A new theory of human development

Creative Expression Human Development Theory

A practitioner-developed theory proposing that the five internal systems every young person needs to thrive, Leadership, Identity, Ownership, Navigation, and Structure, are developed most powerfully through that young person's own creative expression. The LIONS Framework is the system built to prove it.

Authored by Keeyon L. Howard, M.Ed.Founder · CreateIT 2 Conquer
The LIONS Framework emblem: Leadership, Identity, Ownership, Navigation, Structure
20+Years in the work

Over twenty years of direct practice, coaching, and refinement before the framework was ever formalized.

500+Served

Young people and emerging leaders coached through creative expression, in schools, courts, communities, and one-on-one.

6+Domains served
  • Student athletes
  • At-risk students
  • Entrepreneurs
  • Youth leaders
  • Artists
  • Content creators
The theory

What this theory claims.

For decades, research has confirmed that creative engagement improves outcomes for young people. Grades rise. Confidence grows. Communities benefit. But the field kept circling the same unanswered question: why? What actually changes inside a young person when they create?

Creative Expression Human Development Theory answers that question directly. It proposes that five internal systems, Leadership, Identity, Ownership, Navigation, and Structure, exist in every young person, often underdeveloped, and that a young person's own creative expression, made intentional, is the force that surfaces and strengthens all five at once.

Most programs treat creative development and human development as two separate tracks. This theory says they are one. You can develop discipline, lectures, and mentoring capacity through creative expression, but you cannot develop creative expression through any of those. That is why creative expression sits at the center, not the edge.

This is not art therapy. It is not enrichment. It is not an art program for "at-risk" youth. It is a structured developmental process in which a young person's creative expression becomes the engine of their transformation.

"Creative expression is not the reward for development. It is the engine of it."

When a young person is guided to create, through any authentic creative form, they are forced into direct contact with every pillar. Leadership is required. Identity is revealed. Ownership is demanded. Navigation is exercised. Structure is built. No other single input activates all five at once.

The input

Creative expression

The driving force: the craft a young person already loves, practiced with intention and consistency.

The mechanism

The five LIONS pillars

Leadership, Identity, Ownership, Navigation, and Structure, developed through the creative process itself.

The result

The Core 4

Cognitive, Social, Emotional, and Creative development rise as the pillars are built.

What we are setting out to prove

  1. Creative expression develops all five pillars.

    When creative expression is made intentional, it builds Leadership, Identity, Ownership, Navigation, and Structure, regardless of the creative domain.

  2. Developed pillars elevate the Core 4.

    As the pillars strengthen, cognitive, social, emotional, and creative development rise with them. Every pillar feeds all four.

  3. The change is measurable.

    Growth in each link of the chain can be measured over time through the LIONS Assessment, so development is proven with data, not stories.

The five pillars

Five internal systems. Twenty named components.

These are not external skills to be taught in a lecture. They are the internal foundations that determine the quality of everything a young person builds: how they think, communicate, lead, create, and recover. Each pillar is defined by four components, and every component is named, assessed, and developed on purpose.

  • Leadership

    The capacity to influence, initiate, and lead.

    • Confidence
    • Courage
    • Initiative
    • Influence
  • Identity

    Understanding of self and personal value.

    • Self-Awareness
    • Self-Worth
    • Authenticity
    • Purpose
  • Ownership

    Responsibility for decisions, actions, and outcomes.

    • Accountability
    • Self-Discipline
    • Autonomy
    • Resourcefulness
  • Navigation

    Progress through challenge, change, and uncertainty.

    • Decision-Making
    • Adaptability
    • Resilience
    • Problem-Solving
  • Structure

    The systems and behaviors that sustain progress.

    • Consistency
    • Organization
    • Time Management
    • Execution
The problem

They aren't broken. They're underdeveloped.

Every young person in your caseload, classroom, or program fits one of these profiles. You've seen them. You've tried to help them. Most systems respond to the behavior. This theory identifies the underdeveloped system underneath it, and that changes everything about how you build a young person back up.

When Leadership is absent
"The one who can't follow direction, and refuses to give it."
What it causes

When Leadership is underdeveloped, a young person has never experienced healthy influence from the inside out. They have only been led by fear or force, so every structure placed in front of them feels like control. They don't initiate, they don't speak up, and they don't believe their voice moves anything.

The byproducts
  • Silence in class, or open defiance of it
  • Constant power struggles with authority
  • Following the loudest voice in the room instead of their own
  • Waiting to be told, then resenting being told
  • Talent that never gets put on display
When Identity is absent
"The one who doesn't know who they are without the group."
What it causes

When Identity is underdeveloped, a young person has never had the space, or a method, to discover what they believe, value, or stand for. Their behavior changes depending on who is watching. The group fills the void, and the labels the world hands them become the only mirror they have.

The byproducts
  • Behavior that shifts with the crowd
  • Taking on labels like "at-risk," "problem," or "difficult" as identity
  • Low self-worth hidden behind performance or withdrawal
  • Vulnerability to negative peer influence
  • No clear sense of purpose or direction
When Ownership is absent
"The one who blames everything on someone else."
What it causes

When Ownership is underdeveloped, accountability feels like an attack. The young person was never taught to own their choices, so they protect themselves by pointing outward. It is a learned defense, not a character flaw, and it is teachable.

The byproducts
  • Excuses in place of effort
  • Missed work, incomplete work, abandoned work
  • Repeated consequences without changed behavior
  • Dependence on adults to chase, remind, and rescue
  • Quitting the moment something gets hard
When Navigation is absent
"The one who can't see past the next hour."
What it causes

When Navigation is underdeveloped, there is no foundation of safety or belief that the future is worth planning for. Survival becomes the only strategy. Every obstacle is a dead end instead of a problem to solve, and every decision is made for right now.

The byproducts
  • Impulsive decisions with long-term consequences
  • Shutting down or blowing up under pressure
  • No plan beyond today
  • Inability to adapt when circumstances change
  • Problems handed off instead of worked through
When Structure is absent
"The one who falls apart the moment the routine disappears."
What it causes

When Structure is underdeveloped, a young person can perform inside a system someone else built, but collapses the moment it's removed. They have not internalized the discipline to self-regulate without an external enforcer, so progress never lasts.

The byproducts
  • Inconsistent attendance and follow-through
  • Strong starts that never finish
  • Disorganization at school and at home
  • Gains that disappear between program and real life
  • Motivation that runs out before the habit forms

Name what's missing, and you can build what isn't there.

The environment

What breaks the pillars down. What builds them up.

Underdeveloped pillars don't appear out of nowhere. They are shaped by the environments young people live in: the labels they carry, the adults who lead them, the systems around them, and whether the thing they love is honored or dismissed. The same environmental factors that break the pillars down can be reversed to build them up. That reversal is the solution side of the theory.

  • Labels

    Breaks it down

    Youth are labeled "at-risk," "difficult," or "problem" and begin to live inside the label.

    Builds it up

    Youth are seen as ready to risk: creatives with a gift worth developing, and they begin to live up to it.

  • Suppressed creativity

    Breaks it down

    Creative youth are misjudged as antisocial or unstable, and the thing they love is treated as a distraction.

    Builds it up

    Creative expression is honored as the starting point, and their craft becomes the training ground.

  • Belonging

    Breaks it down

    Athletes have teams. Debaters have clubs. Creative youth have no banner, so the group they find often finds them.

    Builds it up

    Creative Conquerors become their banner: an identity and a community built around who they already are.

  • How adults lead

    Breaks it down

    Adults lead by fear, force, or compliance, and young people learn that leadership means control.

    Builds it up

    Coaches model healthy leadership, listen first, and hand young people real decisions to own.

  • Accountability

    Breaks it down

    Mistakes bring punishment without a path forward, so blame becomes self-protection.

    Builds it up

    Mistakes become part of the work. They own the output, fix it, and finish it.

  • Stability

    Breaks it down

    Instability at home or in placement keeps a young person in survival mode, living hour to hour.

    Builds it up

    Consistent sessions, consistent people, and a vision for the future make planning feel possible.

  • Systems

    Breaks it down

    Structure is imposed from outside and disappears when the program, placement, or school year ends.

    Builds it up

    Structure is built from within through creative routines, sequences, and protocols they keep.

  • How programs see youth

    Breaks it down

    Most programs are built around deficiencies, focused on what's wrong and what must be managed.

    Builds it up

    C2C builds from strengths, developing the gift they already carry into the five pillars.

The mechanism

How creativity actually builds the pillars.

Most development models treat creative expression as one input among many. This theory flips that model. The creative process itself places a young person in situations that demand each pillar. Developing Leadership, Identity, Ownership, Navigation, and Structure is the direct output of creating with intention, not a side effect of it.

  • Decisions demand Leadership.

    Every creative project needs someone to make the call. What it looks like, where it goes, when it's done. A young person leading their own work learns to make decisions, stand behind them, present them, and bring others along. They discover they are already leading, and that proof transfers.

  • Daily reps reveal Identity.

    Every day a young person creates, they learn another piece of who they are. Their style, their subjects, their choices all reflect what they value. The work becomes a mirror that shows them the truth, independent of what the crowd or the system has called them.

  • The output demands Ownership.

    In creative work, you own the output. There is no one else to credit or blame. Young people learn to own their actions, their consistency, and their attitude and approach, because the work only moves when they do.

  • Roadblocks exercise Navigation.

    Every creative project starts as a vision of something that doesn't exist yet, and every project breaks down along the way. Ideas don't land. Plans change. Young people learn to work through the roadblock instead of walking away from it, then point that same forward-thinking at their own future.

  • Repetition builds Structure.

    Nothing worth finishing gets finished without structure. Sequences, systems, protocols, and daily routines turn raw talent into completed work. Young people build structure from within, through something they love, so it holds when no one is enforcing it.

How it happens, every session

  1. Engage

    The young person engages the creative domain they already love: visual, performance, entrepreneurial, hands-on, culinary, or collaborative.

  2. Surface

    The creative process forces each pillar into the open. Decisions, choices, completion, problems, and repetition all show up in the work.

  3. Name

    A trained coach names what's happening in each pillar as it surfaces, so the young person sees their own development in real time, not in hindsight.

  4. Transfer

    What they built in the work is deliberately carried into class, home, relationships, and every other area of life, until it holds on its own.

It holds across every creative domain

  • Visual

    Drawing · Photography · Graphic Design · Digital Art · Fashion

  • Performance & Communication

    Spoken Word · Acting · Music · Public Speaking · Dance

  • Entrepreneurial & Innovative

    Business · Brand Building · Problem-Solving · Social Enterprise

  • Hands-On & Technical

    Engineering · Woodworking · Technology · Architecture · Fabrication

  • Culinary & Service

    Culinary Arts · Hospitality · Event Planning · Barbering · Wellness

  • Collaborative & Community

    Group creation, community projects, and team-built work

Each domain develops all five pillars. The pillars shown are the ones each domain develops most directly. A young person never has to leave the craft they love to grow. We meet them in it.

The outcomes

When the pillars are built, everything responds.

Developed pillars don't stay inside the session. They show up everywhere a young person goes. This is what professionals, parents, and partners see change.

  • In class

    Before

    Disengaged, silent, or disruptive. Work started and abandoned.

    Developed

    Engaged and contributing. They finish what they start and take pride in the result.

  • At school

    Before

    Attendance slips. Grades follow. School feels like a place that is done to them.

    Developed

    They show up with purpose because they can connect what they are learning to what they are building.

  • With authority

    Before

    Power struggles, defiance, or shutdown when adults set expectations.

    Developed

    They respect leadership because they practice it, and they can disagree without blowing up.

  • Social life

    Before

    Identity borrowed from the group. Vulnerable to whoever is loudest.

    Developed

    They choose their people. They collaborate, contribute, and stand on their own when it matters.

  • Innovation

    Before

    Creative energy dismissed or pointed at the wrong things.

    Developed

    They solve problems creatively, pitch ideas, and build things that did not exist before.

  • Confidence

    Before

    Confidence that depends on approval, or hides behind bravado.

    Developed

    Confidence built on proof: work they finished, problems they solved, growth they can see.

  • At home

    Before

    Blame, excuses, and adults chasing them for everything.

    Developed

    Ownership of their responsibilities, and routines they keep without being forced.

  • Their future

    Before

    No plan past today.

    Developed

    A vision, a plan, and the structure to pursue it.

The Core 4 rise with every pillar

Every pillar develops all four core areas. Creativity is needed to execute every pillar, and every pillar requires a young person to open themselves up. That is why all four rise together.

  • CognitiveSharper thinking, planning, problem-solving, and decision-making.
  • SocialStronger communication, collaboration, and relationships.
  • EmotionalSteadier self-regulation, resilience, and self-worth.
  • CreativeDeeper creative expression, innovation, and original voice.
From the field

Six voices. Five creative domains. One theory.

Participants and parents, in their own words. They came through courts, caseworkers, and families. They started from five completely different creative expressions. And the same pillars were developed in every one of them. That is the theory holding in real life.

EntrepreneurshipGuitarBasketballMechanicsPainting→ The same five pillars
EntrepreneurshipCame through the judicial system
"It opened my mind to the greatness that was already living within me."
AllanParticipant
Read the full story

Before the L.I.O.N.S. Experience, I was broken by past mistakes and struggled to understand my own self-worth. I found myself in and out of the judicial system, unable to identify the root causes of many of the challenges I was facing. I was young, had a child to care for, and had dreams of becoming an entrepreneur, but I didn't know how to turn those dreams into something meaningful. I felt lost, and although I knew I wanted something different for my life, I didn't know where to begin.

The L.I.O.N.S. Experience introduced me to something I had never considered before: my creative gift could become a weapon for my personal development. Through the framework, I began learning about Leadership, Identity, Ownership, Navigation, and Structure, but the areas that impacted me most were Leadership, Identity, and Navigation. Creative expression became more than something I enjoyed doing. It became a way for me to discover who I was, recognize my value, and understand how to move forward. The more I created, the more I learned about myself, and I never wanted that process to stop.

Today, I have started my own small business, and I am constantly learning and growing as an entrepreneur and as a person. The L.I.O.N.S. Experience didn't just help me discover new opportunities; it opened my mind to the greatness that was already living within me. I no longer see my past mistakes as the definition of who I am or what I can become.

GuitarEnrolled by his parents
"I came into the program thinking it was something my parents wanted for me, but I eventually realized it was something I needed to want for myself."
Landry H.Participant
Read the full story

When I was first introduced to the L.I.O.N.S. Experience, I didn't trust it. I thought it was just another youth program my parents were trying to force me into because they had given up on trying to help me themselves. I wasn't interested in participating, and it took me some time to believe that this experience could actually make a difference in my life. What eventually caught my attention was learning that the process started with discovering our creative expression. I had always loved playing the guitar, but I had never considered that something I enjoyed doing for fun could actually help me develop as a person.

As I became more involved, I started recognizing things about myself that I hadn't fully understood. Growing up without my father being present had affected me, and I realized that I was struggling with my identity and lacked the structure I needed. Through the L.I.O.N.S. framework, Coach Keeyon helped me understand how playing the guitar could teach me about leadership, personal identity, ownership, navigating challenges, and building discipline. I was also helped mentally, and my social relationships began to get better too. Playing guitar had always been a source of enjoyment, but it became a tool for understanding myself and developing skills I could use beyond music.

What made the biggest difference was Coach Keeyon's patience and willingness to hold me accountable even when I wasn't giving my best effort. He didn't give up on me because I was resistant, but he also didn't allow me to use that resistance as an excuse. Over time, I began putting more into the experience because I started seeing what I could get out of it. I wasn't sure about L.I.O.N.S. in the beginning, but it turned out to be one of the best experiences I've ever had. I came into the program thinking it was something my parents wanted for me, but I eventually realized it was something I needed to want for myself.

BasketballReferred by his caseworker
"What started as a conversation I didn't want to have has become an opportunity I'm glad I didn't walk away from."
Anthony P.Participant
Read the full story

Before the L.I.O.N.S. Experience, I thought I was doing just fine. I was living day by day like other kids my age and didn't really think there was anything about my life that needed to change. Everything I did or didn't do was the same as my friends, so nothing was wrong. None of us liked school and none of us cared about what anyone said. When my caseworker introduced me to Coach Keeyon, our first conversation didn't go the way I expected. I thought his approach was too strong and direct, and I didn't understand how someone who barely knew me could be so confident about helping me develop. After that conversation, I wasn't interested in working with him.

Coach Keeyon offered to sit down with my mother, my caseworker, and me for another conversation. This time, instead of doing most of the talking, he listened. After hearing what we had to say, he developed a plan designed around my personal goals. What surprised me most was that everything began with identifying my creative expression, which was basketball. I had never thought of basketball as creative expression because I associated creativity with art. He showed me how the decisions I made on the court, my approach to practice, and the skills I developed through basketball could connect to other areas of my life.

The Identity pillar had the greatest impact on me because I had always seen myself as just another kid doing what everyone else was doing. I started to see in me what my teachers saw in me. I gained more respect for my teachers and wanted them to help me more. Through this experience, I started realizing that I had something special within me, but I had to recognize it and take ownership of it. L.I.O.N.S. changed the way I think about personal development, how I see myself, and even how I respond to leadership. I'm still participating in the experience, and I'm looking forward to continuing the plan we have developed. What started as a conversation I didn't want to have has become an opportunity I'm glad I didn't walk away from.

BasketballReferred by a caseworker
"He doesn't teach from a place of theory alone."
Deborah JonesParent · Anthony P.'s mother
Read the full story

Coach Keeyon is direct, demanding, and passionate about helping young people reach their potential. One thing I appreciate about him is that he doesn't teach from a place of theory alone. He shares his own experiences and regularly reminds my son that the L.I.O.N.S. Experience was built through the very challenges that once threatened to consume him. His background as an artist, combined with his personal experiences, gives him a unique way of connecting with young people while challenging them to become more than they currently see in themselves.

MechanicsReferred through the court system
"Our son didn't need to be rescued. He needed to be challenged, guided, and developed."
Cynthia & Michael D.Parents
Read the full story

Before L.I.O.N.S., my husband and I already had a strong relationship with our son and were actively involved in his development. We weren't looking for someone to fix our child. We were looking for someone who could help him reach another level of achievement. After hearing about Coach Keeyon through someone in the court system, we scheduled a Conquer Call and discussed our son's goals and the kind of guidance we believed would benefit him. Our son's interest was mechanics, and Coach Keeyon helped him recognize how that interest could become the foundation for developing his leadership, decision-making, structure, and personal direction.

Since participating, our son has expanded the way he approaches learning about mechanics and has begun recognizing opportunities that connect his interests to his personal growth. He is responding better in school and in mandatory groups. He is much more social, and I feel like he is overcoming mental challenges by understanding his true identity more. Through the individualized approach Coach Keeyon created, he is learning to navigate challenges, establish structure, and take greater ownership of his development.

What I want other parents to understand is that the L.I.O.N.S. Experience isn't just for young people who are struggling or facing difficult circumstances. It is also for young people who are doing well but have the potential to achieve even more. Our son didn't need to be rescued. He needed to be challenged, guided, and developed, and that is exactly what this experience has provided.

PaintingEnrolled by his father
"His love for painting wasn't a distraction from his development. It was the starting point."
Daniel N.Parent
Read the full story

There was a time when I genuinely felt like my son was running out of options. He hated school, lacked motivation, didn't want to establish goals, and had very little interest in challenging himself to do anything differently. As a parent, it was frustrating and discouraging because I could see him getting further away from the direction I wanted for his life. The one thing he consistently enjoyed was painting. At the time, I didn't understand how something he did for fun could become the very thing that helped him begin changing his life.

When Coach Keeyon began working with my son through the L.I.O.N.S. Experience, I was surprised that he didn't try to pull him away from painting. Instead, he used my son's love for art as the foundation for his development. He challenged him to study art history, research new techniques, document what he was learning, and examine the leadership qualities of historical artists and how those qualities connected to his own life. Painting was no longer just an activity he did whenever he felt like it. It became something that required planning, discipline, accountability, and a greater understanding of his own potential.

The progress didn't happen overnight. It started slowly, but Coach Keeyon's consistency, direct approach, and willingness to hold my son accountable began making a difference. Today, my son is working toward developing a series of paintings that he hopes to eventually sell as part of his own art business. He is learning structure, beginning to set meaningful goals, and understanding that his passion can lead to opportunities beyond simply creating artwork. He still has difficult days, but the difference between where he was three months ago and where he is today is significant. As a parent, I didn't see how this program could help him at first, but now I understand that his love for painting wasn't a distraction from his development. It was the starting point. For the first time in a while, I feel genuinely encouraged about the days and weeks ahead of him.

What the research shows

The field proved it works. We name how and why.

Decades of research confirm that creative engagement improves outcomes for young people. Here is what the field has established, where it stopped, and what Creative Expression Human Development Theory adds.

Art Therapy

American Art Therapy Association · Clinical practice
What they found

Creative expression supports healing and reduces distress in clinical and therapeutic settings.

What was still missing

Creative expression is used as treatment, after the crisis. Reactive, not developmental.

What C2C adds

Builds before the breakdown. LIONS develops the five pillars proactively, through creative expression, as power-building, not repair.

Doing Well and Doing Good by Doing Art

James Catterall · UCLA · 12-year national longitudinal study (2009)
What they found

Students deeply engaged in the arts, including those from low-income backgrounds, showed stronger academic, college, and civic outcomes over twelve years.

What was still missing

It shows that something changes. It does not name which internal systems the arts develop, or how to build them on purpose.

What C2C adds

Names the mechanism. LIONS identifies the five systems being developed and builds each one intentionally.

Positive Youth Development

Search Institute · Tufts University research
What they found

Developmental assets and strengths such as competence, confidence, connection, and character predict healthy adolescent development.

What was still missing

Creative expression is one activity among many. No pathway from expression to specific internal development.

What C2C adds

Creative expression is the system. The entire framework is built on and through how a young person creates.

Creative Youth Development

CYD National Partnership
What they found

Creative youth programs strengthen wellbeing, confidence, and community engagement.

What was still missing

Creative expression is treated as the setting for development, not a mapped mechanism.

What C2C adds

Turns the setting into a structured mechanism with named pillars, components, and measured growth.

SEL and Arts Integration

CASEL · Americans for the Arts
What they found

Arts-integrated social-emotional learning supports self-awareness, empathy, and collaboration.

What was still missing

The art is the delivery tool for pre-defined lessons. The creative act is the wrapper, not the engine.

What C2C adds

Reverses the model. The pillars are not delivered through creative expression. They are produced by it.

Art-Based Leadership Development

Sandberg · Behavioral Sciences (2024) · Review of 31 studies
What they found

Arts-based approaches are associated with reflection, emotional intelligence, interpersonal skill, and self-discovery in leaders.

What was still missing

Built for adults and organizations. The authors call for more long-term research.

What C2C adds

Brings it to youth ages 13–18, across all five pillars, and measures growth over time.

Do Schools Kill Creativity?

Sir Ken Robinson · TED (2006)
What they found

Argued that creativity is as important as literacy, and that education systems routinely suppress it.

What was still missing

The argument was made. No operational framework for what creativity builds, or how.

What C2C adds

Builds the system the argument called for, with a pathway from first assessment to LIONS Dominant.

The field proved it works. We prove how and why.

The research shows again and again that creative engagement produces better outcomes. What it has not done is name which internal systems are being developed, or build a complete pathway for developing them intentionally.

Creative Expression Human Development Theory does both. It names the five systems, Leadership, Identity, Ownership, Navigation, and Structure, builds a system for developing them through a young person's own creative expression, and measures the change.

That is the difference between art as an activity and creative expression as the driving force.

Standing on shoulders

Great theories build on what came before, then go further. This theory honors its lineage and takes the step none of them were positioned to take.

  1. 1943 · Abraham Maslow

    Hierarchy of Needs

    Showed that human beings have an internal structure development must address, and that higher growth depends on what is built underneath it.

  2. 1950 · Erik Erikson

    Stages of Psychosocial Development

    Named "identity vs. role confusion" as the central challenge of adolescence. Identity is not given. It is built through lived experience.

  3. 1983 · Howard Gardner

    Multiple Intelligences

    Challenged the single-intelligence model and opened the door to seeing human capacity as multidimensional.

  4. 1990 · Mihaly Csikszentmihalyi

    Flow

    Described the state of deep engagement often found in creative work, but not the development happening inside a person in that state.

  5. 1994 · CASEL

    Social-Emotional Learning

    Named a set of social-emotional competencies and built a framework for schools, using the arts as one delivery tool among many.

  6. 2006 · Carol Dweck

    Growth Mindset

    Showed that a young person's beliefs about their own capacity shape their development.

  7. Now · Keeyon L. Howard

    Creative Expression Human Development Theory

    Proposes that creative expression is the mechanism that develops Leadership, Identity, Ownership, Navigation, and Structure, and builds the LIONS Framework to develop and measure all five in youth ages 13–18.

The LIONS Assessment

A theory is only as strong as its proof.

Every LIONS plan begins with the LIONS Assessment. It is how the theory moves from belief to evidence, for the young person, for the people who refer them, and for the field.

Why it matters to the theory

Without measurement, development is an opinion. The LIONS Assessment identifies exactly which pillars are underdeveloped, directs the plan to build them, and documents the change, linking creative expression to pillar growth to Core 4 growth in every young person we serve.

Ages 13–18DigitalOriginalIndividualized
  • It measures every link in the chain

    To prove the theory, you have to measure all three links: how much creative expression a young person practices, where they stand in each of the five pillars, and where they stand in each of the Core 4. The LIONS Assessment measures all three.

  • It is completely original

    Built from the ground up for the LIONS Framework, with every item tied to a named pillar and component. No borrowed scales, no recycled instruments, no outside framework.

  • It captures the young person's own voice

    For anyone under 18, the assessment is conducted by an adult or professional who reads each question aloud and records the answer exactly as given. The adult adds nothing. Every answer belongs to the young person.

  • It is built to be honest

    Questions ask what young people actually do at school, at home, with friends, and on teams, not only in creative work. Items are mixed, pillar names are never revealed, and some are reverse-scored, so there is no "right answer" to perform for.

  • It is built for their age

    One form built for ages 13–18, written at a reading level young people understand, so a single young person can be tracked from their very first assessment through every one that follows.

  • It shows where they are on the path

    Results place each pillar on a visual path, so young people, families, and professionals can see exactly where they are, where they are going, and what comes next.

  • It becomes the plan

    Results become the blueprint for an individualized plan of action built around that young person's creative expression. Growth is not guessed at. It is tracked.

  • It proves growth over time

    Taken at intake and again over time, it turns development into evidence that courts, schools, families, and funders can see.

The road to proof

The theory is built. Now we prove it at scale.

Over twenty years of practice built this theory. The next step is turning that practice into evidence the whole field can see. The LIONS Assessment is moving through a deliberate validation path, and every young person we serve is part of building the proof.

  1. Complete

    Built

    The theory, the five pillars, the twenty components, and an original assessment bank tied to every one of them.

  2. Underway

    Wording test

    Every question read aloud to young people across the 13–18 range, so the language is clear, natural, and understood the way it is meant.

For partners and funders: joining now means joining at the ground floor of a new body of evidence. The young people you bring to LIONS don't just grow. Their growth becomes part of the proof that creative expression is the driving force of human development.

The method

Targeted coaching. Two settings. One theory.

C2C is a targeted coaching approach, not a mentoring program where adults simply spend time with young people. Every session has a purpose, every plan is built from the assessment, and every setting is designed to develop specific pillars. Group sessions and one-on-one coaching each do something the other cannot.

Our theory on group sessions

Camaraderie builds accountability.

When young people create alongside peers who share their passion, they find what creative youth rarely get: a team. Creating in a group puts their work in front of others, and that visibility builds courage, communication, and pride. The group becomes a standard they don't want to fall below, and accountability stops feeling like punishment and starts feeling like belonging.

  • CamaraderieA shared identity as Creative Conquerors, a banner of their own.
  • AccountabilityPeers who notice when they show up, and when they don't.
  • LeadershipReal chances to lead, present, collaborate, and give feedback.
  • Social growthCommunication and collaboration built through shared work.
Our theory on one-on-one coaching

Understanding builds ownership.

One-on-one, there is no crowd to perform for and no one to hide behind. When a young person is truly understood, defenses come down. That openness lets them look honestly at their choices, own them, and build comfort in situations that used to shut them down. Ownership grows because the plan is theirs, the work is theirs, and the progress is theirs.

  • OwnershipA plan built around their goals and their creative expression.
  • AccountabilityHonest conversations about their actions, consistency, and approach.
  • OpennessA space where they're heard first, so the truth can come out.
  • ComfortConfidence in hard situations, built through real understanding.

The path: Discover. Develop. Deploy. Dominate.

These are not stages to complete and leave behind. They are directional markers, like spaces on a board, that show a young person where they are, where they've been, and where they're going.

  1. Discover

    Their creative domain: the expression they already love.

  2. Develop

    Creative expression as a tool, and a weapon.

  3. Deploy

    The skills, in every area of life.

  4. Dominate

    Their obstacles, equipped to drive on their own.

Like driving school. First you learn the basics. Then you drive with someone in the car. Then you drive on your own, and you never stop driving. The end goal for every pillar is a young person who independently deploys that strength whenever life presents the opportunity.

Keeyon L. Howard, founder of CreateIT 2 Conquer
Keeyon L. Howard, M.Ed.
The author

This theory was lived before it was written.

Keeyon L. Howard didn't study Creative Expression Human Development Theory from the outside. He is its first case study. A high school dropout labeled at-risk, he went on to become an All-American athlete, a professional football signee, a painter for more than three decades, and the holder of a master's degree in education administration. When football ended and everything he had built his name on was gone, it was creative expression that rebuilt him, and in that rebuild he identified the five pillars that had been missing all along.

For more than twenty years since, he has developed young people in schools, courts, and communities, coaching student athletes, at-risk students, entrepreneurs, youth leaders, artists, and content creators. The LIONS Framework is the formalization of that work: a theory born in his own life, refined across more than a thousand people, and built to be measured.

"LIONS wasn't drawn up in a boardroom. It was built in the fire that tried to consume me."
  • Master's DegreeEducation Administration
  • CertifiedMaster Life Coach
  • 20+ YearsDeveloping youth in schools, courts, and communities
  • 35 YearsSelf-taught painter, creating since age eight
  • All-AmericanCollegiate athlete · CFL contract · Hall of Fame inductee
  • FounderCreateIT 2 Conquer · Author of the LIONS Framework
Read the Founder's Story
Partner with us

Bring LIONS to the young people in your care.

If you're a court, school, college, community organization, or funder looking for a development approach that is targeted, original, and measured, this is where the conversation starts.

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