"Know yourself" - Socrates
What are life skills?
The World Health Organization has defined life skills as “adaptive and positive behaviors that enable people to effectively cope with the demands and challenges of everyday life.”
UNICEF defines life skills as “a behavior or behavior change approach designed to address the balance of three areas: knowledge, attitudes and skills”. The definition of UNICEF is based on scientific evidence that changes in risk behavior are indisputable, if you do not take into account the competence in knowledge, attitudes and skills.
What are the main life skills strategies and techniques?
UNICEF, UNESCO and WHO list ten key life skills strategies and methods, such as problem solving, critical thinking, effective communication skills, decision making, creative thinking, interpersonal skills, self-knowledge skills, empathy and coping with stress and emotions.
Self-awareness, self-esteem and self-confidence are important tools for understanding
advantages and disadvantages. Therefore, a person is able to distinguish the available opportunities and prepare for possible threats. This leads to the development of social awareness of the problems of the family and society.
Subsequently, it is possible to identify problems that arise both within the family and
Society. With life skills, you can explore alternatives, weigh the pros and cons and make rational decisions when solving each problem or problem as it arises. This also includes the ability to establish productive interpersonal relationships with others.
Life skills provide effective communication, for example, the ability to differentiate
between listening and listening and ensuring accurate message passing
in order to avoid misunderstanding and misinterpretation.
What are the main components of life skills?
The World Health Organization (WHO) classifies life skills as follows:
Three components:
a) critical thinking skills / decision making skills - include decision making / problem solving skills and information gathering skills. A person must also be qualified to assess the future consequences of their current actions and the actions of others. They should be able to identify alternative solutions and analyze the impact of their own values and those of others.
b) Interpersonal / communication skills - include verbal and non-verbal communication, active listening and the ability to express feelings and give feedback. Also in this category are negotiation / refusal and self-assertion skills that
directly affect the ability to manage conflict. Empathy which is the ability to listen
and understand others. needs is also a key interpersonal skill. Teamwork and collaboration include respect for others. Development
This skill set allows you to take a teenager into the community. These skills lead to
adoption of social norms that provide the basis for the social behavior of adults.
c) Overcoming skills and self-regulation skills in terms of skills to increase the internal locus of control so that the individual believes that they can change the world
and affect change. Self-esteem, self-awareness, self-esteem skills and ability
The goals are also part of the general category of self-management skills. Anger,
suffering and anxiety must be dealt with, and individual students suffer from loss or
injuries. Stress and time management are key, as are positive thinking and relaxation.
methods.
The life skills approach can be successful if you take the following actions together:
a) Skills. This includes a group of psychosocial and interpersonal skills (critical thinking / decision-making skills, interpersonal skills, coping and self-management skills) that are interconnected. For example, decision-making is likely to require an analysis of the components and values of creative and critical thinking.
b) Content. To effectively influence behavior, skills must be used in certain
content area “What are we making decisions about?” Studying the decision making process will be more meaningful if the content is relevant and remains constant. Content areas such as described may include drug use, HIV / AIDS / STI prevention, suicide prevention, or sexual abuse. Regardless of the content area, the balance of the three elements must be considered: knowledge, attitudes and skills.
c) Methods. Skill-based learning cannot occur when there is no interaction between
participants. He views groups of people as effective. Interpersonal and psychosocial skills cannot be learned from loneliness and reading a book. If this
the approach must be successful, all three components, life skills, content and method
must be in place. This effect means that life skills can be learned through the use of
certain methods and tools.
Life Skills Criteria
UNICEF defined the following criteria to ensure successful life skills-based education:
* He must not only take into account changes in knowledge and attitudes, but, more importantly, changes in behavior.
* Traditional “information-based” approaches tend to be insufficient to change attitudes and behavior. For example, a lecture on “safe behavior” will not necessarily lead to the practice of safe behavior. Therefore, the lecture should be justified by exercises and situations where participants can practice safe behavior and experience its consequences. Adult Learning Theory emphasizes that adults learn best with which they can communicate with their experience and practice.
* ItIt will work best when zoomed or boosted. If the message is given once, then the next day only 10 percent remembers it, and when the same message is given six times a day, his brain knows 90 percent. Here it is necessary to repeat, repeat, amplify and analyze.
* ItIt will work best with policy development, access to appropriate medical services, community development, and the media.
What does the study say about life skills based learning?
Programs aimed at developing life skills have brought about consequences such as
Moderate violence; strengthening prosocial behavior and reducing negative, self-destructive behavior; increased the ability to plan ahead and choose effective solutions to problems; improving self-esteem, self-awareness, social and emotional adaptation; wider acquisition of knowledge; improved classroom behavior; winning in self-control and solving interpersonal problems and overcoming anxiety; and improved constructive conflict resolution with peers, impulse control and popularity.
We think and manage with our head. Sustainability, accounting, prudent use of resources, planning / organizing and setting goals are the “head”; related to management. Service learning, critical thinking, problem solving, decision making and learning to learn were associated with our thinking processes that guide us.
The functions of the heart are connected with people and care. How do we treat people? We treat people by accepting differences, conflict resolution, social skills, collaboration and communication. The second function that we do through our heart is care. We take care to maintain relationships, share, empathize and care for others.
We give and work through our hands. Public service, volunteer, leadership, responsible citizenship and contribution to group efforts are our way to bring society back. We are working on our market skills, teamwork and self-motivation to achieve this.
To live and be under the functions of health. Healthy lifestyle choices, stress management, disease prevention, and personal safety are our main concerns for a better life. Self-esteem, self-employment, character, sense management, and self-discipline must be applied to our well-being. In a nutshell, the essence of life skills is to share well, care well and pass well.
Life skills are necessary to become successful in both professional and personal life.
-Challa SSJRam Phani
