We started Men IN Action READ for two reasons.

First, we want to encourage you and the staff at your school. As an educator, you invest so much heart, time, attention, treasure and passion into your students. Thank you for making a difference!

Second, we want to empower young people by encouraging the joys of building and maintaining friendships – the message of this year’s Men IN Action READ book, Meesha Makes Friends by Tom Percival.

This web page was assembled for you. It contains a collection of resources you can use if you decide to include Meesha in your lesson planning, and additional resources to equip you and your colleagues to care for the incredible children in your classrooms.

The publisher and author of Marisol McDonald Doesn’t Match have provided some great content for educators. Download activities below.

 

Men IN Action and Sheltering Wings have built our prevention and education efforts around modeling and instilling the 40 positive supports and strengths that young people need to succeed.

The 40 Developmental Assets Framework was identified by Search Institute, an organization dedicated to helping young people reach their potential. Half of the assets focus on the relationships and opportunities children need around them: at home, at school and in their communities. The other half focus on the social and emotional strengths, values and commitments that are cultivated within them.

To learn how you can be an asset-builder, register for an upcoming training or contact Melissa at (317) 386-5061.

We’ve provided a brief overview of the categories below. For much more information and some great resources, visit search-institute.org.

EXTERNAL ASSETS

Support

Young people need to have people all around them who love them, invest in them, protect them and accept them. When children grow up understanding they are protected by a safety net of people who love them, they can more fully embrace who they are and step into who they were made to be.

Empowerment

Young people need to know they are appreciated and valued and that they have strengths and gifts to offer to the world around them. Empowerment is what results when children understand the people around them see them, protect them and respect them.

Boundaries and Expectations

Children won’t admit they like rules. However, clear rules, boundaries and expectations are imperative for children. In fact, clear rules – along with an understanding of the consequences of breaking them – enable young people to feel secure and encourage them to do their best.

Constructive Use of Time

The whole world is a classroom for growing minds. Children need to be given ample opportunities outside of the classroom – and outside of the glare of their screens – to expand their horizons, to discover new passions, to develop new interests and to learn new skills.

INTERNAL ASSETS

Commitment to Learning

Every child can learn but not all children learn in the same way or at the same pace. All young people need to develop a sense of the importance of learning and how it positions them to make the most of their opportunities. And, they need to grow in understanding of and belief in their own unique abilities.

Positive Values

Children need guidance as they formulate a strong, positive, consistent and coherent sense of personal values. These values will guide them thorughout their lives as they make big decisions and choose what they’ll involve themseves in and what they’ll avoid.

Social Competencies

Young people need to have ample opportunities to develop the skills they need to be able to relate to and intereact with others. They need to develop the internal strength to make difficult decisions that may affect others. And, they need to develop the resilience to cope with change.

Positive Identity

Young people need to have opportunities to grow in their understanding of their unique traits and abilities and in their belief in their own self-worth. Children with a strong sense of identity are empowered; they know they have control over their reactions to what happens to them and around them.

he 40 Developmental Assets® may be reproduced for educational, non-commercial uses only. Copyright ©1997 Search Institute®, 3001 Broadway Street NE, Suite 310, Minneapolis MN 55413; 800-888-7828; www.searchinstitute.org. All rights reserved.

Trauma resulting from Adverse Childhood Experiences (ACEs) can have a profound, lifelong effect. The more we all know about ACEs, the better we can provide trauma-informed care and dramatically improve outcomes.

The following is a summary of a few of the resources made available by the Centers for Disease Control and Prevention (CDC) in an FAQ-style format to serve as an introduction. A wealth of information and resources are available through the Centers for Disease Control and Prevention’s website.

What are ACEs?

ACEs are the potentially tragic events that occur in the life of a young person, age 0 to 17. They leave emotional and/or physical scars and can often undermine their sense of safety and stability. Experiencing acts of violence, witnessing acts of violence, having a family member attempt or commit suicide and living with a family member who abuses drugs or alcohol or experiences mental health problems are all examples of ACEs.

According to the CDC, “About 61% of adults surveyed across 25 states reported that they had experienced at least one type of ACE, and nearly 1 in 6 reported they had experienced four or more types of ACEs.”

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What are the effects of ACEs?

ACEs can be linked to a myriad of issues including health problems, chronic or infectious disease, physical injury, anxiety, depression, additional mental health diagnoses, diminished self-esteem, substance abuse, sexual promiscuity and other risky behaviors. They can rob young people of future opportunities by negatively impacting education and limiting job opportunities. Children who grow up in toxic environments will likely act out and may have long-term difficulty forming deep and meaningful relational connections.

Tragically, many people who endure trauma as children end up passing on the effects to their own children, creating a generational cycle of ACEs.

How do we care for young people who have experienced trauma?

Providing trauma-informed care to children who have experienced trauma is vital. In addition to displaying ample patience, grace and love, you can take advantage of numerous training opportunities and free resources. Here are a few:

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Can ACEs be prevented?

Yes! The tragegy that takes place in the lives of children will never be fully eliminated as certain types of tragegy are part of life. However, many tragedies are preventable. It is imperative to create a safety net of safe and secure relationships around the lives of children and their families. These relationships can provide a nurturing context in which ACEs can be prevented and, as a result, young people can thrive.

The CDC proposes six strategies designed to prevent violence:

  1. Strengthen economic supports to families
  2. Promote social norms that protect against violence and adversity
  3. Ensure a strong start for children (through high-quality child care and preschool enrichment)
  4. Teach skills (e.g., social-emotional learning, safe dating, parenting skills)
  5. Connect youth to caring adults and activities
  6. Intervene to lessen immediate and long-term harms

As educators, you have a vital role to play in the lives of the young people in your classroom. Believe in them. Invest in them. Show an extra degree of patience and grace. Your consistency and care may be the key to unlocking a more promising future.

For more information and training on ACEs, teen dating violence prevention, domestic violence prevention, the 40 Developmental Assets or any other violence-prevention-related topic, please contact Melissa Echerd at (317) 386-5061.

Additionally, view the prevention section of our website, browse workshop topics, follow us on social media (Facebook, Twitter, Instagram, LinkedIn) and subscribe to receive occasional information from us.

Together, we can make our community a safe and nurturing environment for all of our young people.