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Table 1 40 Developmental assets for adolescents (12–18 years of age)[33]

From: Back to the basics: identifying positive youth development as the theoretical framework for a youth drug prevention program in rural Saskatchewan, Canada amidst a program evaluation

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.