4th Annual Glo Run (5k Run/Walk)...
The Developmental Assets® are 40 common sense, positive experiences and qualities that help influence choices young people make and help them become caring, responsible, successful adults. Because of its basis in youth development, resiliency, and prevention research and its proven effectiveness, the Developmental Assets framework has become one of the most widely used approach to positive youth development in the United States.
Since its creation in 1990, Search Institute’s framework of Developmental Assets has become the most widely used approach to positive youth development in the United States. The assets are grounded in extensive research in youth development, resiliency, and prevention. They represent the relationships, opportunities, and personal qualities that young people need to avoid risks and to thrive.
Reprinted with permission from Search Institute®. Copyright © 2008 Search Institute, Minneapolis , MN ; 800-888-7828; www.search-institute.org. All rights reserved.
The 40 Developmental Assets® may be reproduced for educational, noncommercial uses only. Copyright © 1997 Search Institute®, 615 First Avenue NE, Suite 125, Minneapolis, MN 55413; 800-888-7828; www.search-institute.org. All rights reserved.
The Spearfish Community Coalition uses the 40 Developmental Assets as a guide to building positive environments for and qualities in our community’s youth. Please check out additional information about the Assets on the Search Institute website. Everyone can build assets! See how below!
Family life provides high levels of love and support.
Young person and her or his parent(s) communicate positively, and young person is willing to seek advice and counsel from parents.
Young person receives support from three or more non-parent adults.
Young person experiences caring neighbors.
School provides a caring, encouraging environment.
Parent(s) are actively involved in helping young person succeed in school.
Young person perceives that adults in the community value youth.
Young people are given useful roles in the community.
Young person serves in the community one hour or more per week.
Young person feels safe at home, at school and in the neighborhood.
Family has clear rules and consequences and monitors the young person's whereabouts.
School provides clear rules and consequences.
Neighbors take responsibility for monitoring young people's behavior.
Parent(s) and other adults model positive, responsible behavior.
Young person's best friends model responsible behavior.
Both parent(s) and teachers encourage the young person to do well.
Young person spends three or more hours per week in lessons or practice in music, theater or other arts.
Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in the community.
Young person spends one or more hours per week in activities in a religious institution.
Young person is out with friends "with nothing special to do" two or fewer nights per week.
Young person is motivated to do well in school.
Young person is actively engaged in learning.
Young person reports doing at least one hour of homework every school day.
Young person cares about her or his school.
Young person reads for pleasure three or more hours per week.
Young person places high value on helping other people.
Young person places high value on promoting equality and reducing hunger and poverty.
Young person acts on convictions and stands up for her or his beliefs.
Young person "tells the truth even when it is not easy."
Young person accepts and takes personal responsibility.
Young person believes it is important not to be sexually active or to use alcohol or drugs.
Young person knows how to plan ahead and make choices.
Young person has empathy, sensitivity and friendship skills.
Young person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds.
Young person can resist negative peer pressure and dangerous situations.
Young person seeks to resolve conflict nonviolently.
Young person feels he or she has control over "things that happen to me."
Young person reports having a high self-esteem.
Young person reports that "my life has purpose."
Young person is optimistic about her or his personal future.