Assets
Kids feel loved and supported in their family (Family Support).
Support
Kids turn to their parents for advice and support (Positive Family Communication).
Support
Kids know other adults besides their parents they can turn to for advice and support (Other Adult Relationships).
Support
Kids feel that their neighbors support them, encourage them, and care about them (Caring Neighborhood).
Support
Kids feel that their school supports them, encourages them, and cares about them (Caring School Climate).
Support
Parents are actively involved in helping young people succeed in school (Parent Involvement in School).
Support
Kids perceive that adults in the community value young people (Community Values Youth).
Empowerment
Kids are given useful roles in the community (Youth as Resources).
Empowerment
Kids serve in the community one hour or more per week (Service to Others).
Empowerment
Kids feel safe at home, at school, and in their neighborhood (Safety).
Empowerment
Parents set clear rules and consequences for their kids’ behavior (Family Boundaries).
Boundaries and Expectations
Schools set clear rules and consequences for student behavior (School Boundaries).
Boundaries and Expectations
Neighbors take responsibility for monitoring young people’s behavior (Neighborhood Boundaries).
Boundaries and Expectations
Parents and other adults model positive, responsible behavior (Adult Role Models).
Boundaries and Expectations
Children’s closest friends model responsible behavior (Positive Peer Influence).
Boundaries and Expectations
Parents and teachers encourage kids to do well (High Expectations).
Boundaries and Expectations
Kids spend three or more hours each week in lessons or practice in music, theater, or other arts (Creative Activities).
Constructive Use of Time
Kids spend three or more hours each week in sports, clubs, or other organizations at school and/or in the community (Youth Programs).
Constructive Use of Time
Kids spend one hour or more each week in religious services (Religious Community).
Constructive Use of Time
Kids go out with friends “with nothing special to do” two or fewer nights each week (Time at Home).
Constructive Use of Time
Kids are motivated to do well in school (Achievement Motivation).
Commitment to Learning
Kids are actively engaged in learning (School Engagement).
Commitment to Learning
Kids do at least one hour of homework every school day (Homework).
Commitment to Learning
Kids care about their school (Bonding to School).
Commitment to Learning
Kids read for pleasure three or more hours per week (Reading for Pleasure).
Commitment to Learning
Kids place high value on helping other people (Caring).
Positive Values
Kids place high value on promoting equality and reducing hunger and poverty (Equality and Social Justice).
Positive Values
Kids act on their convictions and stand up for their beliefs (Integrity).
Positive Values
Kids tell the truth, even when it’s not easy (Honesty).
Positive Values
Kids accept and take personal responsibility for their actions and decisions (Responsibility).
Positive Values
Kids believe that it’s important not to be sexually active or to use alcohol or other drugs (Restraint).
Positive Values
Kids know how to plan ahead and make choices (Planning and Decision Making).
Social Competence
Kids have empathy, sensitivity, and friendship skills (Interpersonal Competence).
Social Competence
Kids know and are comfortable with people of different cultural, racial, and/or ethnic backgrounds (Cultural Competence).
Social Competence
Kids can resist negative peer pressure and avoid dangerous situations (Resistance Skills).
Social Competence
Kids seek to resolve conflicts nonviolently (Peaceful Conflict Resolution).
Social Competence
Kids feel that they have control over many things that happen to them (Personal Power).
Positive Identity
Kids feel good about themselves (Self-Esteem).
Positive Identity
Kids believe that their life has purpose (Sense of Purpose).
Positive Identity
Kids are optimistic about their own future (Positive View of Personal Future).
Positive Identity
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