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Category |
Asset
Name & Definition |
|
Support |
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 young person succeed in school. |
|
Empowerment |
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. |
Boundaries
&
Expectations |
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. |
| Constructive
Use of Time |
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
the community. |
|
Religious
Community - Young person spends one or more hours
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. |
| I
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Commitment
to 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. |
|
Positive
Values |
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. |
|
Social
Competencies |
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. |
|
Positive
Identity |
Personal
Power - Young person feels he or she has control over
"things that happen to me." |
|
Self-Esteem
- Young person reports having a high self-esteem. |
|
Sense
of Purpose - Young person reports that "my life
has a purpose." |
|
Positive
view of Personal Future - Young person is optimistic
about her or his personal future. |
