Our programmes for children and young people have their foundations in a belief that positive relationships, skills and experiences during early years help young people to make healthy choices and positive contributions to society in later life.
We call these positive relationships, skills and experiences...
Family life provides high levels of love and support.
Young person and her or his parent(s) communicate positively, and young person is willing to seek advice and counsel from parent(s).
Young person receives support from three or more non-parent adults.
Young person experiences caring neighbours.
School provides a caring, encouraging environment.
Parent(s) are actively involved in helping young person succeed in school.
Young person perceives that adults in the community value youth.
Young people are given useful roles in the community.
Young person serves in the community one hour or more per week.
Young person feels safe at home, school, and in the neighbourhood.
Family has clear rules and consequences and monitors the young person's whereabouts.
School provides clear rules and consequences.
Neighbours take responsibility for monitoring young people's behaviour.
Parent(s) and other adults model positive, responsible behaviour.
Young person's best friends-model responsible behaviour.
Both parent(s) and teachers encourage the young person to do well.
Young person spends three or more hours per week in lessons or practice in music, theatre, or other arts.
Young person spends three or more hours per week in sports, clubs, or organisations at school and/or in the community.
Young person spends one or more hours per week in activities in a religious institution.
For primary school students: Young person spends some time most days both in high-quality interaction with parents and doing things at home other than watching TV or playing video games. For older students: Young person is out with friends "with nothing special to do" two or fewer nights per week.
Young person is motivated to do well in school.
Young person is actively engaged in learning.
Young person reports doing at least one hour of homework every school day.
Young person cares about her or his school.
Young person reads for pleasure three or more hours per week.
Young person places high value on helping other people.
Young person places high value on promoting equality and reducing hunger and poverty.
Young person stands up for her or his beliefs.
Young person believes accepts and takes personal responsibility.
For primary school students: Parent(s) tell the child it is important to have good health habits. For older students: Young person believes it is important not to be sexually active or to use alcohol or other drugs.
Young person knows how to plan ahead and make choices.
Young person has empathy, sensitivity, and friendship skills.
Young person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds.
Young person can resist negative peer pressure and dangerous situations.
Young person seeks to resolve conflict non-violently.
37. Personal power Young person feels he or she has control over "things that happen to me."
Young person reports having a high self-esteem.
Young person reports that "my life has a purpose."
Young person is optimistic about her/his personal future.
Young person feels comfortable with and proud of her/his identity, including but not limited to disabilities, ethnicity, faith/religion, family status, gender, language and sexual orientation.*
*Project Cornerstone established this asset for Silicon Valley as a result of local community input.