EXTERNAL ASSETS

SUPPORT

• Family Support | Family life provides high levels of love and support.
  
• Positive Family Communication | Parent(s) and child communicate positively. Child feels comfortable seeking advice and counsel from parent(s).
• Other Adult Relationships | Child receives support from adults other than her or his parent(s).
• Caring Neighborhood | Child person experiences caring neighbors.
  
• Caring School Climate | Relationships with teachers and peers provide a caring, encouraging environment.
• Parent Involvement in Schooling | Parent(s) are actively involved in helping the child succeed in school.

EMPOWERMENT

• Community Values Youth | Child feels valued and appreciated by adults in the community.
  
• Children as Resources | Child is included in decisions at home and in the community.
  
• Service to Others | Child has opportunities to help others in the community.
  
• Safety | Child feels safe at home, school, and in the neighborhood.
  

BOUNDARIES AND EXPECTATIONS

• Family Boundaries | Family has clear rules and consequences and monitors the child ’s whereabouts.
  
• School Boundaries | School provides clear rules and consequences.
  
• Neighborhood Boundaries | Neighbors take responsibility for monitoring the child ’s behavior.
  
• Adult Role Models | Parent(s) and other adults in the child’s family, as well as nonfamily adults, model positive, responsible behavior.
• Positive Peer Influence | Child’s closest friends model positive, responsible behavior.
  
• High Expectations | Parent(s) and teachers expect the child to do her or his best at school and in other activities

CONSTRUCTIVE USE OF TIME

• Creative Activities | Child participates in music, art, drama, or creative writing two or more times per week.
  
• Child Programs |Child participates two or more times per week in co-curricular school activities or structured community programs for children.
  
• Religious Community | Child attends religious programs or services one or more times per week.
• Time at Home | Child spends some time most days both in high-quality interaction with parents and
  doing things at home other than watching TV or playing video games.
  

INTERNAL ASSETS

COMMITMENT TO LEARNING

• Achievement Motivation | Child is motivated and strives to do well in school.
  
• Learning Engagement | Child is responsive, attentive, and actively engaged in learning at school and enjoys participating in learning activities outside of school.
  
• Homework | Child usually hands in homework on time.
  
• Bonding to School | Child cares about teachers and other adults at school.
  
• Reading for Pleasure | Child enjoys and engages in reading for fun most days of the week
  

POSITIVE VALUES

• Caring | Parent(s) tell the child it is important to help other people.
  
• Equality and Social Justice | Parent(s) tell the child it is important to speak up for equal rights for all people.
  
• Integrity | Parent(s) tell the child it is important to stand up for one’s beliefs.
  
• Honesty | Parent(s) tell the child it is important to tell the truth.
  
• Responsibility | Parent(s) tell the child it is important to accept personal responsibility for behavior.
  
• Healthy Lifestyle | Parent(s) tell the child it is important to have good health habits and an understanding of healthy sexuality.
  

SOCIAL COMPETENCIES

• Planning and Decision Making | Child thinks about decisions and is usually happy with results of her or his decisions.
  Interpersonal Competence | Child cares about and is affected by other people’s feelings, enjoys making friends, and, when frustrated or angry, tries to calm her- or himself.
• Interpersonal Competence | Young person has empathy, sensitivity, and friendship skills.
  
• Cultural Competence | Child knows and is comfortable with people of different racial, ethnic, and cultural backgrounds and with her or his own cultural identity.
  
• Resistance Skills | Child can stay away from people who are likely to get her or him in trouble and is able to say no to doing wrong or dangerous things.
  
• Peaceful Conflict Resolution | Child seeks to resolve conflict nonviolently.
  

POSITIVE IDENTITY

• Personal Power | Child feels he or she has some influence over things that happen in her or his life.
  
• Self-Esteem | Child likes and is proud to be the person that he or she is.
  
• Sense of Purpose | Child sometimes thinks about what life means and whether there is a purpose for her or his life.
  
• Positive View of Personal Future | Child is optimistic about her or his personal future.