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Lifeskills education is needed for adolescencts

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Life skill education is needed for adolescents to cope with stress and emotions. …

Life skill education is needed for adolescents to cope with stress and emotions.
This is a guide to teachers as well as students.
Many viewers requested me for allowing to download the presentation.
I feel proud and allowed to download so that some people will be benefited to bring the change in society.
We are working for a better tomorrow.
Pratima Nayak
pnpratima@gmail.com

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  • 1. LIFESKILLS EDUCATION IS NEEDED FOR ADOLESCENCTS.
  • 2. Skills & Life Skills Skills Literacy Language Vocational Cultural Life Skills
  • 3. The terms ‘Livelihood skills’ or occupational/vocational skills refer to capabilities, resources and opportunities to pursue individual and household economic goals and relate to income generation. Thus, Life skills are distinct from livelihood skills.
  • 4. What are Life Skills • Life skills have been defined as “the abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life”
  • 5. LIFE SKILLS Life skills include psychosocial competencies and interpersonal skills that help people make informed decisions, solve problems, think critically and creatively, communicate effectively, build healthy relationships, empathize with others, and cope with managing their lives in a healthy and productive manner.
  • 6. Who needs Life Skills? Life skill education are applicable for all ages of children and adolescents in school. However, the age group targeted is mainly 1018, adolescent years, since young people of this age group seem to be most vulnerable to behaviour related health problems. The programme is for the promotion of health and well being and targeted group is all children.
  • 7. Why? • Adolescence, a vital stage of growth and development, marks the period of transition from childhood to adulthood. • It is characterized by rapid physiological changes and psychosocial maturation. Adolescence is also the stage when young people extend their relationships beyond parents and family and are intensely influenced by their peers and the outside world in general.
  • 8. SPECIAL NEED OF LIFE SKILLS • As adolescents mature cognitively, their mental process becomes more analytical. They are now capable of abstract thinking and of developing an independent ideology.
  • 9. Adolescence are years of: Experimentation and risk-taking Giving in to negative pressure Taking uninformed decisions on crucial issues, especially relating to their bodies turning point in one’s life, a period of increased potential but also one of greater vulnerability. Their sexuality.
  • 10. The adolescents face the challenges: Managing Emotions Developing an Identity Resisting Peer Pressure Building Relationships Communicating and Negotiating safer life situations Education and Career
  • 11. Developing an Identity Self – awareness helps adolescents understand themselves and establish their personal identity. Lack of information and skills prevent them from effectively exploring their potential and establishing a positive image and sound career perspective.
  • 12. Managing Emotions Adolescents have frequent mood changes reflecting feelings of anger, sadness, happiness, fear, shame, guilt, and love. Very often, they are unable to understand the emotional turmoil.
  • 13. Building Relationships • As a part of growing up, adolescents redefine their relationships with parents, peers and members of the opposite sex. Adults have high expectations from them and do not understand their feelings. • Adolescents need social skills for building positive and healthy relationships with others including peer of opposite sex. They need to understand the importance of mutual respect and socially defined boundaries of every relationship.
  • 14. Resisting Peer Pressure • Adolescents find it difficult to resist peer pressure. Some of them may yield to these pressures and engage in experimentation. • Aggressive self conduct; irresponsible behaviour and substance abuse involve greater risks with regard to physical and mental health. • The experiment with smoking and milder drugs can lead to switching over to hard drugs and addiction at a later stage.
  • 15. Education and Career • Exposure to media and mixed messages from the fast changing world have left adolescents with many unanswered questions • The widening gap in communication between adolescents and parents is a matter of great concern. • Teachers still feel inhibited to discuss issues frankly and sensitively. • Adolescents seek information from their peer group who are also ill informed and some may fall prey to quacks. • Fear and hesitation prevents them from seeking knowledge on preventive methods and medical help if suffering from RTIs and STIs.
  • 16. Communicating and Negotiating safer life situations • Sexually active adolescents face greater health risks. • Girls may also face mental and emotional problems related to early sexual initiation. • Resisting the vulnerability to drug abuse, violence and conflict with law or society.
  • 17. Key Life Skills Thinking Skills Social Skills Skills related to dealing with others termed as "social skills". Skills those related to thinking termed as "thinking skills"; Social skills include interpersonal skills and Thinking skills relate do not necessarily to reflection at a depend on logical thinking. personal level Emotional Skills Skills needed for achieving assertive behaviour and negotiating effectively. “Emotional skills”.
  • 18. Three kinds of skills – Thinking Skills Emotional Skills Social Skills
  • 19. The Ten core Life Skills as laid down by WHO are: Life Skills Social Skills Thinking Skills Emotional Skills Communication Problem solving Coping with Stress Interpersonal relationship Decision making Coping with Emotion Empathy Self Awareness Creativity Critical thinking
  • 20. The Ten core Life Skills as laid down by WHO are: • • • • • • • • • • Critical thinking Creative thinking Decision making Problem Solving Self-awareness Empathy Effective communication Interpersonal relationship Coping with stress Coping with emotion
  • 21. Social Skills Self awareness Interpersonal relationship Social Skills Empathy Effective Communication
  • 22. Self-awareness • SELF AWARENESS is one of the most important part which is basically you, this skill or ability in you will help you to know about yourself, your character, desires, likes, dislikes and your strengths and weakness keeping in mind your physical, mental, emotional, social, and sexual aspects. Being aware of your strengths and weakness will help in building your self esteem and self confidence. • Knowing about yourself is necessary for developing a positive attitude towards life. It helps in making decisions, prioritizing your work, and reasoning out many actions and reactions of yours.
  • 23. Empathy • Empathy - To have a successful relationship with our loved ones and society at large, we need to understand and care about other peoples’ needs, desires and feelings. • Empathy is the ability to imagine what life is like for another person. Without empathy, our communication with others will amount to one-way traffic. When we understand ourselves as well as others, we are better prepared to communicate our needs and desires.
  • 24. Empathy • Empathy can help us to accept others, who may be very different from ourselves. This can improve social interactions, especially, in situations of ethnic or cultural diversity. • Empathy can also help to encourage nurturing behaviour towards people in need of care and assistance, or tolerance, as is the case with AIDS sufferers, or people with mental disorders, who may be stigmatized and ostracized by the very people they depend upon for support.
  • 25. Interpersonal relationship Interpersonal relationship skills help us to relate in positive ways with the people we interact with and keep friendly relationships, which can be of great importance to our mental and social well-being. It may mean keeping, good relations with family members, which are an important source of social support. It may also mean being able to end relationships constructively.
  • 26. Effective communication • Effective communication means that we are able to express ourselves, both verbally and non-verbally, in ways that are appropriate to our cultures and situations. • This means being able to express opinions and desires, and also needs and fears. And it may mean being able to ask for advice and help in a time of need.
  • 27. Thinking Skills Critical Thinking Creativity Thinking Skills Decision Making Problem solving
  • 28. Critical Thinking Critical thinking is an ability to analyze information and experiences in an objective manner. Critical thinking can contribute to health by helping us to recognize and assess the factors that influence attitudes and behaviour, such as values, peer pressure and the media.
  • 29. Creative thinking • Creative thinking is a novel way of seeing or doing things that is characteristic off our components – fluency (generating new ideas), flexibility (shifting perspective easily), originality (conceiving of something new), and elaboration (building on other ideas).
  • 30. Decision making Decision making Decision making helps us to deal constructively with decisions about our lives. This can have consequences for health. It can teach people how to actively make decisions about their actions in relation to healthy assessment of different options and, what effects these different decisions are likely to have.
  • 31. Problem solving • Problem solving helps us to deal constructively with problems in our lives. • Significant problems that are left unresolved can cause mental stress and give rise to accompanying physical strain.
  • 32. Emotional Skills Coping with stress Emotional Skills Coping with Emotions
  • 33. Self management or emotional skills are important skill including managing/coping with feelings, emotions, stress and resisting peer and family pressure. Young people as advocates need both thinking and social skills for consensus building and advocacy on issues of concern.
  • 34. Coping with Stress Coping with stress means recognizing the sources of stress in our lives, recognizing how this affects us, and acting in ways that help us control our levels of stress, by changing our environment or lifestyle and learning how to relax.
  • 35. Coping with emotions Coping with emotions means involving recognizing emotions within us and others, being aware of how emotions influence behaviour and being able to respond to emotions appropriately. Intense emotions like anger or sadness can have negative effects on our health if we do not respond appropriately.
  • 36. Managing Stress Managing self Managing Time Managing emotions Managing anger Coping with frustration Coping with peer pressure Coping with depression
  • 37. Different methods that can be used to enhance Life Skills in students.  Class discussions  Brainstorming  Demonstration and guided practice  Role plays  Audio and visual activities, e.g.,arts, music, theatre, dance  Educational games and simulations  Case studies  Story telling  Debates
  • 38. The Thirsty Crow Which life skills the crow applied? A crow was looking for water on hot dry day. She was very thirsty. She could not find water any where even after flying long distances. Though she was very tired, she said, “I am thirsty and I have to find water soon” and started looking again. Soon she saw a tall clay pot with little water in it. She was happy to see the water but disappointed that the water level was low. She could not reach the water, however much she tried. She said, “I have to find away of drinking it without breaking the pot or toppling it”. She looked around and saw small pebbles all around. She picked one by one and dropped it into the pot. Slowly, the water level came up and she could drink the water and quenched her thirst.
  • 39. Life skills used by the crow: Self-awareness: She realized that she is thirsty and she has to do something to find water. Decision-making: She decided to start looking for water. Critical thinking- ability to identify the problem: She found that the water level is low and she cannot reach it; cannot topple it or break it. Creative thinking: Used the pebbles (immediately available resource) creatively. Problem solving: Found a solution to her problem by thinking creatively.
  • 40. Birbal Ki Kichhidi
  • 41. Birbal Ki Kichhidi. Identify life skills. One day, King Akbar announced a reward of 100 gold coins to anyone who could stand in the cold-water pond all through the night and come out when the sun rises in the morning. Many came forward. But soon the pond was empty except for one old man. He stood there because he wanted the 100 gold coins to conduct his daughter’s wedding. When the sun came up he got out of the pond and asked for the 100 gold coins. The king asked him, “How could you bear the cold water when even young person came out of the pond”? The old man said, “I looked at the distant lights in the palace and kept thinking of the warmth the lights give”. The king said, “Then you cheated me. You took warmth from my palace lights. I will not give you the gold coins”. The old man was very sad and disappointed that his effort had gone waste. Birbal, a minister understood that the king was unfair in his decision. He wanted to find a way to communicate this to the king. He invited the king for dinner that evening. When the king arrived, he found Birbal sitting in the garden near a small fire. He asked “what are you doing’? Birbal said, “Oh, I am cooking kichdi for your dinner”. The king was surprised to see a small pot hanging from the top of the tree while the fire was on the ground. He said, “Birbal, are you stupid? How can the kichdi cook when the fire is down below and the pot is way up”? Birbal said, when the old man can draw warmth from the palace lights which are so far away , why can’t my kichadi cook from the fire down below? The king understood his fault and gave the 100 gold coins to the old man and apologized to him.
  • 42. Life skills used by characters • Critical thinking: Birabl understood the problem. The king was unfair by refusing to give the gold coins to the old man. • Empathy: He empathized with the old man and wanted to help him. • Decision-making: Birbal decided to help the old man. • Communication: Birbal found a creative idea to communicate that the king must give the gold coins to the old man. • Old man was lacking of communication skill. • Creative thinking: He used the kichadi-cooking example, to make the king realize his mistake, without offending his feelings. • Creative thinking by King: He used his creative thinking negatively to cheat the old man.
  • 43. Hunter & pigeons
  • 44. Hunter and Pigeons Identify life skills. A group of pigeons enjoyed the fresh grains in the field. They went there every day. One day a hunter saw them and wanted to catch them. He spread a net in the field and was waiting for them to come. The pigeons were caught in the net. They realized that the hunter will soon take them away. The leader pigeon said, “We have to get out. There must be a way out. Let us think”. But they could not find a way out .The net was strong. Each pigeon was trying to escape by pulling the net in different directions. But it increased the fear and confusion more than helping them. A young pigeon said, “Why don’t we all try and fly together instead of trying to escape individually?” When we pull individually, we waste our energy”. The leader pigeon was not in agreement. He said “no it may be difficult”. But the young pigeon insisted that they try it once. The leader finally agreed when he spotted the hunter at a distance. When he said “fly” all of them lifted together and flew away with the net. The hunter arrived just then to see the pigeons flying away together with his net.
  • 45. Life skills used by characters • Self-awareness: The pigeons knew that they were in trouble and need to find away out of the net. • Critical thinking for Problem identification: The young pigeon identified that they were wasting energy by trying to fly out individually. • Effective communication: The young pigeon assertively communicated his suggestion of flying together. • Decision-making: They decided to fly as a group. • Creative thinking for problem solving: Identified a creative solution by flying together. • Creative thinking by the hunter: Spreading grains under the net to catch the pigeons.
  • 46. Crocodile and the Monkey
  • 47. Crocodile and the Monkey Identify life skills. A monkey was living on a mango tree on the bank of the river. The tree was full of ripe mangoes and the monkey enjoyed the sweet and juicy fruit every day. A crocodile was swimming in the river and saw the monkey enjoying himself. He asked, “what is that you are eating. It looks good”. The monkey threw one mango to the crocodile and said “it is a mango”. The crocodile loved the taste and every day he came for more fruits. They became good friends. The crocodile told his wife about the mango and the monkey. She was very curios and asked her husband to bring one mango for her. When she tasted it, she said, “This fruit is very tasty. Since the monkey eats it every day his meat must taste very good. You bring him home and we can eat him”. The crocodile tried to arguer but she was very adamant. He was sad because, the monkey was a good friend. By the time he reached the mango tree, he made a plan. He told the monkey that he was invited for lunch and he would take him to his house. The monkey sat on the back of the crocodile and they were crossing the river. When they were half way, the crocodile told the monkey the truth that he will be eaten by his wife. The monkey immediately sensed the danger. He thought for a while and told the crocodile, “You should have told me this earlier. My stomach is the tastiest part of my body. I have left it on the tree. Come let us go back and bring the stomach”. The crocodile hesitated. But, decided to take the monkey back to the tree to fetch the stomach. When they came near the tree, the monkey jumped, sat on the top branch of the tree away from the crocodile and saved his life.
  • 48. Life skills used by characters • Social skills: built relationship with the crocodile. • Problem identification: The monkey knew that his life was in danger when the crocodile told the truth. • Critical thinking for problem solving: Identified an appropriate reason for making the request to go back to the tree. • Effective communication: He could convince the crocodile to go back to the tree. • Creative thinking- Identified a creative reason for going back to the tree. • Creative thinking by the crocodile: to invite the monkey for lunch –skill negatively used .
  • 49. This presentation is meant for students and teachers as a guide for life skill Education which is most urgent need of present society.Some pictures are taken from some websites and I acknowledge them. It is not for business purposes as it is free for all. By - Pratima Nayak,Teacher in Mathematics, Kendriya Vidyalaya,Fort William,Kolkata is life skill master trainer as well as master Trainer for gender sensitization . Email address: pnpratima@gmail.com