The Summerland Asset Development Initiative (S.A.D.I.) is a proactive movement that was initiated in 1998 to build developmental assets in young people.

Developmental assets are characteristics that young people need to develop positive values, and become more caring and responsible. The more assets a young person has, the less likely they are to engage in high risk behaviours and more likely to be a valuable contributor to their community. It is a movement that engages all community members to take a more proactive role in becoming involved with young people, and providing them with opportunities to take leadership roles within the community.

The 40 Developmental Assets

Support

Family Support – Family life provides high levels of love and support.

Positive family communication – Young person and his or her parent(s) communicate positively, and young person is willing to seek advice and counsel from parent(s).

Other adult relationships – Young person receives support from three or more non-parent adults.

Caring neighbourhood – Young person experiences caring neighbours.

Caring school climate – School provides a caring, encouraging environment.

Parent involvement in schooling – Parent(s) are actively involved in helping young persons succeed in school.

Empowerment

Community values youth – Young person perceives that adults in community value youth.

Youth as resources – Young people are given useful roles in the community.

Service to others – Young person serves in the community one hour or more per week.

Safety – Young person feels safe at home, school, and in the neighbourhood Boundaries and Expectations

Family boundaries – Family has clear rules and consequences and monitors the young persons whereabouts.

School boundaries – School has clear rules and consequences.

Neighbourhood boundaries – Neighbours take responsibilities for monitoring the young people’s behaviour.

Adult role models – Parent(s) and other adults model positive, responsible behaviour.

Positive Peer Influence – Young person’s best friends model responsible behaviour.

High expectations – Both parent(s) and teachers encourage the young person to do well.

Constructive Use of Time

Creative activities – Young person spends three or more hours per week in lessons or practices music, theatre or other arts.

Youth programs – Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in the community.

Religious community – Young person spends one or more hours per week in activities in a religious institution.

Time at home – Young person is out with friends with nothing special to do two or fewer nights per week.

Commitment to Learning

Achievement motivation – Young person is motivated to do well in school.

School engagement – Young person is actively engaged in learning.

Homework – Young person reports doing at least one hour of homework every school day.

Bonding to school – Young person cares about his or her school.

Reading for pleasure – Young person reads for pleasure three or more hours per week.

Positive Values

Caring – Young person places high value on helping other people.

Equality and social justice – Young person places high value on promoting equality and reducing hunger and poverty.

Integrity – Young person acts on convictions and stands up for his or her beliefs.

Honesty – Young person tells the truth, even when its not easy.

Responsibility – Young person accepts and takes personal responsibility.

Restraint – Young person believes it is important not to be sexually active or use alcohol or other drugs.

Social Competencies

Planning and decision-making – Young person knows how to plan ahead and make choices.

Interpersonal competence – Young person has empathy, sensitivity, and friendship skills.

Cultural competence -Young person has knowledge of, and comfort with, people of different cultural/racial/ethnic backgrounds.

Resistance skills – Young person can resist negative peer pressure and dangerous situations.

Peaceful conflict resolution – Young person seeks to resolve conflict non-violently.

Positive Identity

Personal power – Young person feels he or she has control over things that happen to me.

Self-esteem – Young person reports having high self-esteem.

Sense of purpose – Young person reports that my life has a purpose.

Positive view of personal future – Young person is optimistic about his or her personal future.

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The list of 40 Developmental Assets® is reprinted with permission fromSearch Institute®. Copyright © 1997, 2007 Search Institute, 615 First Avenue NE, Minneapolis, MN 55413; 800-888-7828; www.search-institute.org . The list may be reproduced for educational, noncommercial uses only. All Rights Reserved. The following are registered trademarks of Search Institute: Search Institute®, Developmental Assets®, and Healthy Communities. Healthy Youth®.