Training calender

H. Stephen Glenn

Teacher, mentor, author, speaker, friend...the list is seemingly endless [more]

Quotes

“If you attend or sponsor one seminar this year, it should be Developing Capable People with Dr. Colston.”

-Michael D. Denney

“Dr. Colston’s style made learning a real joy. The most skeptical in our group were won over and now are the most vocal about the whole process.”

-Tom Conner

Youth Assets

Extensive research led Search Institute to identify the essential building blocks of adolescent development. In 1990, the institute identified 30 external and internal "developmental assets" that all youth need to grow up healthy, competent, and caring. Through experience, ongoing examination of youth development literature, and conversations with practitioners and other experts, the institute has refined and strengthened the asset framework. In 1996, the institute released studies of youth in two communities--Minneapolis and Albuquerque--that measure an expanded framework of 40 assets.

The 40-asset framework does not simply include 10 new assets. Two new categories have been added, several of the original assets have been combined or revised, and several assets have been added that focus on broader community issues and responsibility for youth development. A survey is now available that allows communities to measure these assets in their youth. In the coming year, Search Institute's asset-building publications and training will be revised to reflect this expanded framework.

Asset Type	Asset Name	Definition

EXTERNAL ASSETS
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 parent(s) advice and counsel.

	Other adult relationships	Young person receives support from three or more non-parent 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 and 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 community organizations.

	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.

INTERNAL ASSETS
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 non-violently.

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.

Copyright © 1996 by Search Institute. All rights reserved. This chart may be reproduced for educational use in this form only (with this copyright line). No other use is permitted without prior permission from Search Institute, 1-800-888-7828. 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

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