Peter C. Scales

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Developmental assets provide the positive building blocks young people need for success. In this article, based on a keynote address to attendees at the 1998 American School Health Association annual conference, research is discussed that suggests building specific developmental assets relates to lowered risk behavior patterns and increased patterns of(More)
The framework of developmental assets posits a theoretically-based and research-grounded set of opportunities, experiences, and supports that are related to promoting school success, reducing risk behaviors, and increasing socially-valued outcomes including prosocial behavior, leadership, and resilience. A considerable body of literature on developmental(More)
A sample of 370 students in the 7th-9th grades in 1998 was followed for 3 years through the 10th-12th grades in order to investigate the relation of "developmental assets"--positive relationships, opportunities, skills, values, and self-perceptions--to academic achievement over time, using actual GPA as the key outcome variable. The greater the number of(More)
BACKGROUND Studies have shown that communities have not always been able to implement evidence-based prevention programs with quality and achieve outcomes demonstrated by prevention science. Implementation support interventions are needed to bridge this gap between science and practice. The purpose of this article is to present two-year outcomes from an(More)
Building on a developmental framework positing five types of assets or inputs needed for children’s development, referred to as promises, we investigated the extent to which American children and youth experience the five Promises articulated by the America’s Promise Alliance. These are: (1) Caring Adults, (2) Safe Places and Constructive Use of Time, (3) A(More)
OBJECTIVE To investigate the relation of student exposure to selected developmental assets with indicators of thriving, using more reliable measures than previously reported. METHODS Self-report surveys were completed by a diverse sample of 5136 students in 6th-12th grades. Analyses of variance were used to examine the assets-thriving relation. RESULTS(More)
There continues to be a gap in prevention outcomes achieved in research trials versus those achieved in “real-world” practice. This article reports interim findings from a randomized controlled trial evaluating Assets-Getting To Outcomes (AGTO), a two-year intervention designed to build prevention practitioners’ capacity to implement positive youth(More)
Community practitioners can face difficulty in achieving outcomes demonstrated by prevention science. Building a community practitioner's prevention capacity-the knowledge and skills needed to conduct critical prevention practices-could improve the quality of prevention and its outcomes. The purpose of this article is to: (1) describe how an intervention(More)
Although most social science research on adolescence emphasizes risks and challenges, an emergent field of study focuses on adolescent thriving. The current study extends this line of inquiry by examining the additive power of identifying and nurturing young people's "sparks," giving them "voice," and providing the relationships and opportunities that(More)
A survey of 659 family support workers' regarding training and their provision of services for families with 10- to 15-year-olds showed that 30% to 50% rated their previous training as inadequate or poor, had inaccurate knowledge about young adolescent development, and felt they were doing an inadequate or poor job promoting developmental assets for youths.(More)