40 DEVELOPMENTAL
ASSETS
Developmental Assets: Preparing Young People for Success
40 Developmental Assets are essential qualities of life that help young people thrive, do well in school, and avoid risky behavior. KKYES utilizes the 40 Developmental Assets framework to guide the work we do in promoting positive youth development. These assets were developed by the Minneapolis-based Search Institute and derived by extensive research. Using the arts to showcase strengths that the 40 Assets model, influences innovative strategy for the development of youth in the communities we serve. The more we utilize this structure, the more likely youth are to exhibit positive behaviors and attitudes and the less likely they are to exhibit risky behaviors. If we want to empower our children, building the 40 Assets in our youth is a great way to start. (See how we utilize the developmental assets in our music here)
This data in the following report was collected from pre and post surveys taken by 37 participants of KKYES programs. Post surveys were conducted after a 12 week multi-enrichment music production program hosted in three middle schools.
Dominant Developmental Assets incorporated into Kariz Kids Programs
INTERNAL ASSETS:
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Self Expression (Social Competencies)
Interpersonal Competence: Young person has empathy, friendship skills, and sensitivity
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Group Work (Positive Values)
Caring: Young person places high value on helping other people
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Decision Making (Social Competencies)
Planning and Decision Making: Young person knows how to plan ahead and make decisions
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Practicing Arts/Passion (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.
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Problem Solving (Social Competencies)
Peaceful Conflict Resolution-Young person seeks to resolve conflict nonviolently.
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Cultural Competence
Young person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds
EXTERNAL ASSETS:
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Role Model Identification (Boundaries & Expectations)
Adult Role Model-Instructor models positive responsible behavior
High Expectations- Teachers encourage the young person to do well
Positive Peer Influence-Young persons best friend models responsible behavior
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Emotional Outlet (Constructive Use Of Time)
Youth Programs: Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in the community.
The following evaluation survey was taken by 37 alumni of various Kariz Kids Programs.
1. Do you feel comfortable expressing yourself to family and friends?
2. Is working in groups at times a little difficult for you?
3. Have you identified your Role Model?
4. Are you a person that takes the time out to plan ahead to make positive decisions?
5. Do you have a creative outlet to address your frustrations and problems?
6. Do you spend more than 2 hours a week in practicing in music or the arts?
7. Do you get overly frustrated when thing do not go your way?
8. Is it difficult for you to engage with people from other races, ethnicities or cultures?
* Results based on testing positive development; students answered “yes” or “no”.
This survey shows that the students participating in Kariz Kids enrichment programs exhibits exponential growth in the Sub Categories of Self Expression, Group Work, Role Model Identification, Decision Making, Emotional Outlet, Practicing Arts/Passion, Problem Solving and Cultural Competence.
For more information on the 40 Assets, visit www.search-institute.org/assets/
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 fromparents
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 - Parents (s) are actively involved in helping young person succeed in school.
7. Community values youth - Young person perceives that adults in the community value 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, at school, and in the neighborhood.
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.
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 m ore 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 - Young person is out with friends "with nothing special to do" two or fewer nights per week.
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.
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.
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.
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 or his personal future.