|
Asset Type |
Asset Name & Definition |
|
EXTERNAL ASSETS |
|
|
Support |
Family support |
Family life provides high levels of love and support. |
|
Positive family communication |
Young person and her or his parent(s) communicate positively, and
young person is willing to seek advice and counsel from parent(s). |
|
Other adult relationships |
Young person receives support from three or more nonparent
adults. |
|
Caring neighborhood |
Young person experiences caring neighbors. |
|
Caring school climate |
School provides a caring, encouraging environment. |
|
Parent involvement in schooling |
Parent(s) are actively involved in helping young person succeed
in school. |
Empowerment |
Community values youth |
Young person perceives that adults in the community value youth. |
|
Youth as resources |
Young people are given useful roles in the community. |
|
Service to others |
Young person serves in the community one hour or more per week. |
|
Safety |
Young person feels safe at home, at school, and in the
neighborhood. |
Boundaries and Expectations |
Family boundaries |
Family has clear rules and consequences, and monitors the young
person's whereabouts. |
|
School boundaries |
School provides clear rules and consequences. |
|
Neighborhood boundaries |
Neighbors take responsibility for monitoring young people's
behavior. |
|
Adult role models |
Parent(s) and other adults model positive, responsible behavior. |
|
Positive peer influence |
Young person's best friends model responsible behavior. |
|
High expectations |
Both parent(s) and teachers encourage the young person to do
well. |
Constructive Use
of Time |
Creative activities |
Young person spends three or more hours per week in lessons or
practice in music, theater, or other arts. |
|
Youth programs |
Young person spends three or more hours per week in sports,
clubs, or organizations at school and/or in community organizations. |
|
Religious community |
Young person spends one hour or more per week in activities in a
religious institution. |
|
Time at home |
Young person is out with friends "with nothing special to do" two
or fewer nights per week. |
|
INTERNAL ASSETS |
|
|
Commitment to Learning |
Achievement motivation |
Young person is motivated to do well in school. |
|
School engagement |
Young person is actively engaged in learning. |
|
Homework |
Young person reports doing at least one hour of homework every
school day. |
|
Bonding to school |
Young person cares about her or his school. |
|
Reading for pleasure |
Young person reads for pleasure three or more hours per week. |
Positive Values |
Caring |
Young person places high value on helping other people. |
|
Equality and social justice |
Young person places high value on promoting equality and reducing
hunger and poverty. |
|
Integrity |
Young person acts on convictions and stands up for her or his
beliefs. |
|
Honesty |
Young person "tells the truth even when it is not easy." |
|
Responsibility |
Young person accepts and takes personal responsibility. |
|
Restraint |
Young person believes it is important not to be sexually active
or to use alcohol or other drugs. |
Social Competencies |
Planning and decision making |
Young person knows how to plan ahead and make choices. |
|
Interpersonal competence |
Young person has empathy, sensitivity, and friendship skills. |
|
Cultural competence |
Young person has knowledge of and comfort with people of
different cultural/racial/ethnic backgrounds. |
|
Resistance skills |
Young person can resist negative peer pressure and dangerous
situations. |
|
Peaceful conflict resolution |
Young person seeks to resolve conflict nonviolently. |
Positive Identity |
Personal power |
Young person feels he or she has control over "things that happen
to me." |
|
Self-esteem |
Young person reports having a high self-esteem. |
|
Sense of purpose |
Young person reports that "my life has a purpose." |
|
Positive view of personal future |
Young person is optimistic about her or his personal future. |
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