- 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 parents.
- 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 the child succeed in school.
- 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, 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.
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.
- 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.
- 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.
- 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.
This list is an educational tool. It is not intended to be nor is it appropriate as a scientific measure of the developmental assets of individuals.
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