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Search InstituteSM has identified the following building blocks
of healthy development that help young people grow up healthy, caring,
and responsible.
External Assets
Support (Assets #1-6)
Empowerment (Assets #7-10)
Boundaries & Expectations (Assets #11-16)
Constructive Use of Time (Assets #17-20)
Internal Assets
Commitment to Learning (Assets #21-25)
Positive Values (Assets #26-31)
Social Competencies (Assets #32-36)
Positive Identity (Assets #37-40)
These are things that other people provide for youth in their environment
(home, school, and community) that support, nurture, and empower him or
her, set boundaries and expectations, and make constructive use of his
or her time.
SUPPORT
Young people need to experience support, care,
and love from their families and many others. They need organizations
and institutions that provide positive, supportive environments. (Assets
# 1 - 6)
1. FAMILY SUPPORT
Family life provides high levels of love and support
2. 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)
3. OTHER ADULT RELATIONSHIPS
Young person receives support from three or more non-parent adults
4. CARING NEIGHBORHOOD
Young person experiences caring neighbors
5. CARING SCHOOL CLIMATE
School provides a caring, encouraging environment
6. PARENT INVOLVEMENT IN SCHOOLING
Parent(s) are actively involved in helping young person succeed in school
EMPOWERMENT
Young people need to be valued by their community and have
opportunities to contribute to others. For this to occur, they must be
safe and feel secure. (Assets # 7 - 10)
7. COMMUNITY VALUES YOUTH
Young person perceives that adults in the community value youth
8. YOUTH AS RESOURCES
Young people are given useful roles in the community
9. SERVICE TO OTHERS
Young person serves in the community one hour or more per week
10. SAFETY
Young person feels safe at home, school, and in the neighborhood
BOUNDARIES & EXPECTATIONS
Young people need to know what is expected of them and whether activities
and behaviors are "in bounds" or "out of bounds."
(Assets #11 - 16)
11. FAMILY BOUNDARIES
Family has clear rules and consequences and monitors the young person's
whereabouts
12. SCHOOL BOUNDARIES
School provides clear rules and consequences
13. NEIGHBORHOOD BOUNDARIES
Neighbors take responsibility for monitoring young people's behavior
14. ADULT ROLE MODELS
Parent(s) and other adults model positive, responsible behavior
15. POSITIVE PEER INFLUENCE
Young person's best friends model responsible behavior
16. HIGH EXPECTATIONS
Both parent(s) and teachers encourage the young person to do well
CONSTRUCTIVE USE OF TIME
Young people need constructive, enriching opportunities for growth
through creative activities, youth programs. (Assets # 17 - 20)
17. CREATIVE ACTIVITIES
Young person spends three or more hours per week in lessons or practice
in music, theater, or other arts
18. YOUTH PROGRAMS
Young person spends three or more hours per week in sports, clubs, or
organizations at school and/or in the community
19. RELIGIOUS COMMUNITY
Young person spends one or more hours per week in activities in a religious
institution
20. TIME AT HOME
Young person is out with friends "with nothing special to do"
two or fewer nights per week
The internal assets - attitudes, values, and competencies - develop within
the young people themselves and belong in the head and heart of every
child.
COMMITMENT TO LEARNING
Young people need to develop a lifelong commitment to education and
learning. (Assets # 21 - 25)
21. ACHIEVEMENT MOTIVATION
Young person is motivated to do well in school
22. SCHOOL ENGAGEMENT
Young person is actively engaged in learning
23. HOMEWORK Young person reports doing at least one hour of homework every school day
24. BONDING TO SCHOOL
Young person cares about her or his school
25. READING FOR PLEASURE
Young person reads for pleasure three or more hours per week
POSITIVE VALUES
Young people need to develop strong values that guide their choices.
(Assets # 26 - 31)
26. CARING
Young person places high value on helping other people
27. EQUALITY AND SOCIAL JUSTICE
Young person places high value on promoting equality and reducing hunger
and poverty
28. INTEGRITY
Young person acts on convictions and stands up for her or his beliefs
29. HONESTY
Young person "tells the truth even when it is not easy."
30. RESPONSIBILITY
Young person accepts and takes personal responsibility
31. RESTRAINT
Young person believes it is important not to be sexually active or to
use alcohol or other drugs
SOCIAL COMPETENCIES
Young people need skills and competencies that equip them to make
positive choices, to build relationships, and to succeed in life. (Assets
# 32 - 36)
32. PLANNING AND DECISION MAKING
Young person knows how to plan ahead and make choices
33. INTERPERSONAL COMPETENCE
Young person has empathy, sensitivity, and friendship skills
34. CULTURAL COMPETENCE
Young person has knowledge of and comfort with people of different cultural/racial/ethnic
backgrounds
35. RESISTANCE SKILLS
Young person can resist negative peer pressure and dangerous situations
36. PEACEFUL CONFLICT RESOLUTION
Young person seeks to resolve conflict nonviolently
POSITIVE IDENTITY
Young people need a strong sense of their own power, purpose, worth,
and promise. (Assets # 37 - 40)
37. PERSONAL POWER
Young person feels he or she has control over "things that happen
to me."
38. SELF-ESTEEM
Young person reports having a high self-esteem
39. SENSE OF PURPOSE
Young person reports that "my life has a purpose."
40. POSITIVE VIEW OF PERSONAL FUTURE
Young person is optimistic about her/his personal future
