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

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Ph: +91 9880925873raghavendra@bluephoenixpartners.comwww.bluephoenixpartners.com