life skills training program
DESCRIPTION
“We are guilty of many errors and many faults, but our worst crime is abandoning the children, neglecting the foundation of life. Many of the things we need, can wait. The children cannot. Right now is the time his bones are being formed, his blood is being made and his senses are being developed to him we cannot answer “Tomorrow”. His name is “Today”. Gabriela Mistral, 1948TRANSCRIPT
Life Skills Training Program
“We are guilty of many errors and many faults, but our worst crime is abandoning the children, neglecting the
foundation of life. Many of the things we need, can wait. The children cannot. Right now is the time his bones are
being formed, his blood is being made and his senses are being developed to him we cannot answer
“Tomorrow”. His name is “Today”.
Gabriela Mistral, 1948
Definitions
World Health Organization
The abilities for adaptive and positive behavior that
enable individuals to deal effectively with the demands
and challenges of everyday life
Mastery of competencies for productive adults
life
Not done to youth but with youth
Skills that promote well-being and
competence in youth to face life’s challenges.
The Ten core Life Skills
• Self-awareness• Empathy • Critical thinking• Creative thinking • Decision making• Problem Solving • Effective communication• Interpersonal relationship • Coping with stress• Coping with emotion
Concepts
Communication and Interpersonal Skills -- Expressing ourselves
appropriately and regulating relationships with others;
Self Awareness - Our recognition of ourselves, our
character, strengths and weakness, desires and dislikes;
Empathy - Ability to imagine what life is like for another
person even in a situation that we may not be familiar with. It
helps us to understand and accept others and their behavior that may be very different from
ourselves;
Coping with Stress & Emotions – Ability to recognize
emotions in others and ourselves, being aware of how
emotions influence behavior, and being able to respond to emotions appropriately.
Recognizing the source of stress in our lives, its effect on us and
acting in ways that help to control our levels of stress.
Concepts
Critical Thinking – Analyzing information and experiences in
an objective manner;
Creative Thinking – Generating novel yet appropriate solutions to problems of life, art, science, or
any other domain;
Decision Making -The process of assessing an issue by
considering all possible/available options and the effects those
different decisions might have on them;
Problem Solving – Confronting a problem, formulating choices, selecting among the choices,
choosing the most suitable one, following it through in the face of impediments, and repeating the
process until an appropriate solution is reached.
Importance of Life Skills
Exploring alternativ
es
Weighing pros and
cons
Making rational
decisions
Effective communic
ation
Assertiveness:
saying NO.
Need for Life Skills Training
Pressures on students
Student
Issues among youth
Motivation to study on a
regular basis
Communication with
teachers and parents
Coping with stress –
exams/failures, suicide
Self - esteem not related to performance, appearance, possessions
Bullying
Cigarette Smoking/Subs
tance UseGender and sexuality.
Needs of Adolescents • Questioning “Who Am I” and
exploring identities: personal, relational, vocational, spiritual/religious, ethical, and sexual/romantic
• Need autonomy with monitoring and support
Exploring Self and Identity
• Issues of Self-Esteem• Parent-child conflict: wish for
independence vs. inability to be self-sufficient
Acceptance from Self and Others
• Rapid physical and psychological changes require adjustment of concept
• Peer rejection and peer pressure• Critical period for formation of habits
good or bad.
Mental Health
Needs of Adolescents today
Girls• Anger
60%• Academics
80%• Decision-
Making83%
• Time with Parents43%
• Discussing Problems53%
Boys• Anger
65%• Academics
85%• Decision-
Making58%
• Time with Parents53%
• Discussing Problems53%
LIFE SKILLS TRAINING FOR SCHOOL STUDENTS
Flexible, modular approach
Design•Sessions over the academic year•Pre-Structured and delivered
Delivery•20 Sessions facilitated for each section of the school•Activity-based generative learning
Customisation
•Context-specific themes•Context-sensitive delivery•Continuous needs assessment.
Why Active Learning?
We remember: 10% of what we
read 20% of what we
hear 30% of what we
see 50% of what we
see and hear 70% of what we
see, hear and discuss
90% of what we see, hear, discuss and practice
Model of Impact
Manifestation of challenges Realisation: how to handle challenges
positivelyAcademic performance achievement
Generalisation of skills developed
Enhanced self-esteemEnhanced interpersonal
relationships
Phase 1
Phase 2
Phase 3
Design
Modular Approach
•Sequential psychosocial skill development•Active learning of functional competencies•Flexibility•Time spent on module•Activities used
Theme-Centred Approach
•Developmentally sensitive sequence•Identification of age-, class-, or school-specific themes•Facilitated discussion of relevant issues•Groupism•Sexual issues•High-risk behaviours
Opportunity for In-Depth Intervention
•Breakdowns and breakthroughs•Identification of problems•Opening for individual- or group-level psychotherapeutic intervention
BLUE PHOENIX CONSULTING PARTNERS#544, 12th cross, 27th Main, I Phase J.P. Nagar,Bangalore – 560078
Ph: +91 9880925873raghavendra@bluephoenixpartners.comwww.bluephoenixpartners.com