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<br />Mar 27 2007 8:56AM
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<br />Fargo Public Schools
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<br />4461226
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<br />1='. 17
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<br />The 40 Developmental Assets~ for Grades 6-12
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<br />The EXTERNAL Assets
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<br />SUPPORT 0 Family support. Family life provides high levels ;::f love and S'.JppOrt.
<br />. Posltfvt fdmily communication' Yeung person ad her or his parent(s) comml.-nicate positively, and yeung
<br />. person is willing to seel~ advice and counsel from parene(s).
<br />. Othe,adult ,e/t1tfgn,hips. Yaung person receives suppOrt from 6ree or more r.onparent adults.
<br />. Ca,/ng neighborhood · Young person experiences caring r.elghbo:s.
<br />o CorIng schoo/clfmffte. School provides a cering, e:'H::ocraging enmonment.
<br />e 'annt lnvolvem.nt In ,choollng . Parem(s) llre actively involved in he:ping )/Ol,.;ng person succeed in schoo].
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<br />EMPOWERMENT 0
<br />o
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<br />CD)
<br />BOUNDARIES" (D
<br />IlXPECTATIONS G
<br />(D
<br />m
<br />6'
<br />CI
<br />CONSTRUCTIVE (I)
<br />USE OF TIME
<br />(D
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<br />Community WIllies youth. Young person perceives that adults in ~'.:te :ommUnl;:Y value youth.
<br />\'(:ruth as rHOUrces . Young people are given useful roles in tiH~ communit'y'.
<br />Servi~~ to others. Young person serves in the cOffirr.uru:y one hour or more ?er week.
<br />Safery · Young person feels safe at home, at school, and in the ne;ghbo:-hood.
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<br />Family boundarlrilS · Family has dear rules and consequences, end :nOUltD!S r.~e Y;:lung person's whereAbouts.
<br />School boundctrla . School provides clear rutes and carlsequerJ.ces.
<br />Neighborhood boundarl., · Neighbors take responsibility for moni:c.!'ir.g young people/s behavior.
<br />Adutr role mod./1 · Parent(s) and other adults mode.! positive, respc.::1sible behavior.
<br />PositlvepHl'lnlfullnce- Young persoll's best tt'lends model responsible beh<!v:or.
<br />High .p.t:tatlcms . Both parenc(s) and teachers encourage the yaung person to co well.
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<br />C'f!atJlffla~tilrities - Young ptrscn spends three or more :"OU1'5 per week m lessons or practice ir: rousle,
<br />mea tef, Or other arts.
<br />Youth programs · Young person spends three or me,!! hours per week in sports. cl~b5, or organJ2:a.i:ions ai:
<br />school and/or in community org1lnizaciom.
<br />R.llgioU5 community' Young person spends one hour or more per week in activities in a religiou3 Instirutlon.
<br />T1m. at home · Young person IS O'J~ with friends "with nothlrlg spcci.a: :0 do" tvv'o or fewer nights per week.
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<br />The INTERNAL Assets
<br />COMMITMENT GJ
<br />TO LEARNING +>>
<br />G)
<br />e
<br />e
<br />.
<br />ED
<br />fD
<br />.
<br />QI)
<br />Q
<br />SOCIAL. 41
<br />COMPETENCIES CD
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<br />
<br />posmVE
<br />VALUES
<br />
<br />ED
<br />
<br />@
<br />
<br />POSITIVE
<br />IDENTITY
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<br />i)
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<br />Ac"'ell.ment motlvdtion · Young pefS on i,; motivated to do welllr. sC:-:'CJol.
<br />Sthoo/.ngag.rm.nt . Young pets en is actively engaged m learni:'l.g.
<br />HomQwork. Young person reports doing at least one hour of :-Lo:;l~wcrl< ~very school day.
<br />Befldlflg to schec/. Young person cares about her or his schoo~.
<br />Reading for p/easur, · Young ~erson reads for ple;:s \.Ire three or mere hours per week
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<br />Car/ltg - Young pe:son plilces high v:alue on helping other peo?le.
<br />Eqwfllltyand IDdI:II}&lstlce . Young perscn places high value on promoting equaJi:y ane reducing hung~r and poverty.
<br />Infegrtry. Young person acts 0:-, convictions and stands up for ber or his beliefs
<br />Honesty · Young person "tells 6e truth even when it is not easy."
<br />R,spon"bility. Young person accepts and takes personal respor,sibiht'y
<br />R.8trailtt. Young person believes It 1S important !lot to be sexually active or to use a!cohol or other drugs
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<br />P#tJnning and dtliC;J;on making' Young pe:rson k.no\..'s how co :)1.1n ahead and 1T..ake cholces.
<br />IftNrpe'~anQI (amperen.:.. Young person has etq:amy. ser.sitlvity. and frie:ndship skLlls.
<br />Cultured (ompet.nce I Young person has knowledge of and comfort Wlt.>t people of different cuI~ur.al/rilciall
<br />ethnic backgrounds.
<br />RfJistQnce sid/Is. Young pe:SOE can resist negat:ve Feer pressure .or.a c.anger::Jus si::uaw:ns.
<br />P.acefulconfl/ctnsoJution. Yeung person seeks :0 resolve conflict nonvi::'Jlently.
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<br />~'$"nal power' Young person feels he or she ha~ cantro; ove~ "chlngs that happer: to me '.
<br />Stt[f-estelm . Young person reports having a high selE.esteem.
<br />SflmifH:i'pUrpose . Young per~on reForts that "my hfe has a p.....rpose..
<br />PO$;tJve v/tlWoFp,rlo"alfutur.. Young person ,6 optim!shc about her Or hlS personal fucure.
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<br />Thl$ chatt may be r~pmduc~d !ar ~ducational. ntlncol'>lJ'1eJCloJl uses emly, [),.>w;,,:oad tl;i~ anrl in'oi'J~atlc,\" a~ W'!vw..ean:h.,n;titute.ocg.
<br />COP)'''Sr.t it> 2006 Scatc!\ ln511tut~, (\1~ Plr~t Avenue NE, St,,~. as. Mmn.'PQIi., MN .55413, aO().SSB.7828, VlW\v"tarch-inst,tut..org. All Rjglm Reserved.
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