Community+Asset+Mapping

=**Community Asset Mapping:**= =Finding Resources in Your Community= By: R. Stephen Hicks Stokes County Schools

The current economic crisis in America is directly affecting major budget cuts in education. According to Johnson, Koulish, and Oliff (2009), 36 states have introduced budget cuts in education as a direct result of the economic conditions. Reduction in staffing and program funding is causing a shortage of resources to meet the ever increasing needs of students and their families. As a result, schools are scrambling to offset the financial deficits while maintaining the standard of providing the necessary resources to ensure student success. In order to find the necessary resources, schools will have to rely upon outside community resources. Griffin and Farris (2010) suggest that school counselors are in a unique position to coordinate school stakeholders to identify resources in the community that can help meet the needs of the school. According to the American School Counselor Association [ASCA](2005), it is the ethical responsibility of school counselors to refer students and their families to non-school resources when necessary. In addition to referral services, school counselors are also encouraged to communicate and collaborate with all stakeholders to provide the necessary resources to ensure student success (ASCA, 2005). Community Asset Mapping is a collaborative process that immerses the stakeholders in the community to identify people of influence, effective resources, and reputable organizations that can provide needed resources and become a referral source (Bryan, 2005).
 * Introduction**

This article identifies Community Asset Mapping as a tool that school counselors can utilize to collaborate with the community to provide needed resources to meet the needs of students and their families. Additionally, this article presents a workshop format that creates an awareness in school counselors of the process of community asset mapping, reinforces the responsibility of school counselors to collaborate with many stakeholders to provide the necessary resources to ensure student success, suggestions as to implementing a program that will collaborate with the community to identify, locate, enlist, and provide needed resources, and provides a rationale for not only the process itself, but for the school counselor, as a leader, to initiate and coordinate the process. The main focus and purpose of the workshop is to present the effectiveness of community asset mapping in helping to provide needed resources for schools to meet the needs of students and their families.
 * Audience and Purpose**

Instead of being reactive to the threatening economic crisis and resulting education budget cuts, an effective way of being proactive is to develop a way in which the focus is shifted from the needs and deficiencies of the school to the abilities of potential individuals and organizations within the community to be mobilized to provide resources (Jasek-Rysdahl, 2001). Kerka (2003) suggests that community asset mapping, utilizing tangible and intangible resources of the community, provides a means by which the community can view itself as a place where assets are to be preserved and enhanced, not viewed as deficits to be remedied. In other words, the community asset process, involving many stakeholders, gives to the community a sense of empowerment because they are an active part in a coordinated, collaborative process by giving of their time, talents, and resources to meet the needs of the school (Beaulieu, 2002). Additionally, due to the demands facing schools today, school counselors cannot function in isolation or function independently to provide needed resources. School counselors are called upon to develop and implement partnerships with stakeholders, identifying them as team facilitators, leaders, advocates, and collaborators with members of their schools and communities (Bryan, 205; Griffin & Farris, 2010). The process of leading the process of coordinating and collaborating with stakeholders to provide resources is in keeping with ASCA (2005) standards, which recommends that school counselors exercise a leadership role in collaborating with stakeholders to meet the needs of students.
 * Rationale**

The community asset mapping workshop creates awareness in school counselors of the current impact of the economic climate upon education budget cuts and the consequent shortfalls in much needed resources. It also introduces school counselors to a collaborative process that provides an opportunity for them to work with many stakeholders to identify, locate, enlist, and provide needed resources in the community. A rational for the importance of the process and the coordinating role of the school counselor in its implementation is discussed along with practical application activities to ensure participation and understanding of the process. The goal of the workshop is to reinforce the responsibility of school counselors to collaborate with many stakeholders to ensure a quality comprehensive school counseling program and to provide the necessary resources to ensure student success (ASCA, 2005).
 * Presentation Summary and Procedures**

The Community Asset Mapping Workshop can be implemented utilizing the following procedures and steps:
 * Procedures**
 * 1) The school counselor(s) preparing for this workshop will supply all materials needed, including all technology devices such as computer, video projector, screen (if necessary), SMART Board (where available), paper, pens, pencils, post-it notes, markers, poster board, and small items representing various resources in the community, for activities. The room should be set up in such a way that will allow easy access to view screen or SMART Board and to break into group activities.
 * 2) The workshop will begin with a welcome and an appreciation for participation. An engaging activity will follow, "The Treasure Hunt," in which the school counselor will pass out maps to each participant to provide the location of each "treasure/resource" (which will be hidden before workshop). When each item has been located and the participants return to their seats, the counselor will relate the new-found treasure as representing a resource in the community and stress that the resource could not be located unless a map was provided. The school counselor will then introduce the title of the workshop: "Community Asset Mapping: Finding Resources in Your Community." Note: each item located is a small item that can be bough at a minimal expense. The item should represent a particular resource in the community. For example, a pair of glasses represents an optometrist.
 * 3) The school counselor will then focus on //why// community asset mapping is important. A video clip, such as the one below, will be shown concerning the economic crisis affecting education and statistics relevant to the state, county, or district will be shown as well. Statistics demonstrating the affects of the economic crisis in families will also be shown along with identifiable issues with funding, resources, and staffing in schools. The concept of community asset mapping will be introduced, defined, and levels of identifiable assets in the community will be discussed (Jasek-Rysdahl, 2001; Griffin & Farris, 2010). The school counselor will then present the rationale and reasons for community asset mapping.media type="youtube" key="Ssn1aX3kxbE" height="317" width="477"

4. The school counselor will then present the "process" and "procedures" of organizing and implementing a community asset mapping program, including the following: a. Developing a multidisciplinary team. b. Examining and assessing lists of identified resources, services, and programs, and identify new ones. c. Contacting individual and community resources. d. Developing and maintaining a community resource guide, and map the assets.

5. The school counselor will then lead the participants in an activity that will help them apply the information presented. Each participant will participate in a group activity, consisting of four to five members, and will use materials provided by the school counselor (poster board, post-it notes, markers) to design a rough draft community resource map. Participants will brain storm as to the resources that are or may be available to them from a one and five mile radius of their given school assignment. Participants will draw a square in the middle of the poster board to represent their school. Then, they are to place color-coded post-it notes, corresponding to the various levels of assets identified, on the poster board around the school. These post-it notes will represent the various resources available to them.

6. The school counselor will then show examples of various community asset maps, including how to use the internet, such as Google Maps, to create and publish map. Then the school counselor will summarize the important steps of community asset mapping.

7. The school counselor will provide a time for questions and discussion. media type="custom" key="6624443"

Community asset mapping is a vital and important tool to be utilized by school counselors for the following reasons: 1. It is a collaborative process that involves many stakeholders in identifying resources in the community that can promote and enhance student growth and achievement. 2. Community asset maps provide an abundance of information for those who need it, can help school counselors identify resources that meet the needs of a larger student population, and can keep communication open between school stakeholders (Griffin & Farris, 2010). 3. It can provide parents with information, empowering them to be proactive in securing resources for their children. 4. School budgeting and funding due to the economic crisis in America is causing tremendous shortfalls in resources that require schools to look for other sources and resources within the community to provide for needs. 5. It allows for the school counselor to demonstrate leadership skills in initiating the process and collaborating with school stakeholders to ensure that the needs of students are continuously met.
 * Summary and Conclusion**

Adelman, H. & Taylor, L. (2006). Mapping a school’s resources to improve their use in preventing and ameliorating problems. //The School Services Sourcebook: A Guide// //for Social Workers, Counselors, and Mental Health Professionals.// Oxford University Press. Retrieved from [|http://smhp.psych.ucla.edu/publications/53%20] mapping%20a%20schools%20resources%20to%20improve1.pdf.
 * References**

American School Counselor Association (2005). //The ASCA national model: A// //framework for school counseling programs// (2nd ed.). Alexandria, VA: Author.

Berkowitz, B. & Wadud, E. (2003). Identifying community assets and resources. In //Community tool box,// chapter 3, section 8. Work Group on Health Promotion and Community Development: University of Kansas. Retrieved from [].

Beaulieu, L.J. (2002). //Mapping the assets of your community: A key component for// //building local capacity.// Retrieved from [] 227/227_asset_mapping.pdf.

Bryan, J. (2005). Fostering educational resilience and academic achievement in urban schools through school-family-community partnerships. //Professional School// //Counseling,8//(3)//,// 219-227. Retrieved from []? did=793851681-&sid=2-&Fmt=3-&clientld=20655-&RQT=309-&VName=PQD.

Crane, K. & Skinner, B. (2003). Community resource mapping: A strategy for promoting Successful transition for youth with disabilities. Minneapolis, MN: University of Minnesota, National Center on Secondary Education and Transition. ERIC Document Reproduction Service No. ED478263.

Griffin, D. & Farris, A. (2010). School counselors and collaboration: Finding resources through community asset mapping. //Professional School Counseling, 13//(5), 248- 256. Retrieved from []= 3-&Fmt=3-&clientld=20655-&RQT=309-&VName=PQD.

Jasek-Rysdahl, K. (2001). Applying Sen’s capabilities framework to neighborhoods: Using local asset maps to deepen our understanding of well-being. //Review of Social Economy,// //59//(3), 313-329. Retrieved from [] gtx/infomark.do?&contentSet=IAC-Documents&type=retrieve&tabID=T002&prodId =ITOF&docId=A78487590&source=gale&srcprod=ITOF&userGroupName=vic_ liberty&version=1.0.

Johnson, N., Koulish, J., & Oliff, P. (2009, February 10). //Most states are cutting education.// Retrieved from Center on Budget and Policy Priorities: [] index.cfm?fa=view&id=2220.

Kerka, S. (2003). //Community asset mapping: Trends and issues alert.// Washington, DC: Office of Educational Research and Improvement. ERIC Document Reproduction Service No. ED481324.



Exam Questions a. Develop a multidisciplinary team b. Call the Superintendent and tell him about the idea c. Create the Map d. Talk to the school secretary and get her approval of the project
 * 1. What is the first step of the four-step approach for creating a Community Asset Map?**

a. It will eliminate the need of a school counselor b. It will help give driving directions for the parents c. Supports collaboration, an essential role in locating resources. d. Will help the students get from classroom to classroom
 * 2. Which of the following IS a rationale for using Community Asset Mapping for school counselors?**

3. **What are the three levels of assets in using community asset mapping?** a) School counselor, cultural brokers, and county government. b) School district, local businesses, and churches. c) Gifts of individuals, citizens organization, and institutions. d) Any of the above.

a) To identify resources can help address or prevent problems. b) Provides locations of resources and programs without forcing schools to fund these programs. c) Allows school counselors to become more knowledgeable about the resources within their school’s community. d) All of the above are benefits. e) None of the above is a benefit
 * 4. What is NOT considered a benefit of community asset mapping?**

5. **In evaluating community asset mapping, what component plays a vital role in building an integrated approach to meeting needs of students and families?** a) Consultation b) Collaboration c) Referral d) Responsive services