Boundaries & Expectations

Search Institute articles
These articles will familiarize readers with the developmental assets framework and offer ideas for how to make asset building part of their daily routine. Each article is based on Search Institute's research and can be used in a variety of printed materials, including newsletters and newspapers (page 69, "Get the Word Out - Communication Tools and Ideas for Asset Builders Everywhere").
  1. Introduction to Developmental Assets
  2. Introduction to Asset Building
  3. Support
  4. Empowerment
  5. Boundaries and Expectations
  6. Constructive Use of Time
  7. Commitment to Learning
  8. Positive Values
  9. Social Competencies
  10. Positive Identity

Also Available Online: 40 Developmental Assets for Adolescents Download these valuable assets from the Search Institute's Website.  

See printable list of the 40 Assets...

You can set clear boundaries and hold high expectations for young people.
Imagine the process of growing up as a journey to adulthood. That journey can be a dangerous walk through the unknown if the young person doesn’t get the help he or she needs. But if there’s a good path to follow, responsible and knowledgeable travel companions, and a clear and positive destination, that journey can be a rich fulfilling experience.

In the language of developmental assets, giving young people help on that journey is a matter of boundaries and expectations.

When we talk about boundaries, we mean creating and showing to young people a good path through life: establishing clear rules for what is okay and what is not okay, at home, at school, and out in the world, and being just as clear and fair about the consequences for breaking those rules. And when we talk about expectations, we mean surrounding young people with caring adults and peers who model responsible behaviors (good travel companions) and who encouragement them to be the best they can be (a positive destination).

As you think about guiding the young people you know and care about through the opportunities and dangers of life, keep these “trail markers” in mind:

  • Boundaries, consequences, and expectations need to be clear and carefully explained, in language appropriate to a child’s age and understanding. As children become adolescents, it’s normal for them to question and challenge the rules and expectations set for them as they learn to think independently and make decisions for themselves. Then rules and consequences need to be negotiated.
  • Fitting the “punishment” to the “crime.” Consequences for breaking rules are most effective when they are consistently enforced and wisely chosen. For example, a sensitive child caught smoking might respond well to a new expression of disappointment, a new explanation of the reasons for not smoking, and reassurance of your regard for the child. A youth who is easily led by peers may need a change in curfew and restrictions on the time spent alone with friends.
  • Keep expectations high, yet reasonable. Believe that every child has strengths and potential for success. Try to strike a balance between keeping standards high, yet recognizing each child’s interests, abilities, temperament, and goals.