1. Appendix I
MODULE OF THE LIFE SKILLS TRAINING
Session one and two
Step 1
Make Introduction
The investigator introduced himself briefly, and so did the subject. Subject spoke
about his/herself, friends, school, family, interests etc.
Step 2
Explanation of Life Skills Training (LST)
The investigator explained to the subjects, what Life Skills Training was, and they
were said that their thoughts were important in relation with themselves, their
world and the others. Life Skills Training can help to change cognition and
behavior.
Session three, four and five
Decision making
Life can be viewed as a constant of decisions. Determine the outcome of
one’s life. Rational decisions enable one to “take charge” of their lives.
Process of decision making- understand the problem and goals clearly;
therefore consider wide variety of alternative courses of action, the creation of
many possible solutions to the problem. Collect all the available information.
Weigh the pros and cons of each course of action and then decide on one that you
can commit yourself to fully. The purpose of decisions making are:
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To make decisions more rationally any wisely.
To recognize that we really do have a choice about many important
things in our lives.
To avoid making decisions sloppily or by default.
To avoid a variety of irrational ideas, false assumptions, fears,
needs and other emotions that block good decision making.
Train subjects in decision making
Step one
Decide if there is a problem. A problem well stated is half solved. If so,
describe and understand the problem; See some solutions; and accept the
challenge to tackle the problem.
Is there a problem?
Am I exaggerating or minimizing the problem?
If serious difficulties involved, ask are there solutions to the problem?
Is it a manageable, solvable problem?

2. Am I overly optimistic or pessimistic? the situation may be an opportunity
rather than a problem.
Am I willing to accept the challenge with enthusiasm?
List down helpful forces and harmful forces pushing you / restraining you
from reaching your goal.
Step two
Now decide what you want in the future?
What do you value?
Set major goals in terms of specific behaviors. 
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What should take priority in your life?
(socializing, work, romance, sex, family, money, health, children, being alone,
comfortable, status, looks, education, religion, playing, thinking, art, music,
excitement or pleasure). If you do not know your priorities, you can’t decide
where to go in life.
Step Three
Think of as many solutions and courses of action as you can.
If you can’t find any good solution, gather ideas from experts or
experienced people. Brainstorming in a group is a better way:
The more solutions generated the better
Suspend judgment and the quality of idea
The greater variety of ideas, more likely to find a good solution
Identify most promising ideas, combine solutions and improves each
alternative with possible approaches to problem.
No good idea or compromise is overlooked.
If the problem is tough, give yourself time.
Build up faith in your ability to eventually decide and cope.
Avoid thinking in terms of ‘either’ ‘or’ (e.g. either I go to college or I
don’t).
Step Four
Every decision maker needs to know the psychological forces that block
intelligent decisions in order to guard against the pitfalls.
When people become resigned or ‘detached’ I don’t care”. 
They are paralyzed – unfeeling unemotional, uninvolved and indecisive. 
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Self doubt and self defeating acts, anxiety, depression, suppressed anger,
lack of hope interferes with decision.

3. An exaggerated notion of one-self may lead to bed decision.
Being overly dependent- handicaps the decision- maker.
Wishful thinking in many forms messes up decision- making.
Blaming /abusing oneself after making a poor decision may lead to
avoidance of making decisions in the future.
If certain outcomes scare us, the tendency is not to consider those
alternatives.
Emotions cause us to rush decisions.
Group decisions may solve problems better than individual decisions- if
the group members are competent and work well together.
Group decisions inhibited by overenthusiastic pleasing group members or
when there is negative atmosphere.
Step Five
Consider carefully each of the alternatives
What are the pros and cons of each choice?
How does each choice fit with you priorities?
How do you feel about each choice?
Two aspects to consider:
Facts about each choice.
How you feel about the future implied by each choice? 
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Consider your assets and resources to overcome the problem and opposing
force.
Whether the course of action is in keeping with or in conflict with your
values.
Consider subjective, intuitive or vague feeling – oriented reactions.
Ask yourself- what is the best that could happen if I make this choice?
What is the worst that could happen?
Are there ways to improve the ‘wrong’ that could happen if I make this
choice?
Your feelings, needs and wants must be given serious attention.
Step Six
Select the best solution from among the alternatives you have considered.
Dreaming about a problem they are trying to solve.
Consciously think about the situation;
The alternatives.
Their feeling and different choices.
Possible long-rang outcome.

4. Step Seven
Accepting the best choice
Let it sink in…
Stop obsessing about the decision 
Let go of the unselected options.
Give yourself a time limit to make a decision; 
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Receive all the information and go with what seems like the best choice.
Quickly give up the rejected alternatives.
Step Eight
Throw yourself into carrying out the decision
Make a specific plan and schedule the work.
No decision if there is any action.
Solutions don’t usually end with decision they begin there –“a poor
well executed is better than a good decision poorly executed”.
Need a well thought out and detailed plan re: how to succeed and how to
deal with possible problem.
You need energy, hope time and dedication 
Frequently evaluate the effectiveness of your action and make
changes in your plans accordingly.
Take pride in your decisiveness
Session six and seven
Problem-solving
Coping is active problem-solving. When we are stressed by events, we are
unable to be good problem-solvers as we either see no solution or one we don’t
like. There are steps to good problem-solving that we can follow no matter how
stressed we are. Following the steps gives us a plan and results in better solutions
being found. It is similar to following the steps in a recipe.
Steps in Problem Solving
1. Define the problem.
2. Recognize how you feel about the problem. Accept your feelings.
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3. Relax and try not to think about solutions for a while.
4. Consider all possible solutions.
5. Try to imagine how other people might solve the problem or
how to obtain the information needed to solve the problem.
6. Evaluate the pros and cons of each solution.

5. 7. Arrange the solutions into a list starting with the least practical
or least desirable one, all the way to the best.
8. Make a choice.
9. Briefly consider some favorable or positive aspects of the original
problem. Can you think about it differently? Undesirable events
often produce spectacular strengths.
Train subjects in Problem solving
Step 1
Define clearly the one problem you want to try and solve now.
Here are some examples:
I want to get more information from my doctor on my treatment plans.
I want to get back to work soon.
I want to get the household tasks arranged.
The problem may also be a preoccupation with something or a feeling that
you have. For example:
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I need to feel useful.
I want to look more attractive.
I want to be closer with my spouse.
The problem may be a task you have to do. For example:
I have to go to the hospital for a few days.
I have to decide on what treatment to take.
I have to get more exercise.
Step 2
Identify and recognize how you feel about the problem: Thinking, feeling and
behaving are all very much related and it is important not to ignore any of these.
In the same way that thinking can affect your decisions, many of your feelings
about a problem may lead to some very creative solutions.
Step 3
Take time out. Take time not to think about solutions or coping strategies. This
phase of problem-solving is used to get away from what is on your mind, to relax
for a while, using the relaxation exercises. By getting away from your problem for
a brief period of time, you may uncover new and creative solutions.
Step 4
Think of as many different solutions as possible. Often when we are experiencing
a great deal of distress we tend to focus only on one solution. Step 4 encourages
you to list as many alternatives as possible, whether they are good, bad, or
indifferent. This is a time for brainstorming, not evaluating. All solutions are
valuable as often times a poor solution may trigger a better one and/or afford a

6. contrast to those already known.
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Step 5
Consider or imagine how other people would respond to the problem. In other
words, sit back and say to yourself, “How might my friend solve this problem?”
In this way, you may be able to shift your attention from your own approach or
style and suddenly become aware of a totally different solution(s).
Step 6
List the advantages and disadvantages of each of the solutions which you
generated previously. Now is the time to evaluate, to consider the possible
consequences of all the different solutions. Be conscious of the fact that you are
still not choosing a solution, merely assessing the validity of each one.
Step 7
Arrange the proposed solutions into a list, starting from the least practical or least
desirable solution all the way up to the best solution or those solutions which
seem to have the most likely chance of resolving the problem.
Step 8
Make a choice. The actual choice is quite simple and often readily apparent if all
of the preceding steps have been followed carefully.
Step 9
Re-examine and re-define the problem. Go back to the original concern or
problem and ask yourself, “Can it be thought about differently?” or “Is there
anything positive that I can understand about this situation?” Many can go back to
their original concern and see it in a different light or from a different perspective.
For example, you may go back to a particular problem and discover that one of
the positive things which comes out of the situation is that you are closer to
people or you are better able to understand a particular person in yourlife. Thus,
not everything that confronts someone with cancer is necessarily terrible and
catastrophic. You can, through effective problem-solving, always discover at least
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one positive aspect to a difficult situation. This is a vital dimension of flexible
coping.
Session eight and nine
Creative thinking
An important goal of education is helping students learn how to think more
productively by combining creative thinking.
Step 1
What is Creativity?

7. An Ability. A simple definition is that creativity is the ability to imagine or invent
something new. As we will see below, creativity is not the ability to create out of
nothing (only God can do that), but the ability to generate new ideas by
combining, changing, or reapplying existing ideas. Some creative ideas are
astonishing and brilliant, while others are just simple, good, practical ideas that no
one seems to have thought of yet.
Believe it or not, everyone has substantial creative ability. Just look at how
creative children are. In adults, creativity has too often been suppressed through
education, but it is still there and can be reawakened. Often all that's needed to be
creative is to make a commitment to creativity and to take the time for it.
An Attitude. Creativity is also an attitude: the ability to accept change and
newness, a willingness to play with ideas and possibilities, a flexibility of outlook,
the habit of enjoying the good, while looking for ways to improve it. We are
socialized into accepting only a small number of permitted or normal things, like
chocolate-covered strawberries, for example. The creative person realizes that
there are other possibilities, like peanut butter and banana sandwiches, or
chocolate-covered prunes.
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A Process. Creative people work hard and continually to improve ideas and
solutions, by making gradual alterations and refinements to their works. Contrary
to the mythology surrounding creativity, very, very few works of creative
excellence are produced with a single stroke of brilliance or in a frenzy of rapid
activity. Much closer to the real truth are the stories of companies who had to take
the invention away from the inventor in order to market it because the inventor
would have kept on tweaking it and fiddling with it, always trying to make it a
little better.
Step 2
Be clear about what it is you want to learn
This Step helps you clarify and define exactly what it is you are trying to learn
and to what level of competence.
Step3
Be clear about why you want to learn
This Step helps you fully understand your reasons and the likely benefits to you of
improving how you learn to Think Creatively
step4
Understand how you best learn and the types of learning needed
This Step introduces you to the different approaches to learning that you can
adopt (learning styles) and the different kinds of learning involved in learning to
improve your learning.

8. Page 12
Step 5
Characteristics of the Creative Person

curious

seeks problems

enjoys challenge

optimistic

able to suspend judgment

comfortable with imagination

sees problems as opportunities

sees problems as interesting

problems are emotionally acceptable

challenges assumptions

doesn't give up easily: perseveres, works hard
Session ten and eleven
Critical thinking
Step 1
What is Critical thinking?
Critical thinking is the intellectually disciplined process of actively and
skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating
information gathered from, or generated by, observation, experience, reflection,
reasoning, or communication, as a guide to belief and action. In its exemplary
form, it is based on universal intellectual values that transcend subject matter
divisions: clarity, accuracy, precision, consistency, relevance, sound evidence,
good reasons, depth, breadth, and fairness. It entails the examination of those
structures or elements of thought implicit in all reasoning: purpose, problem, or
question-at-issue, assumptions, concepts, empirical grounding; reasoning leading
to conclusions, implications and consequences, objections from alternative
viewpoints, and frame of reference. Critical thinking - in being responsive to
variable subject matter, issues, and purposes – is incorporated in a family of
interwoven modes of thinking, among them:

9. Page 13
Scientific thinking, mathematical thinking, historical thinking, anthropological
thinking, economic thinking, moral thinking, and philosophical thinking.
Step 2
Saying “No”
How many people say “yes” when they really want to say “no”?
What is our “yes” worth if we never say “no”?
Communication is simply the sending and receiving of messages, intentional and
unintentional, verbal and nonverbal. Being able to communicate well is a skill that
most of us have not learned about and yet it is an essential part of good coping. It
affects our feelings and our health. In dealing with cancer, it can affect the
treatment we receive and our quality of life. No wonder then that communication
is basic to every human relationship.
Brevity is crucial. Be as brief as possible, i.e. give a legitimate reason for your
refusal, “I don’t have the time”. Avoid long elaborate explanations, justifications.
Actually say the word “no” when declining. The word “no” has more power
and is less ambiguous than “well, I just don’t think so...”
“I really can’t just now...” etc.
Broken record technique. Repetition and persistence may be necessary. You
may have to decline several times before the person “hears” you. It’s not
necessary to come up with a new explanation each time; you can use your original
reason over and over again.
Shake your head when saying “no”. Often people unknowingly nod their heads
and smile when they are attempting to decline or refuse ... this is a double
message. Make sure your non-verbal gestures mirror your verbal messages.
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Limit the words “I’m sorry” when saying “no”. Try to be conscious about
using this phrase to excuse your refusal or to otherwise weaken your credibility.
(Habitual use of this phrase can be distracting to your real intent.)
Buy time for yourself. Say, "let me get back to you on that," or "I’ll think about
it."
Practice:
Turn to your neighbor or friend and practice declining:
• an invitation to dinner
• being on a committee
• buying something
Step three
Critical Thinking
Creative Thinking

10. Analytic
Generative
Convergent
Divergent
Vertical
Lateral
Probability
Possibility
Judgment
suspended judgment
Focused
Diffuse
Objective
Subjective
Answer
an answer
left brain
right brain
Verbal
Visual
Linear
Associative
Reasoning
richness, novelty
yes but
yes and
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Session twelve and thirteen
Coping with emotions
The major of this topic is to familiarize participants with a wide range of
human emotions and to help them differentiate these from thoughts and behaviors.
Step one
Identify what is an emotion?
Step two
Identify different types of emotions:
Positive emotions like: Happy, Relaxed, Confident, Interested, Peaceful and
Excited.
Negative emotions like: Sad, Afraid, Scared, Anxious, Nervous, Depressed,
Helpless, Angry and Jealous.
Physical feeling like: Pain and Hunger.

11. Step three
Identify the difference between a emotion and behavior.
Identify the difference between a emotion and thought.
Identify two major categories of emotions: good and bad.
Identify the difference between emotional feelings and physical feelings of
pain, hunger and so on.
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Step four
Relaxation training
Train subject in Progressive Muscle Relaxation
Twelve – Muscle – Group Relaxations
1. Lower arms: Tightening the fists and pulling them up.
2. Upper arms: Tensing the arms by the side of the body.
3. Lower legs: Extending the legs and pointing the feel up.
4. Thighs: Pushing the legs together.
5. Stomach: Pushing it back toward the spine.
6. Upper chest and back: Inhaling into the upper lungs and holding for a
count of 10.
7. Shoulders: picking them up toward the ears.
8. Back of the neck: Pushing the head back.
9. Lips: pursing the lips without clenching the teeth.
10. Eyes: Squinting with eyes closed.
11. Eyebrows: Pushing them together.
12. Upper forehead and scalp: Raising the eyebrows (Leahy &Holland, 2000).
Eight-Muscle- Group Relaxation
1. Whole arms: Slightly extended, elbows bent, fists tightened and pulled
back.
2. Whole legs: Extended, toes pointed up.
3. Stomach: pushing it back toward the spine.
4. Upper chest and back: Inhaling into the upper lungs and holding for a
count of 10.
5. Shoulders: Picking them up toward the ears.
6. Back of the neck: Pushing the head back.
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7. Face: Squinting eyes, scrunching features toward tip of the nose.
8. Forehead and scalp: Raising eyebrows (Leahy &Holland, 2000).
Four-Muscle- Group Relaxation
1. Whole arms: Slightly extended, elbows bent, fists tightened and

12. pulled back.
2. Upper chest and back: Inhaling into the upper lungs and holding
for a count of 10.
3. Shoulders and neck: Slightly hunching the shoulders and pushing
the head back.
4. Face: Squinting eyes, scrunching features toward tip of the nose
(Leahy &Holland, 2000).
Simple Relaxation Technique
Sit in a comfortable position (keeping a straight spine).
Close your eyes.
Scan your body for any tightness.
Progressively relax all the muscles of your body.
Begin to breath slowly, inhaling an exhaling your nose.
As you exhale, repeat your chosen word or phrase (for e. g., ‘relax’). If
thoughts keep intruding don’t dwell on them, simply note them and
continue to repeat your chosen word (s).
Continue doing this for 10 to 20 minutes practice this technique early or
late in the day for optimum results but wait at least two hours after having
a meal.
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Quick Relaxation
1. The clenched fist: Clench your fist tightly for a count of ten. Release and
let your whole body go completely limp.
2. The deep breath: Take a full deep breath and hold it for a count of ten.
When you exhale let it all out at once, letting your body go completely
loose and limp. This is related to the first technique in that it too involves
an initial tightening (holding the breath for a count of ten followed by a
sudden and complete release as you let your breath out all at once.) In
addition, it takes advantage of another basic principle — the fact that the
body is most relaxed when exhaling.
3. The breathing countdown: Breathing normally, let go more and more as
you release each breath, while counting slowly from 10 to 0, one number
per breath. By focusing on the “letting go” feeling as you let out each
breath let go even more to produce a cumulative effect. Counting
backwards (one number per breath) helps create the effect of descending
(as if you were in an elevator going down another floor with each
breath)—becoming more relaxed with each breath.
4. The warm hands: Imagine yourself basking in the warm sun on a beach or
soaking in a hot tub until you can actually feel warmth come into your

13. hands. This technique uses the principle that the power of thought
directly affects the body. An example of this principle in action is what
happens when you’re hungry and begin anticipating your favorite meal.
Your mouth automatically starts watering—a physiological response
(salivation) caused by a thought. In the same way, the thought of warmth
can have a direct effect on circulation. And since we know that the blood
flowing out to the extremities is directly linked with relaxation, thoughts
of warmth—especially warm hands —will cause an automatic relaxation
response.
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Session fourteen and fifteen
Coping with stress
From the earliest days of the cavemen, stress has been a part of our lives.
However, rapid advances in technology and a wealth of information have
produced extra stress levels for many of us.
Step one
Recognize when feeling stress
Step two
Problem-solving
Problem-solving skills help you handle difficult situations.
Step three
Improved communication
Poor communication causes misunderstandings which are the root cause
of a growing number of problems. Improved communication is another method
for coping with stress.
Step four
Closeness and Flexibility
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Closeness refers directly to the support you have within your household and
with your co-workers.
Step five
Prevent stress
Self relaxation procedures
Music
Physical exercise
Going for a walk
Surrounding oneself with friends
Session sixteen, seventeen, eighteen and nineteen

14. Self-awareness and Empathy
Self-awareness is an essential component in the development of empathy.
Step one
What is Self Awareness?
Self awareness is achieved by reflecting on your intentions and your
actions. It is being aware of your own emotions and how to channel them in order
to achieve what you want from life. Awareness of our selves enables us to be
pro-active and therefore more in control of our life course. Self awareness stems
from reflection, on trying to understand what we do and how we might do it
differently to achieve greater success.
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What Is Empathy?
A Definition of Empathy
The ability to understand another person’s circumstances, point of
view, thoughts, and feelings. When experiencing empathy, you are able to
understand someone else’s internal experiences.
Step two
Self-worth and Self-Acceptance
Self-esteem
Self-Identity
Personal History
Step three
Socialization
Positive and negative feedback to others
Session twenty, twenty one , twenty two , twenty three and
twenty four
Effective communicating and Interpersonal relationship skills
Step one
Did you know that Communication is?
• 7 % Verbal 
• 35 % Facial Expression
• 35 % Body Language 
• 23 % Tone Of Voice
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Step two
Listening skills
Make eye contact.

15. Orient toward a speaker.
Lean forward or sit up straight.
Nod head or react to show understanding that one is hearing another
person.
Repeat what someone says.
Ask someone to repeat him or herself.
Ask someone to explain him or herself.
Step three
Introducing Oneself
Step Four
Beginning a Conversation
Step five
Asking a Question
Step six
Introducing Others
Step seven
Assertive communication skills:
Assertiveness is a skill that can be learned, not a personality trait.
Clearly represents what one is thinking and feeling. 
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No apology for expressing emotions and thoughts.
Refuses to be manipulated by false guilt when communicating.
Never sacrifices others’ rights to get their own way.
Seven rights of the Assertive person
The right to be human and take full responsibility for your decisions and
action.
The right to be wrong.
The right to tell others what you are thinking and feeling.
The right to change your mind.
The right to stand in judgment of your thoughts and actions.
The right to express yourself without intimidation or guilt.
The right not to accept responsibility for others 
The Basic Interpersonal Styles:
1. Aggressive Style:
Opinions, feelings and wants are honestly stated but at the expense of
someone else’s feelings.
The message- “I’m superior and right and you’re inferior and wrong.”
They are given what they want in order to get rid of them.

16. They make enemies. 
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If they cannot be avoided, others will be dishonest with them in order to
avoid confrontation.
2. Passive style:
Opinion, feelings and wants are withheld/ expressed indirectly and only in
part.
The massages “I am weakened inferior and you’re powerful and right.” 
Minimizes responsibility for making decisions and the risk of taking a
personal stand on an issue.
Senses of impotence, lowered self- esteem, have to live with the decisions
of others.
3. Assertive style;
Clearly state your opinion, how you feel and what you want without
violating the rights of others.
The massage ‘you and I have differences, but we are equally entitled to
express ourselves to one another’.
Active participation in making important decisions, getting what you want
without alienating others.
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APPENDIXES
Page 26
Appendix II
PERSONAL DATA SHEET
Name
Age
Subject of Study
Father’s education
Mother’s education
Family economic condition
Birth order

17. Income of your family
Area
Religion
Total Number of Children
Age and Sex of Children
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Appendix III
Self-Esteem Questionnaire
Coopersmith
1967
Please read this carefully:
Please read the following sentences. Where a sentence confirms your
current situation mark "yes", and if not, mark "no".
Yes
No
1- I spend a lot of time daydreaming.
2- I ‘m pretty sure of myself.
3- I often wish I were someone else.
4- I ‘m easy to like.
5- My family and I have a lot of fun together.
6- I never worry about anything.
7- I find it very hard to talk in front of a group.
8- I wish I were younger.
9- There are lots of things about myself I’d change if I could.
10- I can make up my mind without too much trouble.
11- Others enjoy being with me.
12- I get upset easily at home.
13- I always do the right thing.
14- I ‘m proud of my work.
15- Someone Always has to tell me what to do.
16- It takes me a long time to get used to anything new.
17- I ‘m often sorry for the things I do.
18- I ‘m popular with people my own age.
19- My family usually considers my feelings.
20- I ‘m never happy.
21- I’m doing the best work that I can.
22- I give in very easily.
23- I can usually take care of myself.
24- I ‘m pretty happy.
25- I would rather associate with people younger than me.

18. Page 28
Yes
No
26- My family expects too much of me.
27- I like everyone I know.
28- I like to be called on when I am in a group.
29- I understand myself.
30- It‘s pretty tough to be me.
31- Things are all mixed up in my life.
32- People Usually follow my ideas.
33- No one pays much attention to me at home.
34- I never get scolded.
35- I’m not doing as well as work as I’d like to.
36- I can make up my mind and stick to it.
37- I really don’t like being a man/woman.
38- I have a low opinion of myself.
39- I don't like to be with other people.
40- There are many times when I’d like to leave home.
41- I'm never shy.
42- I often feel upset.
43- I often feel ashamed of myself.
44- I'm not as nice-looking as most people.
45- If I have something to say, I usually say it.
46- Classmates usually criticize me.
47- My family understands me.
48- I always tell the truth.
49- My employer or supervisor makes me fell I’m not good enough.
50- I don’t care what happens to me.
51- I ‘m a failure.
52- I get upset easily when I ‘m scolded.
53- Most people are liked than I a m.
54- I often have this feeling that my parents put me under pressure.
55- I always know what to say to people.
56- I often get discouraged in school.
57- Things usually don’t bother me.
58- I can’t be depended on.
Page 29
AppendixIV
Assertiveness Questionnaire
Herzberger and Shan
1984
Please read the following questions carefully and mark the sentences that best
describe your idea.
1- If in a party, my friend behaves rudely with me, I don't doubt in telling him that I

19. dislike his manner.
False True
2- I feel guilty when after midnight I ask my neighbor not to make noises.
False True
3- After eating a delicious food in a restaurant, I don’t doubt in letting the restaurant
owner know that I am satisfied.
False True
4- If my close friend keeps us waiting, I tell him that I am angry with him.
False True
5-If a barber cuts my hair badly and then asks me if I like it, I answer, Yes.
False True
6- I feel shy to ask some questions in a big speech event (including question and
answer).
False True
7- In friendly gatherings, I let my friends have a major portion of meal and I take
less portion.
False True
8- I pretend to be happy even if I am sad, so that others don't get annoyed.
False True
9- I believe I am entitled to return the inappropriate food to the kitchen in a
restaurant.
False True
10- When I have a new friend, I doubt to give a compliment on his dress when he
wears a new dress.
False True
11-When my close friend pays more attention to others and doesn't care about me, I
don't tell him that I am angry.
False True
12-When in a hotel, I don't let the waiter know whether I'm not satisfied with
services.
False True
13-When the interviewer (for employment in an organization) cancels the interview
time for the third turn; I tell him that I am angry.
False True
14-When my roommate messes the room, I clean it myself instead of arguing.
False True
Page 30
15-If one of my relatives gives me a ring late at night, I tell him that I am asleep
and I ask him not to call me.
False True
16-When others use my personal stuff and give them back to me untidy, I tell them
that they did an unjust act.
False True
17-It is hard for me to ask a stranger to do me a favor .
False True
18-If my tape recorder is stolen, I don't regret to report the case to the police even if
the suspect is my friend.
False True
19-If my friends and I have planned to go out in the evening, I will definitely go

20. even if the people around me ask me not to.
False True
20-I feel comfortable to get engaged in group discussions.
False True
21-If my friend asks me to go out for shopping and we go where I like, I would feel
guilty.
False True
22-If my co-worker does not provide me with all telephone messages when I am
not in the office, I will show him that I am unhappy.
False True
23- When the people around me use foul language, I will ignore it even if it irritates
me.
False True
24- If someone makes noise when I am studying in a library, I will let him know
my discontent.
False True
25- I feel guilty when I tell my friend that I should do my homework instead of
accompanying him out.
False True
Page 31
Appendix V
Mental health Questionnaire
Goldberg
1979
Please read this carefully:
We should like to know if you have had any medical complaints and how your health
has been in
general, over the past few weeks. Please answer ALL the questions on the following
pages simply by
underlining the answer which you think most nearly applies to you. Remember that
we want to know
about present and recent complaints, not those that you had in the past.
It is important that you try to answer ALL the questions.
Thank you very much for your co-operation.
Have you recently
Al been feeling perfectly well and in
Better
Same
Worse
Much
worse
good health?
than usual
as usual
than usual
than usual

21. *
A2 been feeling in need of a good
Not
No more
Rather more
Much more
tonic?
at all
than usual
than usual
than usual
*
A3 been feeling run down and out of
Not
No more
Rather more
Much more
sorts?
at all
than usual
than usual
than usual
*
A4 felt that you are ill?
Not
No more
Rather more
Much more
at all
than usual
than usual
than usual
*
A5 been getting any pains in
Not
No more
Rather more
Much more
your head?
at all
than usual
than usual
than usual
*
A6 been getting a feeling of tightness
Not
No more
Rather more
Much more
or pressure in your head?
at all
than usual
than usual
than usual
*
A7 been having hot or cold spells?
Not
No more
Rather more
Much more

22. at all
than usual
than usual
than usual
*
B1 lost much sleep over worry?
Not
No more
Rather more
Much more
atall
than usual
than usual
than usual
*
B2 had difficulty in staying asleep
Not
No more
Rather more
Much more
once you are off?
at all
than usual
than usual
than usual
*
B3 felt constantly under strain?
Not
No more
Rather more
Much more
at all
than usual
than usual
than usual
*
B4 been getting edgy and
Not
No more
Rather more
Much more
bad-tempered?
at all
than usual
than usual
than usual
*
B5 been getting scared or panicky
Not
No more
Rather more
Much more
for no good reason?
at all
than usual
than usual
than usual
*
B6 found everything getting on
Not

23. No more
Rather more
Much more
top of you?
at all
than usual
than usual
than usual
*
B7 been feeling nervous and
Not
No more
Rather more
Much more
strung-up all the time?
at all
than usual
than usual
than usual
Please turn over
Page 32
Have you recently
Cl been managing to keep yourself
More so
Same
Rather less
Much less
busy and occupied?
than usual
as usual
than usual
than usual
*
C2 been taking longer over the things
Quicker
Same
Longer
Much
longer
you do?
than usual
as usual
than usual
than usual
*
C3 felt on the whole you were doing
Better
About
Less well
Much
things well?
than usual
the same
than usual
less well
*

24. C4 been satisfied with the way
More
About same
Less satisfied Much less
you've carried out your task?
satisfied
as usual
than usual
satisfied
*
C5 felt that you are playing a useful
More so
Same
Less useful
Much less
part in things?
than usual
as usual
than usual
useful
*
C6 felt capable of making decisions
More so
Same
Less so
Much less
about things?
than usual
as usual
than usual
capable
*
C7 been able to enjoy your normal
More so
Same
Less so
Much less
day-to-day activities?
than usual
as usual
than usual
than usual
Dl been thinking of yourself as a
Not
No more
Rather more
Much more
worthless person?
at all
than usual
than usual
than usual
*
D2 felt that life is entirely hopeless?
Not
No more
Rather more
Much more

25. atall
than usual
than usual
than usual
*
D3 felt that life isn't worth living?
Not
No more
Rather more
Much more
at all
than usual
than usual
than usual
*
D4 thought of the possibility that you
Definitely
I don't
Has crossed
Definitely
might make away with yourself?
not
think so
my mind
have
*
D5 found at times you couldn't do
Not
No more
Rather more
Much more
anything because your nerves
atall
than usual
than usual
than usual
were too bad?
*
D6 found yourself wishing you were
Not
No more
Rather more
Much more
dead and away from it all?
at all
than usual
than usual
than usual
*
D7 found that the idea of taking your
Definitely
I don’t
Has crossed
Definitely
own life kept coming into your mind?
not
think so
my mind
has

26. Suggestions for Implementation
The interactive activities for students on this website are designed to enhance and enrich the LifeSkills
Training High School curriculum. Each unit contains three activities: one that reviews the unit's concepts
(either a crossword puzzle or card memory game), one that tests student comprehension (Self-Check),
and one that takes students more deeply into the unit's topic (Web Inquiry).
Crossword
Crossword puzzles are found in units 1, 3, 5, and 7.The terms and definitions in each puzzle are
drawn from vocabulary used throughout its respective unit. You may want to introduce the puzzle to the
class as a group and demonstrate how to highlight the areas to be filled in (see the instructions that
appear with the activity). If you assign the activity for homework or extra credit, students can print out and
submit their completed puzzles.
Alternative: Print out the puzzle and photocopy it for students to work on in small groups in class.
Concentration
This classic memory game is found in the web activities for units 2, 4, and 6. Students match terms used
in the unit with their definitions. Once the game is finished, students can print out the list of terms and
definitions as a refresher. Students can play the game again to better their time; the cards will appear in
a different arrangement each time.
If you wish, have students submit the print-out for extra credit or as homework.
Self-Check
Each unit has a multiple choice quiz that consists of ten questions covering key unit concepts. Students
get immediate feedback on their answer choices and receive a score at the end. If they wish, students
can take the quiz more than once until they achieve a perfect score (the questions do not change, though
the order of the answers may vary).
Web Inquiry
Each unit has its own Web Inquiry. Students link to and read an article on the Internet that relates to and
reinforces the unit's concepts. They then type in answers to five factual questions based on the article
and print out and give their work to you.
Each article aligns with goals of the LST High School curriculum; individual unit home pages provide this
information. Suggestions for extensions for each Web Inquiry are given for each unit.
Extension: Supplement the Web Inquiry activity with questions that ask students to analyze the article or
express their opinion about a statement in it (and support it with facts). You can also use information
found in the article as a basis for further research.
Extension: "Monitoring the Future" (www.monitoringthefuture.org) is an ongoing study conducted by NIDA
on the patterns of usage of substances by students. If your program focuses on substance abuse
prevention, this is an excellent resource for students to use for researching usage statistics.
Note: In order to open the web inquiry articles, you must have Adobe Reader installed on your computer.
You can download this program for free at the Adobe homepage.

27. Answer Keys
A link to the Answer Keys for the Web Inquiries is provided on each teacher site Unit Overview page. To
request the password necessary to access them, please email lstinfo@nhpamail.com (to expedite your
request, put "Answer Key" in the subject line). Please note that we will email the password only to
institutional addresses, not personal email accounts. Please include a phone number in case we need to
verify your affiliation.

The Value of Good Health
 UNIT 2
Decision-Making for Health
 UNIT 3
Risk-Taking and
Substance Abuse
 UNIT 4
The Media and Health
 UNIT 5
Managing Stress, Anger, and Other Emotions
 UNIT 6
Family Communications
 UNIT 7
Healthy Relationships
The value of good health may seem obvious to your students, but what may not be so clearcut is
how they can obtain and preserve it. Teenagers are often unaware of how strongly their daily health
behaviors can impact how they look and feel.
This introductory unit to the LST High School program gets the discussion going with some activities
that introduce not only the topics covered in the curriculum (as in Activity A) but also the techniques
students will be using throughout the course. It also presents the concept of risk, which runs
throughout the curriculum, and looks at how risks impact one's health. The consideration
of seemingly simple questions (such as, What are the benefits of taking care of your health?) leads
to the understanding of how risk affects all aspects of life.
The three web-based activities associated with Unit 1 are Crossword, Self-Check, and Web Inquiry:
"A Healthy You!"
Web Inquiry: Students will read the article "A Healthy You!" from the Centers for Disease Control
website. The article outlines a CDC initiative targeting six critical health areas that profoundly affect
teenagers' health, as well as other significant topics.
Extension: Facilitate a class discussion about which areas students feel are critical to them and
why.
Extension: Students can research how these six critical areas impact them by gathering statistics on

28. their incidence in their community.This article aligns with the following goals for Unit 1 of the LST
High School curriculum:
1. The various aspects of health.
2. The meaning of prevention and how it relates to one’s actions, thoughts, and feelings.
4. The value of good health.
5. The types of actions, thoughts, and feelings that protect or improve health, and those that
jeopardize health.
6. How people take care of themselves—or fail to.
Students will read the article "A Healthy You!" from the Centers for Disease Control
website. The article outlines a CDC initiative targeting six critical health areas that
profoundly affect teenagers' health, as well as other significant topics.
 UNIT 1
The Value of Good Health
 UNIT 2
Decision-Making for Health
 UNIT 3
Risk-Taking and
Substance Abuse
 UNIT 4
The Media and Health
 UNIT 5
Managing Stress, Anger, and Other Emotions
 UNIT 6
Family Communications
 UNIT 7
Healthy Relationships
Unit 2 presents the tenets of decision-making and incorporates the concept of values into making
decisions; it also continues the discussion of risk. Teens may receive advice from teachers, friends,
family, or the media (such as magazines) on how to deal with dilemmas, but rarely do they see
decision-making as a method or skill. Solidifying this skill by practicing it daily will serve your
students well as they progress through their life and academic careers.
With the continuing increase in their independence, teenagers' decisions reflect more of who they
are and what's important to them than even those they had control over in middle school. This unit
helps them examine how their decisions reflect not just what they like but also what they value. For
example, a seemingly simple decision to go to a movie with friends might have an unexpected
consequence if it results in the student not being ready for the next day's test.
The three web-based activities associated with Unit 2 are Concentration, Self-Check, and Web
Inquiry: "A Seven-Step Path to Better Decisions."

29. Web Inquiry: Students will read the article "The Seven-Step Path to Better Decisions" from the
Josephson Institute website. The article touches on important elements in decision-making such as
developing options, considering consequences, and evaluating personal values.
Extension: This article discusses values in the form of "ethical principles." Have students work in
small groups to discuss (1) what constitutes ethical behavior, (2) examples of people (either in the
public eye or who they know personally) who are ethical and why, and (3) how ethical principles
(and their absence) impact decisions. If someone is ethical, can that person make a bad decision?
This article on decision-making aligns with the following goals for Unit 2 of the LST High School
curriculum:
1. The kinds of decisions we make for ourselves.
2. How our decisions reflect who we are—our personality, character, and values.
3. How our decisions affect our health.
4. How decision-making skills can help us change or improve a health behavior.
Students will read the article "A Healthy You!" from the Centers for Disease Control
website. The article outlines a CDC initiative targeting six critical health areas that
profoundly affect teenagers' health, as well as other significant topics.
Unit 2, Decision-Making for Health
Question 1
Q: Which of these statements about decisions is true?
A: Priorities and values are important in decision-making.
Question 2
Q: Which is NOT a step in the PROPS decision-making model?
A: Observe
Question 3
Q: Which is an example of making a thoughtful decision?
A: All of the above.
Question 4
Q: Which step is part of evaluating an option?
A: Considering its risks and benefits
Question 5
Q: Which is an example of a dilemma?
A: I want to go to the game, but it will be over after my curfew.
Question 6
Q: My decisions reflect all but the following:
A: My blood type

30. Question 7
Q: Which of the following can impact our decisions?
A: All of the above
Question 8
Q: Which reflects the “Pause” step in the PROPS decision-making method?
A: Take a deep breath and focus on the problem.
Question 9
Q: Which of the following reflects the “Prioritize” step in the PROPS decision-making method?
A: Figure out what’s most important to you and what’s at stake.
Question 10
Q: Feeling ambivalent means:
A: Being undecided because you can see the benefits of different choices.
3 Risk taking and substance abuse
The classic saying, "Nothing ventured, nothing gained," could serve as the motto for Unit 3, which
continues the discussion of values and explores how they affect risk-taking.
Many of us are conditioned to think of risk as being negative and dangerous--especially when our children
are involved. It's important to remember that risks can also be positive; they are at the core of anyone
running for office (be it for class president or a national position); of someone trying out for a play or a
sport; of the development of the theory of relativity. Rather than considering all risk to be bad, Unit 3
approaches risk in terms of its spectrum: safe to unsafe.
The three web-based activities associated with Unit 3 are Crossword, Self-Check, and the Web Inquiry:
"Positive Risk-Taking."
Web Inquiry: Students will read the article "Positive Risk-Taking Cuts Alcohol and Drug Use Among
Teens." The article discusses a report released by Students Against Drunk Driving and the Liberty Mutual
Group that had two major findings: (1) more teens than not consider risk-taking to be positive, and (2)
those who take healthy risks are less likely to engage in dangerous behaviors.
This article on positive risk-taking aligns with the following goals of Unit 3 of the LST High School
curriculum:
1. How our values are influenced by our perception of risk.
3. The role substance use plays in risk-taking and its consequences.
4. How decision-making skills and understanding the factors affecting risk-taking can help us decide
whether to take a risk.
Students will read the article "A Healthy You!" from the Centers for Disease Control website.
The article outlines a CDC initiative targeting six critical health areas that profoundly affect
teenagers' health, as well as other significant topics.

31. What are the Main Components of Life Skills?
The World Health Organisation (WHO) categorizes lif
e skills into the following
three components:
a) Critical thinking skills/Decision
-
making skills
–
include decision
-
making/problem solving skills and information gathering skills. The individual
must also be skilled at evaluating the future consequences
of their present actions
and the actions of others. They need to be able to determine alternative solutions
and
to analyze the influence of their own values and the values of those around them
.
b) Interpersonal/Communication skills
–
include verbal and no
n
-
verbal
communication, active listening, and the ability to express feelings and give
feed
back. Also in this category, are negotiation/refusal skills and assertiveness skills
that
directly affect ones’ ability to manage conflict. Empathy, which is the ab
ility to listen
and understand others’ needs, is also a key interpersonal skill. Teamwork and
the
ability to cooperate include expressing respect for those around us.
Development of
this skill set enables the adolescent to be accepted in society. These ski
lls

32. result in the
acceptance of social norms that provide the foundation for adult social
behaviour.
c) Coping and self
-
management skills
refers to skills to increase the internal locus of
control, so that the individual believes that they can make a diff
erence in the world
and affect change. Self esteem, self
-
awareness, self
-
evaluation skills and the ability to
set goals are also part of the more general category of self
-
management skills. Anger,
grief and anxiety must all be dealt with, and the individua
l learns to cope loss or
trauma. Stress and time management are key, as are positive thinking and
relaxation
techniques.
UNICEF promotes the understanding that the life skills approach can be
successful, if the following are undertaken together:
a) The
Skills
-
This involves a group of psychosocial and interpersonal skills
(described in section 3) which are interlinked with each other. For example,
decision
-
making is likely to involve creative and critical thinking components and values
analysis.
b) Con
tent
-
To effectively influence behaviour, skills must be utilized in a particular
content area. “What are we making decisions about?" Learning about decision

33. -
making will be more meaningful if the content is relevant and remains constant.
Such content area
s as described could be drug use, HIV/AIDS/STI prevention,
suicide prevention or sexual abuse. Whatever the content area, a balance of
three
elements needs to be considered: knowledge, attitudes and skills.
c) Methods
-
Skills
-
based education cannot occu
r when there is no interaction among
participants. It relies on groups of people to be effective. Interpersonal and
Module 7: Life Skills
7
-
4
psychosocial skills cannot be learned from sitting alone and reading a book. If
this
approach is to be successful, all three components, lif
e skills, content and method
should be in place. This effectively means that life skills can be learnt through
the use
of certain methods and tools.
IV Criteria for using Life Skills.
NICEF identifies the following criteria to ensure a successful lif
e skills
-
based education:
ß
It should not only address knowledge and attitude change, but, more
importantly, behaviour change.
ß
Traditional "information
-
based" approaches are generally not sufficient to
yield changes in attitudes and behaviours. For exampl

34. e, a lecture on “safe
behaviour” will not necessarily lead to the practice of safe behaviour.
Therefore, the lecture should be substantiated with exercises and situations
where participants can practice safe behaviour and experience its effects. The
adult
learning theory emphasizes that adults learn best that which they can
associate with their experience and practice.
ß
It will work best when augmented or reinforced. If a message is given once,
the brain remembers only 10 percent of it one day later, and
when the same
message is given six times a day, the brain remembers 90 percent of it. Hence
the need to repeat, recap, reinforce and review.
ß
It will work best if combined with policy development, access to appropriate
health services, community development
and media.
V
How can Life Skills Help Young People
make
Better Choices concerning their Health?
eveloping life skills helps adolescents translate knowledge, attitudes and
values into healthy behaviour, such as acquiring the ability to reduce speci
al
health risks and adopt healthy behaviour that improve their lives in general
(such as planning ahead, career planning, decision
-
making, and forming positive
relationships). The adolescents of today grow up surrounded by mixed messages
about sex, drug us
e, alcohol and adolescent pregnancy. On one hand, parents and
teachers warn of the dangers of early and promiscuous sex, adolescent
pregnancy,
STDs/HIV/AIDS, drugs and alcohol, and on the other hand, messages and
behaviour from entertainers and peer pressu
re contradict those messages. Often,

35. they even promote the opposite behaviour. It is through life skills that teenagers
can
fight these challenges and protect themselves from teenage pregnancy, STDs,
HIV/AIDS, drug violence, sexual abuse, and many other he
alth
-
related problems.
Hopefully, developing life skills among adolescents will empower girls to avoid
pregnancy until they reach physical and emotional maturity, develop in both
boys
and girls responsible and safe sexual behaviour, sensitivity and equity
in gender
relations, prepare boys and young men to be responsible fathers and friends,
encourage adults, especially parents, to listen and respond to young people, help
U
DModule 7: Life Skills
7
-
5
young people avoid risks and hardships and involve them in decisions that affect
their
lives.
VI What does Research say about the Outcomes
of
Life Skills
-
Based Education?

36. rogrammes aimed at developing life skills have produced the following effects:
lessened violent behaviour; increased pro
-
social behaviour and decreased
negative, sel
f
-
destructive behaviour; increased the ability to plan ahead and
choose effective solutions to problems; improved self
-
image, self
-
awareness, social
and emotional adjustment; increased acquisition of knowledge; improved
classroom
behaviour; gains in self c
ontrol and handling of interpersonal problems and coping
with anxiety; and improved constructive conflict resolution with peers, impulse
control and popularity. Research studies have also shown that sex education
based
on life skills was more effective in
bringing about changes in adolescent
contraceptive use; delay in sexual debut; delay in the onset of alcohol and
marijuana
use and in developing attitudes and behaviour necessary for preventing the
spread
of HIV/AIDS.
Unit 1: VALUES EDUCATION
Introduction and Rationale
Education is a process of initiating the learner to a good life. In order to live this 'good' life, the
learner has to acquire, through this education knowledge, skills, attitudes, values and other
behaviour patterns. This unit will therfeore address values and the importance of values in one's
life. It will incorporate values clarification strategies in one's decision making processes. This
will help the learners to become responsible citizens who will use their values to guide their
attitudes and behaviour.

37. Objectives
After completing this section, you should be able to:
1. define values
2. demonstrate an acknowledgement and acceptance of the realities of
diversity(ethicity,culture, sexual-orientation, spirituality/religion)
3. identify and prioritize one's own values
4. develop an understanding of how values influence decision making and behaviour
5. recognize the need to live together in atmosphere of peace and contributing to sustainable
development
Definitions
 Values
 Core values
 Values inculcation: aims for pupils to adopt a pre-determined set of values
 Values analysis: pupils investigate and assess evidence which may support value
judgements
 Values clarification: helps pupils become aware of their own values in relation to those of
others
 Action learning: focuses on students having a reasoned base for whatever actions they
might take in relation to specific social and environmental issues
(after Butt 2002; Lambert & Balderstone 2000)
Getting to know our values

38. What are values?
Values have many meanings:
 Values are your personal measure of worth shaped by your beliefs, ideas and principles
that are important to you.They shape your priorities and guide you in deciding what is
right and wrong
 Values reflect our attitudes and what we believe about everything.
 People's values differ and people and we should all learn to tolerate each others' values.
Examples:
 A person who values family will care about his/her partner, children and home life.
 love for my family is a value I am willing to work hard for and maybe even sacrifice to
achieve it.
 That value reflects the fact that I believe love for family is more important than anything
else in my life. This should be reflected in my decisions and actions. If not it is not what
the person values.
 A person who values being healthy will exercise, eat the right foods,live positively and
avoid alcohol and tobacco.
Classification of Values
Values can be grouped into the following groups:
1. Instrumental values
2. Moral values
3. Intrinsic values
4. Aesthetic values
Instrumental values are those dealing with the means of achieving economic gain, like money
and status.
Moral values are those dealing with the notions of right and wrong.
Intrinsic values are those which are desired for their own sake, like happiness, truth and peace
Aesthetic values are those that refer to our standards of judgement of what is beautiful and ugly.
Importance of values
 Clarifying values is an integral part of personal growth.
 Knowing what's most important to us provides a blueprint and direction in our lives.

39.  Values Clarification is a key area in our self-knowledge because we develop a greater
awareness of our core values.
 Knowing our core values or what is most important to us is extremely relevant to creating
goals, setting priorities, and managing our time.
 You will have solid ideas about where you will commit blocks of our energy and time.
Less important areas can be set aside or dropped from our schedules.
 When we have to make choices between activities, we'll have our core values to guide us.
 When we clarify our values, we also have the opportunity to strengthen our value system
and integrity and to integrate ourselves into wholeness withinternational expectations.
Exploring Personal Values
Our life is guided by the values we act upon. Many of us have never taken the time to truly
explore and identify our values. Behind our choices and actions are the values that take us into
living fully, while other values diminish the quality of our life. You have an opportunity to base
your life on the values that are consistent with how you want to live your life. Having fun or
taking risks may run counter to being healthy. In order to be healthier, it is important to live out
of the values that are consistent with your purpose.
Value Clarification
Values change over time in response to changing life experiences. Recognizing these changes
and understanding how they affect one's actions and behaviors is the goal of the values
clarification process. Values clarification will not tell you what your values should be, it simply
provides the means to discover what your values are.
Activity
Number 1
Let’s begin with a small sampling of values. You can add more values and make notations if you
like.
1. Circle any value or representation of values you feel strongly about using the table below.
Select one that you have circled and write a paragraph on why this particular value is so
important to you. What does this mean in your life? Is this a value you hold important
and act on? Why or why not?

40. </DIV>
Honesty Trustworthiness Friendship Relaxation
Recognition Independence Wealth Health
Knowledge Family Fun Risk
Marriage Control Tolerance Peace
Safety Fame Nature Caution
Responsibility Generosity Timeliness Cooperation
Respect Beauty Recycling Preservation
Unity Caring Creativity Closeness
Adventure Uniqueness Conformity Money
Loyalty Work Ethic Talent Religion
Love Companionship Solitude Humility
Growth Justice Freedom Fixing things
Music Harmony Objectivity Flexibility
Politics Life Challenge Change
Animals children Students Happiness
Reading Writing Freedom Computing
 From the table above, identify the twelve (12) Universal Core Values.
</ol>
Feedback:
Prioritizing Your Values

41. Now that you have identified your core values, you understand what is important to you. You
can use then refer to your values list whenever you have to make a difficult or important
decision. Read some of the questions from the list below.
 Should I smoke Marijuana or drink alcohol because my friends are drinking and
smoking?
 Is it OK to have sex with a few close partners?
 What if I decided to have a sexual relationship - should I protect myself from HIV AIDS
and other STDs?
 Is it "cool" to say "no" to sex?
 Is sex OK if you are getting something for it: money, cell phone, or clothes?
 Is happiness and health important?
These are difficult questions with no straightforward answers. When faced with such decisions,
you need to refer to your list of values, prioritize them and then make a decision. The
prioritization of values allows you to make decisions which would lead to fulfillment of goals
without sacrificing your core values.
Remember that although this decision may be the correct one for you at this point in life, you
might decide differently when faced with the same situation later in life.}}
Activity
Number 2
Examine the list you of values you selected in Activity 1 and arrange them in order of
importance.
Values for a Sustainable Future
In a world of limited resources, conflicting values, and competing individuals and groups, we all
need to learn to live together in an atmosphere of peace, respecting ourselves and others and
contributing to sustainable development.Values also very much depend on the religion.The
values and athics of the religion can help human beings learn to co-operate with each other and

42. the rest of nature for the mutual well-being of all. A sustainable future depends upon people
living according to values and principles of sustainability, including:
 Social Equity and Peace:
 Appropriate Development
 Conservation
 Democracy
 Practice of religion with in the community
In the previous activities you have had the chance to explore your personal values. You will now
be required to examine other people’s values as well as your own. You will be using logical
thinking skills to analyse different viewpoints about an issue. There are four steps in values
analysis:
 Analysing the issue
 Assessing consequences for the different stakeholders (provide a list of stakeholder
groups)
 Analysing perspectives of all stakeholders
 Making a decision
Activity
Choose a major development having some controversial aspect relating to your country/region
Suggested examples of development:
 A textile industry on the coast of an island state
 A major tourism development on previous farmland
 Construction of a road in a forest area
Individually answer the following questions.
What are the potential benefits of the proposed development? Identify some of the groups of
people interested in, or affected by, the development?
In a class setting you may want to do the following:
 Divide the class into groups of major stakeholders
 Analyse opinions of the different stakeholders

43.  Summarise the viewpoints of each stakeholder
 Finally you have to present the idea to the cabinet of Ministers for approval. As person
who has a have a firm committed to the values of sustainability: peace and equity,
appropriate development, democracy and conservation.
 Write the text of your decision stating the advantages and disadvantages of the options
you are considering and the key reasons for your decision.
Summary
When I have values:
 I know what is important to me
 I am able to set my priorities right
 I am honest
 I am systematic when doing things
 I decide before I act
 I am responsible
 I have respect for other people
 I am accountable for my actions
 I have respect for life
 I have commitment in whatever I do
 I show kindness
 I have self control
 Values only have value when they are acted upon.
You have had the chance to explore your personal values and to examine other people’s values in
relation to sustainable living by analysing a controversial development through a case study.
Assessment

44. Decision making
5 STEP MODEL OF THE DECISION MAKING PROCESS
1st step: Defining the problem Precise definition of a problem is a major step toward its solution.
There are also some potential dangers in identifying and defining a problem, such as (e.g) the
event which attracts attention may not be the problem, but the symptom of the problem. Such as:
A friend not speaking to you is a symptom of a problem, his/her not speaking to you is not the
real problem but only the symptom of the problem. The reason for their not speaking is the
problem.
2nd Step: Identify the alternative course of action. Once the problem has been already defined
the next step is to identify the alternation choices of action on strategies leading to a solution.
During the stage of defining the problem various courses of action usually become obvious. The
ideal approach at this stage I for the decision-maker to seek to identify as many potential
solutions as possible solutions, and finally the feasible solutions are left.
3rd Step: Evaluating feasible solutions This stage of the process entails calculating the
consequences of the feasible solutions in terms of advantages and disadvantages.
4th Step: Choosing a solution: At this stage the decision-maker will choose the strategy which
comes closest to the attainment of goals and will be based on criteria such as maximum
advantages and minimum disadvantages. It is at this time that the decision-maker may become
acutely aware of the loneliness of decision making. Decisions are made by the person concerned.
5th Step: Checking the results Once the decision has been made and implemented the final stage
in the process is obtaining feedback on the results. The objective is to discover:-
(i) If the selected solution has achieved the specified objectives and closed the gap between the
actual
and the desired performance.
(iii) If the selected solution failed, completely or partly to achieve the objectives, what were the
reasons? This analysis will provide useful information to correct the situation.
(iv) How well or badly the decision-maker has performed.
3. APPLYING DECISION MAKING SKILLS A key aspect of maturity is the ability to do
things for oneself to make plans and ‘go for them’, showing self-determination and persistence,
rather than needing to be pushed to do things by teachers and parents. .
Activity 1 Look at the range of decision we make. Individually, or in small groups, pupils write a
list of the decisions they make in a day (for example, yesterday). Then draw a line under this list
and add any big decisions they made in the last three or four years or decision they think may

45. have to make in the next few years. Discuss the difference and the relationship between everyday
decisions and important ones. Are they reached in similar or different way?
Focus on the process of making decisions outlined above. Pupils could test out these steps
making an imaginary decision, for example, how to spend a gift of 100 dollars.
The term ‘Life Skills’ refers to the skills you need to make the most out of life.
Life skills are usually associated with managing and living a better quality of life. They help us
to accomplish our ambitions and live to our full potential.
Any skill that is useful in your life can be considered a life skill. Tying your shoe laces,
swimming, driving a car and using a computer are, for most people, useful life skills.
Here at Skills You Need you'll find lots of information about life skills and life skill
development. We don't cover tying your shoe laces but you will find hundreds of articles around
personal development.
Essential Life Skills
There is no definitive list of life skills. Certain skills may be more or less relevant to you
depending on your life circumstances, your culture, beliefs, age, geographic location, etc.
Different life skills will be more or less relevant at different times your life, for example:
 Whenat school or university,you'llneed studyskills
 Whenbuyinga house, negotiationskillsmaybe needed
 You'll needtowork onyour employabilityskills togeta job
 Whenyouhave a job, leadershipandpresentationskills maybe useful,alongwithawhole host
of otherskills.
 Whenyoustart a family, time managementandorganisingskillsare likelytobecome
important.
 There will be timesthroughoutyourlifewhenyou'llneed conflictresolution,stress-
managementand problemsolvingskillstoo.
However...
Perhaps the most important life skill is the ability and willingness to learn.
By learning new skills we increase our understanding of the world around us and equip ourselves
with the tools we need to live a more productive and fulfilling life, finding ways to cope with the
challenges that life, inevitably, throws at us.

46. Life skills are not always taught directly but often learned indirectly through experience and
practice.
See our pages: What is Learning? and Lifelong Learning for more information about effective
learning.
Personal Skills
Personal Skills are the essential life skills we need to help maintain a healthy body and mind.
How we recognise, manage and cope with emotions – Our page, emotional intelligence
demonstrates how important it is for us to be aware of our (and other people’s) emotions. You
can find out more about your personality type on our page Myers-Briggs Type Indicators
(MBTI) and our page, Keeping your Mind Healthy is worth a read.
Anger and Stress can both be detrimental to our personal relationships and our health. Learning
about anger and stress, recognising what may trigger them (in ourselves and others), what the
symptoms are and how to control or manage such emotions can greatly enhance our the quality
of our lives.
Managing Stress is a key modern life skill. You will find an introduction to stress on our What
is Stress? page and then a series of further pages designed to help you avoid, reduce and manage
stress in your life: Avoiding Stress, Stress in the Workplace and Tips for Dealing with Stress.
Find other ways to help you cope with stress by reading our pages on Time Management and
Minimising Distractions so you can make the most of your time.
We also have sections on anger, including What is Anger? and Anger Management, to help
you.
Many people battle with low self-esteemand confidence which can cause stress and prevent
them from reaching their full potential.
Our pages: Improving Self-Esteem and Building Confidence provide practical ways to
overcome these issues. Improved confidence and self-esteem are also linked with how we present
ourselves to others see: Personal Presentation and Personal Appearance for some additional
guidance.
And let’s not forget our body since we are what we eat.
We should all be aware of the benefits of a healthy diet and our pages on nutrition can help
you understand why our diet is so important.

47. Discover our easy-to-follow articles What is Protein?, What is Fat? and What are
Carbohydrates? to learn more about the basic food groups. Our page: Stress, Nutrition and
Diet explains some of the ways that stress can be managed through what, and when, we eat.
Alongside diet, exercise can play an important role in improving our sense of well-being and
maintaining a healthy body and mind. As well as improving muscle strength, exercise can help
you to maintain a healthy weight, increase your energy levels and improve your brain function.
Personal Development
However refined our personal skills, there is always room for improvement and self-
development.
Most people associate learning with a formal education but learning can, and should, be a
lifelong process that enhances our understanding of the world and improves the quality of our
life.
Visit ourLearning section to discoveryourLearning Style and find outhow LifelongLearning can aid
yourpersonaldevelopment.
We can take a similar approach to learning how to build character and develop virtues such as
Goodness, Compassion, Self-Control, and Friendliness as well as many more.
Visit our page A Framework For Learning To Live Well for how you can assess the
development of a more virtuous you, as well as our pages on Recognising and Managing Your
Emotions and Ethics and Goodness in Professional Life.
Interpersonal Communication Skills
Communication is a complex subject but communication skills are important life skills. You may
want to start by reading our pages: What is Communication? and Interpersonal
Communication Skills.
Interpersonal Skills are the skills we use when interacting directly with other people. For
example, at a basic level, we use both verbal and non-verbal communication techniques when
engaged in a face-to-face conversation.
We also use listening skills. Well-developed listening skills are key to understanding and
empathising with others.

48. Do you listen effectively? Do you fully understand the messages being conveyed? Or are you
more focussed on what you will say next?
Take our Interpersonal Skills Self-Assessment Test to find out how good your listening and
other interpersonal skills are.
Effective listening skills, together with techniques such as clarification and reflection, can help
prevent misunderstanding. Our Interpersonal Skills library includes pages to help you develop:
Listening Skills including Active Listening. Verbal Communication, Building Rapport and
Effective Speaking.
Also read about the importance of Non-verbal Communication and develop your skills in
Clarification and Reflection.
There are potentially many barriers to effective communication in any communication
situation. Unfortunately these barriers can hinder the communication process and lead to
misunderstanding or even conflict. It is therefore essential for a strong communicator to be aware
of such barriers and to find ways to communicate and work around them.
See our pages: Barriers to Effective Communication and Communicating in Difficult
Situations for more information.
Learning how to effectively negotiate in a variety of situations has obvious advantages to your
life. Negotiation is about being assertive, avoiding conflict or argument, and, where possible,
working towards an outcome that suits all parties involved (a Win-Win situation).
We have sections on Negotiation and Assertiveness that provide further help and guidance.
Much emphasis is given to problem-solving and decision-making in the modern workplace,
and these skills are also very desirable and useful in our day-to-day lives. Learn some
techniques to help you solve problems and make decisions.
See our pages on Problem Solving and Decision Making.
Literacy: Reading and Writing Skills
Most people communicate, at least some of the time, using the written word - through
letters, emails, reports, text messages, social network feeds and a host of other methods.
Being able to write clearly and concisely is a very powerful way to communicate, either one-to-
one or to a much larger audience. We provide articles that will help you to improve your written
communication and learn or refresh your knowledge on some of the fundamental rules of
writing.

49. Visit our Writing Skills section with includes lots of help and practical advice to help you
improve your writing. Pages include Common Mistakes in Writing, Writing in Plain English,
Writing a Business Case and lots more.
If you're a student or lifelong learner, then you'll find our sections on Study Skills, Research
Methods and Lifelong Learning helpful with lots of advice and tips to enable you to learn more
effectively.
Numeracy Skills
Developing or refreshing your numeracy skills can give you a real boost in life.
Better numeracy skills can:
 Make youmore employable,
 Helpyouto developabetterunderstandingof the worldaroundyou.
 Save youtime and money.
 Improve yourmental health.
We don't all need to be great mathematicians, and we're not all rocket scientists, but an
understanding of the basic principles of day-to-day numeracy, arithmetic and maths will help to
open many doors.
See our Numeracy Skills section for easy-to-follow, real-world examples of basic numeracy.
Pages include: Understanding Percentages, Calculating Area and working with decimals and
fractions.
As you can see there are many important life skills. But don’t be daunted: take your time, pick an
area that interests you, and see what you discover
Findmore at: http://www.skillsyouneed.com/general/life-skills.html#ixzz3fwLoQhVq
Many of us are aware of IQ (Intelligence Quotient) an individual’s score when performing a
series of tests designed to measure intellectual intelligence. Higher IQs indicate better cognitive
abilities - these include the ability to learn and understand - and people with higher IQs are more
likely to do well academically, without exerting the same amount of mental effort as those with
lower IQ scores.
A logical assumption, therefore, is that people with higher IQs will be more successful at work
and through life. This assumption has been proven incorrect – there is more to success than
simply being ‘clever’.

50. Emotional Intelligence (EI or sometimes EQ – Emotional Quotient) is a more modern concept
and was only fully developed in the mid-1990s.
Emotional Intelligence is the measure of an individual’s abilities to recognise and manage their
emotions, and the emotions of other people, both individually and in groups.
Benefits of Higher Emotional Intelligence
 People withhigheremotional intelligence find iteasiertoformandmaintaininterpersonal
relationshipsandto‘fitin’to groupsituations.
 People withhigherEIsare alsobetterat understandingtheirownpsychological state,thiscan
include managingstresseffectivelyandbeinglesslikelytosufferfromdepression.
There is no correlation between IQ and EI scores.
Academic aptitude (IQ) has no connection with how people understand and deal with their
emotions and the emotions of others (EI).
Some people have high IQs and low emotional intelligence and vice-versa; some people score
highly on both and some do not. Both IQ and EI attempt to measure different forms of human
intelligence, these measures along with personality make up an individual’s psyche.
Emotional intelligence is the one part of the human psyche that we can develop and improve by
learning and practising new skills. You can learn more about these skills from the many pages
here at SkillsYouNeed. IQ and personality are more static measures and likely to stay quite
constant through life.
You can find many different tests to help you measure your IQ, EI and personality online and in
books. Emotional intelligence tests require that the person taking the test answers questions
honestly and it is therefore a lot easier to ‘cheat’ at an EI test than it is an IQ test.
Ultimately emotional intelligence can only be measured by how an individual progresses through
life - developing meaningful relationships with others, their interpersonal skills and
understanding and managing their own emotions, intra-personal (or personal) skills.
Why not try our Interpersonal Skills Self-Assessment which includes a section on emotional
intelligence.
You may alsobe interestedinourpagesonMyers-BriggsPersonalityTypes.See Myers-BriggsType
Indicators (MBTI) andMBTI in Practice.

51. Elements of Emotional Intelligence
Emotional Intelligence is split between our personal and interpersonal skills, these are sometimes
also referred to as personal and social competencies. Within each of these sections are a range of
skills which are the elements of emotional intelligence.
Personal Skills
Self-awareness: is the skill of being aware of and understanding your emotions as they occur
and as they evolve. It is wrong to think of emotions as either positive or negative but rather as
appropriate or inappropriate.
Anger is usually associated with being a negative emotion, for example. However, anger can be
a completely reasonable and appropriate emotion in certain circumstances – emotional
intelligence allows us to recognise our anger and understand why this emotion has occurred.
People who lack self-awareness find living a truly happy and productive life difficult. This
can be difficult to overcome as many societies and cultures encourage us to ignore our feelings
and emotions – ‘Keep Calm and Carry On’. Examples of this include people who stay in jobs
that they find unfulfilling or make them unhappy, or in relationships that they are not
comfortable with.
People find ways to mask their emotions rather than listening to them – addiction to certain
behaviours is often linked to emotional masking, these include excessive drinking and/or eating,
over-working, computer games, gambling, exercise and any other activities that effectively
distract the mind.
People can find self-analysis of their emotions difficult, especially if they have suppressed them
for a long time. It may be hard for people to accurately recognise their emotions and even more
difficult to understand why they are feeling them. Effective self-assessment of feelings and
emotions demonstrates good emotional intelligence and will help to improve your confidence
and self-esteem, which in turn are also key skills of the emotionally intelligent person.
Self-management: by being aware of your own emotions you can learn to manage them
appropriately and proportionately.
Self-management skills relate to the emotions you are feeling at any given time or in any given
circumstance and how well you manage them. Fundamental to self-management is self-
control.
Self-control is NOT masking or hiding your emotions but recognising and controlling them
appropriately. This means NOT making rash decisions or over-reacting to a situation but
remaining calm and rational, making balanced decisions based on what is really important and
not just how we feel in the spur of the moment.

52. We have all reacted badly or inappropriately to events or situations in the past, and we will all do
the same in the future. Reflective practice, i.e. think back over such situations, enables us to
analyse and understand why we acted in the way that we did, this in turn can help us to behave
more intelligently in the future. When reflecting it is useful to think of yourself in a positive
way, don’t think, ‘I have completely messed that up, I’m a failure’ but aim for something more
positive, ‘I can use those experiences to learn and become a better person’.
See our page:Reflective Practice formore information.
Self-management also includes knowing our personal limits and abilities. Personal time-
management, self-motivation and assertiveness are key skills in this area. Do not make
unreasonable demands on yourself, learn to be assertive rather than just saying, ‘Yes’ to the
demands of others.
See our pages:Self-Motivation, AssertivenessandTime Managementforguidance andbestpractice.
Personal development is another form of self-management and is concerned with our desire to
become a better person by learning new skills and developing existing skills. Personal
development is about being proactive and showing innovative, about learning new skills because
we feel we have to.
See our pages Personal DevelopmentandPersonal Empowermentformore information.
Interpersonal Skills
Interpersonal skills are the skills we use to interact with other people, they enable us to
communicate appropriately and build stronger, more meaningful relationships. Emotional
intelligence includes how we understand others and their emotions and our actions and
behaviours towards them.
Social Awareness: is the skill-set used to understand the emotions and feelings of other people
both individually and in group situations. Comprehension and acceptance of the emotions of
others allows us to empathise, seeing things from their point of view and therefore developing a
stronger bond and understanding.
Empathy, however, can often be difficult to achieve. Learn to listen effectively to both the
verbal and non-verbal messages of others, including body movements, gestures and physical
signs of emotion. Use questions to find out more about other people and what they are feeling,
use feedback to clarify that what you have understood is a true reflection of their
feelings. Acknowledge and respect the feelings of others even if you disagree, avoid making
comments or statements that are judgemental, belittling, rejecting or undermining.
See our page:What isEmpathy? fora more in-depthlookatwaysinwhichyoucan become more
empathetic.

53. Rapport Building: The final element of emotional intelligence is concerned with developing
strong social skills and by doing so building rapport with others. By understanding your
emotions and the emotions of others you can work towards building rapport. Rapport enhances
the effectiveness of communication and is fundamental to building meaningful and lasting
relationships.
The term ‘social skills’ covers a wide variety of skills and competencies, many of which are
rooted in self-esteem and personal confidence. By developing your social skills, being easy to
talk to, being a good listener, being sharing and trustworthy you also become more charismatic
and attractive to others. This in turn improves self-esteem and confidence which makes it easier
for positive personal dialect and a greater understanding and acceptance of your own emotions.
See our pages, BuildingRapport and Charisma, BecomingCharismatic formore information.
In Summary
Working on your emotional intelligence could be the most important aspect of personal
development.
Research has shown that people with higher levels of emotional intelligence enjoy more
satisfying and successful careers and relationships. Think about ways that you can enhance your
EI, not only will you become more interesting and attractive to others but you will also give your
own self-esteem a boost.
SkillsYouNeed has many pages about the ‘soft skills’ that are often overlooked or taken for
granted – explore our site to learn more about the skills you need to unlock your hidden
potential.
Findmore at: http://www.skillsyouneed.com/general/emotional-intelligence.html#ixzz3fwMB2FbU
The formal presentation of information is divided into two broad categories: Presentation Skills
and Personal Presentation.
These two aspects are interwoven and can be described as the preparation, presentation and
practice of verbal and non-verbal communication.
This article describes what a presentation is and defines some of the key terms associated with
presentation skills.

54. Many people feel terrified when asked to make their first public talk. Some of these initial fears
can be reduced by good preparation that also lays the groundwork for making an effective
presentation.
A Presentation Is...
A presentation is a means of communication that can be adapted to various speaking situations,
such as talking to a group, addressing a meeting or briefing a team.
A presentation can also be used as a broad term that encompasses other ‘speaking engagements’
such as making a speech at a wedding, or getting a point across in a video conference.
To be effective, step-by-step preparation and the method and means of presenting the
information should be carefully considered.
A presentation requires you to get a message across to the listeners and will often contain a
'persuasive' element. It may, for example, be a talk about the positive work of your organisation,
what you could offer an employer, or why you should receive additional funding for a project.
The Key Elements of a Presentation
Making a presentation is a way of communicating your thoughts and ideas to an audience and
many of our articles on communication are also relevant here, see: What is Communication?
for more.
Consider the following key components of a presentation:
Context
Ask yourself the following questions to develop a full understanding of the context of the
presentation.
 When and where will you deliver your presentation?
There is a world of difference between a small room with natural light and an informal
setting, and a huge lecture room, lit with stage lights. The two require quite different
presentations, and different techniques.
 Will it be in a setting you are familiar with, or somewhere new?

55. If somewhere new, it would be worth trying to visit it in advance, or at least arriving
early, to familiarise yourself with the room.
 Will the presentation be within a formal or less formal setting?
A work setting will, more or less by definition, be more formal, but there are also various
degrees of formality within that.
 Will the presentation be to a small group or a large crowd?
 Are you already familiar with the audience?
With a new audience, you will have to build rapport quickly and effectively, to get them
on your side.
 What equipment and technology will be available to you, and what will you be
expected to use?
In particular, you will need to ask about microphones and whether you will be expected
to stand in one place, or move around.
 What is the audience expecting to learn from you and your presentation?
Check how you will be ‘billed’ to give you clues as to what information needs to be
included in your presentation.
All these aspects will change the presentation. For more on this, see our page on Deciding the
Presentation Method.
Presenter
The role of the presenter is to communicate with the audience and control the presentation.
Remember, though, that this may also include handing over the control to your audience,
especially if you want some kind of interaction.
You may wishtohave a lookat our page on FacilitationSkillsformore.
Audience
The audience receives the presenter’s message(s).

56. However, this reception will be filtered through and affected by such things as the listener’s own
experience, knowledge and personal sense of values.
See our page:Barriers to Effective Communication to learnwhycommunicationcanfail.
Message
The message or messages are delivered by the presenter to the audience.
The message is delivered not just by the spoken word (verbal communication) but can be
augmented by techniques such as voice projection, body language, gestures, eye contact (non-
verbal communication), and visual aids.
The message will also be affected by the audience’s expectations. For example, if you have been
billed as speaking on one particular topic, and you choose to speak on another, the audience is
unlikely to take your message on board even if you present very well. They will judge your
presentation a failure, because you have not met their expectations.
Reaction
The audience’s reaction and therefore the success of the presentation will largely depend
upon whether you, as presenter, effectively communicated your message, and whether it
met their expectations.
As a presenter, you don’t control the audience’s expectations. What you can do is find out what
they have been told about you by the conference organisers, and what they are expecting to hear.
Only if you know that can you be confident of delivering something that will meet expectations.
See our page:Effective Speakingformore information.
Method
How will the presentation be delivered?
Presentations are usually delivered direct to an audience. However, there may be occasions
where they are delivered from a distance over the Internet using video conferencing systems,
such as Skype.

57. It is also important to remember that if your talk is recorded and posted on the internet, then
people may be able to access it for several years. This will mean that your contemporaneous
references should be kept to a minimum.
Impediments
Many factors can influence the effectiveness of how your message is communicated to the
audience.
For example background noise or other distractions, an overly warm or cool room, or the time of
day and state of audience alertness can all influence your audience’s level of concentration.
As presenter, you have to be prepared to cope with any such problems and try to keep your
audience focussed on your message.
Our page:Barriers to Communication explainsthese factorsinmore depth.
Continue to read through our Presentation Skills articles for an overview of how to prepare and
structure a presentation, and how to manage notes and/or illustrations at any speaking event.
Findmore at: http://www.skillsyouneed.com/present/what-is-a-presentation.html#ixzz3fwMnUBPx
Preparation is the single most important part of making a successful presentation. This is the
crucial foundation and you should dedicate as much time to it as possible avoiding short-cuts.
Not only will good preparation ensure that you have thought carefully about the messages that
you want (or need) to communicate in you presentation but it will also help boost your
confidence. Our pages: Boosting Confidence and Time Management may be useful additional
resources as you prepare your talk.
This page covers the following elements of presentation preparation:
 The objective
 The subject
 The audience
 The place
 Time ofday
 Length of talk

58. The Objective
You have been asked to speak to a group of people. First, ask yourself 'why?' What is the
purpose of the presentation, what is the objective, what outcome(s) do you and the audience
expect?
It is useful to write down the reason you have been asked to present so you can use this as a
constant reminder while you prepare the presentation. There are many reasons for giving a
presentation or talk, but never lose sight of your objective as determined when you were asked
and accepted the invitation.
The Subject
The subject of what you are going to talk about comes from the objective but they are not
necessarily one and the same thing.
For example:
 The subjectmay be given toyou byan invitingorganisation.
 You may be knowledgeable inparticularfield.
 The subjectmay be entirelyyourchoice withincertainlimitations.
The Audience
Before preparing material for a presentation, it is worth considering your prospective audience.
Tailoring your talk to the audience is important and the following points should be considered:
 The size of the groupor audience expected.
 The age range - a talkaimedat retiredpeoplewill be quite differentfromone aimedat
teenagers.
 Gender- will the audience be predominantlymale orfemale?
 Is ita captive audience orwill theybe there outinterest?
 Will yoube speakingintheirworkor leisure time?
 Do theyknowsomethingaboutyoursubjectalreadyorwill itbe totallynew tothem? Isthe
subjectpartof theirwork?
 Are you there toinform,teach,stimulate,orprovoke?
 Can youuse humourand if so what wouldbe consideredappropriate?

59. The Place
It is important to have as much advance information as possible about the place where you are
going to speak.
Ideally, try to arrange to see the venue before the speaking event, as it can be of great benefit to
be familiar with the surroundings. It does much to quell fear if you can visualise the place while
you are preparing your talk. Additionally, it would also give you the opportunity to try out your
voice. If at all possible, you need to know:
 The size of the room.
 The seatingarrangementsandif theycan be altered.
 The availabilityof equipment,e.g.,microphone,overheadprojector,flipchart,computer
equipment.
 The availabilityof powerpointsandif anextensionleadisrequiredforanyequipmentyou
intendtouse.
 If the roomhas curtainsor blinds.Thisisrelevantif youintendtouse visual aids,andsothat you
can ensure the correct ambiance foryourpresentation.
 The positionof the lightswitches. Checkif youneedsomeone tohelpif youare using
audio/visualequipmentandneedtoturn off the lights.
 The likelihoodof outsidedistractions,e.g.,noise fromanotherroom.
 The availabilityof parkingfacilitiessoyoudonot have a longwalkcarrying anyequipmentyou
mightneedtotake.
The Time
Often there will be no flexibility in the time of day that a presentation is made.
If you do have a choice of when to give your presentaion - consider the following points:
Morning:
The morning is the best time to speak because people are generally at their most alert. However,
late morning may start to present problems as people begin to feel hungry and think about lunch.
Afternoon:
Early afternoon is not an ideal time to make a presentations since after lunch people often feel
sleepy and lethargic. Mid afternoon is a good time, whereas at the end of the afternoon people
may start to worry about getting home, the traffic or collecting children from school.
Evening or Weekend:

60. Outside regular office hours, people are more likely to be present because they want to be rather
than have to be there. There is a higher likelihood of audience attention in the evening,
providing of course that the presentation does not go on for too long when people may have to
leave before the presentation has finished.
Length of Talk
Always find out how long you have to talk and check if this includes or excludes time for
questions.
Find out if there are other speakers and, if so, where you are placed in the running order. Never
elect to go last. Beware of over-running, as this could be disastrous if there are other speakers
following you.
It is important to remember that people find it difficult to maintain concentration for long periods
of time, and this is a good reason for making a presentation succinct, well-structured and
interesting. Aim for 45 minutes as a maximum single-session presentation
Findmore at: http://www.skillsyouneed.com/present/prepare-presentation.html#ixzz3fwNESDBz
Perhaps the most fundamental of all skills are those concerned with self-preservation - that is,
staying healthy in both body and mind. This section of SkillsYouNeed covers some ideas that
can help you maintain a healthy lifestyle. Our pages will also help to make sure that you are able
to feel good about yourself.
Without good personal (or intra-personal) skills, you are less likely to be able to develop good
interpersonal, presentation or leadership skills.
We aim to provide practical advice about personal skills which can enhance your mental and
physical health and wellbeing.
All of the information found on SkillsYouNeed is, to the best of our knowledge, correct. We are,
however, not a replacement for professional healthcare providers. If you are worried about your
physical or mental health then seek professional medical advice.
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