40 Building Blocks For Healthy Youth

Below are statistics comparing the number of assets (Building Blocks) with the risk of alcohol use.

Alcohol Use - Risk Behaviors Decrease When You Increase Assests

Note: When assets increase, risk behavior decreases. This is also true for early sexual experience, school failure, drug use, and depression/suicide.

The Building Block model is our name for a research-based model developed by Search Institute in 1990. Search discovered after doing hundreds of thousands of surveys across the county that healthy, productive teens had more Developmental Assets, or what we call Building Blocks. These assets or blocks act as resources for a child, provide security, help youth to make wise choices, reduce the chance they will be involved in negative behaviors and help them to grow up caring and responsible.

Search identified 40 Developmental Assets or blocks and found that young people who had 31 or more were much less likely to be involved with problem behaviors such as early alcohol use, sexual activity, school failure, depression/suicide, and antisocial/violent behavior. They were also much more likely to exhibit school success and caring behavior.

Not every child will end up with all 40 blocks, but the more they have the better.

Everyone in the community can be a "Block Builder" - teachers, bus drivers, grocery store clerks, neighbors, youth providers, employers, parents and the list goes on. So, start today.

How Can Community Partnership Help You?

Call 888-2020 to schedule a building block presentation for your group of employees, Sunday school class, teachers, youth staff, etc.
Visit Community Partnership and see their large selection of Building Block books, videos, posters, bookmarks, material from Search, and much more. Most of these items are available for loan and poster and bookmarks are free, unless a large quantity is needed.
Borrow our Building Block costumes and skit and spread the message.
Schedule a meeting with our Building Block coordinator to learn more about this model.
Subscribe to our free newsletter for on-going ideas as to how you can be a block builder.
Visit Search Institutes website www.search-institute.org and learn much more about Developmental Assets. You can also request a catalog which features an extensive selection of books, videos and materials available for purchase.

40 BLOCKS

SUPPORT

Block 1 - Family provides love & support

Parents read to their young child daily.
Show affection every day.
Attend a child's special function - a sporting event, a play.
Send a note in their lunch, post on bathroom mirror.

Block 2 - Frequently talks with parents and seeks parent's advice

Turn off the T.V. and have family meals together, promoting family communication.
Provide at least one opportunity a day for open communication - during dinner, in the car, before bed, etc.
Listen more than you talk.
Be non-judgmental - be open to new ideas.

Block 3 - Has other non-parent adults for support

Choose childcare that will support your child's social and emotional growth.
Provide opportunities for involvement with other adults - church, neighborhood events, school events, etc.
Encourage your child to attend an adult led youth group.
Get to know your child's friends parents.

Block 4 - Experiences a caring neighborhood

Take walks through the neighborhood and take time to visit with your neighbors.
Neighbors ask how school is going, talk to the young people of your neighborhood.
Establish a neighborhood watch program.
Hold a Block Party during the summer.

Block 5 - Positive & encouraging school climate

Teachers of young children should address children by their name.
Teachers and school staff offer extra help when students are struggling.
Join your school's PTA.
Support teachers.

Block 6 - Parents are involved in school

Teachers of young children can encourage a parent/child project.
Become involved and support PTA.
Volunteer at school - you can even do take-home projects.
Attend school events.

EMPOWERMENT

Block 7 - Youth feels that adults in the community value him/her

Community helpers come to preschool/daycare and share with children about their job.
Ask youth about their opinions on community issues.
Get to know your teen grocery clerks - you see them often!
Talk to teens when you are waiting in line or pumping gas.

Block 8 - Young people are given useful roles in the community

Each child has a daily job/responsibility in the classroom or home, promoting a sense of community/belonging.
Give youth leadership roles that have "real" decision-making authority.
Ask a young person to join your board.
Have your child volunteer at a soup kitchen or church.

Block 9 - Serves others and the community

Promote the importance of helping each other. (i.e. working together to get toys put away).
Encourage youth to volunteer in the community.
Have your child offer to help an older neighbor rake leaves.

Block 10 - Feels safe at home, school and in the neighborhood

Establishing rules within the home that will keep the child safe.
Make sure that one parent is always home or that youth always has adult supervision.
Make sure your child knows your neighbors.
Be sure your child knows how and who to call for help.

BOUNDARIES & EXPECTATIONS

Block 11 - Parents discipline & monitor whereabouts

Don't be afraid to discipline young children - just make it age appropriate.
Parents know where kids are, whom they are with, and when they will be home.
When rules are broken, enforce consequences.
Have your child help you set the consequences.

Block 12 - School provides clear rules for behavior

Involve your children in making a few clear rules that will keep everyone safe.
Rules and consequences are in place at school.
Go over school rules with your child.
Reinforce the schools rules for attendance.

Block 13 - Neighbors show they care by monitoring youth's behavior

Make sure your neighbors know your children.
Neighbors - don't be afraid to tell parents if something is "not right."

Block 14 - Parents are good role models

Adults model positive behaviors for children (i.e. showing respect for others, etc.)
Admit when you are wrong and apologize when making mistakes.
Don't drink and drive.
Don't use "little white lies."

Block 15 - Neighbors show they care by monitoring youth's behavior

Caregivers of young children can pair up an older child with a younger, less experienced child for modeling support.
Friends do what they're supposed to do and watch out for you.
Know your child's friends and their parents.
Do not let your child hang out with friends who drink, use drugs.

Block 16 - Parents & teachers encourage youth to do well

Have age appropriate expectations.
Encourage child to do his/her best by setting high standards or expectations and making sure he/she knows what is expected.
Expect your child to do their best - that may be an "A", it may be a "C".
Teach your child skills and make sure they know how to do them.

CONSTRUCTIVE USE OF TIME

Block 17 - Involved in music, theatre or other arts

Business or civic group offers scholarships for students to take music or art lessons.
Take your child to a concert or play.
Enroll them in art or music classes.

Block 18 - Involved in youth/school clubs or sports

Offer choices and set up the environment where children have the opportunity to participate.
Participate in a sport as a family, such as golf, softball, volleyball, etc.
Make sure the sport or club is something that interests them.
Carpool to make it easier for kids to get there.

Block 19 - Regularly attends religious services or activities

Attend a church that has an active youth program.
Set a good example.
Don't schedule activities that interfere with religious services.

Block 20 - Regularly spends time at home with family

Teachers of young children could supply parents with activity ideas to do with their children at home.
Eat one meal a day together as a family.
Make your home a fun, accepting place to be.
Encourage your child to have friends over - do something together!

COMMITMENT TO LEARNING

Block 21 - Motivated to achieve in school

Topics are presented to children in a fun way.
Go to the library, take a class, do research together.
Discuss possible careers and need for education.
Praise them when they do their best.

Block 22 - Interested in learning new things

Pick a topic, place, or issue to discuss each week as a family.
Present activities to children that will promote curiosity and exploration.
Show your interest and excitement in new things.
Take time to answer a child's questions.

Block 23 - Regularly spends time doing homework

Capitalize on teachable moments with your children.
Parent and child have "special time" every evening to do homework.
Set aside a special place for doing homework.
Make sure other activities, including a parent's, does not interfere.

Block 24 - Cares about their school

Parents present a positive image about the preschool/childcare where the child attends.
Neighborhood adopts school and does special projects for school.
Have child make cards for teachers, bus driver.
Attend school events.

Block 25 - Regularly reads for pleasure

Parents take their young children to the library.
Be a role model - read in front of your child every day.
Parent and child spend time every night reading together.
If child likes comic books, that's "OK" - let them read.

POSITIVE VALUES

Block 26 - Believes it is important to help others

Parents model helping others (i.e., taking food to a friend who is ill).
Offer opportunities that involve youth such as neighborhood clean-ups, service projects, etc.
Discuss stories in the news.
Teach your child to open doors for others, help the elderly, etc.

Block 27 - Concerned about world issues

Promote awareness of diversity.
Discuss community and world issues at home.
Discuss timely articles on T.V. or in the newspaper.
Have and use an atlas.

Block 28 - Can stand up for what they believe

Allow young children to stand up for self by using appropriate words to express self.
Strive to make your words and actions match.
Model this behavior.
Let your children know what is right and wrong.

Block 29 - Tells the truth

Adults model telling the truth by the way they interact with others.
Simply recognize youth who act with honesty and praise them publicly.
Do not make a child afraid to tell the truth.
Do not tell "white lies" - a lie is a lie.

Block 30 - Takes responsibility for self

Encourage self-help skills in young children (i.e., wiping up spilled milk).
Create a list of family chores and assign them appropriately.
Have child clear their own dishes.
A teen should get themselves up - don't remind or nag.

Block 31 - Feels it is important not to use alcohol or other drugs and to be respectful

Be aware of what your child is watching and/or listening to on electronic media.
Parents can watch a popular movie with their child and stop film during sexual (drug, alcohol) situations and discuss how each feel about these situations.
Talk to your teen about drugs and alcohol - let them know your expectations, be precise.

SOCIAL COMPETENCIES

Block 32 - Can plan ahead and make decisions

Allow young children the opportunity to make choices.
Provide and model "to-do lists", planners.
Allow child to plan a weekend activity or family meal.
Have your child use a calendar.

Block 33 - Good at making friends, empathetic & sensitive

Model good behaviors for your child.
Be aware that they are watching your interactions with others.
Label feelings for your children.
Invite friends over - make your home friendly.

Block 34 - Comfortable with people of all cultures, races, ethnic backgrounds

Include in your environment opportunities for children to be exposed to diversity through books, pictures, toys, etc.
Discuss different cultures.
Visit museums with cultural art exhibits.
Visit multicultural restaurants.

Block 35 - Can resist negative peer pressure

Empower children to use their words and not their hands.
Parents have family meetings to discuss problems youth might encounter.
Set clear rules - they will be a "back up" for teens.
Let teens know why they should not do something.

Block 36 - Seeks to resolve conflict nonviolently

Support children in problem solving by asking open-ended questions.
Community or business supports a conflict mediation or peer-mentoring program in schools.
Don't model hitting at home.
Don't scream and shout.

POSITIVE IDENTITY

Block 37 - Feels "in control" of their lives

Allow children to develop personal preferences.
Have child name two specific things they can do to have personal power.
Don't schedule all their free time.
Let teens make decisions about what to wear, eat, etc.

Block 38 - Has high self esteem

With youth, analyze messages about self-esteem in magazine ads.
Display children's artwork, showing their work is valued.
Praise your child frequently - don't stop when they are teenagers.
Help them succeed.

Block 39 - Reports that "my life has purpose"

Parent provides support for child to complete tasks successfully.
Help children feel good about what they do.
Talk with your child about possible careers.

Block 40 - Is optimistic about his/her personal future

Celebrate with your child the mastery of a skill (i.e., catching a ball).
Parents encourage child to "dream" about their future.
Don't paint a negative picture of the world/ world events.
Help children believe they can achieve and get ahead.

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