The following social extensions are connected to the Search Institute's 40 Developmental Assets which are described as "concrete, common sense, positive experiences and qualities essential to raising successful young people."

We encourage you to explore more about the Search Institute, the 40 developmental assets and the supporting research here .

Social Extension: 3 Foot, 6 Foot, 9 Foot
Although many of the 40 developmental assets are addressed in this activity, certain assets make a stronger connection to the material than others. Below you will find our top picks for opening solid, valuable conversations with your students.

Key Assets

1. (Internal: Social Competencies) Planning and decision making
2. (Internal: Positive Values) Responsibility
3. (External: Boundaries and Expectations) School Boundaries

Example Lesson

• (Internal: Positive Values) Responsibility

Responsibility is defined by "Parent(s) telling the child it is important to accept personal responsibility for behavior." For every action, there is a reaction. In 3 foot, 6 foot, 9 foot this cause and effect concept can easily be experienced, discussed, and connected to other areas of life.

For example, personal responsibility is critical for the development of positive values and character. Being honest, taking credit for achievements, having the integrity to admit when something is "your fault" and understanding how your actions influence everyone else around you is a major step towards positive social development. The trick is to get your students to start thinking ahead, and realizing what actions have what consequences both in the positive and in the negative.

Take a moment to divide your students into small groups or simply have them work individually if you wish. Ask each student or group student to create a pictorial short-story that tells of a time when they took personal responsibility for a positive or negative behavior/action (for example, not putting a game away or cleaning up a program area and fibbing about it, or in the positive, telling parents that he or she got an "A" on a difficult test because of how much he or she studied). This situation can be a real life experience or completely made up, whichever is easier.

The drawing should show the effect of their behavior/action. For example, if Scott came home and told his father that he got an "A" on the test he had been so dedicated to passing, what would happen? Perhaps Scott's dad would praise him for his study habits, and give him a boost in his allowance. Then what would happen? Scott may use that money to finally get the bike he always wanted and be able to ride to his best-friend's house whenever he chose, and so on. Also, many other tracks emerge. Scott's teacher may place Scott in an advanced class where he becomes editor of the school magazine, or Scott's dad is so happy he takes that good spirit to his office the following day where his mood is infectious, and so on. You can see how the story can grow exponentially as more and more people are woven into the story. Let the students be creative and place a friendly challenge to the group or individual that can make the most connections, and tell the most entertaining story.

When finished have the teams or individuals to share their story. Have the students analyze other possible consequences to the behavior/action. How could the opposite behavior/action (good or bad) have changed the outcome for all participants involved?
 

Finish with an open conversation about how we effect each other's lives, and how being aware of this and taking responsibility for our actions can make us better people.