| A | B |
|---|
| Family Support | Family life proides high levels of love and support. |
| Positive family communication | Young people and parent(s) communicate positively. |
| Other adult relationships | Young person receives support from three or more non-parent adults. |
| Caring neghborhood | 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 succee in school |
| Community values youth | Young person perceives 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, responsible 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 community organizations. |
| Religous 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. |
