiative that
takes youth on wilderness trips or engages youth in adventure learning (as Girl Guides
often do) youth may come to realize that Cape Breton has beautiful scenery and many
opportunities for outdoor activities like camping, hiking, swimming, etc.
Possible actions to utilize Cape Breton’s strengths to build developmental assets in

our young people:
1) Point out Cape Breton‟s identified strengths in messaging campaigns to help build
developmental assets. Sample: “Cape Bretoners have been identified as caring, generous
and giving people with great perseverance and strength – let‟s pass these traits on to our
youth through mentoring.”
2) Cape Breton‟s rich culture and history could be a way to bring youth and seniors
together. For instance, seniors could share stories about Cape Breton‟s history to groups
of children and youth. This could be a positive way to interact.
3) Music was identified as another positive aspect found in Cape Breton. There could be
an opportunity here to build developmental assets by exposing youth to creative outlets
like music, art, and drama.
What is one thing you are good at?
Rationale behind question: To discover the individual strengths/assets our community

members possess.
Survey respondents mentioned a number of specific skills or personal traits they possess
and felt they are good at:
art, tutoring, public speaking, organizing events, boxing, music, budgeting, typing,
making crafts, sewing, gardening, writing, computer skills, baking, parenting, teaching,
reading, debating, repairing home and car, listening, encouraging, humor, problem
solving, communicating, making people feel welcome, good with kids, good at voicing
concerns, and bringing people together.
Implications – Asset building seeks to utilize citizens‟ skills in initiating positive youth
development actions and projects. When it comes to building developmental assets
community members are at the forefront of delivering endeavors, with professionals
guiding the process. It is important to point out the many ways that a person‟s skills and
abilities can be used to improve outcomes and opportunities for our youth. If people offer
to use their skills in helping youth, the costs associated with program delivery are
drastically reduced and youth may learn a new skill while the community member
teaching/sharing the skill benefits as well. For example, a community member who
enjoys gardening might initiate a community garden project with youth.
Possible actions to recognize and utilize citizen’s skills and abilities:
1) When seeking volunteers for asset initiatives advertise for a wide variety of skills and
abilities instead of limiting the search to those with very specific traits and talents. Find
creative ways to make use of a person‟s unique skills. Other communities who have
mapped their assets have “Skills Banks” where residents can list all of their skills and if
an opportunity arises in which a particular citizen‟s skills are required they are contacted.
Something similar could be adopted here in Cape Breton.
What is one thing you are passionate about?
Rationale behind question: Learning about what community members value and care
about will help with asset messaging to gain citizen‟s support. For example, because a
number of citizens reported that they care about family we can then highlight, through
awareness campaigns, the ways that the developmental assets framework promotes
healthy families.
Respondents reported they are passionate about:
 Outdoors
 The environment
 Animals
 Cooking
 Community wellness, community development
 Caregiving
 Health, exercise, sports
 Family, parenting
 Music
 Travel
 Teaching
 Gardening
 Children
“I‟m passionate about… vibrant social relationships with people in the community.”
-Survey respondent
Possible actions:
1. Educate citizens about the many ways that building developmental assets can utilize
people‟s passions, foster and sustain passions, and create new passions for youth and
others by exposing them to new relationships and opportunities.
What might hold citizens back from supporting community building

initiatives?
Rationale behind question: To determine barriers that exist in the community that might
create resistance to implementing asset-based initiatives.
Being aware of such factors can help to determine ways to reduce them in advance so we
are better prepared and can be more effective and efficient in gaining support.
Respondents mentioned the following as aspects that might create obstacles to supporting
community building initiatives: time constraints, fearing youth, “being too preoccupied
with one‟s own life and problems,” not feeling skilled to work with certain age groups or
cultures, financial barriers, buying into negative media (“Negative media creates negative
feelings about the community”), stereotypes about youth (“The minority of trouble
causing youth have led to generalizations about all youth”), problems with
transportation to be able to volunteer (“No buses on Sundays and in some places no buses
at all or after 5 pm”), not trusting others (“Today there is a culture of fear – people fear
everything from traffic, to child abductions, to terrorism”), changes in community culture
(“People are not as rooted or connected as they once were to their communities, people
move more now, they don‟t take time to know their neighbors or watch out for neighbors,
and they work more”), some people are proponents of reactive approaches and don‟t
understand proactive initiatives (“I didn‟t have certain things in life and I turned out
ok”). Other responses indicated that many feel that youth are “not their problem,” but
rather the responsibility of parents and police. Similarly, some report they wouldn‟t want
to come across as “meddling with how others choose to raise their kids” and would be
“worried that families might feel an invasion of privacy if improvement activities are
suggested.” Other respondents expressed that overall awareness of what is happening is
important so they know about ways to support community initiatives.
“Communities sometimes pretend that youth are not struggling or worse

they pretend not to see them at all.”
– Focus group respondent
Possible actions:
1. Present clear statements pointing out the benefits of asset building for all community
members.
2. Highlight examples of communities that were skeptical at first but then took on asset
building initiatives and have benefitted. Share what the positive results have been.
3. Hold a community forum to allow residents an open format to voice their concerns and
then share how developmental assets can address some of those concerns.
4. Work closely with skeptical populations, groups, and individuals. Show understanding
of their concerns and fears. Find ways to gently encourage their involvement and use
their fear and anger in a constructive manner.
How might someone like you be able to help build a healthy community
for youth? How can you make a difference?
Rationale: To determine what role respondents feel they have, if any, in asset building.
Community Cares Youth Outreach participants (between the ages of 18 and 30) felt they
might be able to help through volunteer and work placements, art/design, skateboarding,
and sports like soccer, badminton, and football.
The focus group with professionals elicited this response: “Knowing that there is no
template that applies to all youth – and knowing that flexibility is so important.”
The university (psychology) student participants felt that their age might allow younger
youth to be more open and comfortable with them than they might be around older adults.
They felt they had a role in advocating for more government support for social
services/youth programs. Additionally, they believed that those who have gone away for
school/work and then returned to Cape Breton by choice would make good role models
for younger youth.
Possible actions:
1. Keep asking the question, “How can you make a difference?” to groups and
individuals to uncover the ideas people have regarding how they can partake in asset
building.
If you had the time, money, and expertise to implement something for
Cape Breton youth what would it be?
Rationale behind question: To uncover what respondents would like to see in the lives
of youth if there were no restrictions or barriers. To determine possibilities, hopes, and
desires for youth and the community at large.
Respondents‟ ideas as to what they would implement for youth if it were up to them:
Create spaces:
 “A huge complex with different sections for different ages. It would have video
games, a swimming pool, basketball courts, playgrounds, a library to study, and
computers.”
 “It would be a place where youth could learn to respect themselves and the
community they live in.”
 “Schools that contains other social services and programs within them so
everything is under one roof for youth.”
Involve people:
 “What Cape Breton really needs is an investment by a couple of determined,

influential people who can take it (needs) to the streets. These people would be
active, vocal, and would advise people that they are not standing back and will not
be going away.”
 “Role models are important for children – role models shouldn‟t be NHL stars but
those who have stability in a youth‟s life. Real role models can obtain achievable
results.”
 “I would like to see something involving seniors and our youth.”
Foster recreation/activity:
 “Spontaneous outdoor activity is needed. When I was small and would head
outdoors there would be 14 or so others waiting to play a game of something.
This doesn‟t happen like it used to. Youth are more likely to be in front of some
type of screen.”
 “Get youth involved in making outdoor rinks and organizing outdoor soccer and
basketball games.”
 “Community recreation facilities.”
Build skills:
 “Introduce youth to volunteer opportunities at a young age.”

 “We need to appeal to youths‟ multiple interests – not just have sports programs.”
Instill hope:
 “They need to realize potential and possibility.”

 “They need more positivity and chances to follow their dreams. Need community
and family to believe in them.”
Reduce barriers:
 “Accessible and low cost public transport for youth.”

 “Programs to teach youth about finances. Also, tuition reduction and education
funds so finances aren‟t a barrier for youth to pursue university, college, or
trades.”
 “Low prices on health foods and more meal and breakfast programs.”
Support families:
 “Initiatives to promote parent education and parent involvement.”

 “Affordable and available child care and after school programs”
Reduce stereotypes:
 “I think people judge youth before getting to know them. I think we need more
positive things that interest our youth. We need to stop labeling.”
 “We need to pay more attention to the good behavior of youth.”
 “General youth involvement -- When youth take ownership of something they
take care of it.”
Local asset inspirations:
From delivering our awareness presentations, holding focus groups, and networking we
came across some examples of organizations building developmental assets without
necessarily calling what they do asset building. In no way is this list exhaustive and it
must be noted that there are numerous agencies, organizations, clubs, and groups in Cape
Breton who work diligently to promote the health of youth and communities.
At the Whitney Pier Youth Club we learned that respect was the principle operating at the
core of the organization - respect for the self, one another, club property, club staff and
the community at large. Posters, signs, and photo collages reflect the skills and
competencies youth gain as well as the adventures they partake in. The slogan “Youth
don‟t care what you know until they know you care” is on the Club wall. They offer a
lunch program, hip hop dance, and an arts and crafts class. They have a computer room
to allow youth to complete their homework and a weight room/exercise room along with
lots of outdoor space and sports equipment. The Club helps transport youth to activities
whenever they can to reduce this barrier and the youth are engaged in many projects in
which they give back to the community. There is a youth committee to guide Club
activities and the youth came up with the Club rules and help enforce them. The Club
has an open door policy and youth from the ages of 5-18 are involved in age-appropriate
activities and programs. Older youth mentor the younger youth and help build skills such
as teaching guitar. There are clear boundaries, expectations, and consequences. Youth
members often go on to become social workers and other helping professionals.
At Island Community Justice Society they recently began a new initiative located on
Clifford Street in North Sydney known as the Youth Inclusion Program or YIP.
Community members have rallied together to help with things such as completing a
mural on the wall of the YIP space. This is a great example of community members
making an investment towards healthy youth and communities and utilizing their skills
and talents to help others. YIP will have a parent education component and will teach
youth many social competencies such as decision making and conflict resolution. They
will also get exposed to recreation, sport, and outings that they might not otherwise get to
partake in. Island Community Justice Society also support and encourage youth who wish
to carry out random acts of kindness as part of their restorative justice agreements.
At the Youth Peer Program (EPIC) in Ashby, older youth tutor younger youth in school
subjects such as math. Youth also learn about diversity, culture, anti-bullying, and
respect. They make crafts, collages and paper mache and have the opportunity to learn to
play guitar. Youth from the ages of 8 -18 are involved. When we visited the atmosphere
was very conducive to asset building with youth-made posters and motivational sayings
on the walls.
Family Place Resource Centre on Townsend Street in Sydney offers free play groups,
parent support groups, breastfeeding support, and home visits. Parent-child bonding is
promoted.
The Cape Breton Victoria Regional School Board has a PEBS program (Positive
Effective Behaviour Support) in which positive behaviors and actions are recognized,
rewarded, and encouraged. Expectations and role modeling are relied upon to teach
positive behaviors.
At Community Cares Youth Outreach in Sydney Mines older youth (18-30 year olds)
receive life and job skills programming to prepare them for job placements as well as
service learning placements. Some of the youth participants are young parents and so it
is hoped that the positive individual changes participants experience will funnel down to
their children as well. Community Cares has partnered with HeartWood, a youth
leadership and development organization located in Halifax, on numerous initiatives and
has engaged in an asset and photo mapping project in which they took note of the assets
in their community.
It is important to keep networking with these and other agencies, clubs, centres, and
departments that are natural asset builders. There is an opportunity to learn from the good
work they do with young people, parents, and the broader community, while at the same
time we can share with them ways to intentionally build developmental assets.
Concluding remarks:
Timelines:
In the previous pages you would have read through survey and focus group findings and
possible actions that can be taken on each of those results. No definite timelines have
been suggested for action completion because each of the suggested activities are not
„one time‟ actions, but rather are ongoing in nature. This is fitting with the work of
Search Institute (the founder of the developmental assets framework) which recommends
repetition and duplication of activities and messages in order to increase the chances of
developmental assets becoming fully incorporated into community life. It must be noted
that this report is a working document and the suggested actions are meant to provide a
focal point or guide with community respondents ideas in mind. In no way is the list
exhaustive as there are many possibilities and methods available to take action on the
data in a creative and asset compatible manner.
Five focus areas:

Although each community tends to add its own personal touch and creativity to
enhancing and implementing developmental assets, the Search Institute recommends a 5-
pronged approach to asset building, which will help provide structure to our own actions.
The 5-pronged approach is as follows:
 Engage adults
 Activate sectors
 Mobilize young people
 Invigorate programs
 Influence civic decisions
The actions proposed after each section of our data are designed with these key
recommendation areas in mind.
Stages of change and citizen readiness for developmental assets:

It must be recognized that there will be some resistance to attempting to build
developmental assets within Cape Breton communities. Some citizens will be more
accepting, enthusiastic, willing to learn, and help than others. Some will be indifferent
and disinterested, while others will be outright opposed. Researchers, such as Wittman
(1999), state that the “stages of change” theory can be applied to understand community
readiness for asset building. This theory explains that we all decide to make changes and
take action based on what stage we are at in our understanding of whether a problem
exists and our belief in the benefits and detriments of taking action. When applied
specifically to asset-building, the possible stages of change would be as follows:
1. Precontemplation – here people are unaware of the important role they can play in young
people‟s lives. They are also in denial that a problem exists and that a change needs to
happen in their community.
2. Contemplation - at this stage people consider whether asset building has a place in their
lives. They weigh the costs and benefits.
3. Action - if people decide that asset building is „worth it‟ they will do something to build
assets. They will attend meetings, talk with others, join committees, spread the word, etc.
4. Maintenance – at this stage citizens reinforce, repeat, and strengthen actions until they
become habit. Asset building becomes a way of life.
Keeping this information in mind will help to develop initiatives and methods of
communication to reach people at the various stages of change and encourage them
towards action and maintenance.
Which assets to promote?

Another finding to consider as actions to pursue are decided upon is that combinations of
the 40 developmental assets are more important than any single developmental asset in
preventing alcohol and drug use (Oman et al., 2004). Consequently, interventions
designed to promote multiple assets will be more effective than those focusing on single
or few assets. Therefore, when it comes to designing any initiatives the goal should be to
foster a number of assets at the same time.
Youth involvement:
Scales (2001) reports that out of a list of 19 possible actions that adults can take on behalf
of youth, two of the least frequent responses are to “seek young people‟s opinions when
making decisions that effect them” and “to give young people opportunities to make their
communities better places.” It seems illogical that youth are excluded from community
matters but are still expected to behave in respectful and responsible ways within their
community. Furthermore, Langlois (2004) revealed that in Your Voice Matters (Health
Canada, 2001), 51% of youth said that they were rarely or never listened to. As a result,
there is a need to support and assist integrating youth into what are traditionally adult
decision-making processes. When involving youth in sitting on committees and/or
designing asset building initiatives tokenism should be avoided. Tokenism occurs when
young people appear to be given a voice, but in fact have little or no choice about what
they do or how they participate (Hart, 1992). Instead, youth should be given roles as
equal and active participants who share decision-making with adults. Over the past
decade, a number of local researchers found that youth did not feel valued, were not
given useful roles, and did not feel like they had a voice, or were being heard especially
when it came to sharing ideas for community improvement (i.e., Bailey, 2006; Covell,
2004; Kokocki, 2006; MacIntyre, 2004; McKay, 2006; Youth Destination 2010
Conference, 2005). In order to hear from youth regarding some of their ideas and
concerns and also to hear firsthand on how they would like to be involved, the
Community Partners held a Youth Summit with 50 participants in June 2007.
“Youth have many good ideas but keep them inside because they don’t
know who to talk to or how to put their ideas into action.”
-Youth Summit participant, 2007
The youth delegates at the Summit provided a resounding “yes” when asked if youth
should be involved in the Community Partners on Drug Abuse. The youth explained that
although youth could meet separately from adults in their own youth committee, that it
would be equally important to have youth sit on the adult working groups of the
Partnership, or at the very least attend adult meetings periodically to provide updates and
to network or „partner‟ with adults. Comments made by youth at the Summit
demonstrated that youth enjoy having their opinions sought and feeling heard when it
comes to discussing community problems and looking for solutions.
Based on youth feedback collected in past studies and events bringing together youth, it
is essential to provide youth with meaningful roles in helping to implement asset
development initiatives. It is important not to make assumptions as to how youth might
like to be involved in building developmental assets. Instead, youth will be invited to sit
as members on the newly formed adhoc committee where they will be able to voice their
ideas and participate to the extent they feel comfortable.
It must be noted that when our 2008 results from Search Institute (1302 youth surveyed)
are compared with the data obtained from recent surveys, focus groups, and presentation
discussions (804 adults) it is evident that youth and adults in our communities share many
of the same concerns and ideas for community improvement (e.g., the importance of role
models and safe spaces, needing more things to do, increasing creative outlets and
teaching skills like making healthy choices). Therefore, further dialogue between youth
and adults around the topic of asset building may help bridge differences, lessen
stereotypes, and cultivate a climate of working together.
Our own model of actions:

The purpose of this report was to share our survey and focus group findings and the
resulting actions that could be taken to foster communities rich in developmental assets.
In order to provide an organizational framework to the numerous recommended actions,
the following goal-based categories have been created:
1. CREATE AWARENESS
2. BUILD MOMENTUM
3. ENGAGE COMMUNITY MEMBERS AND SECTORS
4. CREATE ASSET INITIATIVES
5. SUSTAIN, RESEARCH, AND EVALUATE
All activities that have been suggested throughout this report have been themed under
each of the above goal headings. Please view the diagram on the following page for the
pillars of actions recommended in order to conduct activities that: 1) are consistent with
the developmental assets framework and 2) recognize the ideas of community members
by putting them into practice.
The activities on the previous page of this document provide a proposed framework of
action in order to begin to integrate the developmental assets philosophy into the lives of
individuals, families, schools, organizations, neighborhoods, and communities. It is
expected that this proposed action-oriented framework will change as more people
become involved in wanting to learn about developmental assets and find ways to
implement them into the sectors they are part of.
The wealth of data collected from 569 survey respondents, 50 focus group participants
and 185 individuals at presentation discussions form the backbone of the proposed
strategic actions. It is hoped that citizens might feel ownership over a strategy that they
had a hand in creating.
The data collected and highlighted throughout this report demonstrates that in many ways
residents are ready for proactive initiatives like asset building in their community and
would support such initiatives by learning more or by volunteering their time. It is our
goal, as clearly outlined in the table found in the executive summary, to respond to
citizens‟ concerns and ideas by developing “asset headquarters” in various community
organizations and structures. Teams formed at these headquarters would then work
together to creatively design and implement asset projects that meet the needs of youth
and citizens in their particular community. It is hoped that initiatives that are community
designed and community driven would be more supported and sustainable than initiatives
created solely by professionals or outside sources.
The Community Partners on Drug Abuse was originally formed to respond to community
members‟ concerns regarding drug abuse, in particular the abuse of prescription drugs
such as opiates. Over the years it became a model for collaboration and cooperation
among agencies, organizations and community members. A wide array of very important
activities and projects has been undertaken since its formation in 2004.
The developmental assets initiative keeps with the values and principles of community
involvement and sectoral collaboration set in motion by the Partnership yet it calls for an
investment – an investment in our children, youth, and all of our citizens and
communities to help them thrive. In order to do so it is necessary to be proactive and
positive, to involve all citizens from children to elders, to foster relationships and the
creation of safe and supportive neighborhoods, recognize the strengths, talents, and
abilities of all community members, and find ways to creatively foster as many of the 40
assets as we can in our young people. This report is only the beginning – the rest is up to
each one of us.
References
Bailey, J. (2006). Depression, daily hassles, and stressful life events as factors in drug
use. Psychology undergrad thesis. Cape Breton University.
Covell, K. (2004). Adolescents and drug use in Cape Breton: A focus on risk
factors and prevention. Report to the Cape Breton Victoria Regional School
Board.
Fisher, D. (2003). Assets in action: A handbook for making communities better places to
grow up. Minneapolis, MN: Search Institute.
GPI Glace Bay. (2004). Glace Bay GPI Progress Report. GPI Glace Bay Newsletter, 1,
1-4.
Griffin-Wiesner, J. (2005). The journey of community change: A how-to guide for healthy
communities healthy youth initiatives. Minneapolis, MN: Search Institute.
Hart, R. (1992). Children's participation: From tokenism to citizenship, Innocenti Essays

No. 4. Florence: UNICEF.
Hart, R. (1997). Children‟s participation: The theory and practice of involving young
citizens in community development and environmental care. New York:
UNICEF.
Langlois, M. (2004). In service to youth and community: Natural lessons for renewal of
youth-serving organizations. Halifax: HeartWood Centre for Community Youth
Development.
McKay, M. (2006, June). Longing to be heard: Examining sense of community and

participation through the voices of youth. MA thesis, Wilfrid Laurier University.
McKay, M., & Kokocki, K. (2006, July). Developing a social marketing campaign for
drug prevention in Cape Breton. Phase I: Market segmentation. Report written
for the Cape Breton Community Partnership on Drug Abuse.
McKay, M. (2007, June). Youth voices report: Project rationale, objectives, and summit
proceedings. Report written for the Community Partners on Drug Abuse.
Oman, R., Vesely, S., Aspy, C., McLeroy, K., Rodine, S., & Marshall, L. (2004).
The Potential Protective Effect of Youth Assets on Adolescent Alcohol and Drug
Use. American Journal of Public Health, 94 (8), 1425-1430.
Pittman, K., Irby, M. & Ferber, T. (2001). Unfinished business: Further reflections on a
decade of promoting youth development. In Benson & Pittman, (Eds.). Trends in
youth development: Visions, realities, and challenges. Boston: Kluwer Academic
Publishers.
Roehlkepartain, J.L. (1999). Taking asset building personally: An action and reflection
workbook. Minneapolis, MN: Search Institute.
Scales, P. (2001). The public image of adolescents. Society, 64-70.
Wittman, B. (1999). Taking asset building personally: A guide for planning and
facilitating study groups. Minneapolis, MN: Search Institute
Youth Destination 2010. (April 7-8, 2005). A strategic development plan for Cape Breton
youth. Cape Breton: Partners of Youth Destination 2010.
Appendix A: 40 Developmental Assets from Search Institute
20 External Assets
Support:
1. Family support—Family life provides high levels of love and support.
2. 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.
3. Other adult relationships—Young person receives support from three or more nonparent
adults.
4. Caring neighborhood—Young person experiences caring neighbors.
5. Caring school climate—School provides a caring, encouraging environment.
6. Parent involvement in schooling—Parent(s) are actively involved in helping young person
succeed in school.
Empowerment:
7. Community values youth—Young person perceives that adults in the community value youth.
8. Youth as resources—Young people are given useful roles in the community.
9. Service to others—Young person serves in the community one hour or more per week.
10. Safety—Young person feels safe at home, school, and in the neighborhood.
Boundaries and Expectations:

11. Family boundaries—Family has clear rules and consequences and monitors the young person‟s
whereabouts.
12. School Boundaries—School provides clear rules and consequences.
13. Neighborhood boundaries—Neighbors take responsibility for monitoring young people‟s
behavior.
14. Adult role models—Parent(s) and other adults model positive, responsible behavior.
15. Positive peer influence—Young person‟s best friends model responsible behavior.
16. High expectations—Both parent(s) and teachers encourage the young person to do well.
Constructive Use of Time:

17. Creative activities—Young person spends three or more hours per week in lessons or practice
in music, theater, or other arts.
18. Youth programs—Young person spends three or more hours per week in sports, clubs, or
organizations at school and/or in the community.
19. Religious community—Young person spends one or more hours per week in activities in a
religious institution.
20. Time at home—Young person is out with friends “with nothing special to do” two or fewer
nights per week.
20 Internal Developmental Assets
Commitment to Learning:
21. Achievement Motivation—Young person is motivated to do well in school.
22. School Engagement—Young person is actively engaged in learning.
23. Homework—Young person reports doing at least one hour of homework every school day.
24. Bonding to school—Young person cares about her or his school.
25. Reading for Pleasure—Young person reads for pleasure three or more hours per week.
Positive Values:
26. Caring—Young person places high value on helping other people.
27. Equality and social justice—Young person places high value on promoting equality and
reducing hunger and poverty.
28. Integrity—Young person acts on convictions and stands up for her or his beliefs.
29. Honesty—Young person “tells the truth even when it is not easy.”
30. Responsibility—Young person accepts and takes personal responsibility.
31. Restraint—Young person believes it is important not to be sexually active or to use alcohol or
other drugs.
Social Competencies:
32. Planning and decision making—Young person knows how to plan ahead and make choices.
33. Interpersonal Competence—Young person has empathy, sensitivity, and friendship skills.
34. Cultural Competence—Young person has knowledge of and comfort with people of different
cultural/racial/ethnic backgrounds.
35. Resistance skills—Young person can resist negative peer pressure and dangerous situations.
36. Peaceful conflict resolution—Young person seeks to resolve conflict nonviolently.
Positive Identity:
37. Personal power—Young person feels he or she has control over “things that happen to me.”
38. Self-esteem—Young person reports having a high self-esteem.
39. Sense of purpose—Young person reports that “my life has a purpose.”
40. Positive view of personal future—Young person is optimistic about her or his personal
future.
Appendix B: Focus group questions posed to participants
1. What are some of the biggest challenges facing youth in Cape Breton
communities?
2. What do you think youth need in order to be healthy, happy, contributing

citizens?
3. Who does good things in your community?
4. Who should be involved in community improvement initiatives?
5. What are the best ways to inform the wider community about community
improvement projects?
6. Why might Cape Breton benefit from initiatives that build skills, opportunities,
and resources for youth?
7. What are some things you like about your community?
8. How might someone like you be able to help build a healthy community for
youth? How can you make a difference?
9. What might hold citizens back from supporting community building initiatives?
10. If you had the time, money, and expertise to implement something for Cape
Breton youth what would it be?
Appendix C: Organizations that respondents feel do good things in their
community (these organizations are in addition to those mentioned on
pages 42-44)
4H
ACAP
Addiction Services
Association for Safer Cape Breton Communities
Boxing
Cadets
Canadian Tire Jump Start
CBRM Recreation
CBU Student‟s Union
Centre scolaire Étoile de l'Acadie
Children‟s Aid Society Mentoring
Churches
Coaches
Coal Bowl
Community Cares Youth Outreach
Community fairs
Community Focus Centre, New Waterford
Community Health Boards
Community partners on Drug Abuse
Coxheath Wilderness Foundation
Crossroads, Mental Health Services
CWL
Department of Community Services
Drama
ECRY - Eskasoni
Elizabeth Fry Society
Every Woman‟s Centre
Family Place Resource Centre
Fire departments
Food Bank
Glace Bay Youth Action Committee
Guides
Harvest House
Helpline
Hockey
Interact Club
JCI
Johnny Miles Festival
Junior Achievement
KidSport
Kinsmen
KOC
Ladies Auxiliary
Legions
Lions Club
Little league
Loaves and Fishes
MADD
Meals on Wheels
Mi‟Kmaq Legal Support Network
Musicians
NADACA
North Sydney Bartown Festival
Parent Teacher Association
Pensioner Clubs
Police
Public libraries
RCMP
Red Cross
Rotary
Salvation Army
School breakfast programs
School police officers
Scouts
Screaming Eagles Hockey Team
Shriners
Skateboard parks
St. Vincent DePaul
Town House
Transition House
United Way
Volunteers
Natural leaders identified by respondents
Alex Gilchrist (Northside Rotary)

Arnold Sylliboy
Ben Marshall
Bradley Sheppard
Chester Borden – Whitney Pier Youth Club
Darlene Francis
Diane Mary Mosh
Doug Bean (Pastor, Sydney Mines)
Dr. Andrew Lynk (pediatrician)
Dr. Chris Milburn
Dr. Julie Curwin
Duma Bernard
Elizabeth Cremo
Gordie Gosse – MLA
Jack Yazer
Jacques Cote (Velo Cape Breton)
Jill MacPherson (JCI)
Joanne LaTulippe (Family Place)
John MacPhail (Investor‟s Group)
John Ratchford
Leroy Denny
Leroy Peach
Levi Denny
Louise Vassallo
Lowell Cormier (New Waterford Skatepark involvement)
Marilyn Sutherland (Youth group Sydney Mines)
Mark Sparrow (JCI)
Mayor John Morgan
Myles Burke (Chief of Police)
Neeta Kumar (Teacher, Sydney Academy)
Nelson Young
Norm Connors (CBDHA Board)
Pat Bates
Sheldon Nathanson (Lawyer)
Shirley Leadbeater (Mother of recovering addict)
Squaranto Oakley
Tom Ripley (Association for Safer Communities)
Walter Denny
Appendix D: The 2008 report compiled by Search Institute based on
1302 Cape Breton youth surveyed on the assets they possess.
This summary report begins on the next page.

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ASSET DEVELOPMENT STRATEGY REPORT

Review of recent data and possible resulting actions

Compiled by Marcie McKay, M.A. Community Psychology

“I would like to see youth who

 The Community Partners on Drug Abuse (CPDA)

 The newly formed adhoc committee

 All of the community organizations that recently allowed us to conduct surveys,

 create awareness of the developmental assets approach

1) Delivered awareness presentations on developmental assets to 13 groups, agencies,

2) Surveyed 569 community members on community needs, ideas for community

 84.5% of respondents felt that risky behavior by youth is problematic in their

 84.2% expressed they would be interested in learning more about community

 A number of organizations were mentioned by respondents as those who help

 75.7% of respondents reported feeling pride about their community. Respondents

 A number of respondents mentioned barriers as to why citizens are not more

What are developmental assets?

The developmental assets framework was introduced by the Search The

An asset-based approach to healthy development promotes strengths (proactive) rather

The 40 assets are grouped under 8 categories:

Support: includes love, mentorship, open communication with

 daily support and care to young people by one or more parents/adults

Based on numerous studies throughout North America using developmental assets

Past survey findings

1. Delivered awareness presentations to agencies, clubs, government departments,

Each of these steps is described in detail below.

Those receiving presentations about Number present

II. Survey design and distribution

It is premature to roll out asset building until we know some

The age of respondents varied from 18 to age 70 and older.

Respondents were predominately Caucasian (i.e. 92.1%).

Negative comments made by respondents about youth represented stereotypes such as

Numerous responses to the above question were categorized as mixed/ambiguous:

 “Being a youth is not easy.”

Possible actions to reduce negative views of youth:

1. Use social marketing* campaigns to encourage citizens to get to know a young

What do you believe is the biggest challenge facing youth in your

Rationale behind question: To determine perceived needs, risks, and conditions to

Possible actions to address challenges youth might be facing:

Implications: A large percentage of respondents see risky behaviors to be problematic

25% lack of role models

Implications: The developmental assets framework encompasses family support, quality

Possible actions to address problem areas residents are concerned about:

Rationale behind question: To determine whether risky behavior is viewed as being

Rationale behind question: To determine awareness of existing resources and to

Possible action to assist with creating awareness of existing programs:

What programs are you aware of that help youth?

Rationale behind question: It is important to recognize and celebrate the work of

Possible actions to create program awareness and support networking:

Possible actions to respond to community needs: It is our hope to develop “asset

 Respect for self, others and property

Focus group discussions resulted in a list of similar characteristics as the survey

What is needed in your community to improve outcomes for youth?

Rationale behind question: To see which type of programs/initiatives citizens support

20.00% 19.10% Safe places to go

10.50% Mentoring/skill building

Things to occupy - rec, sports,

“Family times are important like having a (board) games night.”

Other focus group participants felt a change in mindset is what is necessary.

Possible actions to develop positive spaces and opportunities for youth:

10.00% 9.70% Newspaper

Responses in the „other‟ category included: workshops, youth volunteers, school

Libraries were pointed to as a place to advertise and distribute developmental assets

Possible actions to get our messages out to the community: