TRIBAL PROGRAM NEWS
The 40 Developmental Assets
External Assets
Internal Assets
Support
Commitment to Learning
1. Family Support. Family life provides high levels of love and support.
1. Achievement motivation. Young person is motivated to do well in school.
2. Positive family communication. Young person and her or his parent(s)
2. School engagement. Young person is actively engaged in learning.
communicate positively and young person is willing to seek advice and
3. Homework. Young person reports doing at least one hour of homework
counsel from parent(s).
every school day.
3. Other adult relationships. Young person receives support from three or
4. Bonding to school. Young person cares about her or his school.
more non-parent adults.
5. Reading for pleasure. Young person reads for pleasure three or more hours
4. Caring neighborhood. Young person experiences caring neighbors.
per week.
5. Caring school climate. School provides a caring, encouraging environment.
Positive Values
6. Parent involvement in schooling. Parent(s) are actively involved in helping
6. Caring. Young person places high value on helping other people.
young person succeed in school.
7. Equality and social justice. Young person places high value on promoting
Empowerment
equality and reducing hunger and poverty.
7. Community values youth. Young person perceives that adults in the
8. Integrity. Young person acts on convictions and stands up for her or
community value youth.
his beliefs.
8. Youth as resources. Young people are given useful roles in the community.
9. Honesty. Young person “tells the truth even when it is not easy.”
9. Service to others. Young person serves in the community one hour or
10. Responsibility. Young person accepts and takes personal responsibility.
more per week.
11. Restraint. Young person believes it’s important not to be sexually active
10. Safety. Young person feels safe at home, school, and in the neighborhood.
or to use alcohol or other drugs.
Boundaries and Expectations
Social Competencies
11. Family boundaries. Family has clear rules and consequences and monitors
12. Planning and decision-making. Young person knows how to plan ahead
the young person’s whereabouts.
and make choices.
12. School boundaries. School provides clear rules and consequences.
13. Interpersonal competence. Young person has empathy, sensitivity, and
13. Neighborhood boundaries. Neighbors take responsibility for monitoring
friendship skills.
young people’s behavior.
14. Cultural competence. Young person has knowledge of and comfort with
14. Adult role models. Parent(s) and other adults model positive,
people of different cultural/racial/ethnic backgrounds.
responsible behavior.
15. Resistance skills. Young person can resist negative peer pressure and
15. Positive peer influence. Young person’s best friends model
dangerous situations.
responsible behavior.
16. Peaceful conflict resolution. Young person seeks to resolve conflict
16. High expectations. Both parent(s) and teachers encourage the young person
non-violently.
to do well.
Positive Identity
Constructive Use of Time
17. Personal power. Young person feels he or she has control over “things
17. Creative activities. Young person spends three or more hours per week in
that happen to me.”
lessons or practice in music, theater, or the arts.
18. Self-esteem. Young person reports having high self-esteem.
18. Youth programs. Young person spends three or more hours per
19. Sense of purpose. Young person reports that “my life has a purpose.”
week in sports, clubs, or organizations at school and/or in
20. Positive view of personal future. Young person is optimistic about her or
community organizations.
his personal future.
19. Religious community. Young person spends one or more hours per week
in activities in a religious institution.
If you would like to support the SYSC, contact Matt Williams at
20. Time at home. Young person is out with friends “with nothing special to 541-444-2212 or by e-mail at matt418@webtv.net. Another way to support the
do’’ two or fewer nights per week.
group is by attending meetings of the groups that support SYSC. Dates for local
meetings are: SVP - third Monday at the Siletz Grange; city of Siletz - second
Monday at Siletz City Hall.
Special thanks to the community members who volunteered for the
Date: Tuesdays 5:30 - 8:30 p.m.
Community Accountability Board (CAB), which the Siletz Tribal Prevention
Location: Tribal Community Center, Government Hill
Program is implementing. A major accomplishment was the signing of the
Please bring projects you are working on, to share how-to’s and join in
Memorandum of Understanding (MOU) between the Lincoln County Juvenile
this community social gathering. Materials are not provided. Project kits are
Department and the Siletz Tribal Council.
available for a small fee, from 50 cents to $8 and up. Only a few “rules” please
The CAB has a goal of decreasing the number of tribal youth who enter the
juvenile justice system. It could be compared to the teen court process, with the
No persons under the influence of alcohol or drugs
difference being that adult community members sit on the board that meets with
Youth 17 and under must have an adult attend with them
the youth and their families.
Respect yourself and others, be honest and kind
People interested in volunteering to be a board member should contact Lisa
Brown at 541 444-8238 or 1-800-922-1399, ext. 238, or lisab@ctsi.nsn.us.
Possible resources to cover cost for materials could be accessed, to develop
Community Craft Night
cultural awareness, encourage family bonding, etc. Please contact the following
programs to see if funds are available: Tribal: Alcohol & Drug, Culture, Head
Start, Indian Child Welfare, Prevention, TANF, SIHA, etc. Non-tribal resources
include Lincoln County Housing Authority, Commission on Children and
Families, churches.
March 2001
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Siletz News
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