The Assets Framework
Assets are key building blocks in children’s lives that help them to
grow up to be strong, capable and caring. Developmental assets are
factors that have been shown to protect young people from a wide range
of risky behaviors, including problems with alcohol, drugs and
violence. By the time they are teenagers, the more of these assets
children have in their lives, the more likely they are to grow up to be
healthy, productive and successful.
Protective Factors In Children:
* Educational Commitment:
School performance, homework, reading for pleasure
* Positive Values: Caring,
integrity, honesty, equality, justice, accepts and takes
responsibility, practices restraint, willingness to help others
* Social
Skills: Planning, decision making skills, empathy and caring,
humor, communicates effectively, peaceful conflict resolution, cultural
competence
effectively, peaceful conflict resolution, cultural competence
*
Positive Identity:
Self-esteem, independence, self-discipline, and
self-control
* A Positive Sense of the Future:
Healthy expectations,
goals, desire for success, motivation for achievement, hopefulness and
hardiness
Protective Factors In Families,
Schools and the Community:
* Caring and
Support: A close bond with parents and other adults (especially
when
very young), affection, love, trust, caring community, family
involvement in
school,
* Boundaries and Expectations: Family
has
clear
rules
and
consequences,
high
expectations
from
family
and
school,
positive role
models, supervision, disciplne,
responsibility to the family, time at home, friends who model positive
behaviors
* Empowerment: Opportunities
to participate and contribute
meaningfully to the family and community, has a useful role in
community life, volunteers
* Constructive Use of Time:
Attendance in creative and cultural
activities, religious services or youth programs, demonstrates
productive use of time
Excerpt from Helping Kids Succeed – Alaska Style, a comprehensive book
based on the Search Institute’s 40 developmental assets. To order your
copy ($4 each, including S&H) call 907- 643-1660.
The
40
developmental assets framework is used with permission from the Search
Institute, 1-800-888-7828.
Community
Resource
Kit
Alaska Children’s Trust
Assets
in
Early
Childhood - Three to
Five
Assets
for Children Grades K–3 - Five to nine
Assets
in
Middle
Childhood - Eight to twelve
Assets
for Adolescents - Twelve to eighteen
Here are the asset sheets that you can copy and use in your community.
The Alaskan Asset Checklist For Youth
Thriving Indicators and High Risk Behaviors
Twelve
Cultural
Shifts Necessary for Assets
Adapted from Helping Kids Succeed - Alaskan Style. This checklist
may
be copied for home use. This is not a scientific tool. It is a
tool
to help parents think about assets in place in their children's lives,
and to help people in families and other groups talk about assets.
Check
each statement that is true for you. Think of "family" to mean the
people
you live with, and other
relatives.
1. I give a lot of warmth and caring to my child at home.
2. I am a "askable parent", open to talking when my child brings up
issues,
and we often talk about serious matters.
3. My child talks about serious matters with other adults who are not
his
(her) parents.
4. Our neighbors (village members) support my child.
5. My child's school is a caring, encouraging place.
6. I help my child do well in school.
7. My child is valued by adults in our community.
8. My child has useful roles in our community.
9. My child serves our community one hour or more each week.
10. My child is safe at home, at school, and in the neighborhood
(village).
11. I set clear standards for behavior and check up on where my child
is.
12. My child's school has clear rules and consequences for behavior.
13. Neighbors let someone know when they see kids misbehave or in
trouble.
14. The adults around my child behave in a positive and responsible
way.
15. My child's close friends behave in a responsible way.
16. The adults around my child, including teachers, encourage my child
do to
well.
17. My child spends three hours or more each week learning or
practicing
music, drama, Native crafts or other arts.
18. My child spends one hour or more each week in sports, clubs, or
organizations in the school or community.
19. My child spends one hour or more each week involved in religious
or
spiritual activities.
20. My child goes out with "nothing to do" no more than two nights
each
week.
21. My child wants to do well in school.
22. My child is actively engaged in learning.
23. My child does an hour or more of homework each school day.
24. My child cares about his or her school.
25. My child reads for pleasure three or more hours each week.
26. My child believes helping other people is really important.
27. My child wants to help promote social justice and equality.
28. My child can stand up for what he or she believes.
29. My child tells the truth even when it's not easy.
30. My child can accept and take personal responsibility.
31. My child believes it is important not to have sex or to use alcohol
and
other drugs.
32. My child is good at making and keeping friends.
33. My child knows and is comfortable with people of different cultures
or
races.
34. My child can resist negative peer pressure and risky situations.
35. My child tries to deal with conflict without using violence.
36. My child feels in control over many things that happen to him or
her.
37. My child feels good about himself or herself.
38. My child believes his or her life has a purpose.
39. My child feels good about his or her future.
1. I receive high levels of love and support from family members.
2. I can go to my parent(s) or guardian(s) for advice and support and
have
frequent, in-depth conversations with them.
3. I know some non-parent adults I can go to for advice and support.
4. My neighbors encourage and support me.
5. My school provides a caring, encouraging environment.
6. My parent(s) or guardian(s) help me succeed in school.
7. I feel valued by adults in my community.
8. I am given useful roles in my community.
9. I serve in the community one hour or more each week.
10. I feel safe at home, at school, and in the neighborhood.
11. My family sets standards for appropriate conduct and monitors my
whereabouts.
12. My school has clear rules and consequences for behavior.
13. Neighbors take responsibility for monitoring my behavior.
14. Parent(s) and other adults model positive, responsible behavior.
15. My best friends model responsible behavior.
16. My parent(s)/guardians(s) and teachers encourage me to do well.
17. I spend three hours or more each week in lessons or practice in
music,
theater, or other arts.
18. I spend one hour or more each week in school or community sports,
clubs,
or organizations.
19. I spend one hour or more each week in religious services or
participating in spiritual activities.
20. I go out with friends "with nothing special to do" two or fewer
nights
each week.
21. I want to do well in school.
22. I am actively engaged in learning.
23. I do an hour or more of homework each school day.
24. I care about my school.
25. I read for pleasure three or more hours each week.
26. I believe it is really important to help other people.
27. I want to help promote equality and reduce world poverty and
hunger.
28. I can stand up for what I believe.
29. I tell the truth even when it is not easy.
30. I accept and take personal responsibility.
31. I believe it is important not to be sexually active or to not use
alcohol or other drugs.
32. I am good at planning ahead and making decisions.
33. I am good at making and keeping friends.
34. I know and am comfortable with people of different cultural,
racial,
and/or ethnic backgrounds.
35. I can resist negative peer pressure and dangerous situations.
36. I try to resolve conflict nonviolently.
37. I believe I have control over many things that happened to me.
38. I feel good about myself.
39. I believe my life has a purpose.
40. I am optimistic about my future.