The Developmental Assets

Looking at the developmental assets is a way of taking the focus off of what publishers want to sell, communities want to censor, and my personal sensibilities and refocusing on the needs of teen. Below I have considered some of the ways that librarians can take action to provide for the continued growth of teens' developmental assets. This is a list in progress. As I continue in my career, I will come back to this list and challenge myself to think more critically about how to serve YAs.

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

Learn the names of teens in the library. Give them individual attention. Remember their likes and dislikes and validate them. Celebrate their victories in the library.

• 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.

Make an effort to learn what music teens listen to and what the hottest shows are. Be honest with them about who you are and let them be honest as well.

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

Perhaps the library could sponsor a teen family night where adults in the teens life can help with researching colleges and planning for the future. If teens show up without adults, librarians can assist teens.

• Caring Neighborhood | Young person experiences caring neighbors.
  Let community members come in to talk to teens about fun neighborhood activities.
  
• Caring School Climate | School provides a caring, encouraging environment.
  Also keep in communication with your contacts at schools
  

EMPOWERMENT

• Community Values Youth | Young person perceives that adults in the community value youth.
  Make teens aware of high school internships at museums and other cool workplaces in the area. Let them volunteer.
• Youth as Resources | Young people are given useful roles in the community.
  Recommend reading that shows young people making a difference and inspiring others. Show them how they can help others if they are interested.
  
• Service to Others | Young person serves in the community one hour or more per week.
  Same
  
• Safety | Young person feels safe at home, school, and in the neighborhood.

Take action to protect teens in accordance with the policy of your library.

BOUNDARIES AND EXPECTATIONS

• Family Boundaries | Family has clear rules and consequences and monitors the young person’s whereabouts.
  Recommend books that illustrate the contrast between a family with clear rules and family situations that are less than desirable.
  
• School Boundaries | School provides clear rules and consequences.
  
  
• Neighborhood Boundaries | Neighbors take responsibility for monitoring young people’s behavior.
  

Make sure all librarians are ready to serve young people.

• 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.

Provide a sports program at the library.

• 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. After I knew a teen fairly well, I would ask them about their homework. Bonding to School | Young person cares about her or his school. I have no idea. Reading for Pleasure | Young person reads for pleasure three or more hours per week. Bribe teens. Give away books and gift certificates. Give them really great books to read. 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. 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. Recommend books that illustrate 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." Make available a diverse array of literature that is devoted to religion and philosophy that is attractive to teens. Positive View of Personal Future | Young person is optimistic about her or his personal future. Recommend books about fiances and careers.