ASSETS/CHARACTER TRAITS

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40 DEVELOPMENTAL ASSETSTM
(VALUES, EXPERIENCES AND QUALITIES
THAT ALL YOUNG PEOPLE NEED TO SUCCEED)

THE EXTERNAL ASSETS The first four asset categories and the first 20 assets focus on structures, relationships and activities that create a positive environment for young people:

S U P P O R T C A T E G O R Y
Young people need to be surrounded by people who love, care for, appreciate and accept them.

1. FAMILY SUPPORT
2. POSITIVE FAMILY COMMUNICATION
3. OTHER ADULT RELATIONSHIPS
4. CARING NEIGHBORHOOD
5. CARING SCHOOL CLIMATE
6. PARENT INVOLVEMENT IN SCHOOLING

E M P O W E R M E N T C A T E G O R Y
Young people need to feel valued and valuable. This happens when youth feel safe and respected.

7. COMMUNITY VALUES YOUTH
8. YOUTH AS RESOURCES
9. SERVICE TO OTHERS
10. SAFETY

B O U N D A R I E S A N D E X P E C T A T I O N S C A T E G O R Y
Young people need clear rules, consistent consequences for breaking rules, and encouragement to do their best.

11. FAMILY BOUNDARIES
12. SCHOOL BOUNDARIES
13. NEIGHBORHOOD BOUNDARIES
14. ADULT ROLE MODELS
15. POSITIVE PEER INFLUENCES
16. HIGH EXPECTATIONS

C O N S T R U C T I V E U S E O F T I M E C A T E G O R Y
Young people need opportunities - outside of school - to learn and develop new skills and interests with other youth and adults.

17. CREATIVE ACTIVITIES
18. YOUTH PROGRAMS
19. RELIGIOUS COMMUNITY
20. TIME AT HOME

THE INTERNAL ASSETS The next four categories and the remaining 20 assets reflect values, skills, and beliefs that young people also need to fully engage with and function in the world.

C O M M I T T M E N T T O L E A R N I N G C A T E G O R Y
Youth people need a sense of the lasting importance of learning and a belief in their own abilities.

21. ACHIEVEMENT MOTIVATION
22. SCHOOL ENGAGEMENT
23. HOMEWORK
24. BONDING TO SCHOOL
25. READING FOR PLEASURE

P O S I T I V E V A L U E S C A T E G O R Y

Young people need to develop strong guiding values or principles to help them make healthy life choices.

26. CARING
27. EQUALITY & SOCIAL JUSTICE
28. INTEGRITY
29. HONESTY
30. RESPONSIBILITY
31. RESTRAINT

S O C I A L C O M P E T E N C I E S C A T E G O R Y
Young people need the skills to interact effectively with others, to make difficult decisions, and to cope with new situations.

32. PLANNING AND DECISION MAKING
33. INTERPERSONAL COMPETENCE
34. CULTURAL COMPETENCE
35. RESISTANCE SKILLS
36. PEACFUL CONFLICT RESOLUTION

P O S I T I V E I D E N T I T Y C A T E G O R Y
Young people need to believe in their own self worth and to feel that they have control over the things that happen to them.

37. PERSONAL POWER
38. SELF-ESTEEM
39. SENSE OF PURPOSE
40. POSITIVE VIEW OF PERSONAL FUTURE

The 40 Developmental AssetsTM may be reproduced for educational, noncommercial uses only. Copyright 1997 by Search Institute, 615 First Avenue NE, Suite 125, Minneapolis, MN 55413, 800-888-7828;
ww.search-institute.org . All rights reserved.

The Upper Bucks (Palisades, Pennridge and Quakertown, PA) Healthy Communities Healthy Youth Coalition has released a student-produced video on the coalition's use of the 40 Developmental Assets and how they can be used to support positive youth development. The production is entitled "Creating Possibilities: Building a Community oif Promise" and was created, produced and edited by students from the Palisades Academy located within Palisades High School. To view the video go to http://www.justcommunity.com/2008/video.html

NEW - DEVELOPMENTAL ASSETS VIDEO ON youtube. http://www.youtube.com/results?search_query=%22Developmental+Assets%22+%22Search+Institute%22+%22youth+development%22&search_type=&aq=f

COPLEY
FAIRLAWN
CITY
SCHOOLS

C H A R A C T E R   T R A I T S   S T A T E M E N T

The primary goal of schools is to communicate cognitive information; however, this cannot be presented in a vacuum. Schools must also include content that teaches good citizenship. The pluralism of the United States has greatly enriched its culture. An outgrowth of this pluralism is a diverse value system reflecting the contributions of many ethnic, religious, and racial groups; yet, a consensus of common character traits transcends this cultural diversity. Character traits for which students should strive have been identified by the Copley-Fairlawn City Schools Community Character Education Study Committee. These include but are not limited to the following character traits

                   C O M P A S S I O N
Students should show care, concern, and empathy for the needs of other persons, without regard to race, religion, gender, age, economic status, and/or physical and mental conditions.

            D I L I G E N C E
Students should pursue worthwhile endeavors, showing persistence, care and effort.

            C O U R T E S Y
Students should display good manners and politeness, showing the same respect for others as they would wish for themselves.

   R E S P O N S I B I L I T Y
Students should exercise sound thinking and good judgment, as they are personally and ethically accountable for their actions. Students should work with others to strengthen the family and improve the community, the state, the nation, and the world for everyone.

         T O L E R A N C E
Students should strive to discover and learn about people who are different from themselves and about cultures different from their own.

      S E L F - R E S P E C T
   Students should consider the person within themselves, realize their worth and dignity as human beings, and account for their strengths as well as their weaknesses.

            H O N E S T Y
Students should be truthful and trustworthy in their relationships with others.

            C O U R A G E
Students should develop personal strength and stability to draw upon in times of adversity.

   S E L F - D I S C I P L I N E
Students should realize the motivations for their actions and give priority to duties and responsibilities rather than to conflicting impulses and desires, being willing to sacrifice present satisfaction in order to receive long-term benefits.

            I N T E G R I T Y
Students should acquire sound character traits and thereafter seek to live up to them in a consistent manner.

The ultimate goal of education is the positive influence of student behavior. Students who are committed to these basic principals will gain respect for themselves and others and will work to improve the social and natural environment for all. The school has the unique opportunity to develop and nurture these traditional principles in every member of its community. 2/93