Buffalo Hospital supports United for Youth, a community-wide initiative in Montrose, Hanover and Buffalo focused on helping youth become responsible, successful and caring adults. Similar initiatives are underway in communities throughout Wright County.
The purpose of this initiative is to build assets or values in youth. Assets defined by Search Institute are as those "positive qualities and experiences that help young people to make wise decisions, choose positive paths, and grow up competent, caring and responsible."
The Search Institute research found that the proactive building of assets through prevention and early intervention activities is the key to preventing risky behaviors, such as problem alcohol or drug use, sexual activity, depression, violence and school problems. Their research also indicates that the more assets young people hold, the less likely they are to be involved in high-risk behaviors. In addition to protecting youth from negative behaviors, having more assets increases the chances that young people will have positive attitudes and behaviors, such as success in school, good health, resilience, leadership and helpfulness.
|
Asset name |
Definition |
Support |
|
1. Family support |
Family life provides high levels of love and support |
2. Positive family communication |
Parents and child communicate positively, child is willing to seek parents advice and counsel |
3. Other adult relationships |
Child receives support from three or more non-parent adults |
4. Caring neighborhood |
Child experiences caring neighbors |
5. Caring school climate |
School provides a caring, encouraging environment |
6. Parent involvement in schooling |
Parents are actively involved in helping child succeed in school |
| |
Empowerment |
|
7. Community values youth |
Child perceives that community adults value youth |
8. Youth given useful roles |
Youth are given useful roles in community life |
9. Community service |
Child gives one hour or more per week to serving in one’s community |
10. Safety |
Child feels safe in home, school and neighborhood |
| |
Boundaries & expectations |
|
11. Family boundaries |
Family has clear rules and consequences; and monitors whereabouts |
12. School boundaries |
School provides clear rules and consequences |
13. Neighborhood boundaries |
Neighbors would report undesirable behavior to family |
14. Adult role models |
Parent(s) and other adults model prosocial behavior |
15. Positive peer influence |
Child’s best friends model responsible behavior |
16. High expectations |
Both parents and teachers press child to achieve |
| | |
Time |
|
17. Creative activities |
Involved three or more hours per week in lessons or practice in music, theater or the arts |
18. Youth programs |
Involved three hours or more per week in sports, clubs or organizations at school and/or in community organizations |
19. Religious community |
Involved one or more hours per week |
20. Time at home |
Out with friends "with nothing special to do," two or fewer nights per week |
| | |
Educational Commitment |
|
21. Achievement motivation |
Child is motivated to do well in school |
22. School engagement |
Child is actively engaged in learning |
23. Homework |
Child reports one or more hours of homework per day |
24. Bonding to school |
Child cares about her/his school |
25. Reading for pleasure |
Child reads for pleasure three or more hours per week |
| | |
Values |
|
26. Caring |
Child places high value on helping other people |
27. Equality and social justice |
Child places high value on promoting equality and reducing hunger and poverty |
28. Integrity |
Child acts on convictions, stands up for her or his beliefs |
29. Honesty |
Child "tells the truth even when it is not easy" |
30. Responsibility |
Child accepts and takes personal responsibility |
31. Restraint |
Child believes it is important not to be sexually active or to use alcohol or other drugs |
| | |
Social Competencies |
|
32. Planning and decision-making |
Child has skills to plan ahead and make choices |
33. Interpersonal competence |
Child has empathy, sensitivity and friendship skills |
34. Cultural competence |
Child has knowledge of and comfort with people of different racial backgrounds |
35. Resistance skills |
Child can resist negative peer pressure |
36. Peaceful conflict resolution |
Child seeks to resolve conflict non-violently |
| | |
Positive Identity |
|
37. Personal control |
Child feels she/he has control over "things that happen to me. |
38. Self-esteem |
Child reports high self-esteem |
39. Sense of purpose |
Child reports "my life has a purpose" |
40. Positive view of personal future |
Child is optimistic about his/her personal future |
