External assets | Internal assets | ||
---|---|---|---|
Support boundaries and expectations | Empowerment constructive use of time | Commitment to learning positive identity | Positive values |
Family support: Family life provides high levels of love and support | Service to others: Young person serves in the community one hour or more a week. | Equality and social justice: Young person places high value on promoting equality and reducing hunger and poverty. | Positive view of personal future: Young person is optimistic about her personal future. |
Positive family communication: Young person and her 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 | Integrity: Young person acts on convictions and stands up for her or beliefs. | Restraint: Young person believes it is important not to be sexually active or to use alcohol or other drugs. |
School boundaries: School provides clear rules and consequences. | Safety: Young person feels safe at home, school and in the neighbourhood. | Homework: Young person reports doing at least one hour of homework every school day. | Achievement motivation: Young person is motivated to do well in school. |
Parent involvement in schooling: Parent(s) are actively involved in helping the child succeed in school. | Adult role models: Parent(s) and other adults model positive, responsible behaviour. | School engagement: Young person is actively engaged in learning. | Planning and decision making: Young person knows how to plan ahead and make choices. |
Creative activities: Young person spends three or more hours per week in lessons or practice in music, theatre, or other arts. | Religious community: Young person spends one hour or more per week in activities in a religious institution. | Bonding to school: Young person cares about her school. | Reading for pleasure: Young person reads for pleasure three or more hours per week. |
High expectations: Both parent(s) and teachers encourage the young person to do well. | Positive peer influence: Young person’s best friends model responsible behaviour. | Caring: Young person places high value on helping others. | Honesty: Young person “tells the truth even when it is not easy”. |
Youth as resources: Young people are given useful roles in the community. | Youth programs: Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in the community | 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. |
Family boundaries: Family has clear rules and consequences and monitors the young person’s whereabouts. | Neighbourhood boundaries: Neighbours take responsibility for monitoring young person’s behaviour. | Personal power: Young person feels she had control over “things that happen to me”. | Sense of purpose: Young person reports that “my life has a purpose”. |
Caring school climate: School provides a caring, encouraging environment. | Community values youth: Young person perceives that adults in the community value youth. | Responsibility: Young person accepts and takes personal responsibility. | Peaceful conflict resolution: Young person seeks to resolve conflict nonviolently. |
Caring neighbourhood: Young person experiences caring neighbourhoods. | Time at home: Young person is out with friends “with nothing special to do” two or fewer nights per week. | Self-esteem: Young person reports having high self-esteem. | Resistance skills: Young person can resist negative peer pressure and dangerous situations. |