5.7. SR 05-06-1996 - Laserfiche WebLink

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When children are at home, parents can be careful to avoid unrealistic expectations of them. For example, some kids are expected to get themselves out of bed and off to school alone, take care of themselves (and younger siblings) after school alone before they are old enough to assume these responsibilities. · AT SCHOOL Schools can take care to respect the needs of students for balance in their lives between time at home and time spent in school activities. · IN THE COMMUNITY Community organizations and government agencies can take note that some families are isolated, and time at home for youth in these families is not always positive. Isolated families are not involved in or participating in their community, and may be caught up in abuse or violence. There is a need for a healthy balance of time at home and involvement in the greater community. Human service agencies can offer assistance to youth from isolated families, perhaps providing them with an adult mentor. '~'ASSET 12: Positive Peer Influence Children's best friends model responsible behavior. They are a good influence. 64% of youth have this asset in their lives Ideas for building this asset: · AT HOME Parents and older siblings of youth can encourage positive friendships. Kids' friends can be made welcome in the home and included in some family activities. · AT SCHOOL School officials can encourage and promote positive student initiatives such as Peer Helpers, SADD, TARGET MN, etc. · IN THE COMMUNITY Media, service groups, youth organizations, and church groups, etc. can focus attention on and promote the positive things kids are doing, such as academic achievement, citizenship activities, sports and employment accomplishments, and volunteer contributions. The judicial system can continue and expand such creative sentencing as requiring a public apology from adults who are convicted of supplying alcohol and/or drugs to kids. Local business organizations and other community leaders can join together in a coalition which would spearhead an initiative to define youth success in a more comprehensive way than is done currently. This coalition could lend financial support to an ongoing campaign in the local press to recognize local youth who achieve success according to the comprehensive definition. Such a public campaign would celebrate positive youth development thereby enlarging the field of role models and peer influences on youth and children. Local churches, businesses, service organ,zations and civic groups can support positive activities for youth and families which have a track record of success, such as the New Years Eve Party, the Fifth Quarter parties, the Halloween party, Proud to be a Parent, etc. ~---~ASSET 13: Involved in Music Kids are involved in band, orchestra or choir, or they take music lessons. They practice one or more hours a week. 25% of youth have this asset Ideas for building this asset: · AT HOME Parents can share their music experiences with their kids; they may even begin to play an instrument again. Parents can encourage their children to play musical instruments, and provide opportunities for them to do so. Families can expose their children to a variety of music early and consistently. · AT SCHOOL The school district can expand options in all grades, K-12, for students to participate in a greater variety of music opportunities. Schools can help encourage music participation by educating parents on the importance of music in healthy youth development. 7