H E L E N   K E L L E R  M I D D L E  S C H O O L

One can never consent to creep when one feels an impulse to soar...Helen A. Keller

DEVELOPMENTAL ASSETS©



Search Institute has identified the following building blocks of health development that help young people grow up healthy, caring, and responsible.  Percentages of young people who experience each asset represent almost 100,000 6th- to 12-th grade youth surveyed in 213 towns and cities in the United States.
Helen Keller Middle School encourages the building of Developmental Assets for our children.


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 ASSET TYPE ASSET NAME AND DEFINITION

%
Support 1. Family support--Family life provides high levels of love and support.

64
2. Positive family communication--Young person and her or his parent(s) communicate positively, and young person is willing to seek advice and counsel from parent(s). 26
3. Other adult relationships--Young person receives support from 3 or more nonparent adults. 41
4. Caring neighborhood--Young person experiences caring neighbors. 40
5. Caring school climate--School provides a caring, encouraging environment. 24
6. Parent involvement in schooling--Parent(s) are actively involved in helping young person succeed in school. 29
Empowerment 7. Community values youth--Young person perceives that adults in the community value youth. 20
8. Youth as resources--Young people are given useful roles in the community. 24
9. Service to others--Young person serves in the community 1 hour or more per week. 50
10. Safety--Young person feels safe at home, school, and in the neighborhood. 55
Boundaries and Expectations 11. Family boundaries--Family has clear rules and consequences and monitors the young person's whereabouts. 43
12. School boundaries--School provides clear rules and consequences. 46
13. Neighborhood boundaries--Neighbors take responsibility for monitoring young people's behavior. 46
14. Adult role models--Parent(s) and other adults model positive, responsible behavior. 27
15. Positive peer influence--Young person's best friends model responsible behavior. 60
16. High expectations--Both parent(s) and teachers encourage the young person to do well. 41
Constructive Use of Time 17. Creative activities--Young person spends 3 or more hours per week in lessons or practice in music, theater, or other arts. 19
18. Youth programs--Young person spends 3 or more hours per week in sports, clubs, or organizations at school and/or in the community. 59
19. Religious community--Young person spends 1 or more hours per week in activities in a religious institution. 64
20. Time at home--Young person is out with friends "with nothing special to do" 2 or fewer nights per week. 40
Commitment to Learning 21. Achievement motivation--Young person is motivated to do well in school. 63
22. School engagement--Young person is actively engaged in learning. 64
I 23. Homework--Young person reports doing at least 1 hour of homework every school day. 45
N 24. Bonding to school--Young person cares about her or his school. 51
T 25. Reading for pleasure-Young person reads for pleasure 3 or more hours per week. 24
E Positive Values 26. Caring--Young person places high value on helping other people. 43
R 27. Equality and social justice--Young person places high value on promoting equality and reducing hunger and poverty. 45
N 28. Integrity--Young person acts on convictions and stands up for her or his beliefs. 63
A 29. Honesty--Young person "tells the truth even when it is not easy." 63
L 30. Responsibility--Young person accepts and takes personal responsibility 60
31. Restraint--Young person believes it is important not to be sexually active or to use alcohol or other drugs. 42
A Social Competencies 32. Planning and decision making--Young person knows how to plan ahead and make choices. 29
S 33. Interpersonal competence--Young person has empathy; sensitivity; and friendship skills. 43
S 34. Cultural competence--Young person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds. 35
E 35. Resistance skills--Young person can resist negative peer pressure and dangerous situations. 37
T 36. Peaceful conflict resolution--Young person seeks to resolve conflict nonviolently. 44
S Positive Identity 37. Personal power--Young person feels he or she has control over "things that happen to me." 45
38. Self-esteem--Young person reports having a high self-esteem. 47
39. Sense of purpose--Young person reports that "my life has a purpose." 55
40. Positive view of personal future--Young person is optimistic about her or his personal future. 70




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