ARMS | Youth with Roots

Adulting Readiness Model of Supports

When a child is born, she comes into this world as a blank slate. Tabula rosa! Um, well, not exactly. In truth, she starts with a specific set of genetics that will aid and limit her throughout life. She soon experiences the early influences of culture, place, environment, and parenting. These are unique to her and serve as her Foundations of Development. For most children, these influences—though ongoing—are most pronounced in the first five years of life. In toxic or traumatic situations, these influences may inhibit development long-term.

Around the age of six and lasting through the late adolescent years, she gains a broader set of influences. These influences often take the form of religion, education, organized activities, and peers beyond the family or neighborhood. She may go to summer camp or join an organization like 4-H. Later she might play a team sport or perform in the class play. Altogether, these broader influences contribute to her eventual readiness for adulting. [Yes, adulting, as in an action verb made up by the hashtag universe and perfectly suited for modern human development theory!]

The Adulting Readiness Model of Supports (ARMS) demonstrates the interplay between these ongoing influences and developmental pillars. The Foundations of Development lose importance as youth age. They are covered effectively by other practitioners and are not described further here. The main focus of ARMS (i.e., the new element for practitioners) revolves around the seven Pillars of Development. These pillars answer the following questions:

What skills or attributes does a youth need to attain in order to be successful as a Western adult?
When we really boil it down to the essentials, in what categories do youth need to grow in order to leave the nest and fly?

Notably, adulting success is not measured by career, wealth, or power. It is about living a vital life and serving as a contributing citizen in one’s community—a builder not a taker, a sticker not a boomer.

The ARMS is a new contribution to the field of human growth and development. Previous models focused on stages of development, attributes of youth development, or specific pillars. This comprehensive model provides the framework upon which those other contributions can derive underlying support.

The ARMS also suggests that a deficiency in any pillar negatively affects one’s adulting capability. For example, a straight A student who has perfected the art of taking tests is poorly prepared for adulthood if she cannot do her own laundry or cook basic meals. Another: A mechanically gifted youth who is ready to start her welding career straight out of high school would be limited by her obesity and poor financial management skills. Therefore, it is critical that all youth experience a well-rounded positive youth development portfolio as they prepare to adult.

To aid understanding, each ARMS pillar is described with the following three sub-sections:

Introduction--briefly describes the developmental pillar
Key Civic Interventions--notes several ways civil society strengthens the pillar
Readiness Indicators--indicates outcomes that confirm humans are ready to adult by the age of 25

Youth Development Pillar #1

PHYSICAL

Introduction

Humans grow physically larger as they age. Genetics and parent nutrition choices factor heavily in the early portion of this growth. Nearly all brain development happens by age six and physical growth by age twelve. In the teen years, youth take ownership for the remainder of their physical growth. Good nutrition and fitness choices strengthen personal vitality whereas poor choices eventually lead to lesser quality of life and chronic medical conditions. Economics and education play a significant role here. Generally, by the age of 25 all good forms of physical development are completed; therefore, human growth and development professionals describe this transition as becoming an adult (i.e., not around age 18 as many incorrectly presume).

Key Civic Interventions

Pre-natal classes that teach would-be parents the critical importance of good nutrition in the early years.
Laws/policies to protect young children from common forms of physical harm (e.g., chemical safety).
Food distribution programs that help low-income parents provide sufficient and balanced food for their pre-teen children.
Health education classes that teach youth about the natural changes occurring in their bodies and how to navigate those changes.
Vice reduction classes that teach youth to skip the drug and alcohol era using effective communication strategies and community supports.
Publicly funded fitness opportunities for children and youth (e.g., recess, gym class, good sports).
Laws/policies to protect youth under the age of 25 from common forms of physical harm (e.g., alcohol, drugs, driving/ATV, football/soccer, military service, heavy machinery, gun ownership, dating violence).

Readiness Indicators

Still alive and intact.
No STI or unplanned pregnancy.
No regular use/dependency on any physical vice (e.g., alcohol, pills, gaming).
No chronic medical conditions other than those born with.
BMI and weight in normal range.
Regular physical fitness activity several times a week.
Diet balanced nutritionally with water serving as main choice of liquids.
Sleep a consistent 7 to 9 hour cycle most nights of the week without the use of drugs.

Youth Development Pillar #2

ACADEMIC

Introduction

Kids are naturally curious about the world around them. From an early age they seek to understand processes, spaces, ideas, language, and more. This initial love of learning is fostered by both formal and informal educational experiences. The goal of education is not primarily career or life preparation. Rather, the first goal of education is growth in one’s ability to meaningfully engage with and contribute to a community. For most students, this baseline level of education is completed around middle school; then youth transition to more specialized learning in pursuit of life and career goals.

Key Civic Interventions

Head Start programs to level the playing field for young children who face learning obstacles.
Inquiry-based public education systems that support and enhance love of learning from Grades K-16+
Child feeding programs (e.g., free/reduced lunch/breakfast) to ensure all students are ‘learning ready’ throughout the day.
Laws/policies to protect youth from compulsory work or military servitude (e.g., child labor laws, military draft).
Community colleges and land grand universities that provide place-based education in Grades 13+
College/trade school grants and scholarships for disadvantaged youth.
Our approach to college [link coming soon!]

Readiness Indicators

Fully literate and able to converse in oral and written word of primary language.
Comprehensive understanding of civic history, including the history of one’s community.
Complete level of education necessary to achieve life and career goals.
Maintain love of learning (usually indicated by a love for reading) throughout life.

Youth Development Pillar #3

MORAL

(VALUES, SPIRIT)

Introduction

Humans are born as good members of the created order. Early on, we are taught to share, take turns, and play fairly. As we mature, we recognize that seeing the good in others and giving of ourselves leads to a more meaningful life than individualistic successes and pursuits. Healthy persons and communities require this moral center.

Key Civic Interventions

Laws and legal systems that are equitably constructed and applied (e.g., fair housing, separation of church and state).
Mindfulness, character education, and peer-to-peer mentoring programs.
History lessons taught accurately rather than sanitized to hide our collective warts.

Note: This list is intentionally short because most community interventions to strengthen moral development are done outside the public-funded domain.

Readiness Indicators

Empathetic to the concerns of others.
Regularly engages in acts of service to others.
Consistently participates in acts/exercises/services of spiritual centering and renewal.
Mentally and emotionally healthy.
Meaningful life guided by a compass rather than a calendar.

Youth Development Pillar #4

SOCIAL

(PLAY, CREATE)

Introduction

Kids naturally like to play, to frolic, to explore the margins. Early on, this play is for making friends and exploring the world. Then, organized activities and competition are added during the youth years. By adulthood, re-creation is not only a mix of competitive and interest-led activities but also a series of relationships that enhance one’s life and community.

Key Civic Interventions

Laws and practices that reduce childhood exposure to screens and other addictive technologies.
Daily recreation/fitness and art classes throughout Grades K-12.
Fully open recreation/sports and art opportunities in Grades 7-12.
Protection of common recreational assets (e.g., parks, preserves).
Public support for a variety of community arts and recreation opportunities.

Readiness Indicators

In-person participation in at least one individual and one group activity.
Effective communicator in one-on-one, group, and public presentation settings.
Creative activities used to maintain personal well-being.
Regular interaction with several friends, acquaintances, and mentors.
Daily, does something that won’t compute.