SAC Substance awareness coordinator

 

External Assets

 

SUPPORT

• Family Support | Family life provides high levels of love and support.

• Positive Family Communication | Young person and her or his parent(s) communicate positively, and young person is willing to seek advice and counsel from parents.

• Other Adult Relationships | Young person receives support from three or more nonparent adults.

• Caring Neighborhood | Young person experiences caring neighbors.

• Caring School Climate | School provides a caring, encouraging environment.

• Parent Involvement in Schooling | Parent(s) are actively involved in helping the child succeed in school.

 

EMPOWERMENT

 

• Community Values Youth | Young person perceives that adults in the 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 neighborhood.

BOUNDARIES AND EXPECTATIONS

 

• Family Boundaries | Family has clear rules and consequences and monitors the young person’s whereabouts.

• School Boundaries | School provides clear rules and consequences.

• Neighborhood Boundaries | Neighbors take responsibility for monitoring young people’s behavior.

• Adult Role Models | Parent(s) and other adults model positive, responsible behavior.

• Positive Peer Influence | Young person's best friends model responsible behavior.

• 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 practice in music, theater, or other arts.

• Youth Programs | Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in community organizations.

• 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.

 

 

Internal Assets

 

 

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 her or his 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 her or his beliefs.

• Honesty | Young person "tells the truth even when it is not easy."

• Responsibility | Young person accepts and takes personal responsibility.

• Restraint | Young person believes it is important not to be sexually active or to 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 nonviolently.
   

POSITIVE IDENTITY

 

• Personal Power | Young person feels he or she has control over "things that happen to me."

• Self-Esteem | Young person reports having a 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 her or his personal future.