An informational chart based on research on adolescents (6th to 12th grades) concerning child development stages and identifying the essential character assets needed for 'tweens and teens successful development.
| Asset Type |
Asset (Character) Name & Definition |
|
| EXTERNAL ASSETS |
|
|
| Support |
Family support |
Family life provides high levels of love and support. |
|
Positive family communication |
Pre-teen and her or his parent(s) communicate positively,
and Pre-teen is willing to seek advice and counsel from parent(s). |
|
Other adult relationships |
Pre-teen receives support from three or more nonparent
adults. |
|
Caring neighborhood |
Pre-teen experiences caring neighbors. |
|
Caring school climate |
School provides a caring, encouraging environment. |
|
Parent involvement in schooling |
Parent(s) are actively involved in helping Pre-teen
succeed in school. |
| Empowerment |
Community values youth |
Pre-teen perceives that adults in the community value
youth. |
|
Youth as resources |
Young people are given useful roles in the community. |
|
Service to others |
Pre-teen serves in the community one hour or more per
week. |
|
Safety |
Pre-teen feels safe at home, at school, and in the neighborhood. |
| Boundaries and Expectations |
Family boundaries |
Family has clear rules and consequences, and monitors the
Pre-teen's whereabouts. |
|
School boundaries |
School provides clear rules and consequences. |
|
Neighborhood boundaries |
Neighbors take responsibility for monitoring young people's
behavior. |
|
Adult role models |
Parent(s) and other adults model positive, responsible behavior. |
|
Positive peer influence |
Pre-teen's best friends model responsible behavior. |
|
High expectations |
Both parent(s) and teachers encourage the Pre-teen to
do well. |
Constructive Use
of Time |
Creative activities |
Pre-teen spends three or more hours per week in lessons
or practice in music, theater, or other arts. |
|
Youth programs |
Pre-teen spends three or more hours per week in sports,
clubs, or organizations at school and/or in community organizations. |
|
Religious community |
Pre-teen spends one hour or more per week in activities
in a religious institution. |
|
Time at home |
Pre-teen is out with friends "with nothing special to
do" two or fewer nights per week. |
| INTERNAL ASSETS |
|
|
| Commitment to Learning |
Achievement motivation |
Pre-teen is motivated to do well in school. |
|
School engagement |
Pre-teen is actively engaged in learning. |
|
Homework |
Pre-teen reports doing at least one hour of homework
every school day. |
|
Bonding to school |
Pre-teen cares about her or his school. |
|
Reading for pleasure |
Pre-teen reads for pleasure three or more hours per
week. |
| Positive Values |
Caring |
Pre-teen places high value on helping other people. |
|
Equality and social justice |
Pre-teen places high value on promoting equality and
reducing hunger and poverty. |
|
Integrity |
Pre-teen acts on convictions and stands up for her or
his beliefs. |
|
Honesty |
Pre-teen "tells the truth even when it is not easy." |
|
Responsibility |
Pre-teen accepts and takes personal responsibility. |
|
Restraint |
Pre-teen believes it is important not to be sexually
active or to use alcohol or other drugs. |
| Social Competencies |
Planning and decision making |
Pre-teen knows how to plan ahead and make choices. |
|
Interpersonal competence |
Pre-teen has empathy, sensitivity, and friendship skills. |
|
Cultural competence |
Pre-teen has knowledge of and comfort with people of
different cultural/racial/ethnic backgrounds. |
|
Resistance skills |
Pre-teen can resist negative peer pressure and dangerous
situations. |
|
Peaceful conflict resolution |
Pre-teen seeks to resolve conflict nonviolently. |
| Positive Identity |
Personal power |
Pre-teen feels he or she has control over "things that
happen to me." |
|
Self-esteem |
Pre-teen reports having a high self-esteem. |
|
Sense of purpose |
Pre-teen reports that "my life has a purpose." |
|
Positive view of personal future |
Pre-teen is optimistic about her or his personal future. |
This list is an educational tool. It is not intended
to be nor is it appropriate as a scientific measure of the developmental
assets of individuals. Copyright © 2000 by Search Institute. All rights
reserved. This chart may be reproduced for educational, noncommercial use
only (with this copyright line).