PROJECT AIM PROJECT AIM ACHIEVE- -INSPIRE INSPIRE- -MOTIVATE MOTIVATE ACHIEVE
Philosophy Philosophy The choices we make dictate the life we lead. Based on empowerment, personal accountability and respect for Based on empowerment, personal accountability and respect for � � self, home, community self, home, community Culturally relevant including family, home, community and school Culturally relevant including family, home, community and school � � Respectful to all members of the team Respectful to all members of the team � � Designed to enhance healthy family interactions and provide hope Designed to enhance healthy family interactions and provide hope � � Holistic and individualized Holistic and individualized � � Outcome and results based Outcome and results based � � Designed to realize a positive return on investment for child, f Designed to realize a positive return on investment for child, family amily � � and community and community One of the most powerful aspects of building assets is that one One of the most powerful aspects of building assets is that one � � person can make a difference person can make a difference
PROJECT AIM IN A NUTSHELL Lead by an “adult mentor” providing case management, referral service and group peer led programs to help youth access services and connect them to their community while enhancing self worth. Groups meet on a bi-weekly basis in Utica and Rome. The environment provides a forum where participating youth can count on to be heard and assisted with the practical adjustments necessary to influence positive choices and help them to become caring and responsible adults. Included in the 12 month group mentoring project is a monthly stipend. This money will be awarded for active participation in the group and rewarded in it’s entirety for being on- time, attending and completing required activities. Money earned is to be used for an approved sport or leisure activity (Dance/Music/Art Classes, Karate, Swimming, etc.) Instilling civic pride and establishing community values are key components for Project Aim. Toward this end participants in the program will have the opportunity to experience first hand various social and cultural events to strengthen connections to the community and gain a deeper appreciation for the cultural diversity offered in our area.
Project AIM is based the 40 Developmental Assets Project AIM is based the 40 Developmental Assets . identified by the Search Institute . identified by the Search Institute These assets will be used as a guideline for understanding the These assets will be used as a guideline for understanding the � � individual situation of each young person in the program, for setting tting individual situation of each young person in the program, for se goals, and for program evaluation. Since 1989, Search Institute has has goals, and for program evaluation. Since 1989, Search Institute measured Developmental Assets in more than 2 million 6th- measured Developmental Assets in more than 2 million 6th - to 12th to 12th- - graders in communities across the United States, using the survey y graders in communities across the United States, using the surve Search Institute Profiles of Student Life: Attitudes and Behaviors rs. . Search Institute Profiles of Student Life: Attitudes and Behavio The survey is based on the Developmental Asset framework that The survey is based on the Developmental Asset framework that synthesized relevant research literature and identified the fort synthesized relevant research literature and identified the forty y developmental nutrients all youth need to be healthy, caring, and d developmental nutrients all youth need to be healthy, caring, an responsible. responsible. Identified assets have been classified as either External or Internal, ernal, Identified assets have been classified as either External or Int � � with twenty assets in each. Each classification has been broken with twenty assets in each. Each classification has been broken down into sub categories with assets attributed to each. down into sub categories with assets attributed to each. External: External: Support; Empowerment; Boundaries & Expectations; Constructive Support; Empowerment; Boundaries & Expectations; Constructive Use of Time. Internal: Internal: Commitment to learning; positive values; Commitment to learning; positive values; Use of Time. social competence and positive identity. social competence and positive identity.
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External Assets: External Assets: � Family support Family support � Religious community Religious community � � � Positive family communication Positive family communication � Time at home Time at home � � � Caring neighborhood Caring neighborhood � Family boundaries Family boundaries � � � Parent involvement in Parent involvement in � Other adult Other adult � � relationships relationships schooling schooling � Adult role models Adult role models � � Community values youth Community values youth � � Caring school climate Caring school climate � � Service to others Service to others � � School Boundaries School Boundaries � � Neighborhood boundaries Neighborhood boundaries � � Youth as resources Youth as resources � � Positive peer influence Positive peer influence � � Youth programs Youth programs � � High expectations High expectations � � Safety Safety � � Creative activities Creative activities �
Internal Assets Internal Assets � Achievement Motivation Achievement Motivation Restraint Restraint � � � Planning and decision making Planning and decision making � � � School Engagement School Engagement � Interpersonal Competence Interpersonal Competence � � � Homework Homework � Cultural Competence Cultural Competence � � � Bonding to school Bonding to school � Resistance skills Resistance skills � � � Reading for Pleasure Reading for Pleasure � Peaceful conflict resolution Peaceful conflict resolution � � � Caring Caring Personal power Personal power � � � Self- -esteem esteem Self � � � Equality and social justice Equality and social justice � Sense of purpose Sense of purpose � � � Integrity Integrity � Positive view of personal Positive view of personal � � � Honesty Honesty � future future � Responsibility Responsibility �
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