Created in 1998, the mission of the Youth First committee is to promote and support positive youth development through the integration of the 40 Developmental Assets®. The committee works to promote the “good stuff” young people need to grow up healthy, make positive choices and be resilient in tough circumstances.
The Youth First Committee is made up of adult representatives from community organizations, including local municipalities, School Districts 1 and 2, government, local and provincial youth-serving agencies, the faith community, RCMP Community Policing, and United Way.
Main Initiatives of the Youth First Committee
- Survey, Knowledge is power.
The youth first committee has conducted 3 surveys of more than 2000 youth in our community. This information gives us a better understanding of youth and their needs. We will be conducting a 4th survey this fall.
- All Star Coaches
This initiative is aimed at helping develop the developmental assets in our region’s boys.
Want to help youth in our community?
Contact Paul Toner at email@example.com or (506) 858-8600.
Grounded in scientific research, Developmental Assets® are considered the essential building blocks of healthy development. Think of assets as the “good stuff” young people aged 12 to 18 need to help them grow up to be healthy, caring and responsible citizens.
Here is the list of 40 Developmental Assets® used by United Way’s Youth First Committee in its mission to promote and support positive youth development:
- Family Support – Family life provides high levels of love and support.
- Positive family communication – Young person and her or his parent(s) communicate positively. Young person is willing to seek advice from parents.
- Other adult relationships – Young person receives support from three or more non-parent adults.
- Caring neighborhood – Young person experiences caring neighbors.
- Caring school climate – School provides a caring, encouraging environment.
- Parent involvement in schooling – Parent(s) are actively involved in helping young person succeed in school.
- Community values youth – Young person feels that adults in the community value youth.
- Youth as resources – Young people are given useful roles in the community.
- Service to others – Young person serves in the community one hour or more per week.
- Safety – Young person feels safe at home, school, and in the neighborhood.
- Family boundaries – Family has clear rules and consequences and monitors the young person’s whereabouts.
- School boundaries – School provides clear rules and consequences
- Neighborhood boundaries – Neighbors take responsibility for monitoring young people’s behavior.
- Adult role models – Parent(s) and other adults model positive, 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.
- 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 the community.
- Religious community – Young person spends one or more hours 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.
- 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.
- Bonding to school – Young person cares about her or his school.
- Reading for Pleasure – Young person reads for pleasure three or more hours per week.
- 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.
- Honesty – Young person “tells the truth even when it is not easy”.
- 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.
- Planning and decision making – Young person knows how to plan ahead and make choices.
- Interpersonal competence – Young person has empathy, sensitivity and friendship 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 non-violently.
- 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”.
- Positive view of personal future – Young person is optimistic about her or his personal future.