The 40 Developmental Assets

 

The Search Institute surveyed more than 350,000 students in grades 6th thru 12th.   They analyzed the results trying to determine why some teens have an easier time growing up than others.  While most studies focus on problems, the Search Institute looked for answers.

 

As a result, they discovered that teens need assets, The 40 Developmental Assets.  These assets protect kids, and help them succeed.  The more assets kids have the greater chance for success. 

 

The assets are broken into two categories: external and internal.  The first twenty are external assets.  External assets are good things that teens need in their life.  The second twenty are internal assets.  Internal assets are good things the teen needs within themselves.

 

 The assets are listed below.  To get more information go to the Search Institute website www.search-institute.org/ or check out their book, “What Teens Need To Succeed.”

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  1. Family Support.  Does the teen receive high levels of love and support from his/her family?  Does the family share meals together?  Do they set aside time to do things?

 

When children were asked what they remember most about growing up they mention two things, vacations and family dinners.

 

The National Longitudinal Study on Adolescent Health of more than 12,000 teens in grades 7-12, found that the two most important factors for keeping teens out of trouble are:

          - Feeling connected to your family.

          - Feeling connected to your school.

(Source: The Journal of the American Medical Association 278:10 September, 10 1997)

 

A study of 133 families found that youths who have a close relationship with their parents are more likely to be emotionally healthy.  The study also found that family closeness helped the youth gain independence.

(Source: Journal of Early Adolescence: 1996.)

 

  1. Positive Family Communication.  Does the teen have frequent in-depth conversations with family?  Does the teen go to his/her family for advice and guidance?  Does the family share a sweet and sour event each day?

 

In 1997 the Colorado Psychiatric Society held a state wide essay contest.  They asked teens the following question: Teenagers continue to be victims of crises-suicide, depression, eating disorders, and drug addiction.  What are the issues behind these problems that adults need to understand in order to be of more help?  The universal response was, “We want our parents to listen to us.”

(Source: Scripps Howard News Service. Minneapolis Star/Tribune 7-21-97)

 

  1. Other Adult Relationships.  Does the teen know three or more adults besides his/her parents that they can go to for advice?  Does the child have a mentor?

 

According to experts, having a strong relationship with an adult whose is not part of the family usually does not compete with the parent child relationship.  In fact some research suggests that the two compliment each other

(Source: Journal of Early Adolescence: 1996)

 

In 2004 survey of sophomores at Bishop McDevitt High School, 60% of them said there was an adult at the school they felt a connection to and could talk to.

(Source: Sophomore Guidance Survey: 2004-2005 school year)

 

  1. Caring Neighborhood. Does the youth have caring neighbors? Does he or she live in a neighborhood where adults offer encouragement and support?

 

A 1977 study discovered that caring neighborhoods are safe   neighborhoods.  A study of 343 neighborhoods in Chicago found lower rates of violence where there was a strong sense of community in the neighborhood.

(Source: “Neighborhoods and Violent Crime,” Science 8-15-97)

 

Maybe, it does take a village to raise a child.

 

  1. Caring School Climate. Does the school provide a safe, caring, encouraging environment for the teen?  Does the child feel encouraged and cared for at school?

 

According to a survey of 1,300 high school students, only 13% of public school teenagers said their classmates are “very respectful” to their teachers.  Only 30% said their teachers personally care for them.  78% said the school pays too much attention to what they are wearing & what they look like.

(Source: “What American Teenagers Really Think About Their Schools,” NY Public Agenda 1997)

 

  1. Parent Involvement in Schooling.  Are parents actively involved in helping teens succeed in school?  Do they help with homework? Attend school events? Talk with them about school?

 

According to a national study, teens do better in school when their fathers are actively involved in their schools.  It does not matter whether or not their fathers live with them. The same holds true for a mother’s involvement.

(Source: National Center for Education Statistics, 1997)

 

  1. Community Values Youth.  Do adults in the community value teens?  Do they appreciate them?  Do they take the time to show teens or tell teens that they are important?

 

A study of 2,600 adults & parents found that only 37% of them believe that today’s children will make the world a better place. 65% of the adults described teens as rude & irresponsible.  Only 12% said it was common for teens to be friendly and helpful toward neighbors.

(Source: What Teens Really Think…NY Public Agenda 1997)

 

  1. Youth as Resources.  Are teens given useful roles in the community?  Are they given meaningful things to do?  Are they empowered?

 

Research has shown that everyone benefits from youth getting involved. Communities benefit by getting new-fangled energy and developing new leaders.  Organizations benefit by getting fresh ideas and a new approach.  Adults benefit because they no longer have to do everything themselves, and teens benefit by gaining skills, boosting self-esteem, and broadening their career choices.

(Source A Guide to Resources on Youth as Leaders…by Xuan Ma 1995. Indiana Youth Institute.)

 

  1. Service to Others.  Does the teen do at least one hour of community service per week?  Do they volunteer their time? Are they involved in projects that serve others?

 

When Independent Sector surveyed youth who serve, those teenagers listed 18 benefits to volunteering. Some were:

       They learned to respect others

       They became more patient

       They learned how to be helpful & kind.

       They learned new skills

       They became better people.

   (Source: Independent Sector, 1996)

 

When surveyed, 95% of teens thought that students should be required to serve as part of their schooling.  In 1995 13.3 million or 59% of 12 to 17 year olds volunteered.  The average teen gave 3.5 hours per week.

(Source: Education Week 1996 – Independent Sector 1997)

 

  1.   Safety.  Does the teen feel safe at home, school and the

neighborhood?  Are there safety plans at those locations?  Does the       

child know? What to do?

 

Having a gun in a home is 43 times more likely to kill a family member or friend than stop a crime.  Each day 16 children die by handguns.

           (Source: Center to Prevent Handgun Violence, National Center for Health Statistics)

 

A Michigan study at five different schools asked students what makes them feel safe.  The number one response students gave was, “When I see a teacher in the hall who knows me, and calls me by my name.”

 

  1.  Family Boundaries.   Does the teen have clear rules & consequences   for their behavior?  Does the family monitor the teen’s whereabouts?

 

Teens actually want boundaries.  In a recent study 53% of students in 6th -12th grade said they have enough or too much freedom.  35% of the teens said it was okay for parents to block violent TV content. 30% wanted parents to set restrictions on their internet access.

(Source: USA’s Weekend 10th Annual Teen Report: May 2-4, 1997)

 

In another survey of 12-17 year olds, 49% feel that kids their age need more guidance and attention from adults.

(Source: What Americans Really Think About the Next Generation. NY Public Agenda, 1997.)

 

  1.  School Boundaries.  Does the school have clear rules & consequences for behavior?  Is there a student handbook that outlines theses rules?

 

According to a nationwide survey, 79% of high school students said they would learn more if schools enforced being on time and completing homework.  7 out of 10 public school students said there are too many disruptive students in their class, and 8 out of 10 said removing disruptive students from their class would help them learn more.

(Source: What American Teenagers Really Think about their Schools; NY 1997

 USA Weekend 10th Annual Teen Report May2-4 1997)

 

  1.  Neighborhood Boundaries.  Do neighbors take responsibility for

 monitoring teen’s behavior?  Do neighbors know the names of kids

 in the community?  Will they step in if the see misbehavior?

 

 According to a recent nationwide survey of 218,000 students in grade   

 6th to 12th, 50% of them support a community curfew for teens.

  (Source: USA Weekend’s 10th Annual Teen Report, May 2-4 1997)

 

  1.  Adult Role Models.  Does the teen have parents or other adults who model responsible behavior?  Who do they look up?  What special qualities does that person have?

 

When 1,000 students ages 13-17 were asked who their biggest hero was, the most common response (21%) said, “no one.”  16.2% said a parent, and 15% said athlete.

(Source: The Mood of American Youth: National Association of Secondary Principals: 1996)

 

  1.  Positive Peer Influence.  Does the teen have friends who model

responsible behavior?  Are their friends a good influence?  Do they do well in school? Do they engage in high risk behaviors?

 

Researchers at the University of Michigan studied 1,500 adolescents and discovered that the majority of them are not pressured by their peers to drink or engage in risky behaviors.  As a matter of fact, friends are more likely to support their peer’s efforts.

(Source: Peer Pressure Among Teens Usually for Better not Worse. University of Michigan:1996)

 

  1.  High Expectations.  Do parents and teachers encourage teens to do

well?  Do teens share their hopes, dreams, and expectations with their parents and teachers?

 

A nationwide survey found that 98% of parents expected their children to graduate high school.  88% of them expected them to attend college, and 74% said they expect their kids to earn college degrees.  A similar survey of students found that their expectations were the same or higher.

(Source: National Household Education Survey: 1993)

 

  1. Creative Activities.  Does the teen spend three or more hours a week practicing music, theatre arts or other arts?

 

Students who study the arts and music score higher on their SATs than those who don’t.  Students, who have studied the arts four or more years, had an average of 537 on the verbal section and 533 on the math section.

(Source: 1997 Profile of College Bound Seniors Reston VA: College Board, 1997)

 

  1. Youth Programs.  Does the teen spend three or more hours a week in sports, clubs, or organizations at school or the community?

 

Many studies have documented the positive effects on teens when they are involved in high quality youth programs.  These programs often build assets within the teen. A 12 year study found that kids involved in youth programs report:

-          Feeling good about themselves.

-          Rate their chances of going to college as “very high.”

-          Are more likely to have received recognition for good grades.

(Source: Stanford University, Milbery W. McLaughlin’s study 2002.)

 

 

  1. Religious Community.  Does the teen spend one or more hours a week in religious services or spiritual activities?  Are they involved in a religious community?

 

When the Search institute surveyed 1,100 young people about religious congregations, they found that most teens had a positive view of these experiences.  The young people said that congregations make them feel good about themselves and gives them a sense of purpose.

(Source: Search Institute)

 

  1.  Time at Home.  Does the teen spend time at home?  Does the teen go   

      out with friends with nothing to do two or fewer nights per week? 

 

 Social scientist Reed Larson found that early teens spend 35% of   

 their waking time with parents.  By the time they are in their late   

 teens that number drops to 14%. 

 

 A recent survey found that 75% of children, who watch two or more  

 hours of TV each day, when given a choice, would choose spending

 time with their families over watching TV.

 (Source: Family Research Council)

 

 

  1.  Achievement Motivation.  Does the teen want to do well in school?  

      Are they motivated?

 

 A survey of 1,300 high school students found most believe that getting a good education is important, they also want to do well in school, and they admire classmates who get good grades.  But these same teens admit to just getting by, and 65% admitted that they could do better if they tried.

(Source: What American Teenagers Really Think…NY Public Agenda 1997)

 

  1.  School Engagement.  Is the teen actively involved in learning?  Do  

       they like to learn new things?

 

When a leading marketing firm studied “Influential Americans” they discovered several characteristics.  One was intellectual curiosity. These “Influential Americans” were more interested in many subjects than the average person.

(Source: The Public Pulse, Roper Starch Worldwide 1997)

 

  1.  Homework. Does the teen do at least one hour of homework every  

      school day? Is homework a priority?

 

 Studies have shown that in the upper grades (grades 6 and up) the  

 more homework students did the higher their achievement. 

 (Newsweek: March 30, 1998)

 

Another study found that teens who gave their schools high rankings did more homework than other students.

(Source; The Mood of America 1996 & The State of Our Nation’s Youth 1997-1998)

 

  1.  Bonding to School.  Does the teen care about his or her school?  Do

       they feel an emotional attachment to school?

 

The National Longitudinal Study on Adolescent Health of more than 12,000 teens in grades 7-12, found that the two most important factors for keeping teens out of trouble are:

          - Feeling connected to your family.

          - Feeling connected to your school.

(Source: The Journal of the American Medical Association 278:10 September 10, 1997)

 

 A survey of 1,000 13-17 year olds found that what teens like most  

 about their school are their friends.

 (Source: The Mood of American Youth. Association of Secondary School Principals:   

 1996.)

 

             In a 2004 survey of sophomores at Bishop McDevitt High School,

 75% of them said they were involved in a sport or some other extra-

 curricular activity.  90% of the students said the best part of high school were the people and the activities.

(Source: Sophomore Guidance Survey: 2004-2005 school year)

 

  1.  Reading for Pleasure.  Does the teen read more than three hours a  

           week for pleasure?  Do they read on their own?  Are they encouraged  

 to read?  Does the family turn off the TV and read?

 

Tom Parker, a college admissions director, says, “I never met a kid with high scores on the verbal section of the SATs who was not a passionate reader.

(Source: Newsweek October 1998)

 

          According to Writer’s Digest magazine, the average person spends 6

hours a day watching TV, and people under the age of 25 read an average 24 minutes a day.

 

  1. Caring. Does the teen value helping others? Does the teen place a high value on caring for others?

 

Many surveys and studies find that girls tend to care more than boys.  Search Institute researchers have found that 82% of girls said helping others was important to them, and 73% of girls said it was important to make the world a better place.  The numbers for boys were 60% and 57%.

(Source: The Search Institute.)

 

  1.  Equality & Social Justice.  Does the teen care about equality? Do  

 they try to stop hunger or poverty?

 

 If the world’s population could be reduced to a village of 100 people,  

 and all the ratios kept the same it would look like:

   -80 people would live in substandard housing.

   -67 people would be unable to read.

   -50 people would be malnourished & 1 dying of starvation.

   -33 people would not have access to a safe water supply.

   -24 people would not have electricity.

 (Source: Family Care Foundation. 2005  “State of the Village Report,” by Donella   

 Meadows, Global Citizen: 1992.)

 

  1. Integrity. Does the teen act on their convictions?  Do they stand up for their beliefs?

 

In a nationwide survey of students in grades 7-12, 63% of them felt schools should teach lessons on values.

(Source: The Metropolitan Life Survey of the American Teacher 1996)

 

  1. Honesty. Does the teen tell the truth, even when it is difficult?

 

A survey of 3,200 high achieving high school students found that 88% said cheating was widespread at their school.  76% admitted to cheating on homework.  38% admitted to cheating on a test or quiz, and 60% of those who cheated said it wasn’t a big deal.

(Source: Who’s Who Among American High School Students Survey: 1997)

 

  1. Responsibility.  Does the teen act in a responsible way?  Do they take responsibility for their decisions and actions?

 

One of the most important times to be responsible is during the after school hours.  Studies show that juvenile crime triples after 3 pm., and victims outnumber perpetrators by 10 to 1 during that time.

(Source: Quality Child Care and After School Programs; Newsweek: 1998)

 

  1. Restraint.  Does the teen believe it is important not to be sexually active or refrain from using drugs and alcohol?

 

Studies have shown that after two decades of increases, the percentage of teens that are having sex is actually decreasing.

50% of girls & 45% of boys ages 15-19 are not having sex.

(Source: national Survey of Family Growth: 1997)

 

Another survey found that 73% of teens think it is acceptable to admit they are a virgin.

 

  1. Planning & Decision Making.  Does the teen plan ahead?  Do they know how to make good choices?

 

When 1,000 students ages 13-17 were asked about their plans after high school, the number one response (60%) said attending college.

(Source: The Mood of American Youth, Association of Secondary Principals1996)

 

When asked about goals, 77% of the sophomores at Bishop McDevitt High School stated improving their academics.

(Source: Sophomore Guidance Survey: 2004-2005)

 

  1. Interpersonal Competence.  Does the teen have empathy?

Sensitivity?  Friendship skills? Are they good at making and keeping    friends?

 

According to a nationwide survey of 218,000 students in grades 6-12, 92% said they have the freedom to choose their own friends.

(Source: USA Weekend’s 10th Annual Teen Report:  May 2-4 1997)

 

  1. Cultural Competence.  Does the teen know people from other cultural, racial, and ethnic backgrounds? Are they comfortable around them?

 

A nationwide survey of adults and teens found that teens tend to be more optimistic about race relations and adults are more skeptical.  76% of white teens and 55% of black teens think race relations will improve, compared to 60% of white adults and 43% of black adults.

(Source: TIME/CNN Poll reported in TIME Magazine 11-24-97)

 

  1. Resistance Skills.  Can the teen resist negative peer pressure? Can they avoid dangerous situations?

 

Search Institute researchers found that 63% of students in grades 6-12 find it hard to resist negative peer pressure and avoid dangerous situations.

(The Search Institute)

 

A study of 20,000 high school teens found that 20% of them said they don’t try as hard as they should because they think their friends might think less of them.

(Source: Beyond the Classroom, by Larry Steinberg, Bradford Brown & Stanford M. Dornbush. New York: Simon & Schuster, 1996)

 

            The National Longitudinal Study on Adolescent Health of more than 12,000 teens in grades 7-12, found that the two most important factors for keeping teens out of trouble are:

-          Feeling connected to your family.

-          Feeling connected to your school.

(Source: The Journal of the American Medical Association 278:10 September 10, 1997)

 

  1. Peaceful Conflict Resolution.  Can the teen resolve conflicts nonviolently?

 

A government survey of 10,000 students ages 12-19 found that:

          15% have been victims of crime.

          13% say they know a student who brings a gun to school.

          28% say there are gangs at their school.

(Source: Students Reports of School Crime: Dept of Education & Justice 1998)

 

On the other hand researchers at the University of Minnesota found that students who are trained in school-based conflict resolution and peer mediation programs are more likely to face a conflict and use problem solving skills to negotiate a solution.  These students also have a positive view towards their school and fewer disciplinary problems.

(Source: Review of Educational Research 66:4 1996)

 

  1. Personal Power.  Does the teen feel they have control over things that happen to them?

 

When M&M/Mars surveyed teens ages 12-17 about what causes stress here is what they said:

          59% said taking the SAT or ACT

          54% said getting into college

          40% said school.

 

The number one way teens said they cope with stress is by listening to music. (46%).

(Source; Minneapolis Star Tribune: May 12, 1998).

 

  1. Self-Esteem.  Does the teen have high self-esteem?  Do they feel good about who they are?

 

A survey of 272,400 students in grades 6-12 found that 93% of them felt good about themselves.  When the results were broken down boys tended to feel better about themselves than the girls.

(Source: USA’s Weekend 11th Annual Teen Survey May 1-3, 1998.)

 

  1. Sense of Purpose.  Does the teen believe their life has a purpose?

 

When 1,000 student’s ages 13-17 were asked to name the one thing they want most out of life.  The number one answer was happiness.

(Source: The Mood of American Youth; Association of Secondary Principals 1996)

 

  1. Positive View of Personal Future.  Does the teen feel optimistic about their life? Their personal future?

 

It is estimated that between 112,000 and 2.3 million children and teens in the United States suffer from depression.

 

In a nationwide study of 16,000 high school students 1 in 12 said he or she had attempted suicide in the previous year.  Fortunately, most people with depression can be helped, and take are more optimistic view of their future.

(Source: National Institute of Mental Health: 1996)