Table 1 Community respondent consensus around necessary sub-capabilities
From: The Gross Developmental Potential (GDP2): a new approach for measuring human potential and wellbeing
Capability | Key Sub-Capabilities | Exemplar Phrases |
|---|---|---|
Health | Knowledge to understand factors affecting health | curriculum to know health/nutrition, understand the definition of health and linkage of sleep, activity, nutrition (The Performance Triad), able to access reliable information, make knowledgeable choices (discern), and find information re: what contributes to physical and mental health |
Needs | Develop the ability to advocate for self | advocate for self, self-advocacy, and advocate (and actualize) for need fulfillment |
Understand the interconnectedness of systems and resources for satisfying basic needs | understand how systems affect how/whether needs are met, understand connections between education and economic opportunity, understand the value of education, and parent/caregiver intentionality of home, school, and community environment | |
Communication | Develop empathy and emotional intelligence | empathy – inherent worth of every human being, understand her emotions and has positive ways to express them (whether positive or negative), ability to name feelings and sit with it/step back, emotional regulation, recognize how feelings and emotions are connected to life/cultural experiences, and ability to self-regulate |
Ability to navigate social media and technology use (e.g., non-verbal communication, trusted information) | read non-verbal cues, the impact of non-verbal communication, navigate social media appropriately, the effect of technology on the ability to communicate, and skills to have appropriate management on those platforms | |
Be open to diverse people and communication | assess communication styles (self, others), value diverse forms of communication, appreciate differences in temperament and POV, overcome language barriers, and let go of judgement | |
Lifelong Learning | Be open to new and diverse viewpoints and experiences | accept diversity of thought, reserve judgement and be available to LISTEN to new ideas/practices, needs to be intentional about exposure to different cultures, experiences, and viewpoints, courage to try new things, understand differences, value his perspective as well as others, learning and incorporating new knowledge, and take risks in trying new activities, methods, experiences |
Ability to work collaboratively | ability to do design thinking, crowdsource ideas, learn individually and collaboratively, work with others/connect with others, develop social skills, and work with others in collaborative and constructive ways | |
Adaptation | Develop resiliency and coping skills | build resiliency, develop those resiliencies and coping strategies to identify, understand, and deal with effects of stress, especially toxic stress, develop flexible resiliency and coping skills, accept change as own, be best in it, mindfulness/coping skills, and develop coping skills to manage change – and see its value for her growth; navigate crisis |
Learn how to seek and access support | destigmatize seeking help or resources, access immediate care/services/support to address challenges being faced, be proactive, and identify needs and reach out for necessary resources | |
Connections | Develop empathy and emotional intelligence | experience/learn empathy and compassion, be empathetic and exhibit care toward others and the world, empathy (better tolerance)/understanding others, let things go, release resentment, emotional intelligence, ability to self-regulate/soothe, and ability to communicate feelings and expectations |
Ability to understand and appreciate diverse viewpoints and contexts | experience/learn an appreciation for the global community, examine the facets of her identity in relation to the identity of other people, comfortably able to navigate within diverse contexts, see issues/situations from multiple perspectives, understand the difference as an asset/strength, ability to acknowledge bias, knowledge of others’ cultural and historical histories, personality differences, able to recognize individual and cultural differences as a positive value | |
Develop strong interpersonal skills and relationships | needs to have emotionally skilled caregivers in early life – attachment, experience/learn unconditional love/intimacy and acceptance, value human relationships, better interpersonal skills/ability to recognize a cultural broker, feel connected, trust others, comfort with building relationships, and build social connection skills | |
Develop conflict resolution skills | conflict resolution skills, navigate conflict in productive ways, able to forgive, and work through conflict with individuals and in groups | |
Develop self-reflection and self-awareness skills | self-reflection and self-evaluation, self-awareness – understanding when you should move on together or apart, hold herself accountable, recognize fragile parts of her personhood, and adapt | |
Understand they are part of a larger system or social contract and its role in providing support or safety | social contract – responsibility to each other, be part of a support system for self and others, feel safe and supported, understand how systems and institutions play a role in life, and see the external world as safe | |
Community | Develop self-efficacy skills and empowerment | hope/belief that there can be changes/make a difference, identify her agency and the power of individuals and groups within civic systems, ability to exercise power and build up others, she has a voice – and it matters, ability to access ‘power’, advocate, empowerment, and understand/believe her voice is valuable |
Learn to understand the bigger picture of the community environment | skills to understand the bigger picture, appreciate the interdependence within a community and its systems, ability to discern what ‘community’ means to them, understand systems, connected to the environment (everything around us, where we live, work, play), geographic connections, and understanding of how environmental services work at an early age and participate in their ‘environment’ and community | |
Ability to understand and appreciate diverse viewpoints and contexts | effectively communicate divergent perspectives, understand a community situation/challenge from multiple perspectives, focus on assets, accept diversity, and value opinions of others – even if others disagree | |
Develop self-esteem and confidence to speak out | possess positive self-esteem and confidence to speak truth to power, confidence to engage in discourse, feel safe and comfortable enough to be a voice, self-confidence, and strong sense of self – as an individual and part of a larger group | |
Understand and use social networks | critically analyze social networks, connections to neighbors/social capital, help others see connections, parents/caregivers/community and/or mentors that encourage civic engagement, build trust, and understands value and importance of collective work (impact) – build coalitions | |
Develop a sense of responsibility and accountability | knowledge of how values and norms constitute communities, accept responsibility, and become a contributor to their community |