Asset-building and the Ontario Looking
After Children (OnLAC) Project:
Promoting resilient outcomes in young people in care
Cynthia Vincent, Shaye Moffat, Marie-Pierre Paquet, & Robert Flynn
Centre for Research on Educational & Community Services
University of Ottawa
(cvincent@uottawa.ca)
OUTLINE




Background
 Developmental Assets
 OnLAC Project
The present OnLAC study
 Method
 Results
Implications for practice
Discussion with audience
DEVELOPMENTAL ASSETS




Search Institute (www.search-institute.org)
40 Developmental Assets
Developed from “the best lessons from
prevention, risk reduction, and resiliency
research” (Scales, 1999, p. 113)
Adapted for AAR-C2
DEVELOPMENTAL ASSETS
External Assets:
 Support
 Empowerment
 Boundaries and
expectations
 Constructive use of
time
Internal Assets:
 Commitment to
learning
 Positive values
 Social competencies
 Positive identity
External assets + Internal Assets = Protection and/or
resilient strategies
The Ontario Looking After Children Project
(OnLAC)






Longitudinal study
Mandated in all 53 local CAS’s since 2006
Goal:
 to improve the quality of out-of-home care
 to promote positive parenting to improve
outcomes
Strengths-based
Supported by resiliency research
Outcome focused
OnLAC Project





LAC developed in the UK in 1987
Adapted for use in Canada (Flynn, Ghazal, & Legault,
2006)
OnLAC + SAFE + PRIDE = Ontario Practice Model
Uses the Second Canadian Adaptation of the
Assessment and Action Record (AAR-C2)
(website www.oarty.org/.../documents/1172502643SAFE_PRIDE_OnLAC_Ontario_Practice_Model_
Description_May_29_2006.pdf)
METHOD

Participants: (N = 713, in OnLAC yr 5)
 10 - 17 years old
 56% male, 44% female
 Mean age 14 years
 85% in foster care (including kinship care)
 15% in group homes
 87% Crown wards
METHOD (continued)

Measures from OnLAC AAR-C2 (and sources):







Assets profile (CWW)
SDQ (caregiver)
Self-esteem (young person in care)
Relationship with female caregiver (young person)
Placement satisfaction (young person)
Academic achievement (caregiver)
Adverse life experiences since birth (young person)
RESULTS
Percentage of sample with varying levels
of developmental assets (N = 713)
60
42
50
38
40
%
30
18
20
10
0
1
5 to 10
11 to 20
21 to 30
31 to 40
NUMBER OF DEVELOPMENTAL ASSETS
RESULTS
Mean number of developmental assets,
by gender
40
35
30
28.6
26.0
25
MEAN NO.
20
OF DAs
15
10
5
0
Females
Males
GENDER
RESULTS

significant + positive correlations:
 Assets + SDQ
 Assets + Self-esteem
 Assets + Relationship with female caregiver
 Assets + Placement satisfaction
 Assets + Academic achievement
 Assets + Adverse life experiences
RESULTS
Net association (Betas) of predictors with SDQ
Total Prosocial Score (N = 636)
0.8
0.6
0.4
0.2
Beta
0
coeffficients
-0.2
-0.4
-0.6
-0.8
0.40
0.05
0.05
0.07
Gender
(F)
Age
Cumul.
Risk
PREDICTORS
Develop.
Assets
RESULTS
Net association (Betas) of predictors with SDQ
Total Difficulties score (N = 636)
0.8
0.6
0.4
0.2
Beta
0
coeffficients
-0.2
-0.4
-0.6
-0.8
0.09
-0.04
-0.18
-0.53
Gender
(F)
Age
Cumul.
Risk
PREDICTORS
Develop.
Assets
DISCUSSION



Present study consistent with research:
 Females = slightly higher assets (mean of 29
assets)
 Males (mean of 26 assets)
 More assets = better mental health + more
prosocial behaviour + academic achievement
 Assets offset risks
31 assets = maximum protection
Asset-building + risk reduction = especially effective
IMPLICATIONS FOR PRACTICE

Intervention strategies to offset risk factors:
 Resources to support academic achievement
 Enhance positive relationships and social
networks
 Enable opportunities to participate in
extracurricular activities and community
involvement
 Encourage positive self-esteem and self-identity
IMPLICATIONS FOR PRACTICE
Home + school + community working together for
maximum Asset-building
 Service interventions:
 Reduce risk
 Build on the strengths of children and youth
 Nurture the acquisition of developmental assets
= positive outcomes in physical and mental health,
academic achievement and overall well-being

REFERENCES


Flynn, R. J., Ghazal, H., Legault, L. (2004). Looking After Children: Good
Parenting, Good Outcomes, Assessment and Action Records. (Second Canadian
adaptation, AAR-C2). Ottawa, ON, & London, UK: Centre for Research on
community Services, University of Ottawa & Her Majesty’s Stationary Office
(HMSO).
Masten, A. (2006). Promoting Resilience in development: A general framework
for systems of care. In R. J. Flynn, P. M. Dudding & J. G. Barber (Eds.).
Promoting resilience in child welfare (pp. 3-17). Ottawa: University of Ottawa
Press.


Scales, P. C. (1999). Reducing risks and building developmental assets:
Essential actions for promoting adolescent health. Journal of School Health. 69,
113-119.
Scales, P. C., Benson, P. L., Leffert, N., & Blyth, D. A. (2000). Contribution of
developmental assets to the prediction of thriving among adolescents. Applied
Developmental Science. 4, (1), 27-46.