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 |
Asset Name & Definition |
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| EXTERNAL ASSETS |
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| Support |
Family support |
Family life provides high levels of love and support. |
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Positive family communication |
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 |
Pre-teen receives support from three or more nonparent
adults. |
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Caring neighborhood |
Pre-teen experiences caring neighbors. |
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Caring school climate |
School provides a caring, encouraging environment. |
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Parent involvement in schooling |
Parent(s) are actively involved in helping Pre-teen
succeed in school. |
|
| Empowerment |
Community values youth |
Pre-teen perceives that adults in the community value
youth. |
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Youth as resources |
Young people are given useful roles in the community. |
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Service to others |
Pre-teen serves in the community one hour or more per
week. |
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Safety |
Pre-teen feels safe at home, at school, and in the neighborhood. |
|
| Boundaries and Expectations |
Family boundaries |
Family has clear rules and consequences, and monitors the
Pre-teen's whereabouts. |
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School boundaries |
School provides clear rules and consequences. |
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Neighborhood boundaries |
Neighbors take responsibility for monitoring young people's
behavior. |
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Adult role models |
Parent(s) and other adults model positive, responsible behavior. |
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Positive peer influence |
Pre-teen's best friends model responsible behavior. |
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High expectations |
Both parent(s) and teachers encourage the Pre-teen to
do well. |
|
Constructive Use
of Time |
Creative activities |
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 |
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 |
Pre-teen spends one hour or more per week in activities
in a religious institution. |
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Time at home |
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 |
Achievement motivation |
Pre-teen is motivated to do well in school. |
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School engagement |
Pre-teen is actively engaged in learning. |
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Homework |
Pre-teen reports doing at least one hour of homework
every school day. |
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Bonding to school |
Pre-teen cares about her or his school. |
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Reading for pleasure |
Pre-teen reads for pleasure three or more hours per
week. |
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| Positive Values |
Caring |
Pre-teen places high value on helping other people. |
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Equality and social justice |
Pre-teen places high value on promoting equality and
reducing hunger and poverty. |
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Integrity |
Pre-teen acts on convictions and stands up for her or
his beliefs. |
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Honesty |
Pre-teen "tells the truth even when it is not easy." |
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Responsibility |
Pre-teen accepts and takes personal responsibility. |
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Restraint |
Pre-teen believes it is important not to be sexually
active or to use alcohol or other drugs. |
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| Social Competencies |
Planning and decision making |
Pre-teen knows how to plan ahead and make choices. |
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Interpersonal competence |
Pre-teen has empathy, sensitivity, and friendship skills. |
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Cultural competence |
Pre-teen has knowledge of and comfort with people of
different cultural/racial/ethnic backgrounds. |
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Resistance skills |
Pre-teen can resist negative peer pressure and dangerous
situations. |
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Peaceful conflict resolution |
Pre-teen seeks to resolve conflict nonviolently. |
|
| Positive Identity |
Personal power |
Pre-teen feels he or she has control over "things that
happen to me." |
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Self-esteem |
Pre-teen reports having a high self-esteem. |
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Sense of purpose |
Pre-teen reports that "my life has a purpose." |
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Positive view of personal future |
Pre-teen 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.
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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