CASA

Since 1989, Search Institute has conducted numerous studies of 6th through 12th grade students in public and private schools across the United States. The resulting 40 Developmental Assets Framework was based on an analysis of aggregated data on 254,000 students.

Researchers have identified protective assets essential to raising a healthy, responsible child. These 40 factors range from family support and clear parental standards to extra-curricular involvement and strong values and self-esteem. Their impact is nothing short of remarkable.

Study after study demonstrates that the more children are exposed to these assets, the more able they are to make positive life decisions ... the greater their resistance to substance abuse, depression and suicide, teen pregnancy and school failure ... the better prepared they are to lead healthy, stable, productive lives.

40 Developmental 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 parent(s) advice and counsel.

3.      Other adult relationships. Young person receives support from three or more non-parent 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:

1. Community values youth. Young person perceives that adults in the community value youth.
2. Youth as resources. Young people are given useful roles in the community.
3. Community service. Young person serves in the community one hour or more per week.
4. 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 model. 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 community organizations.

19.  Religious community. Young person spends one or more hours a 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 performance. Young person has a B average or better.

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 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 non-violently.

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.

On one level, the 40 Developmental Assets represent everyday wisdom about positive experiences and characteristics for young people. In addition, Search Institute research has found that these assets are powerful influences on adolescent behavior-both protecting young people from many different problem behaviors and promoting positive attitudes and behaviors. This power is evident across all cultural and socioeconomic groups of youth. There is also evidence from other research that assets have the same kind of power for younger children.

The foregoing 40 Developmental Assets is reprinted with permission from Search Institute, 700 S. third Street, Suite 210, Minneapolis, MN 55415. Please visit their website for further information and details. www.search-institute.org

Principals of Asset Building

There are six basic principals of Asset Building.

• All children and youth need assets.  Assets are not just for those in trouble, or those of a certain races, genders or economic background. Every young person needs assets.

• Relationships are key. Asset building is about building positive and caring relationships. This can be true of youth that you come in contact with just once, occasionally or on a regular basis.

• Everyone can build assets.  Asset building is something you can do as a regular part of your day – anytime you are around children and teens. Saying “hi”, smiling, asking about their day – all of these are simple things that can be done while in the course of everyday activities.

• Building assets is an ongoing process. This is not a one-time activity, but something that should be going on consistently throughout a young person’s life.

• Asset building requires consistent messages. Valuing our youth, making them feel empowered, and cared about needs to come from families, and the community.

• Duplication and repetition are good and important. Young people need as many asset-building experiences as possible. This is a job for everyone in the community and not just for our own kids. The more asset builders we have the better for our youth.

Asset Building Ideas

Just by reading this book, you are showing an interest in the lives of the kids in your life. It has already provided many asset-building ideas. However, if these are not relevant at this time or you are looking for additional ideas, below is just a short list of ideas on building assets in your own children and those in your life. Please note that this is not a comprehensive list by any means but a list to help you think of ideas to complement what you are already doing.

·         Attend your child’s performances and games.

·         Speak up when you hear or see a young person being put down by others.

·         Say hi to kids playing out on your block.

·         Include kids in decisions about meals, house rules, trips, etc.

·         Be consistent with your rules and consequences.

·         Do a family service project together.

·         Commit to at least one act of asset building every day.

·         Set aside at least two or three nights where the family is home together.

·         Learn the names of teens that work where you shop and say hi when you go in to their store.

·         Be a good role model by modeling a positive healthy lifestyle.

·         Have discussions about your values concerning such things as money, sex, drugs, and other areas that are important to you.

For more information on asset building in the San Ramon Valley, you can contact the San Ramon Valley Coalition for Youth Safety and Development. Their website is www.srvcoalition.com