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Table of Contents | Abstract & Objectives | page 1 | page 2 | page 3
page 4 |page 5 |page 6 | page 7 |page 8 | page 9 | page 10
page 11 | References | Websites | Test
Navigating through the multiple changes of adolescence is challenging. While most
adolescents do so successfully, there are still too many others that do not. What makes
some adolescents more adept at making it through this transition relatively unscathed,
while others get caught in a quagmire of potentially devastating risk-taking behaviors?
This fundamental question underlies the work of the Search Institute, an institute
dedicated to studying healthy youth development. In 1990, Peter Benson and colleagues of the Search Institute introduced a new way of
looking at adolescent development - through a developmental assets framework, rather
than the more typical, problem-focused approach. Initially, this framework identified 30
(later expanded to 40) assets that facilitated successful transition from adolescence to
adulthood. These 40 assets are divided into two groups and eight categories (Fig. 1). Benson and Scales (1990) work shows that adolescents with more assets report fewer high-risk behaviors. As assets increase, so do school grades, educational aspirations and pro-social behavior. This asset model provides benchmarks by which to measure
positive development and focuses on all youth not just those at risk. Benson and Scales (1998) further refined this model by surveying 99,000 6th-12th grade students in public and alternative schools in 23 states during the 1996-97 school year. Regretfully, students surveyed, on average, had only 18 of the 40 assets, with boys
having three less than girls. According to Benson and Scales, youth face two major types
of challenges to positive development - high-risk behaviors (i.e., substance abuse, sexual
intercourse, violence and attempted suicide) and developmental deficits. High-risk
behaviors limit a young person's health and well-being psychologically, physically and
economically. According to Benson and Scales (1998), one in five students engage in
high-risk behavior. Of these, violence and alcohol use were reported most frequently. The five developmental deficits identified included: physical abuse, being a victim of
violence, time alone at home, watching too much television and attending parties where
alcohol is served. Older youth reported more deficits than younger teens. These
developmental challenges, however, are offset by what Benson and Scales identified as
thriving indicators, such as succeeding in school, helping others, valuing diversity,
maintaining good health, exhibiting leadership, resisting danger, delaying gratification
and overcoming adversity. These indicators show concern for one's own health and
well-being. Negative and positive behavior patterns tend to occur in clusters. In other
words, youth that spend a lot of time alone at home are more likely to watch too much
television, whereas youth who volunteer and participate in community activities tend to
watch less television. Scales, Benson, Leffert, and Blyth (2000) expanded their work to determine if the developmental assets can predict thriving indicators. Young people cannot build and maintain assets by themselves. As Benson and Scales (1998) state, "The foundation for healthy development depends on the support of all
youth workers, neighbors, community leaders, parents and educators within a young
person's community. No single influence in a community can provide all of what
adolescents need. We must work together." Accordingly, much of the Search Institute's
work is directed at assisting communities to understand that formal programs are not
always necessary but that simple informal acts by all community members can promote
developmental assets in adolescents (Scales, 1999).
Developmental Assets Framework
| Figure 1. External Assets |
| Support
1. Family support -- Family life provides high levels of love and support.
|
| Empowerment |
| 7. Community values youth -- Adults value youth.
8. Youth as resources -- Have useful roles in the community. 9. Service to others -- Serve in the community one hour or more per week. 10. Safety -- Feels safe in home, school and the neighborhood. |
| Positive Identity |
| 11. Family boundaries -- Have clear rules and consequences.
12. School boundaries -- Have clear rules and consequences. 13. Neighborhood boundaries -- Neighbors monitor youth behavior. 14. Adult role models -- Adults model positive, responsible behavior. 15. Positive peer influence -- Friends model positive, responsible behavior. 16. High expectations -- Parents and teachers encourage the youth. |
| Use of Time |
| 17. Creative activities -- Three or more hours weekly involved in music, theater or
other arts.
18. Youth programs -- Three or more hours weekly in sports, clubs, or organization. 19. Religious community -- One or more hours weekly in religious activities. 20. Time at home -- Out with friends "with nothing special to do" two or fewer nights per week. |
| Internal Assets
Commitment to Learning |
| 21. Achievement motivation -- Motivated to do well in school
22. School engagement -- Actively engaged in learning. 23. Homework -- Reports one or more hours of homework every school day. 24. Bonding to school -- Cares about his or her school. 25. Reading for pleasure -- Reads for pleasure three or more hours per week. |
| Positive Values |
| 26. Caring -- Values helping other people.
27. Equality & social justice -- Values promoting equality and reducing hunger and poverty. 28. Integrity -- Stands up for her or his beliefs. 29. Honesty -- Tells the truth even when it is not easy. 30. Responsibility -- Accepts personal responsibility. 31. Restraint -- Believes it is important not to be sexually active or to use alcohol or other drugs. |
| Social Competencies |
| 32. Planning and decision-making -- Knows how to plan ahead and make choices.
33. Interpersonal competence -- Has empathy, sensitivity and friendship skills. 34. Cultural competence -- Has knowledge of, and is comfortable with, people of different cultural/racial/ethnic backgrounds. 35. Resistance skills -- Can resist negative peer pressure. 36. Peaceful conflict resolution -- Seeks to resolve conflict nonviolently. |
| Boundaries Expectations |
| 37. Personal power -- Feels control over "things that happen & to me."
38. Self-esteem -- Reports having high self-esteem. 39. Sense of purpose -- Believes life has a purpose. 40. Positive view of personal future -- Optimistic about the future. |
| Note: Benson, P., Galbraith, J., & Espeland, P. (1998). What Kids Need to Succeed. Minneapolis, MN: The Search Institute. |
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