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external assets
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The first 20 Developmental Assets focus on positive experiences that young people receive from the people and institutions in their lives.
The Search Institute’s 40 developmental assets framework includes four categories of external assets:
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.
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.
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.
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.
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."
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.
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.
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.
www.search-institute.org
The Search Institute’s 40 developmental assets framework includes four categories of external assets:
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.
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.
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.
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.
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."
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.
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.
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.
www.search-institute.org