What are developmental assets?
Developmental Assets
A Framework for Success
Developmental Assets: An Overview
The 40 Assets
Source: http://ridalaskaofchildabuse.org/Talking_points_on_assets.html
Developmental Assets (Back to Top)
Youth Developmental Assets are the Individual Qualities & Social Supports that help children & youth make good decisions & grow to be healthy and successful. Success is defined as becoming a self-sufficient, caring & contributing member of the community.
Developmental Assets is a framework that focuses on the positive of what we want for our children, NOT on what we don't want. The framework is built upon the latest research about what makes children resilient; that ability to bounce back from challenging circumstances and events.
Assets is not a program! The Asset Framework provides a model of how to build and sustain meaningful relationships with children & youth at home, school, church, and youth clubs. It challenges us to examine the WAY we interact with children and teens in our life. This model asks us to look at our individual actions or practices; are they asset building OR do we reinforce what we DON'T want?
Where did the Developmental Asset Idea come from?
The Developmental Assets Framework is based on research from the Search Institute in Minnesota. Between 1990-1996, they have conducted a survey of over 1/2 million kids across the country in grades 7-12. Founded in 1957, the Search Institute is a non-profit research organization is dedicated to the study of adolescents.
Where and when were the surveys done?
Between 1990-95, students from over 600 communities in 33 states (excluding AK) were surveyed (using the original 30 Asset framework survey). Between 1996-97, in 312 towns/cities (i.e. Minneapolis, Albuquerque, Seattle) 100,000 kids were surveyed using the 40 asset framework. In 1997 the following Alaska Communities have participated in the survey: Wrangell, Ketchikan, Craig, and Sitka. Several other communities are planning to survey this fall or spring.
Source: http://www.search-institute.org/archives/hchy/1.htm#1
A Framework for Success (Back to Top)
Beneath the headlines about youth violence, crime, pregnancy, and other problems is an even more important and urgent story: In all towns and cities across America, the developmental infrastructure is crumbling.
Too few young people grow up experiencing key ingredients for their healthy development. They do not experience support from adults, build relationships across generations, or hear consistent messages about boundaries and values. Most have too little to do that is positive and constructive. The result is that communities and the nation are overwhelmed with problems and needs in the lives of youth.
Thus the real challenge facing America is not to attack one problem at a time in a desperate attempt to "stop the hemorrhaging." The real challenge is to shift our thinking to a new approach-one that addresses deeper causes and needs. The real challenge is to rebuild the developmental infrastructure for our children and adolescents.
Though professionals and the public sector have a role to play, much of the responsibility and capacity for the healthy development of youth is in the hands of the people. Search Institute has created a model for understanding the developmental needs of children and adolescents. Rooted in research on more than 100,000 American youth in grades 6 to 12, the framework identifies 40 building blocks, or developmental assets, that all children and adolescents need to grow up healthy, responsible, and caring. These assets provide a powerful paradigm for mobilizing communities, organizations, and individuals to take action for youth-action that can make a real difference.
The Power of Assets
When drawn together, these assets are powerful shapers of young people's behavior. The more assets young people experience, the more they engage in positive behaviors, such as volunteering and succeeding in school. The fewer they have, the more likely they are to engage in risk-taking behaviors, such as alcohol and other drug use, antisocial behavior, violence, and others. Thus, while each asset must be understood and is important, the most powerful message of developmental assets comes in seeing them as a whole. These assets are cumulative or additive: the more the better. In short, young people who experience more of these assets are more likely to grow up caring, competent, and responsible. This important relationship between developmental assets and choices made has been documented for all types of youth, regardless of age, gender, geographical region, town size, or race/ethnicity.
The Crumbling Infrastructure
Most people recognize that influences such as caring families, discipline, educational commitments, social skills, and other assets are important for healthy development. Yet our society doesn't seem to know how to make sure young people experience and develop these things. Out of the nearly 100,000 6th- to 12th-graders who were surveyed in 213 communities during the 1996-97 school year, the average young person experiences only 18 of the 40 assets. Furthermore, 62 percent of young people surveyed experience 20 or fewer of the assets. The "asset gap" exists in all types and sizes of communities and for all ages of youth, regardless of race or ethnicity. In virtually every town, suburb, and city in America, far too many young people are struggling to construct their lives without an adequate foundation on which to build. What has happened? Many of the ways society has provided these assets are no longer in place because of major societal changes, including the following:
- Most adults no longer consider it their responsibility to play a role in the lives of children outside their nuclear family.
- Parents are less available for their children because of demands outside the home and cultural norms that undervalue parenting.
- Adults and institutions have become uncomfortable articulating values or enforcing appropriate boundaries for behavior.
- Society has become more and more age-segregated, providing fewer opportunities for meaningful intergenerational relationships.
- Socializing systems (e.g.,families, schools, congregations) have become more isolated, competitive, and suspicious of each other.
- The mass media have become influential shapers of young people's attitudes, norms, and values.
- As problems-and solutions-have become more complex, more of the responsibility for young people has been turned over to professionals.
For several decades, Americans have invested tremendous time, energy, and resources in trying to combat the symptoms of these changes. It hasn't worked. It's time for a new approach-an approach that focuses energy, creativity, and resources on rebuilding the developmental foundation for all youth. As we begin shifting our thinking, we can anticipate creating communities where all young people are valued and valuable, problems are more manageable, and an attitude of vision, hope, and celebration pervades community life.
Source: http://www.search-institute.org/assets/
Developmental Assets: An Overview (Back to Top)
In an effort to identify the elements of a strength-based approach to healthy development, Search Institute developed the framework of developmental assets. This framework identifies 40 critical factors for young people's growth and development. When drawn together, the assets offer a set of benchmarks for positive child and adolescent development. The assets clearly show important roles that families, schools, congregations, neighborhoods, youth organizations, and others in communities play in shaping young people's lives.
External Assets
The first 20 developmental assets focus on positive experiences that young people receive from the people and institutions in their lives. Four categories of external assets are included in the framework:
- Support-Young people need to experience support, care, and love from their families, neighbors, and many others. They need organizations and institutions that provide positive, supportive environments.
- 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.
- Boundaries and expectations-Young people need to know what is expected of them and whether activities and behaviors are "in bounds" and "out of bounds."
- Constructive use of time-Young people need constructive, enriching opportunities for growth through creative activities, youth programs, congregational involvement, and quality time at home.
Internal Assets
A community's responsibility for its young does not end with the provision of external assets. There needs to be a similar commitment to nurturing the internal qualities that guide choices and create a sense of centeredness, purpose, and focus. Indeed, shaping internal dispositions that encourage wise, responsible, and compassionate judgments is particularly important in a society that prizes individualism. Four categories of internal assets are included in the framework:
- Commitment to learning-Young people need to develop a lifelong commitment to education and learning.
- Positive values-Youth need to develop strong values that guide their choices.
- Social competencies-Young people need skills and competencies that equip them to make positive choices, to build relationships, and to succeed in life.
- Positive identity-Young people need a strong sense of their own power, purpose, worth, and promise.
Assets for All Ages
Since 1989, Search Institute has measured developmental assets in more than 1 million 6th to 12th graders in communities across the United States, using the survey Search Institute Profiles of Student Life: Attitudes and Behaviors. In addition, the institute has blended the literature on child development with the framework of assets for adolescents to identify parallel, developmentally appropriate sets of assets for infants, toddlers, preschoolers, and elementary-age children. The institute is launching new, long-term research efforts to refine, measure and test the asset frameworks for children of all ages.
Drawn together, the five lists of age-specific assets offer a vision for a foundation of developmental assets through the first two decades of life. Here are the lists for each age group:
- 40 developmental assets for infants HTML / PDF
- 40 developmental assets for toddlers HTML / PDF
- 40 developmental assets for preschoolers HTML / PDF
- 40 developmental assets for elementary-age children HTML / PDF
- 40 developmental assets for adolescents (the original framework) HTML / PDF
Elementos fundamentales del desarrollo: See the 40 assets for adolescents in Spanish.
Everyone's an Asset Builder
The good news is that everyone can build assets. It's not just the responsibility of families, schools, social service agencies, or other institutions-though they all have important roles. Everyone-from a child to a grandparent to a caring neighbor-can start building assets today with the young people in your family, neighborhood, community, or place of business. Click here for some ideas to get started.
The 40 Assets (Back to Top)
Source: http://www.search-institute.org/assets/
External Assets
Support
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 parents.
3. Other Adult Relationships-Young person receives support from three or more nonparent 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
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
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
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.
Internal Assets
Commitment to Learning
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
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
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
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 or his personal future
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Copyright (c) 1997 by Search Institute, 700 S. Third Street, Suite 210, Minneapolis, MN 55415; 800-888-7828; www.search-institute.org.