SUPPORT (Assets 1-6)

Family Support – Family life provides high levels of love and support.

Positive Family Communication – Young person and her/his parent(s) communicate positively, and young person is willing to seek advice and counsel from parent(s).

Other Adult Relationships – Young person receives support from three or more nonparent adults.

Caring Neighborhood – Young person experiences caring neighbors.

Caring School Climate – School provides a caring, encouraging environment.

Parent Involvement in Schooling – Parent(s) are actively involved in helping young person succeed in school.

EMPOWERMENT (Assets 7-10)

Community Values Youth – Young person perceives that adults in the community value youth.

Youth as Resources – Young people are given useful roles in the community.

Service to Others – Young person serves in the community one hour or more per week.

Safety – Young person feels safe at home, at school, and in the neighborhood.

BOUNDARIES AND EXPECTATIONS (Assets 11-16)

Family Boundaries – Family has clear rules and consequences and monitors the young person’s whereabouts.

School Boundaries – School provides clear rules and consequences.

Neighborhood Boundaries – Neighbors take responsibility for monitoring young person’s behavior.

Adult Role Models – Parent(s) and other adults model positive, responsible behavior.

Positive Peer Influence – Young person’s best friends model responsible behavior.

High Expectations – Both parent(s) and teachers encourage the young person to do well.

CONSTRUCTIVE USE OF TIME (Assets 17-20)

Creative Activities – Young person spends three or more hours per week in lessons or practice in music, theatre, or other arts.

Youth Programs – Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in the community.

Religious Community – Young person spends one or more hours per week in activities in a religious institution.

Time at Home – Young person is out with friends “with nothing special to do” two or fewer nights per week.

COMMITMENT TO LEARNING (Assets 21-25)

Achievement Motivation – Young person is motivated to do well in school.

School Engagement – Young person is actively engaged in learning.

Homework – Young person reports doing at least one hour of homework every school day.

Bonding to School – Young person cares about her/his school.

Reading for Pleasure – Young person reads for pleasure three or more hours per week.

POSITIVE VALUES (Assets 26-31)

Caring – Young person places high value on helping other people.

Equality and Social Justice – Young person places high value on promoting equality and reducing hunger and poverty.

Integrity – Young person acts on convictions and stands up for her/his beliefs.

Honesty – Young person “tells the truth even when it is not easy.”

Responsibility – Young person accepts and takes responsibility.

Restraint – Young person believes it is important not to be sexually active or to use alcohol or other drugs.

SOCIAL COMPETENCIES (Assets 32-36)

Planning and Decision Making – Young person knows how to plan ahead and make choices.

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.

Resistance Skills – Young person can resist negative peer pressure and dangerous situations.

Peaceful Conflict Resolution – Young person seeks to resolve conflict nonviolently.

POSITIVE IDENTITY (Assets 37-40)

Personal Power – Young person feels he or she has control over “things that happen to me.”

Self-Esteem – Young person reports having a high self-esteem.

Sense of Purpose – Young person reports that “my life has a purpose.”

Positive View of Personal Future – Young person is optimistic about her or his personal future.