top of page
This site was designed with the
.com
website builder. Create your website today.Start Now

Building Developmental Assets

Encouraging Connectivity

One of our goals as educators, administrators and support staff is to build connections with our students. In connecting, everyone in the school community becomes more successful because there is a sense of belonging. The 40 Developmental Assets are the basis for how we are building bridges between the youth and adult population in our school and the community.

​

EXTERNAL ASSETS

SUPPORT

  • Family Support | Family life provides high levels of love and support.
    SHOW ME HOW TO TAKE ACTION    ​
  • 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.
    SHOW ME HOW TO TAKE ACTION
  • Other Adult Relationships | Young person receives support from three or more non-parent adults.
    SHOW ME HOW TO TAKE ACTION
  • Caring Neighborhood | Young person experiences caring neighbors.
    SHOW ME HOW TO TAKE ACTION
  • Caring School Climate | School provides a caring, encouraging environment.
    SHOW ME HOW TO TAKE ACTION
  • Parent Involvement in Schooling | Parent(s) are actively involved in helping the child succeed in school.

 

EMPOWERMENT

  • Community Values Youth | Young person perceives that adults in the community value youth.
    SHOW ME HOW TO TAKE ACTION    ​
  • Youth as Resources | Young people are given useful roles in the community.
    SHOW ME HOW TO TAKE ACTION    ​
  • Service to Others | Young person serves in the community one hour or more per week.
    SHOW ME HOW TO TAKE ACTION
  • Safety | Young person feels safe at home, school, and in the neighborhood.
    SHOW ME HOW TO TAKE ACTION

 

BOUNDARIES AND EXPECTATIONS

  • Family Boundaries | Family has clear rules and consequences and monitors the young person’s whereabouts.
    SHOW ME HOW TO TAKE ACTION    ​
  • School Boundaries | School provides clear rules and consequences.
    SHOW ME HOW TO TAKE ACTION
  • Neighborhood Boundaries | Neighbors take responsibility for monitoring young people’s behavior.
    SHOW ME HOW TO TAKE ACTION
  • Adult Role Models | Parent(s) and other adults model positive, responsible behavior.
    SHOW ME HOW TO TAKE ACTION
  • Positive Peer Influence | Young person's best friends model responsible behavior.
    SHOW ME HOW TO TAKE ACTION
  • 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.
    SHOW ME HOW TO TAKE ACTION    ​
  • Youth Programs | Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in community organizations.SHOW ME HOW TO TAKE ACTION
  • Religious Community | Young person spends one hour or more per week in activities in a religious institution.
    SHOW ME HOW TO TAKE ACTION
  • Time at Home | Young person is out with friends "with nothing special to do" two or fewer nights per week.
    SHOW ME HOW TO TAKE ACTION

​

INTERNAL ASSETS

CCOMMITMENT TO LEARNING

  1. Achievement Motivation | Young person is motivated to do well in school.
    SHOW ME HOW TO TAKE ACTION​
  2. School Engagement | Young person is actively engaged in learning.
    SHOW ME HOW TO TAKE ACTION
  3. Homework | Young person reports doing at least one hour of homework every school day.
    SHOW ME HOW TO TAKE ACTION
  4. Bonding to School | Young person cares about her or his school.
    SHOW ME HOW TO TAKE ACTION
  5. Reading for Pleasure | Young person reads for pleasure three or more hours per week.
    SHOW ME HOW TO TAKE ACTION

 

POSITIVE VALUES

 

  1. Caring | Young Person places high value on helping other people.
    SHOW ME HOW TO TAKE ACTION​
  2. Equality and Social Justice | Young person places high value on promoting equality and reducing hunger and poverty.
    SHOW ME HOW TO TAKE ACTION​
  3. Integrity | Young person acts on convictions and stands up for her or his beliefs.
    SHOW ME HOW TO TAKE ACTION
  4. Honesty | Young person "tells the truth even when it is not easy."
    SHOW ME HOW TO TAKE ACTION
  5. Responsibility | Young person accepts and takes personal responsibility.
    SHOW ME HOW TO TAKE ACTION
  6. Restraint | Young person believes it is important not to be sexually active or to use alcohol or other drugs.
    SHOW ME HOW TO TAKE ACTION

 

SOCIAL COMPETENCIES

  1. Planning and Decision Making | Young person knows how to plan ahead and make choices.
    SHOW ME HOW TO TAKE ACTION​
  2. Interpersonal Competence | Young person has empathy, sensitivity, and friendship skills.
    SHOW ME HOW TO TAKE ACTION
  3. Cultural Competence | Young person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds.
    SHOW ME HOW TO TAKE ACTION
  4. Resistance Skills | Young person can resist negative peer pressure and dangerous situations.
    SHOW ME HOW TO TAKE ACTION
  5. Peaceful Conflict Resolution | Young person seeks to resolve conflict nonviolently.
    SHOW ME HOW TO TAKE ACTION

 

POSITIVE IDENTITY


  1. Personal Power | Young person feels he or she has control over "things that happen to me."
    SHOW ME HOW TO TAKE ACTION​
  2. Self-Esteem | Young person reports having a high self-esteem.
    SHOW ME HOW TO TAKE ACTION
  3. Sense of Purpose | Young person reports that "my life has a purpose."
    SHOW ME HOW TO TAKE ACTION
  4. Positive View of Personal Future | Young person is optimistic about her or his personal future.
    SHOW ME HOW TO TAKE ACTION
bottom of page