Become an Asset Star/ Champion or Leader
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An Asset Star - a young person committed to consistently develop their assets.
An Asset Champion - a young person committed to helping another person to succeed.
An Asset Leader - a young person committed to inspiring their peers.
An Asset Champion - a young person committed to helping another person to succeed.
An Asset Leader - a young person committed to inspiring their peers.
Step 1. Read the Asset List
Learn about the assets that will help you succeed. Rate each asset from 1-10. 1 is the lowest score and 10 is the highest score.
Learn about the assets that will help you succeed. Rate each asset from 1-10. 1 is the lowest score and 10 is the highest score.
Step 3. Report your progress
Step 2. Develop a asset-building project/ activity
Asset Star - Develop personal asset-building plan and develop specific projects and activities
eg. Reading for pleasure score = 3 Goal: increase to 5 Plan: go to public library twice a week to read books of interest
Asset Champion - Asset-building project (encourage a friend to develop a project/ activity to help them build their assets)
Asset Leader - Inspirational project (develop a project/ activity to inspire other young people to develop their assets in education, sports, leisure, volunteer-service)
Asset Star - Develop personal asset-building plan and develop specific projects and activities
eg. Reading for pleasure score = 3 Goal: increase to 5 Plan: go to public library twice a week to read books of interest
Asset Champion - Asset-building project (encourage a friend to develop a project/ activity to help them build their assets)
Asset Leader - Inspirational project (develop a project/ activity to inspire other young people to develop their assets in education, sports, leisure, volunteer-service)
Our Corporate Sponsors 2022
EXTERNAL ASSETS - Support
1. Support Young people need to experience support, care, and love from their families, neighbors, and many others. They need organizations and institutions that provide positive, supportive environments.
Asset #1: Family Support | Family life provides high levels of love and support
Asset #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 parents.
Asset #3: Other Adult Relationships | Young person receives support from three or more nonparent adults.
Asset #4: Caring Neighborhood | Young person experiences caring neighbors.
Asset #5: Caring School Climate | School provides a caring, encouraging environment.
Asset #6: Parent Involvement in Schooling | Parent(s) are actively involved in helping the child succeed in school.
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Asset #1: Family Support | Family life provides high levels of love and support
Asset #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 parents.
Asset #3: Other Adult Relationships | Young person receives support from three or more nonparent adults.
Asset #4: Caring Neighborhood | Young person experiences caring neighbors.
Asset #5: Caring School Climate | School provides a caring, encouraging environment.
Asset #6: Parent Involvement in Schooling | Parent(s) are actively involved in helping the child succeed in school.
www.search-institute.org
EXTERNAL ASSETS - Empowerment
2. Empowerment Young people need to be valued by their community and have opportunities to contribute to the world around them. For this to occur, they must be safe and feel secure.
Asset #7: Community Values Youth | Young person perceives that adults in the community value youth.
Asset #8: Youth as Resources | Young people are given useful roles in the community.
Asset #9: Service to Others | Young person serves in the community one hour or more per week.
Asset #10: Safety | Young person feels safe at home, school, and in the neighborhood.
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Asset #7: Community Values Youth | Young person perceives that adults in the community value youth.
Asset #8: Youth as Resources | Young people are given useful roles in the community.
Asset #9: Service to Others | Young person serves in the community one hour or more per week.
Asset #10: Safety | Young person feels safe at home, school, and in the neighborhood.
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EXTERNAL ASSETS - Boundaries & Expectations
3. Boundaries and expectations Young people need to know what is expected of them and understand whether the activities and behaviors they choose are "in bounds" and "out of bounds."
Asset #11: Family Boundaries | Family has clear rules and consequences and monitors the young persons' whereabouts.
Asset #12: School Boundaries | School provides clear rules and consequences.
Asset #13: Neighborhood Boundaries | Neighbors take responsibility for monitoring young people’s behavior.
Asset #14: Adult Role Models | Parent(s) and other adults model positive, responsible behavior.
Asset #15: Positive Peer Influence | Young person's best friends model responsible behavior.
Asset #16: High Expectations | Both parent(s) and teachers encourage the young person to do well.
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Asset #11: Family Boundaries | Family has clear rules and consequences and monitors the young persons' whereabouts.
Asset #12: School Boundaries | School provides clear rules and consequences.
Asset #13: Neighborhood Boundaries | Neighbors take responsibility for monitoring young people’s behavior.
Asset #14: Adult Role Models | Parent(s) and other adults model positive, responsible behavior.
Asset #15: Positive Peer Influence | Young person's best friends model responsible behavior.
Asset #16: High Expectations | Both parent(s) and teachers encourage the young person to do well.
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EXTERNAL ASSETS - Constructive Use of Time
4. Constructive use of time Young people need constructive, enriching opportunities for growth through creative activities, youth programs, time with family and faith based organizations.
Asset #17: Creative Activities | Young person spends three or more hours per week in lessons or practice in music, theater, or other arts.
Asset #18: Youth Programs | Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in community organizations.
Asset #19: Religious Community | Young person spends one hour or more per week in activities in a religious institution.
Asset #20: Time at Home | Young person is out with friends "with nothing special to do" two or fewer nights per week.
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Asset #17: Creative Activities | Young person spends three or more hours per week in lessons or practice in music, theater, or other arts.
Asset #18: Youth Programs | Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in community organizations.
Asset #19: Religious Community | Young person spends one hour or more per week in activities in a religious institution.
Asset #20: Time at Home | Young person is out with friends "with nothing special to do" two or fewer nights per week.
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Contact Us
P.O.Box 773
Grand Cayman KY1-1103
Cayman Islands
info@supportingcaymanyouth.com
P.O.Box 773
Grand Cayman KY1-1103
Cayman Islands
info@supportingcaymanyouth.com
Project 365 Sponsors
INTERNAL ASSETS - Committment to Learning
1. Commitment to learning Young people need to develop a lifelong commitment to education and learning.
Asset #21: Achievement Motivation | Young person is motivated to do well in school.
Asset #22: School Engagement | Young person is actively engaged in learning.
Asset #23: Homework | Young person reports doing at least one hour of
homework every school day.
Asset #24: Bonding to School | Young person cares about her or his school.
Asset #25: Reading for Pleasure | Young person reads for pleasure three or more hours per week.
www.search-institute.org
Asset #21: Achievement Motivation | Young person is motivated to do well in school.
Asset #22: School Engagement | Young person is actively engaged in learning.
Asset #23: Homework | Young person reports doing at least one hour of
homework every school day.
Asset #24: Bonding to School | Young person cares about her or his school.
Asset #25: Reading for Pleasure | Young person reads for pleasure three or more hours per week.
www.search-institute.org
INTERNAL ASSETS - Positive Values
2. Positive values Young people need to develop strong values that guide their choices and decisions throughout life.
Asset #26: Caring | Young Person places high value on helping other people.
Asset #27: Equality and Social Justice | Young person places high value on promoting equality and reducing hunger and poverty.
Asset #28: Integrity | Young person acts on convictions and stands up for her or his beliefs.
Asset #29: Honesty | Young person "tells the truth even when it is not easy."
Asset #30: Responsibility | Young person accepts and takes personal
responsibility.
Asset #31: Restraint | Young person believes it is important not to be sexually active or to use alcohol or other drugs.
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Asset #26: Caring | Young Person places high value on helping other people.
Asset #27: Equality and Social Justice | Young person places high value on promoting equality and reducing hunger and poverty.
Asset #28: Integrity | Young person acts on convictions and stands up for her or his beliefs.
Asset #29: Honesty | Young person "tells the truth even when it is not easy."
Asset #30: Responsibility | Young person accepts and takes personal
responsibility.
Asset #31: Restraint | Young person believes it is important not to be sexually active or to use alcohol or other drugs.
www.search-institute.org
INTERNAL ASSETS - Social Competencies
3. Social competencies Young people need skills and competencies that equip them to make positive choices, to build healthy relationships, and to be successful and productive adults.
Asset #32: Planning and Decision Making | Young person knows how to plan ahead and make choices.
Asset #33: Interpersonal Competence | Young person has empathy, sensitivity, and friendship skills.
Asset #34: Cultural Competence | Young person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds.
Asset #35: Resistance Skills | Young person can resist negative peer pressure and dangerous situations.
Asset #36: Peaceful Conflict Resolution | Young person seeks to resolve conflict nonviolently.
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Asset #32: Planning and Decision Making | Young person knows how to plan ahead and make choices.
Asset #33: Interpersonal Competence | Young person has empathy, sensitivity, and friendship skills.
Asset #34: Cultural Competence | Young person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds.
Asset #35: Resistance Skills | Young person can resist negative peer pressure and dangerous situations.
Asset #36: Peaceful Conflict Resolution | Young person seeks to resolve conflict nonviolently.
www.search-institute.org
INTERNAL ASSETS - Positive Identity
4. Positive identity Young people need a strong sense of their own power, purpose, worth, and promise.
Asset #37: Personal Power | Young person feels he or she has control over "things that happen to me."
Asset #38: Self-Esteem | Young person reports having a high self-esteem.
Asset #39: Sense of Purpose | Young person reports that "my life has a purpose."
Asset #40: Positive View of Personal Future | Young person is optimistic about her or his personal future.
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Asset #37: Personal Power | Young person feels he or she has control over "things that happen to me."
Asset #38: Self-Esteem | Young person reports having a high self-esteem.
Asset #39: Sense of Purpose | Young person reports that "my life has a purpose."
Asset #40: Positive View of Personal Future | Young person is optimistic about her or his personal future.
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2.Positive values Young people need to develop strong values that guide their choices and decisions throughout life.
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.
www.search-institute.org
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.
www.search-institute.org
3. Social competencies Young people need skills and competencies that equip them to make positive choices, to build healthy relationships, and to be successful and productive adults.
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.
www.search-institute.org
1.Commitment to learning Young people need to develop a lifelong commitment to education and 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.
www.search-institute.org
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.
www.search-institute.org
