• Developmental Assets

    The Murrieta Valley Unified School District provides support for each student through a movement called Developmental Assets, which are positive experiences and personal qualities that young people need to grow up to be healthy, caring, and responsible individuals. This movement affects the culture of the district, the climate of every school, and defines how adults interact with all young people. Our goal is to connect every Murrieta student with an adult in a caring, genuine and respectful relationship. It is through those relationships that Developmental Assets can be built, resulting in higher levels of student success and reduced incidents of at-risk behavior. 

    The Developmental Assets are building blocks that have a high level of influence on adolescent behavior by promoting positive attitudes and behaviors that dissuade young people from engaging in problem behaviors. The Search Institute, a group dedicated to positive youth development, identified the assets and found that when in place, the assets result in higher levels of achievement and reduced incidents of at-risk behavior. 
     

    External Assets

    The external assets are the positive experiences young people receive from the world around them. They identify important roles that families and schools can play in promoting healthy development.

    Internal Assets

    The internal assets are about positive values and identities, social competencies, and commitment to learning. Internal assets will help young people make thoughtful and positive choices and, in turn, be better prepared for situations in life that challenge their inner strength and confidence.

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

    Download the above chart in PDF Format

Last Modified on September 7, 2007