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- Departments Q - Z
- Youth Services Bureau
- Developmental Assets Initiative
- External Assets
External Assets
- Adult role models: Parent(s) and other adults model positive, responsible behavior
- Family boundaries Family has clear rules and consequences, and monitors the young person's whereabouts
- High expectations: Both parent(s) and teachers encourage the young person to do well
- Neighborhood boundaries: Neighbors take responsibility for monitoring young people's behavior
- Positive peer influence: Young person's best friends model responsible behavior
- School boundaries: School provides clear rules and consequences
- Creative activities: Young person spends three or more hours per week in lessons or practice in music, theater, or other arts
- Religious community: Young person spends one hour or more 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
- Youth programs: Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in community organizations
- Community values youth: Young person perceives that adults in the community value youth
- Safety: Young person feels safe at home, at school, and in the neighborhood
- Service to others: Young person serves in the community one hour or more per week
- Youth as resources: Young people are given useful roles in the community
- Caring neighborhood: Young person experiences caring neighbors
- Caring school climate: School provides a caring, encouraging environment
- Family support: Family life provides high levels of love and support
- Other adult relationships: Young person receives support from three or more nonparent adults
- Parent involvement in schooling: Parent(s) are actively involved in helping young person succeed in school
- 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)