Field studies: Understanding life of the community, its values and norms, and influential people.

Studies of power structure: configuration and dynamics of the influence system, including dominant individuals and interest groups.

Community analysis: often combines elements of field and power studies, focus is on gaining general understanding of the community.

Needs assessment: documents extent and severity of specific problems/needs and the availability and utilization of services in the community.

As a political process: A process of gathering evidence to support one's position on an issue.

As the quantification of misery: A process of documenting and labeling pathologies and deficiencies that become self-fulfilling prophecies in the community.

Key informant: interviews with key people in the community.

Community forum: gathering of people from the community.

Rates under treatment (RUT): analysis of agency records of clients receiving services.

Social indicators: examination of public records and reports.

Field studies: Ethnographic approaches involving observation, interviews, and participation in the life of the community.

Community surveys: Large-scale formal survey of people in the community.

Focus groups: Focused discussions with small groups of community representatives.

• Assumes some part of the community is not having its needs properly taken care of.

• Implies that established formal systems are not doing their job.

• Often challenges the status quo.

• Suggests a reallocation or redistribution of community resources.

Reliability: Is the information presented accurately and consistently?

Validity: Is the information relevant? Does it measure what we think it measures?

Credibility: Is the source of the information viewed as legitimate, authoritative, unbiased, reliable?

Compelling: Will the information be viewed as sufficient to important to persuade decision-makers?

• Healthy communities are built on the strengths and resources of all citizens.

• Everyone has a talent or gift to share with others.

• These talents or gifts often remain untapped because they have not be acknowledged and embraced.

• Acknowledging and embracing the unique talents of citizens requires community dialogue.

• Community dialogue must be inclusive and nurture inquiry and connection around the gifts and capacities citizens have to share.

Goals include:

• Discover the assets and capacities of the community.

• Design an asset map that graphically shows the supports and their connections.

• Develop a community resource for community support.

• Connect and animate community citizens.

• Nurture the process of building relationships.

• Capacity building is a long-term process.

• Everyone in the community contributes to capacity building.

• the county seat of the second fastest growing county in the nation, experiencing over 50% increase in population for 1990-1997.
• an affluent community with the 6^th highest median household income in Texas.
• a community where the average price of a new home is over $150,000.
• a community where the unemployment rate is just over 2%
• a community whose public schools are recognized nationally to be among the best for communities under 50,000 in population.
• a community rich in culture and tradition, celebrating its sesquicentennial in 1998.

• a community where one third of its population is 18 years old or younger.
• a diverse community with a rapidly growing Hispanic, African-American and Asian populations.
• a community where in two elementary schools the number of students enrolled in the free and reduced lunch program exceeds 45%.
• a community where the incidence of alcohol and drug use among teens is increasing and experimentation occurs as early as 5^th and 6^th grade.
• a community where the number of police responses to family violence incidents have increased by 25% in the past year.

A community where no child is hungry, hurt, alone, or rejected. Where all children and youth believe they are loved, respected, and treated with dignity.
 

Mission:

To mobilize our community to coordinate, strengthen, and develop resources and relationships so that our children and youth become caring, capable, and resilient individuals.

• We value "children and youth" believing that when each individual knows they are loved, respected, and treated with dignity, they flourish.

• We value "the community" believing that every contact a child and youth has with an adult shapes his or her beliefs, values, attitudes, and behaviors.

• We value "the sanctity of the family" believing that each family unit shapes the future of our children and youth.

• We value "the individual who is willing to intervene" believing that one person's concern and leadership makes a difference in the life of another.

• We value "a safe environment" believing that an individual's potential flourishes when he or she feels physically, emotionally, socially, economically, and spiritually safe and secure.

• We value "the spiritual life of each individual" believing that a relationship with God, as each understands God, brings meaning and unity to our community.

• Factors that are critical for young people's successful growth and development.

• Building blocks of human development, each on which enhances the health and well-being of children and adolescents.

• A term coined by the Search Institute based on research of 250,000 children in communities nationwide.

External Developmental Assets

• Support
• Empowerment
• Boundaries and expectations
• Constructive use of time

• Commitment to learning
• Positive values
• Social competencies
• Positive identity

• Information dissemination: Pamphlets, brochures, public meeting, presentations.
• Summit of Children and Youth: a one-day workshop for 350 invited youth and adults culminating in a Town Meeting for the entire community.
• Celebration of Children and Youth: a musical production celebrating Georgetown's children and youth during its Sesquicentennial weekend.

Kid City: a summer food and enrichment program for children in K-5 who are eligible for free and reduced school lunch program.

Mission Possible Community Action Teams: teams of parents and children to address drug, alcohol, and gang issues at both the middle school and high school levels.

Healthy Neighborhood Project: to empower neighbors to identify concerns in their neighborhood and to develop an action plan for solutions.

• All residents take personal responsibility for building assets in children and adolescents.
• The community thinks and acts intergenerationally.
• The community builds a consensus on values and boundaries, which it works to articulate and model.
• All children and teenagers engage regularly in service to others.
• Families are supported, educated, and equipped to make asset building a top priority.
• All children and teenagers receive frequent expressions of support in both informal settings and in places where youth gather.
• Schools at all levels promote caring, clear boundaries and sustained relationships with adults.
• Businesses establish family-friendly policies and embrace asset building principles for young employees.
• Neighborhoods are places of caring, support and safety. IO. All I 0- to 18-year olds are involved in one or more clubs, teams or other youth-serving organizations whose central mission is building assets.
• The media communicate the community's vision, support local efforts and provide forums for sharing innovative action.
• All professionals and volunteers who work with youth receive training in asset building.
• Youth have opportunities to serve, lead and make decisions.
• Religious institutions determine ways to build assets both within their own programs and in the community.
• Everyone works together to ensure that the community- wide commitment to asset building is long-term and sustained.

• Get to know the names of teenagers in your neighborhood.
• Greet young people with a smile when you pass them on the street.
• Volunteer to be a big brother or sister to a young person through a mentoring program in your community.
• Donate children's and teen's books to a local shelter that serves families and children.
• Invite your child or the child of a friend to spend an afternoon with you.
• Offer to give a parent you know a break by spending an hour or two with her or his child.
• Call a young person you know, just to say 'hi.'
• Be a youth advocate. Know the issues that affect young people and speak out on their behalf.
• Go to a performance or sporting event of a child or teenager you know.
• Get involved with a youth program in a congregation or community center.
• Hire young people-rather than professionals--to mow your lawn, shovel snow, or rake leaves.
• Go for a walk with a kid.
• Befriend a young person who seems lonely or bored.
• If you are a young person: Find one special adult, other than your parent(s), to spend time with regularly.
• If you are a parent: Ask your child to help you with a project. Explain what you are doing, why, and how.
• If you are an employer: Hire a teenager to work in your office two afternoons a week. Offer plenty of training, support, and encouragement.

• Personal Well-Being

• Economic Security

• Civic Behavior

• Women's Status

• Children's Well-Being

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