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!  

External Assets

The supports, opportunities, and relationships young people need across all aspects of their lives.

Support

Young people need to be surrounded by people who love, care for, appreciate, and accept them.
  • Family support—Family life provides high levels of love and support.
  • Positive family communication—Young person and their parent(s) communicate positively, and young person is willing to seek parent(s) advice and counsel.
  • 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

Young people need to feel valued and valuable. This happens when youth feel safe and respected.
  • 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, school, and in the neighborhood.

Boundaries and Expectations

Young people need clear rules, consistent consequences for breaking rules, and encouragement to do their best.
  • 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 people’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

Young people need opportunities—outside of school—to learn and develop new skills and interests with other youth and adults.
  • Creative activities—Young person spends three or more hours per week in lessons or practice in music, theater, or other arts.
  • Youth programs—Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in community organizations.
  • 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.
 

Internal Assets

The personal skills, commitments, and values they need to make good choices, take responsibility for their own lives, and be independent and fulfilled.

Commitment to Learning

Young people need a sense of the lasting importance of learning and a belief in their own abilities.
  • 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 their school.
  • Reading for pleasure—Young person reads for pleasure three or more hours per week.

Positive Values

Young people need to develop strong guiding values or principles to help them make healthy life choices.
  • Caring—Young person places high value on helping other people.
  • Equality and social justice—Young person places a high value on promoting equality and reducing hunger and poverty.
  • Integrity—Young person acts on convictions and stands up for their beliefs.
  • Honesty—Young person “tells the truth even when it is not easy.”
  • Responsibility—Young person accepts and takes personal responsibility.
  • Restraint—Young person believes it is important not to be sexually active or to use alcohol or other drugs.

Social Competencies

Young people need the skills to interact effectively with others, to make difficult decisions, and to cope with new situations.
  • 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

Young people need to believe in their own self-worth and to feel that they have control over the things that happen to them.
  • Personal power—Young person feels they have 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 their personal future.
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