1. An Assessment of the Emotional Assets of Students in the
Bernards Township School District
Prepared by Kirk Harlow, Dr.P.H.
September 2012
Executive Summary
The results of a survey of 6th, 8th, 10th, and 12th grade students in Bernards Township, NJ School
District conducted in Spring 2012 are presented in this report. The survey was similar to the survey
conducted in Spring 2005. The survey was designed to examine the Developmental Assets of students.
Developmental Assets are factors, that if present, may help prevent or protect against high-risk behavior
such as drug abuse or delinquency.
Survey Design and Distribution
The design of the 2005 survey was a collaborative effort involving staff of the Bernards
Township Health Department, staff from the Bernards Township School District, and Kirk Harlow,
Dr.P.H. of Midwestern State University/DecisionStat. The 2012 survey incorporated items from that
survey, with the addition of some new items to examine areas not in the original survey.
Survey items to assess the Developmental Assets and other content areas were developed in two
ways. First, twenty-five of the survey’s questions were taken directly from the Search Institute Profiles
of Student Life: Attitudes and Behaviors.1 This instrument was designed by the Search Institute as a tool
to examine Developmental Assets, and the items selected were identified by the design group as
representative of the Developmental Asset areas to be assessed.
The remaining questions were designed specifically for this survey. These items were designed
to capture information on a number of risk behaviors including alcohol and drug use. The purpose of this
information was to provide an estimate of the prevalence of high-risk behavior. In addition, it was
necessary to assess the association of the strength of Developmental Assets with risk behaviors. Some of
the other information that was collected included demographics, student cheating, bullying, potential
adult confidants, and extra-curricular activities.
The target population for the survey included all 6th, 8th, 10th, and 12th graders in the School
District. Parents were informed of the survey and asked to grant permission to complete the survey.
Surveys were provided to students whose parents granted permission. Teachers distributed the surveys in
their classrooms and the surveys were completed at that time. Students were encouraged to complete all
survey items, but were advised that they could leave a question blank if they did not want to answer it.
All questionnaires were anonymous and sent to DecisionStat for entry and tabulation.
The response rates by gender and grade are presented in Table 1. There were 1035 completed
surveys, resulting in an overall response rate of 56%. As Table 1 shows, there are some notable
differences in responses rates when looked at by gender and grade. In particular, the response rate was
quite low for 8th graders. There were some difficulties with survey distribution for this grade because the
survey was distributed at the end of the school year.
1
Items were used with written permission from the Search Institute, Minneapolis, MN., Copyright 1996.

2. Table 1. Response Rates by Grade and Gender
Grade Males Females Total
6th 56% 62% 59%
8th 31% 33% 32%
10th 77% 84% 80%
12th 48% 63% 56%
Total 53% 60% 56%
Results and Conclusions
Overall, most of the students surveyed reported high levels of Developmental Assets. This
suggests that most students had in place factors that contribute to reducing risk behaviors. Three
summary tables designed to provide an overview of the survey results are presented below. These tables
provide the results of selected survey items that represent each of the Developmental Asset categories.
While the summary tables do not include the results of all the survey items, the general results presented
are consistent with those discussed in detail in the report.
The mean scores for seven of the eight Developmental Asset categories are presented in Table 2.
Because the Developmental Asset category, Constructive Use of Time, was measured in terms of
participation in activities, the results are presented separately in Table 3.
Table 2 indicates high mean scores across the Developmental Asset categories; results consistent
with the more detailed frequency scores noted in the report. As Table 3 shows, about three-fourths of the
students indicated participation in some athletic or intramural activity, and most students considered the
participation at least worthwhile.
Table 2. Summary Mean Scores for Seven Developmental Asset Categories by Grade
Grade in School
6th 8th 10th 12th Total
Asset Categories Mean Count Mean Count Mean Count Mean Count Mean Count
Support summary 4.1 264 3.8 153 3.7 364 3.9 257 3.9 1038
Boundaries summary 3.8 264 3.7 153 3.6 364 3.4 257 3.6 1038
Commitment to
4.1 264 4.0 153 4.0 364 4.1 257 4.0 1038
learning summary
Positive identity
4.1 264 3.8 153 3.4 364 3.6 257 3.7 1038
summary
Social competency
3.7 264 3.8 153 3.7 364 3.7 257 3.7 1038
summary
Positive values
4.0 264 3.7 153 3.7 364 3.7 257 3.8 1038
summary
Empowerment
3.2 264 2.8 153 3.0 364 3.0 257 3.0 1038
summary

3. Table 3. Participation in Athletics/Intramural Sports
Have you participated in Athletics/Intramural
sports?
Yes No
Grade in School Row N % Count Row N % Count
6th 76.9% 90 23.1% 27
8th 80.2% 85 19.8% 21
10th 80.7% 292 19.3% 70
12th 74.9% 191 25.1% 64
Total 78.3% 658 21.7% 182
If yes, how worthwhile do you think your participation was?
Not worthwhile Somewhat worthwhile Very worthwhile
Grade in School Row N % Count Row N % Count Row N % Count
6th 3.4% 3 22.7% 20 73.9% 65
8th 12.0% 11 32.6% 30 55.4% 51
10th 9.5% 28 29.7% 88 60.8% 180
12th 7.3% 14 33.0% 63 59.7% 114
Total 8.4% 56 30.1% 201 61.5% 410
A number of questions were asked regarding inappropriate behavior including stealing, physical
fighting, skipping class, going to the principal’s office, alcohol use, and drug use. These questions were a
subset of the of the asset category, Positive Values. The two areas with the highest proportions of student
involvement were use of alcohol and drugs. These results are summarized in Table 4. As the table
shows, the quantity of use of both alcohol and drugs increases with grade level. By 12th grade, nearly one
fourth of the respondents indicated getting drunk more than five times in the past three months. Slightly
less than one fourth of the 12th graders indicated using drugs six times in the past year.
Table 3. Use of Alcohol and Drugs by Grade
Grade in School
6th 8th 10th 12th Total
Count Column Count Column Count Column N Count Column Count Column
N% N% % N% N%
In the past 3 months, have you drunk beer, wine, or
“hard” liquor, not counting religious occasions?
Never 160 93.6% 105 82.0% 143 39.5% 50 19.8% 458 50.1%
1 or 2 times 9 5.3% 15 11.7% 101 27.9% 52 20.6% 177 19.4%
3 or 4 times 1 0.6% 4 3.1% 52 14.4% 47 18.6% 104 11.4%
5 or more times 1 0.6% 4 3.1% 66 18.2% 104 41.1% 175 19.1%
In the past 3 months, how many times have you
gotten drunk?
Never 165 98.8% 116 92.1% 224 62.2% 102 40.0% 607 66.9%
1 or 2 times 0 0.0% 5 4.0% 68 18.9% 52 20.4% 125 13.8%
3 or 4 times 0 0.0% 2 1.6% 38 10.6% 40 15.7% 80 8.8%
5 or more times 2 1.2% 3 2.4% 30 8.3% 61 23.9% 96 10.6%
In the past year, how often used a drug other than
alcohol to get high?
Never 113 98.3% 96 91.4% 267 74.2% 138 53.9% 614 73.4%
1 or 2 times 2 1.7% 4 3.8% 29 8.1% 36 14.1% 71 8.5%
3 or 4 times 0 0.0% 1 1.0% 15 4.2% 15 5.9% 31 3.7%
5 or 6 times 0 0.0% 1 1.0% 6 1.7% 8 3.1% 15 1.8%
More than 6 times 0 0.0% 3 2.9% 43 11.9% 59 23.0% 105 12.6%

4. In general, the findings are quite positive. The findings suggest that the students surveyed have
high levels of Developmental Assets in place. In addition, analysis of the relationship between the
Developmental Asset categories and alcohol and drug use indicates that many of the Developmental
Assets are protective; that is, the presence of an asset is associated with lower involvement in
inappropriate behaviors. Thus, strengthening the Developmental Assets of students should contribute to
the prevention of risk behaviors.
While the results are positive, one problem area was the use of alcohol and drugs among the 10th
and 12 graders. Nearly one fourth of 12th graders indicated getting drunk five or more times in the past
th
three months. The results presented in the body of the report suggested that one segment of this group
may be individuals with high participation in activities, especially sports. This suggests that the use of
alcohol may be part of a set of social norms. These results are similar to those from the 2005 survey.
It should be noted that the Developmental Asset categories are very broad constructs. The
summary tables do not fully reflect some of the variation within the developmental asset categories. In
addition, even though the overall scores are positive, noteworthy proportions of students had low scores
in some categories. Some additional findings of note follow.
 While parental support was high, about one-fourth of all students indicated feeling too
much pressure from parents to do well.
 About half of the students indicated getting support from teachers, but only 30% of all
students indicated feeling that teachers cared about them.
 Students indicated feeling that school rules were clear, but not necessarily family rules.
In addition, it appeared that punishment for breaking family rules was not consistent. An
inverse relationship between the clarity of family rules and involvement in risk behavior
such as alcohol or drug use was found.
 Students indicated knowing how to set limits, but they also indicated acting without
thinking. Thus, even though they were high on the Social Competence category, there is
the potential for impulsive behavior to override self-regulatory behavior.
 By 10th grade over 25% of the students indicated cheating on a test two or more times in
the past year. About two-thirds of 10th and 12th graders indicated copying homework two
or more times in the past year.
Implications of the Results
The results of the survey indicated that most students possess high levels of the development
assets. In general, there was little change from the results of the 2005 survey. Given the high levels of
Developmental Assets, this is positive since it indicates that those levels have continued. There are,
however, some areas that merit further consideration.
 There appears to be a fair amount of alcohol use that may be occurring among students
participating in athletic programs. This result also was found in the 2005 survey. This
suggests that a concerted effort may be needed to address the risk associated with alcohol
use among these students.
 There were very clear positive relationships between the Developmental Assets and lower
involvement in risk behaviors. While many students have high scores for the assets,
exploring measures that may strengthen the assets for at risk students should be considered.
 Cheating in school has become a national problem, and the survey’s results indicate the
problem also is present in these students. It may be useful to explore approaches for
reducing cheating.

5.  There was an identified relationship between thrill seeking and impulse control, and high-
risk behavior. While students indicated being able to say “no,” they also indicated that
impulses could reduce resistance. Developing programs that focus not only on resistance,
but impulse control, may be worthwhile. In addition, targeting high-risk students such as
those with Attention Deficit Hyperactivity Disorder may be of value.
 The results of the survey, in an appropriate format, should be made available not only to
adults in the community, but also the students. Giving back the results is empowering, and
an opportunity to open discussion about the issues examined in the survey. The results may
also be applicable in a number of classes as illustrations of concepts. Sharing the results
can be a useful approach for strengthening student and community engagement in the
school.