YSB Wins Prevention Program of the Year Award

Speaking of our asset posters, a couple months ago the YSB and Dragons In Action (YSB's youth leadership group at Middletown High) were awarded the Middlesex County Substance Abuse Action Council's (http://www.mcsaac.org/) 2009 Prevention Program of the Year Award. It was a great honor and a nice opportunity to recognize our two business partners in the initiative, Sandy Aldieri (Perceptions Photography http://www.santinaphoto.com/) and Troy Monroe (Co:Lab http://www.colabinc.com/). Another thank you goes to the Middletown Chamber of Commerce and the Downtown Business District for their work distributing the posters to local businesses.

Random Asset Poster...

Many of you have seen our Developmental Asset posters throughout the community. In total there were over 20 young people who contributed their thoughts on how to improve our community. I hope to occasionally post a random poster on here to allow for folks to have a chance to see them all.

Developmental Asset Message of the Week...A Story to Reflect on

Here is a story that was passed on to me today. Although there is a possibility that it is an urban legend, I think we all can agree that it still may be within the realm of possibilities. With the holidays upon us, I thought that this would serve as a wonderful reminder that what we think are small things, can make a huge difference in the life of a child. It additionally reminds us of the importance of setting high expectations for all kids that we come in contact with.

P.S. Who's to say that this can't be a Middletown story one day....Happy Holidays to all of you from the Middletown Youth Services Bureau.

Enjoy:

As she stood in front of her 5th grade class on the very first day of school, she told the children an untruth. Like most teachers, she looked at her students and said that she loved them all the same. However, that was impossible, because there in the front row, slumped in his seat,was a little boy named Teddy Stoddard. Mrs. Thompson had watched Teddy the year before and noticed that he did not play well with the other children, that his clothes were messy and that he constantly needed a bath. In addition, Teddy could be unpleasant. It got to the point where Mrs. Thompson would actually take delight in marking his papers with a broad red pen, making bold X's and then putting a big 'F' at the top of his papers.At the school where Mrs. Thompson taught, she was required to review each child's past records and she put Teddy's off until last. However, when she reviewed his file, she was in for a surprise.

Teddy's first grade teacher wrote, 'Teddy is a bright child with a ready laugh. He does his work neatly and has good manners... He is a joy to be around..' His second grade teacher wrote, 'Teddy is an excellent student, well liked by his classmates, but he is troubled because his mother has a terminal illness and life at home must be a struggle.' His third grade teacher wrote, 'His mother's death has been hard on him. He tries to do his best, but his father doesn't show much interest, and his home life will soon affect him if some steps aren't taken.'
Teddy's fourth grade teacher wrote, 'Teddy is withdrawn and doesn't show much interest in school. He doesn't have many friends and he sometimes sleeps in class.'

By now, Mrs. Thompson realized the problem and she was ashamed of herself. She felt even worse when her students brought her Christmas presents, wrapped in beautiful ribbons and bright paper, except for Teddy's. His present was clumsily wrapped in the heavy, brown paper that he got from a grocery bag. Mrs. Thompson took pains to open it in the middle of the other presents. Some of the children started to laugh when she found a rhinestone bracelet with some of the stones missing, and a bottle that was one-quarter full of perfume.. But she stifled the children's laughter when she exclaimed how pretty the bracelet was, putting it on, and dabbing some of the perfume on her wrist.

Teddy Stoddard stayed after school that day just long enough to say, 'Mrs. Thompson, today you smelled just like my Mom used to.'After the children left, she cried for at least an hour. On that very day, she quit teaching reading, writing and arithmetic. Instead, she began to teach children. Mrs. Thompson paid particular attention to Teddy. As she worked with him, his mind seemed to come alive. The more she encouraged him, the faster he responded. By the end of the year, Teddy had become one of the smartest children in the class and, despite her lie that she would love all the children the same, Teddy became one of her 'teacher's pets..

A year later, she found a note under her door, from Teddy, telling her that she was the best teacher he ever had in his whole life. Six years went by before she got another note from Teddy. He then wrote that he had finished high school, third in his class, and she was still the best teacher he ever had in life.

Four years after that, she got another letter, saying that while things had been tough at times, he'd stayed in school, had stuck with it, and would soon graduate from college with the highest of honors. He assured Mrs. Thompson that she was still the best and favorite teacher he had ever had in his whole life.

Then four more years passed and yet another letter came. This time he explained that after he got his bachelor's degree, he decided to go a little further. The letter explained that she was still the best and favorite teacher he ever had. But now his name was a little longer.... The letter was signed, Theodore F. Stoddard, MD.

The story does not end there. You see, there was yet another letter that spring. Teddy said he had met this girl and was going to be married. He explained that his father had died a couple of years ago and he was wondering if Mrs. Thompson might agree to sit at the wedding in the place that was usually reserved for the mother of the groom. Of course, Mrs. Thompson did. And guess what? She wore that bracelet, the one with several rhinestones missing. Moreover, she made sure she was wearing the perfume that Teddy remembered his mother wearing on their last Christmas together.They hugged each other, and Dr. Stoddard whispered in Mrs. Thompson's ear, 'Thank you Mrs. Thompson for believing in me. Thank you so much for making me feel important and showing me that I could make a difference.

Mrs. Thompson, with tears in her eyes, whispered back.. She said, 'Teddy, you have it all wrong. You were the one who taught me that I could make a difference. I didn't know how to teach until I met you.(For you that don't know, Teddy Stoddard is the Dr at Iowa Methodist in Des Moines that has the Stoddard Cancer Wing.)

Developmental Asset Message of the Week - Personal Power

45% OF MIDDLETOWN YOUTH REPORT THAT THEY HAVE CONTROL OVER THINGS THAT HAPPEN TO THEM

Subject: Asset 37: Personal Power

Feel control over your own destiny

Having personal power means understanding and accepting the things we can and can’t control. You can find a new job, work out a conflict, or move to a new location if you choose. When young people feel empowered, they feel more confident to make their own choices—to get good grades, participate in activities they enjoy, and take action to find solutions to problems. Personal Power is Asset 37 of Search Institute’s 40 Developmental Assets, the qualities, experiences, and relationships that help young people grow up healthy, caring, and responsible.

Here are the facts

Research shows that young people are more likely to grow up healthy if they feel a sense of control over the things that happen to them. A sense of personal power gives young people the confidence to embrace positive attitudes and behaviors, and walk away from risky situations and behaviors. About 42 percent of young people, ages 11–18, feel that they have control over things that happen to them, according to Search Institute surveys. Caring adults provide opportunities for young people to make their own decisions.

Tips for building this asset

Young people who have a strong sense of their own power believe that when good things happen to them, they had some control over the outcome. If things go wrong, help young
people focus on the positive steps they can take to remedy the situation. Help them see how they can make a difference in their lives and the lives of others.

Also try this

In your home and family: Teach your child practical skills, such as how to change a tire, cook a meal, and sew on a button. Well-prepared young people are more likely to feel a sense of personal power.

In your neighborhood and community: Support young people’s efforts to be industrious. For example, buy lemonade from their lemonade stand, read their homemade newspaper, and attend a play they put on in their garage.

In your school or youth program: Challenge the young people in your class or program to come up with a creative way to raise money for an underprivileged family or a charity in your area. Then put the plan into action. Serving others helps young people realize they can make a difference in the world, which gives them an enormous sense of personal power.

Developmental Asset Message of the Week-The Positive Identity Category

Subject: The Positive Identity Category of Developmental Assets

Help young people bring out their best

The way people feel about themselves can fluctuate with circumstances. Depending on what’s happening, you may feel confident or unsure, optimistic or pessimistic, in control or not in control. What’s important is what a person’s identity is like most of the time. People who have a strong, positive sense of self maintain these qualities even when
difficulties arise. They continue to be hopeful and optimistic, and believe they can make a difference. Positive Identity is one of eight asset categories that make up Search Institute’s 40 Developmental Assets, the qualities, experiences, and relationships that help young people grow up healthy, caring, and responsible.

Here are the facts

Research shows the more young people have a sense of power, purpose, worth, and promise, the more likely they are to grow up healthy. Search Institute has identified four assets in the Positive Identity category that are crucial for helping young people: Personal Power, Self-Esteem, Sense of Purpose, and Positive View of Personal Future.

Tips for building these assets

Although identity is partially determined by genetics, adults can bring out the best in young people. The way you interact with young people helps them to feel loved or unloved, liked or disliked. Further, the ways you respond to successes, mistakes, actions, and words helps build a sense of either a positive or negative identity. Begin by supporting young people and showing them you care. A young person who feels loved, supported, and nurtured is more likely to feel good about herself or himself. It’s also important to help young people feel empowered by allowing them to experience selfreliance, responsibility, and opportunities to make meaningful contributions. Appreciate each young person for who he or she is.

Also try this

In your home and family: Have each family member answer these questions: What three things do you like about yourself? Why? Discuss the answers and different ways for each of you to help build one another’s self-esteem.

In your neighborhood and community: Encourage local media to celebrate young people’s successes in all kinds of activities—not just sports. When you see, hear, or read good things about a young person you know, write a note of congratulations to him or her.

In your school or youth program: Have young people create a life-planning portfolio that covers their experiences from the end of one school year to the beginning of the next school year, and include goals, dreams, and hopes. They can be an important tool for the student—and for teachers and program staff—to keep track of accomplishments and challenges.