| Asset
Category |
Asset
Name |
Asset
Definition |
| EXTERNAL
ASSETS |
|
|
| Support |
1.
Family support |
Family
life provides high levels of love and support. |
|
|
2.
Positive family communication |
Parents
and children communicate positively. Children are willing to seek
advice and counsel from their parents. |
|
|
3.
Other adult relationships |
Children have support from adults other than their parents. |
|
|
4.
Caring neighborhood |
Children experience caring neighbors. |
|
|
5.
Caring out-of-home climate |
School
and other activities provide caring, encouraging environments for
children. |
|
|
6.
Parent involvement in out-of-home situations |
Parents
are actively involved in helping children succeed in school and in
other situations outside the home. |
| Empowerment |
7.
Community values children |
Children feel that the family and community value and appreciate
children. |
|
|
8.
Children are given useful roles |
Children are included in age-appropriate family tasks and decisions and
are given useful roles at home and in the community. |
|
|
9.
Service to others |
Children serve others in the community with their family or in other
settings. |
|
|
10.
Safety |
Children are safe at home, at school, and in the neighborhood. |
| Boundaries
and Expectations |
11.
Family boundaries |
The
family has clear rules and consequences and monitors children's
activities and whereabouts. |
|
|
12.
Out-of-home boundaries |
Schools
and other out-of-home environments provide clear rules and consequences. |
|
|
13.
Neighborhood boundaries |
Neighbors take responsibility for monitoring children's behavior. |
|
|
14.
Adult role models |
Parents
and other adults model positive, responsible behavior. |
|
|
15.
Positive peer interaction and influence |
Children interact with other children who model responsible behavior
and have opportunities to play and interact in safe, well-supervised
settings. |
|
|
16.
Appropriate expectations for growth |
Adults
have realistic expectations for children's development at this age.
Parents, care givers, and other adults encourage children to achieve
and develop their unique talents. |
| Constructive
Use of Time |
17.
Creative activities |
Children participate in music, art, drama, or other creative activities
for at least three hours a week at home and elsewhere. |
|
|
18.
Out-of-home activities |
Children spend one hour or more each week in extracurricular school
activities or structured community programs. |
|
|
19.
Religious community |
The
family attends religious programs or services for at least one hour per
week. |
|
|
20.
Positive, supervised time at home |
Children spend most evenings and weekends at home with their parents in
predictable, enjoyable routines. |
| INTERNAL
ASSETS |
|
|
| Commitment
to Learning |
21.
Achievement expectation and motivation |
Children are motivated to do well in school and other activities. |
|
|
22.
Children are engaged in learning |
Children are responsive, attentive, and actively engaged in learning. |
|
|
23.
Stimulating activity and homework |
Parents
and teachers encourage children to explore and engage in stimulating
activities. Children do homework when it's assigned. |
|
|
24.
Enjoyment of learning and bonding to school |
Children enjoy learning and care about their school. |
|
|
25.
Reading for pleasure |
Children and an adult read together for at least 30 minutes a day.
Children also enjoy reading or looking at books or magazines on their
own. |
| Positive
Values |
26.
Caring |
Children are encouraged to help other people. |
|
|
27.
Equality and social justice |
Children begin to show interest in making the community a better place. |
|
|
28.
Integrity |
Children begin to act on their convictions and stand up for their
beliefs. |
|
|
29.
Honesty |
Children begin to value honesty and act accordingly. |
|
|
30.
Responsibility |
Children begin to accept and take personal responsibility for
age-appropriate tasks. |
|
|
31.
Healthy lifestyle and sexual attitudes |
Children begin to value good health habits and learn healthy sexual
attitudes and beliefs as well as respect for others. |
| Social
Competencies |
32.
Planning and decision making |
Children begin to learn how to plan ahead and make choices at
appropriate developmental levels. |
|
|
33.
Interpersonal skills |
Children interact with adults and children and can make friends.
Children express and articulate feelings in appropriate ways and
empathize with others. |
|
|
34.
Cultural competence |
Children know about and are comfortable with people of different
cultural, racial, and/or ethnic backgrounds. |
|
|
35.
Resistance skills |
Children start developing the ability to resist negative peer pressure
and dangerous situations. |
|
|
36.
Peaceful conflict resolution |
Children try to resolve conflicts nonviolently. |
| Positive
Identity |
37.
Personal power |
Children begin to feel they have control over things that happen to
them. They begin to manage frustrations and challenges in ways that
have positive results for themselves and others. |
|
|
38.
Self-esteem |
Children report having high self-esteem. |
|
|
39.
Sense of purpose |
Children report that their lives have purpose and actively engage their
skills. |
|
|
40.
Positive view of personal future |
Children are hopeful and positive about their personal future. |
