Asset Building
Catalyst uses the Search Institute's framework of developmental
assets (http://www.search-institute.org)
as its primary assessment methodology, following the lead of Project Cornerstone,
a Santa Clara County-wide collaborative (http://www.projectcornerstone.org).
The framework offers a way of understanding the strengths young people
need in their lives to grow up healthy and responsible and the real power
and meaning in this conceptualization is seen when you measure the presence,
or absence, of these assets in young people's lives before and after an
intervention. The framework identifies 40 critical factors for young people's
growth and development (see below). The first 20 developmental assets
are external assets that focus on positive experiences
that young people receive from the people and institutions in their lives.
The second 20 are internal assets which guide choices,
create a sense of centeredness, purpose, and focus and shape internal
dispositions that encourage wise, responsible, and compassionate judgments.
Developmental Assets
Through nation-wide research, Search Institute has identified 40 Developmental
Assets as the essential building blocks of healthy child and youth development.
The colored numbers indicate the 22 assets Catalyst for Youth
builds directly and indirectly with its programs.
| 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 advice
and counsel from parent(s) |
|
3. |
Other Adult Relationships – young person receives support from three
or more nonparent 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 |
|
7. |
Community Values Children & Youth – young person perceives
that adults in the community value children & youth |
|
8. |
Youth as Resources – young people are given
useful roles in the community |
|
9. |
Service to Others – young person serves in the community
one hour or more per week |
|
10. |
Safety – young person feels safe at home, school, and in
the neighborhood |
Boundaries and 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 Models – 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 the community |
|
19. |
Religious Community – young person spends one or more hours
per week in activities in a religious institution |
|
20. |
Time at Home (see definitions for different age groups in full
reports) |
| Internal Assets |
| Commitment to Learning |
| 21. |
Achievement Motivation – young person is motivated
to do well in school |
| 22. |
School Engagement – young person is actively
engaged in learning |
| 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 to 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 nonviolently |
| 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/his personal future
|
|
