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| Kids feel loved and supported in their family (Family Support). |
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| Kids turn to their parents for advice and support (Positive Family Communication). |
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| Kids know other adults besides their parents they can turn to for advice and support (Other Adult Relationships). |
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| Kids feel that their neighbors support them, encourage them, and care about them (Caring Neighborhood). |
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| Kids feel that their school supports them, encourages them, and cares about them (Caring School Climate). |
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| Parents are actively involved in helping young people succeed in school (Parent Involvement in School). |
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| Kids perceive that adults in the community value young people (Community Values Youth). |
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| Kids are given useful roles in the community (Youth as Resources). |
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| Kids serve in the community one hour or more per week (Service to Others). |
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| Kids feel safe at home, at school, and in their neighborhood (Safety). |
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| Parents set clear rules and consequences for their kids' behavior (Family Boundaries). |
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Definition
| Boundaries and Expectations |
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| Schools set clear rules and consequences for student behavior (School Boundaries). |
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Definition
| Boundaries and Expectations |
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| Neighbors take responsibility for monitoring young people's behavior (Neighborhood Boundaries). |
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Definition
| Boundaries and Expectations |
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| Parents and other adults model positive, responsible behavior (Adult Role Models). |
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| Boundaries and Expectations |
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| Children's closest friends model responsible behavior (Positive Peer Influence). |
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Definition
| Boundaries and Expectations |
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| Parents and teachers encourage kids to do well (High Expectations). |
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| Boundaries and Expectations |
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| Kids spend three or more hours each week in lessons or practice in music, theater, or other arts (Creative Activities). |
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| Kids spend three or more hours each week in sports, clubs, or other organizations at school and/or in the community (Youth Programs). |
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| Kids spend one hour or more each week in religious services (Religious Community). |
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| Kids go out with friends "with nothing special to do" two or fewer nights each week (Time at Home). |
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| Kids are motivated to do well in school (Achievement Motivation). |
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| Kids are actively engaged in learning (School Engagement). |
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| Kids do at least one hour of homework every school day (Homework). |
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| Kids care about their school (Bonding to School). |
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| Kids read for pleasure three or more hours per week (Reading for Pleasure). |
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| Kids place high value on helping other people (Caring). |
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| Kids place high value on promoting equality and reducing hunger and poverty (Equality and Social Justice). |
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| Kids act on their convictions and stand up for their beliefs (Integrity). |
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| Kids tell the truth, even when it's not easy (Honesty). |
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| Kids accept and take personal responsibility for their actions and decisions (Responsibility). |
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| Kids believe that it's important not to be sexually active or to use alcohol or other drugs (Restraint). |
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| Kids know how to plan ahead and make choices (Planning and Decision Making). |
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| Kids have empathy, sensitivity, and friendship skills (Interpersonal Competence). |
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| Kids know and are comfortable with people of different cultural, racial, and/or ethnic backgrounds (Cultural Competence). |
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| Kids can resist negative peer pressure and avoid dangerous situations (Resistance Skills). |
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| Kids seek to resolve conflicts nonviolently (Peaceful Conflict Resolution). |
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| Kids feel that they have control over many things that happen to them (Personal Power). |
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| Kids feel good about themselves (Self-Esteem). |
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| Kids believe that their life has purpose (Sense of Purpose). |
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| Kids are optimistic about their own future (Positive View of Personal Future). |
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