Asset Building
Ever wonder why some youth glide through adolescence while others
struggle to keep their heads above water?
Become An Asset Builder
Help the youth in your life succeed!
What Is Asset Building?
Asset building is a philosophy that youth, families, businesses, schools,
and churches can use to help develop positive individuals, homes, and
communities. It is a way to give youth the necessary tools to make healthy
choices by building on the strengths and competencies that youth already
have.
What Are Developmental Assets?
Developmental assets are the key factors, both internal and external,
that strengthen the health and well-being of youth. External assets are
the positive things that influence and guide youth. Internal assets are
values, competencies and commitments. Research shows the more assets youth
experience, the more likely they are to engage in positive behaviors.
Assets are cumulative: the more the better!
Everyone Can Do It!
All members of a community are needed to help build healthy youth and
families. Asset building utilizes the strengths, skills, and ideas of
adults and youth in established organizations throughout communities.
It is not about bringing in more professionals and starting new programs.
It simply requires time and commitment.
How do I Get Involved?
- Getting involved is simple! Start with your own family, neighborhood,
or membership organization.
- Model and talk about the values and priorities that you want to pass
on
- Nurture your own assets
- Treat youth with the same respect you treat adults, look them in the
eye when you speak to them, talk to them about their interests, invite
them to participate in things you enjoy
- Teach and model appropriate ways to demonstrate affection
- Stand up for what you believe in
- Contact your local prevention agency to learn more about asset building
and what opportunities are currently available that you can become involved
in
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The 40 Developmental Assets
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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 advice and
counsel from parent(s).
- 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, at 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 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.
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
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.
Copyright © 1997 by Search Institute. All rights reserved. This chart
may be reproduced for educational, noncommercial use only (with this copyright
line). No other use is permitted without prior permission from Search
Institute, 700 S. Third Street, Suite 210, Minneapolis, MN 55415; 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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