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Asset Development

HR Staff 2023
HR Staff: (L-R) Alysen Barron, Ryan Hollaway, Linda Meyash, Thomas Alvarez, Brooke Olsson, Karen Woodruff, and Jenni Pong

HR Staff: (L-R) Alysen Barron, Ryan Hollaway, Linda Meyash, Thomas Alvarez, Brooke Olsson, Karen Woodruff, and Jenni Pong

What is Asset Development?

  • Positive foundation for nurturing development in children and adolescents
  • Asset-building needs to be a high priority in communities committed to children and adolescents
  • Provides parents with some basic principles to use to make decisions and shape family life
  • Helps parents be intentional about their choices
  • Knowing that what they do can have a tremendously positive impact on their children’s lives

What Parents Can Do…

  • Post the list of 40 assets on the refrigerator door.  Each day, purposefully nurture at least one asset
  • Talk to children about assets and ask them for suggestions of ways to strengthen assets
  • Model – and talk about – the values and priorities you wish to pass on to children
  • Take time to nurture your own assets by spending time with supportive people, using time constructively and reflecting on your own values and commitments
  • Regularly do things with children, including projects around the house, recreational activities and service projects
  • Invite caring, trustworthy, principled adults into the lives of children

40 Developmental Assets

  • Support…
    • Family support-Family life provides high levels of love and support.
    • Positive family communication-Young person and her/ his parent(s) communicate positively, and young person is willing to seek advice and counsel from parent(s).
    • Other adult relationships-Young person receives support from three or more nonparent adults.
    • Caring neighborhood-Youth 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…
    • 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, at school, and in the neighborhood.
  • Boundaries & Expectations…
    • 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) & teachers encourage the young person to do well.
  • Constructive Use of Time…
    • 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 the community.
    • 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.
  • Commitment To Learning…
    • 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 1 hour of homework every school day.
    • Bonding to school-Young person cares about her/his school.
    • Reading for pleasure-Young person reads for pleasure three or more hours per week.
  • Positive Values…
    • Caring-Young person places high value on helping other people.
    • Equality and social justice– Young person places high value on promoting equality & reducing hunger & poverty.
    • Integrity-Young person acts on convictions & stands up for her/his beliefs.
    • Honesty-Young person “tells the truth even when it is not easy.”
    • Responsibility-Young person accepts & takes personal responsibility.
    • Restraint-Young person believes it is important not to be sexually active or to use alcohol or other drugs.
  • Social Competencies…
    • Planning and decision making-Young person is able to plan ahead & make choices.
    • Interpersonal competence-Youth has empathy, sensitivity, & friendship skills.
    • Cultural competence-Young person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds.
    • Resistance skills-Youth can resist negative peer pressure & dangerous situations.
    • Peaceful conflict resolution-Young person seeks to resolve conflict nonviolently.
  • Positive Identity…
    • Personal power-Youth feels he/she has 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 her/his future.

For More Information on Asset Building Key Resources – Visit:

Director of Early Learning Educational Support
Nancy Norton, Director Early Learning
Nancy Norton
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