Developmental Assets

Developmental Assets are concrete, positive, common sense experiences and qualities that provide understanding of what young people need to succeed and be healthy.  These assets focus on solutions rather than problems and are powerful predictors of behavior and have built in resiliency factors that help youth to cope with and avoid difficult situations. The more assets a child posses, the higher probability that child will not be involved in behaviors such as teen pregnancy, school dropout, substance abuse, delinquency, or violence.

There are two categories of assets:

asset-chart

External Assets  

External Assets are the environmental experiences  (home, school, and community) that support, nurture, and empower him or her, set boundaries and expectations, and make constructive use of his or her time.

Support

Young people need to experience support, care, and love from their families and many others. They need organizations and institutions that provide positive, supportive environments. (Assets #1 – 6)

1. FAMILY SUPPORT 
Family life provides high levels of love and support.

2. 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).

3. OTHER ADULT RELATIONSHIPS
Young person receives support from three or more non-parent adults.

CARING NEIGHBORHOOD
Young person experiences caring neighbors.

5. CARING SCHOOL CLIMATE
School provides a caring, encouraging environment.

6. PARENT INVOLVEMENT IN SCHOOLING
Parent(s) are actively involved in helping young person succeed in school.

Empowerment

Young people need to be valued by their community and have opportunities to contribute to others. For this to occur, they must be safe and feel secure. (Assets #7 – 10)

7. COMMUNITY VALUES YOUTH
Young person perceives that adults in the community value youth.

8. YOUTH AS RESOURCES
Young people are given useful roles in the community.

9. SERVICE TO OTHERS
Young person serves in the community one hour or more per week.

10. SAFETY
Young person feels safe at home, school, and in the neighborhood.

Boundaries and Expectations

Young people need to know what is expected of them and whether activities and behaviors are “in bounds” or “out of bounds.” (Assets #11 – 16)

11. FAMILY BOUNDARIES
Family has clear rules and consequences and monitors the young person’s whereabouts.

12. SCHOOL BOUNDARIES
School provides clear rules and consequences.

13. NEIGHBORHOOD BOUNDARIES
Neighbors take responsibility for monitoring young people’s behavior.

14. ADULT ROLE MODELS
Parent(s) and other adults model positive, responsible behavior.

15. POSITIVE PEER INFLUENCE
Young person’s best friends model responsible behavior.

16. HIGH EXPECTATIONS
Both parent(s) and teachers encourage the young person to do well.

Constructive Use of Time

Young people need constructive, enriching opportunities for growth through creative activities, youth programs. (Assets #17 – 20)

17. CREATIVE ACTIVITIES
Young person spends three or more hours per week in lessons or practice in music, theater, or other arts.

18. YOUTH PROGRAMS
Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in the community.

19. RELIGIOUS COMMUNITY
Young person spends one or more hours per week in activities in a religious institution.

20. TIME AT HOME
Young person is out with friends “with nothing special to do” two or fewer nights per week.

Internal Assets

Internal assets are individual qualities that guide positive choices and develop a sense of confidence, passion, and purpose through attitudes, values, and compassion.

Commitment to Learning

Young people need to develop a lifelong commitment to education and learning. (Assets #21 – 25)

21. ACHIEVEMENT MOTIVATION
Young person is motivated to do well in school.

22. SCHOOL ENGAGEMENT
Young person is actively engaged in learning.

23. HOMEWORK
Young person reports doing at least one hour of homework every school day.

24. BONDING TO SCHOOL
Young person cares about her or his school.

25. READING FOR PLEASURE
Young person reads for pleasure three or more hours per week.

Positive Values

Young people need to develop strong values that guide their choices. (Assets #26 – 31)

26. CARING
Young person places high value on helping other people.

27.EQUALITY AND SOCIAL JUSTICE
Young person places high value on promoting equality and reducing hunger and poverty.

28.INTEGRITY
Young person acts on convictions and stands up for her or his beliefs.

29. HONESTY
Young person “tells the truth even when it is not easy.”

30. RESPONSIBILITY
Young person accepts and takes personal responsibility.

31. RESTRAINT
Young person believes it is important not to be sexually active or to use alcohol or other drugs.

Social Comptencies

Young people need skills and competencies that equip them to make positive choices, to build relationships, and to succeed in life. (Assets #32 – 36)

32. PLANNING AND DECISION MAKING
Young person knows how to plan ahead and make choices.

33. INTERPERSONAL COMPETENCE
Young person has empathy, sensitivity, and friendship skills.

34. CULTURAL COMPETENCE
Young person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds.

35. RESISTANCE SKILLS
Young person can resist negative peer pressure and dangerous situations.

36. PEACEFUL CONFLICT RESOLUTION
Young person seeks to resolve conflict nonviolently.

Positive Identity

Young people need a strong sense of their own power, purpose, worth, and promise. (Assets #37 – 40)

37. PERSONAL POWER
Young person feels he or she has control over “things that happen to me.”

38. SELF-ESTEEM
Young person reports having a high self-esteem.

39. SENSE OF PURPOSE
Young person reports that “my life has a purpose.”

40. POSITIVE VIEW OF PERSONAL FUTURE
Young person is optimistic about her/his personal future.