HomeMy WebLinkAboutReso 2006-012 - Development Assets
. RESOLUTION NO. 2006 - 12 e
A RESOLUTION OF THE CITY COUNCIL OF THE CITY OF
REDDING ENDORSING THE 40 DEVELOPMENTAL ASSETS.
WHEREAS, the City of Redding recognizes the 40 Developmental Assets as essential
building blocks for youth development which affect all of the residents in Shasta County; and
WHEREAS, Developmental Assets are positive experiences, opportunities, and values that we must
provide for our children and youth so that they can become healthy caring, responsible, community
members; and
WHEREAS, the City of Re:dding is a partner in the Assets Partnership aimed at motivating and
empowering all individuals and organizations throughout Shasta County to come together to nurture and
develop competent caring and responsible children and youth; and
WHEREAS, the impact on children and youth and the needs and resources of children and youth
are top priorities in the development and implementation of all youth-related public policy in the City of
Redding; and
WHEREAS, the Asset approach encourages adults and youth to work together to address some of
the major issues facing our community, including quality education, youth programs, social and cultural
issues, which not only build a healthy community but also creates public awareness of the positive
contributions that young people make to our city's progress.
NOW, THEREFORE, BE IT RESOLVED
We, the City Council of the City of Redding, adopt the Developmental Assets approach as a
framework guiding all youth-related policies and programs in our city. Furthermore, the City Council
commits itselfto partnering with th(: schools, non-profit agencies, faith-based organizations, private sector
and youth and adult community members to work together to develop and implement a plan for creating an
asset-rich community for all childre:n and youth in Redding.
I HEREBY CERTIFY that the foregoing resolution was introduced and read at a regular meeting
of the Redding City Council on the 17th day of January, 2006, and was duly adopted at said me:eting by the
following vote:
AYES:
NOES:
ABSENT:
ABSTAIN:
COUNCIL MEMBER: Dickerson, Mathena, Pohlmeyer, Stegall, and Murray
COUNCIL MEMBER: None
COUNCIL MEMBER: None
COUNCIL MEMBER: None
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APPROVED AS TO FORM:
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RICHARD A. DUVERNAY, Ity Attorney
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Developmental Asse*: In 8 Categories Of Huma~~velopment ~~TH'~ ~
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The percentages on the right show the numbers of youth- (6 through 12 grades) experiencing each asset on a National HEALTH IM'PRO'V1[MI!:NT
<\verage (NA)*, Shasta County (10th )graders, and. Shasta County( 6th )graders; gathered through the administration of P","""""",IP
~ Search Institute profiles of Student Life: Attitudes and Behaviors Survey and Me and My World Survey in public and private ~chools,
Category Asset Name and Definition N.A.'" loth 6th
1. Family support-Family life provides high levels of love & support. I 63% 79%
Support 700/0;
2. Positive family communication-Young person & parentis) communicate positively, & young 30W 28% 47%
person seeks advice & counsel from parentis).
3. Other adult relationships-Youth receives support from 3 or'more non-parent adults. 45% 43% 49%
4. Caring neighborhood-Young person experiences caring neighbors. 40% 27% 43%
5. Caring school climate-School provides a caring, encouraging environment. 29% 21% 44%
6. Parent involvement in schooling-Parent(s) active in helping young person succeed in 34% 21% 43%
school.
7. Community values youth--Young person perceives adults in the community value youth. 25% 15% 270/0
Empowerment B. Youth as resources-Young people are given useful roles in the community. 28% 21% 380/0
9. Service to'others-Young person serves in the community 1 hour or more per week. 51% 44% 28%
10. Safety-Young person feels safe at home, at school, & in the neighborhood. 51% 55% 68%
11. Family boundaries-Family has clear rules & consequences, monitors young person's 48% 51% 50%
Boundaries & whereabouts.
Expectations 12. School boundaries-School provides clear rules and consequences. 53%. 43% 83%
13. Neighborhood boundaries-Neighbors take responsibility for monitoring youth behavior. 49%. 41% 48%
14. Adult role models-Parent(s) & other adults model positive, responsible behavior. 30%. 22% 45%
15. Positive peer influence--Youngperson's friends model responsible behavior. 65% 51% 75%
16. High expectations-Both pl3rent(s) 8 teachers encourage the 'young person to do well. 49% 35% 840.10
17. Creative activities-Youth spends 3 or more hours a week in music, theater, or other arts. 20% 20% 54%
Constructive 18. Youth programs-Youth spends 3 or more hours a week in sports, clubs, or organizations in 58% 55% 50%
Use of Time school and/or the communi~,.
19. Religious community-Youth spends 1 or more hours a we~k in activities at a religious 63% .44% 49%
institution
20. Time at hOf!le-::-Youth is out with friends "with nothing special to do' 2 or fewer nights a week. 52% 58% 23%
Commitment 21. Achievement motivation-Young person is motivated to do .well in school. 67% 58% 63%
to Learning 22. School engagement-Young parson is actively engaged in learning. 61% 41% 360.10
23. Homework-Young person reports doing at least 1 hour of homework every school day. 53% 54% 58%
24. Bonding to school-Young person cares about her or his school.' 54% 50% 62%
25. Reading for pleasure-Young person reads for pleasure three or' more hours per week. 23% 23% 44%
Positive 26. Caring-Young person places high value on helping other people. 50% 44% 81%
Values 27. Equality and social justice-Young person places high value on promoting equality & 52% 45% 68%
reducing hunger and poverty.
28. Integrity-Young person acts on convictions & stands up for her or his beliefs. 68% 70% 83%
29. Honesty-Young person "tells the truth even when it is not easy." 67% 65% 85%
30. Responsibility-Young person accepts & takes personal responsibility. 63% 60% 78%
31. Restraint-Youth believes it is important not to be sexually active or use alcohol or other 47% 38% 74%
drugs.
Social 32. Planning and decision making-Young person knows how to plan ahead & make choices. 30% 26% 39%
Competencies 33. Interpersonal competence-Young person has empathy, sensitivity, & friendShip skills. 47% 41% 35%
34. Cultural competence-Youth I<nows & is comfortable with people of different 42% . 37% 66%
cultural/racial/ethnic backgrounds.
35. Resistance skills-Young person can resist negative peer pressure & dangerous situations. 42% 38% 67%
36. Peaceful conflict resolution-Young person seeks to resolve conflict nonviolently. 45% 37% 53%
Positive 37. Personal power-Young person feels he or she has control over "things that happen to me." . 44% 42% 53%
Identity 38. Self-esteem-YQuth reports having a high self-esteem. 52% 44% 60%
39. Sense of purpose- Young person reports that "my life has a purpose." 59% 55% 50%
40. Positive view of personal future-Young person is optimistic about her or his personal future. 74% 72% 57%
This chart may b~ reproduced for educational, noncommercial uses only. Download this and information on assets for younger children at '=\L~;Il'ch-il1"liruIJ;,!I.J:.I.:' Copyright to
2002 Search Institute, 800.888.7828. Data are from 1999-2000 school year surveys of 217,277 students grades 6-12 in public and private U. S. schools. ~ I~~. ~ ^ (~ r n.('1
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