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Life skills training program

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“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

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Life skills training program

  1. 1. Life Skills Training Program
  2. 2. “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
  3. 3. Definitions World Health Organization The abilities for adaptive and positive behavior that Mastery of competencies for enable individuals to deal productive adults life effectively with the demandsand challenges of everyday life Skills that promote well- Not done to youth but with being and competence in youth youth to face life’s challenges.
  4. 4. 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
  5. 5. ConceptsCommunication and Interpersonal Self Awareness - Our recognition of Skills -- Expressing ourselves ourselves, our character, strengths appropriately and regulating and weakness, desires and dislikes; relationships with others; Coping with Stress & Emotions – Ability to recognize emotions inEmpathy - Ability to imagine what life others and ourselves, being aware of is like for another person even in a how emotions influencesituation that we may not be familiar behavior, and being able to respond with. It helps us to understand and to emotions appropriately.accept others and their behavior that Recognizing the source of stress inmay be very different from ourselves; our lives, its effect on us and acting in ways that help to control our levels of stress.
  6. 6. Concepts Creative Thinking – Generating Critical Thinking – Analyzing novel yet appropriate solutions to information and experiences in an problems of life, art, science, or any objective manner; other domain; Problem Solving – Confronting a problem, formulating Decision Making -The process of choices, selecting among theassessing an issue by considering all choices, choosing the most suitable possible/available options and the one, following it through in the face ofeffects those different decisions might impediments, and repeating the have on them; process until an appropriate solution is reached.
  7. 7. Importance of Life Skills Exploring alternativesAssertiveness: Weighing pros saying NO. and cons Effective Making rational communication decisions
  8. 8. Need for Life Skills Training
  9. 9. Pressures on students Academic pressures Challenges of puberty Peer and pressure adolescence. Student Self- imageand self- esteem Family issues
  10. 10. Issues among youth Motivation to study on a regular basis CigaretteSmoking/Substance Communication with Use teachers and Gender and parents sexuality. Coping with stress – Bullying exams/failures, suici de Self - esteem not related to performance, appear ance, possessions
  11. 11. Needs of Adolescents • Questioning “Who Am I” and exploring Exploring identities: Self and personal, relational, vocational, spiritual/relig Identity ious, ethical, and sexual/romantic • Need autonomy with monitoring and supportAcceptance • Issues of Self-Esteem from Self • Parent-child conflict: wish for independenceand Others vs. inability to be self-sufficient • Rapid physical and psychological changes require adjustment of concept Mental • Peer rejection and peer pressure Health • Critical period for formation of habits good or bad.
  12. 12. Needs of Adolescents today Girls • Anger 60% • Academics 80% • Decision-Making 83% • Time with Parents 43% • Discussing Problems 53% Boys • Anger 65% • Academics 85% • Decision-Making 58% • Time with Parents 53% • Discussing Problems 53%
  13. 13. LIFE SKILLS TRAINING FOR SCHOOL STUDENTS
  14. 14. Flexible, modular approach
  15. 15. 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, discu ss and practice
  16. 16. Model of Impact Phase Phase Phase 1 2 3 Generalisation of Realisation: skills developed how to handle challenges positively AcademicManifestation performanceof challenges achievement Enhanced Enhanced self- interpersonal esteem relationships
  17. 17. Design Theme-Centred Opportunity for In- Modular Approach Approach Depth Intervention• Sequential • Developmentally • Breakdowns and psychosocial skill sensitive sequence breakthroughs development • Identification of • Identification of• Active learning of age-, class-, or problems functional school-specific • Opening for competencies themes individual- or group-• Flexibility • Facilitated level • Time spent on discussion of psychotherapeutic module relevant issues intervention • Activities used • Groupism • Sexual issues • High-risk behaviours
  18. 18. BLUE PHOENIX CONSULTING PARTNERS#544, 12th cross, 27th Main, I Phase J.P. Nagar,Bangalore – 560078Ph: +91 9880925873raghavendra@bluephoenixpartners.comwww.bluephoenixpartners.com

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