All About the 40 Developmental Assets

If you care about the well-being of kids, we want to share with you this important way of thinking about what kids need.  It’s an important framework to OCP – the asset framework guides everything we do!

The 40 developmental assets are the building blocks of positive youth development that every child needs to grow up to be a healthy, caring, positive community member.  These are not financial assets; they are the experiences, opportunities, relationships and values that all kids need from their families, schools and community.

 

People often say that this asset list is a ‘no-brainer’ – it’s easy to scan through the list and understand that in an ideal world, all kids would have these assets.  Not all kids have 40 assets, however. And because they serve as protective factors, and are cumulative, the more of these assets kids’ have in their lives, the more likely they are to thrive and the less likely they are to be involved with risk behaviors.

 

Click on to learn more!: Watch Jackie Explain the 40 Assets

 

Search Institute’s framework identifies 20 External Assets in the four categories of SUPPORT, EMPOWERMENT, CLEAR BOUNDARIES AND EXPECTATIONS, CONSTRUCTIVE USE OF TIME.

 

The 20 Internal Assets are in the four categories of COMMITMENT OF LEARNING, POSITIVE VALUES, SOCIAL COMPETENCIES, POSITIVE IDENTITY.

 

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.

 

CLEAR BOUNDARIES AND 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.

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.

 

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.