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Child Development Pre-Teens
40 Developmental AssetsTM
The asset definitions shown in this chart are based on research on adolescents (6th to 12th grades). In addition, Search Institute has
blended the literature on child development with the framework of assets for adolescents to identify parallel, developmentally appropriate sets of assets
for
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Asset Type
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Asset Name & Definition
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EXTERNAL ASSETS
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Support
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Family support
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Family life provides high levels of love and support.
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Positive family communication
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Pre-teen and her or his parent(s) communicate positively, and Pre-teen is willing to seek advice and counsel from parent(s).
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Other adult relationships
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Pre-teen receives support from three or more nonparent adults.
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Caring neighborhood
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Pre-teen experiences caring neighbors.
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Caring school climate
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School provides a caring, encouraging environment.
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Parent involvement in schooling
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Parent(s) are actively involved in helping Pre-teen succeed in school.
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Empowerment
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Community values youth
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Pre-teen perceives that adults in the community value youth.
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Youth as resources
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Young people are given useful roles in the community.
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Service to others
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Pre-teen serves in the community one hour or more per week.
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Safety
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Pre-teen feels safe at home, at school, and in the neighborhood.
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Boundaries and Expectations
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Family boundaries
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Family has clear rules and consequences, and monitors the Pre-teen's whereabouts.
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School boundaries
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School provides clear rules and consequences.
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Neighborhood boundaries
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Neighbors take responsibility for monitoring young people's behavior.
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Adult role models
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Parent(s) and other adults model positive, responsible behavior.
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Positive peer influence
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Pre-teen's best friends model responsible behavior.
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High expectations
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Both parent(s) and teachers encourage the Pre-teen to do well.
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Constructive Use
of Time
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Creative activities
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Pre-teen spends three or more hours per week in lessons or practice in music, theater, or other arts.
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Youth programs
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Pre-teen spends three or more hours per week in sports, clubs, or organizations at school and/or in community organizations.
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Religious community
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Pre-teen spends one hour or more per week in activities in a religious institution.
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Time at home
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Pre-teen is out with friends "with nothing special to do" two or fewer nights per week.
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INTERNAL ASSETS
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Commitment to Learning
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Achievement motivation
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Pre-teen is motivated to do well in school.
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School engagement
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Pre-teen is actively engaged in learning.
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Homework
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Pre-teen reports doing at least one hour of homework every school day.
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Bonding to school
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Pre-teen cares about her or his school.
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Reading for pleasure
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Pre-teen reads for pleasure three or more hours per week.
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Positive Values
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Caring
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Pre-teen places high value on helping other people.
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Equality and social justice
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Pre-teen places high value on promoting equality and reducing hunger and poverty.
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Integrity
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Pre-teen acts on convictions and stands up for her or his beliefs.
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Honesty
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Pre-teen "tells the truth even when it is not easy."
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Responsibility
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Pre-teen accepts and takes personal responsibility.
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Restraint
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Pre-teen believes it is important not to be sexually active or to use alcohol or other drugs.
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Social Competencies
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Planning and decision making
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Pre-teen knows how to plan ahead and make choices.
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Interpersonal competence
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Pre-teen has empathy, sensitivity, and friendship skills.
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Cultural competence
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Pre-teen has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds.
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Resistance skills
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Pre-teen can resist negative peer pressure and dangerous situations.
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Peaceful conflict resolution
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Pre-teen seeks to resolve conflict nonviolently.
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Positive Identity
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Personal power
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Pre-teen feels he or she has control over "things that happen to me."
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Self-esteem
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Pre-teen reports having a high self-esteem.
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Sense of purpose
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Pre-teen reports that "my life has a purpose."
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Positive view of personal future
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Pre-teen is optimistic about her or his personal future.
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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.
Copyright © 2000 by Search Institute. All rights reserved. This chart may be reproduced for educational, noncommercial use only (with this copyright line). No other use
is permitted without prior permission from Search Institute, 615 First Avenue N.E., Suite 125, Minneapolis, MN 55413; 800-888-7828. See Search Institute's
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Sharon also
has a charming series of five books for elementary-age children each teaching an important living skill and ?co-authored? with her savvy cocker spaniel Nicholas who makes
the learning fun. Their book on managing elementary-age peer pressure is titled 
The guide for parents/educators on how to
peer-proof children and teens is 
Anthony G. Alessi, MD
Charles Glassman, MD
Dale Peterson, MD
Mache Seibel, MD
Peter Weiss, MD
Mitchell Yass, DPT
Dr. Howard Peiper
Dr. Mary Riggin
