- Life Skills Training Manual For Youth Ppt Template
- Life Skills Training Manual For Youth Ppt Powerpoint
3 will focus on “leading self” and semester 4 will focus on “leading others”. Youth – LED Africa will use the training curriculum of the Early & Youth Leadership toolkit developed by Center for Creative Leadership, USA. The toolkit contains curriculum on youth leadership development that is dynamic and customizable to participants needs. UNIT ONE Introduction Life Skills based Education for Drug Use Prevention Contents About the Manual What is a drug? Basic concepts underpinning the training manual About Life Skills Goals of Life. Practical life skills are actually more important than a person’s intelligence quotient (IQ). They are those invaluable skills people use every day that, if used effectively, allow them to create the life they desire and to access their inner resources needed to succeed. Life skills are necessary. Yemen: Life for children in a conflict zone. UNICEF’s first Youth Mediathon is helping young content creators reimagine a better world for every child. Life Skills Education is an important component of HIV/AIDS prevention, care and treatment interventions with children and adolescents. Family Health International (FHI) has developed a Life Skills Education (LSE) toolkit under the IMPACT project and supported by the United State Agency for International Development (USAID).
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LIFE SKILLS FOR YOUNG PEOPLE. Tools for youth and social workers. Project Purpose. To develop skills that will enable young people to : Deal effectively with the needs and challenges commonly encountered in adult life Engage in, develop and maintain healthy relationships - PowerPoint PPT Presentation
Text of LIFE SKILLS FOR YOUNG PEOPLE
LIFE SKILLS FOR YOUNG PEOPLETools for youth and social workers
Project PurposeTo develop skills that will enable young people to:
Deal effectively with the needs and challenges commonly encountered in adult lifeEngage in, develop and maintain healthy relationshipsAspire, pursue and achieve goalsMake informed and considered decisions about appropriate activities and behaviours
The ProjectAimed at MSD funded organisations11 17 year oldsResourcesTrainingExternal evaluation
Where to startAdvisory groupLiterature review & review of existing materialsNeeds AssessmentOutcome focused programme logicResource developmentPilot projectWorkshops Consultancy Evaluation
Effective ProgrammesYouth development focusEffective theoretical approachesRelevantPositive and health promoting messagesParticipatory teaching methodsProvide opportunities for skill building & to Practise, Practise, Practise!
What are skills?
Skill: ability to do something
Soft skills: interpersonal skills
Hard skills: technical skills
What are Life Skills?Life skills are a group of competencies and intrapersonal and interpersonal social skills that help people: make informed decisionssolve problemsthink critically and creatively communicate effectively build healthy relationships empathise with othersrespond to lifes challenges
WHO definition of Life Skills
Life skills are abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life.
Te Whare Tapa Wha
Dimensions of HealthTaha Tinana - physical well-beingTaha Hinengaro - emotional and mental well-beingTaha Whanau - social or community well-beingTaha Wairua - spiritual well-being
Where Are You From?
How do you show your culture is important to you?Describe what culture gives you?How does culture influence positive behaviour?
The activities within Taha Wairua include topics such as:Culture & belonging Sexual orientationGender identitySexual enjoyment & expression Intimacy
The activities within Taha Tinana include topics such as:Safer sexPregnancyAlcohol & drug useNutritionBody imageSeeking medical help
ActivitiesThe activities within Taha Whanau include topics such as:Goal-setting Social media safety Ethical by-standing Financial literacy CitizenshipSupport service organisations Shared living arrangementsDriving & driver licensing
Mental & Emotional Well-being
The activities within Taha Hinengaro include topics such as:CommunicationHealthy relationshipsManaging emotionsBullying Consent
My Life in My Hands
One thing you would like in your life e.g. a carOne thing you would like to do with your life e.g. studyA behaviour you would like to change e.g. eat more healthily
Percent of training participants reporting good or very good skills in target areas before and after training
BeforeAfterSkills for facilitating groups28.1%90.3%Skills for developing Life Skills in young people34%94.2%Skills for planning programmes39.2%87.2%Skills for creating supportive environments for young people48.5%94.1%
I just wanted to give you feedback on the Family Planning training sessions that we have been very lucky to have been a part of.
I ensured that my full team were at this training and I am very glad that we did.
The resource is absolutely fantastic and having a chance to practice using it amongst other like- minded people helped our team to see it in action and see how useful it will be for us.
One boy, he was in a relationship and when it comes to intercourse he was quite forceful towards his partner, he admitted that, and when he went through the facilitation [he learned] that could be looked on as rape, and hes changed the way he is towards his partner
He thought it was normal, what he was doing, but talking with him and using some of the notes from the book hes changed the way he is, his whole demeanour hes not angry anymore, hes quite approachable.
Where to from hereAucklandTimaruThamesChristchurchTaurangaInvercargillTaupoNorthlandHaweraHamiltonRuatoriaWellingtonWairoaWairarapaPalmerston NorthDunedin
43 Agencies that administer the NEET contract (youth not in education, not in employment.3 resources Life Explorer, manual for professionals, My Life in my Hands Three day workshop theory, how to use the manual and practice, practice, practiceQuigley and Watts contracted to do external evaluation. *Advisory group consisted of 9 service providers and two youth representatives3 resources Life Explorer for use in schools Years 7 8 every school with this age group sent an offer for the free resource 250 schools took up the offer, training manual for professionals, My Life in my Hands resource for older age groupPilot held at Te Runanga o Kirikiriroa Charitable Trust 15 staff12 three day workshops across the country 111 participants An external agency contracted to conduct the final evaluation
*The aims of the review were to understand what a life skills approach is, what the evidence is for its effectiveness and what makes it successful.Life Skills are part of a wider approach to working with youth Need to take into account models of behaviour change and approaches that have been demonstrated to work such as brief interventionsInformation, attitudes and skills need to be relevant to young people and the lives they live, including where they are developmentallyContinually reinforcing positive health messagesMust be interactive and address social pressures and modeling of skills. Information is needed but not as effective as building skills.Over and over again until skill is learnt.
***Talk to this*
Life Skills Training Manual For Youth Ppt Template
Life skills are abilities for adaptive and positive behaviour that enable humans to deal effectively with the demands and challenges of life. This concept is also termed as psychosocial competency. The subject varies greatly depending on social norms and community expectations but skills that function for well-being and aid individuals to develop into active and productive members of their communities are considered as life skills.
Enumeration and categorization
The UNICEF Evaluation Office suggests that 'there is no definitive list' of psychosocial skills;nevertheless UNICEF enumerates psychosocial and interpersonal skills that are generally well-being oriented, and essential alongside literacy and numeracy skills. Since it changes its meaning from culture to culture and life positions, it is considered a concept that is elastic in nature. But UNICEF acknowledges social and emotional life skills identified by Collaborative for Academic, Social and Emotional Learning (CASEL). Life skills are a product of synthesis: many skills are developed simultaneously through practice, like humor, which allows a person to feel in control of a situation and make it more manageable in perspective. It allows the person to release fears, anger, and stress & achieve a qualitative life.
Life Skills Training Manual For Youth Ppt Powerpoint
For example, decision-making often involves critical thinking ('what are my options?') and values clarification ('what is important to me?'), ('How do I feel about this?'). Ultimately, the interplay between the skills is what produces powerful behavioral outcomes, especially where this approach is supported by other strategies.
Life skills can vary from financial literacy, through substance-abuse prevention, to therapeutic techniques to deal with disabilities such as autism.
The World Health Organization in 1999 identified the following core cross-cultural areas of life skills:
- decision-making and problem-solving;
- creative thinking (see also:lateral thinking) and critical thinking;
- communication and interpersonal skills;
- self-awareness and empathy;
- assertiveness and equanimity; and
- resilience and coping with emotions and coping with stress.
UNICEF listed similar skills and related categories in its 2012 report.
Life skills curricular designed for K-12 often emphasize communications and practical skills needed for successful independent living as well as for developmental-disabilities/special-education students with an Individualized Education Program (IEP).
Skills for work and life
Skills for work and life, known as technical and vocational education and training (TVET) is comprising education, training and skills development relating to a wide range of occupational fields, production, services and livelihoods. TVET, as part of lifelong learning, can take place at secondary, post-secondary and tertiary levels, and includes work-based learning and continuing training and professional development which may lead to qualifications. TVET also includes a wide range of skills development opportunities attuned to national and local contexts. Learning to learn and the development of literacy and numeracy skills, transversal skills and citizenship skills are integral components of TVET. 
Parenting: a venue of life skills nourishment
Life skills are often taught in the domain of parenting, either indirectly through the observation and experience of the child, or directly with the purpose of teaching a specific skill. Parenting itself can be considered as a set of life skills which can be taught or comes natural to a person. Educating a person in skills for dealing with pregnancy and parenting can also coincide with additional life skills development for the child and enable the parents to guide their children in adulthood.
Many life skills programs are offered when traditional family structures and healthy relationships have broken down, whether due to parental lapses, divorce, psychological disorders or due to issues with the children (such as substance abuse or other risky behavior). For example, the International Labour Organization is teaching life skills to ex-child laborers and at-risk children in Indonesia to help them avoid and to recover from worst forms of child abuse.
Models: behavior prevention vs. positive development
While certain life skills programs focus on teaching the prevention of certain behaviors, they can be relatively ineffective. Based upon their research, the Family and Youth Services Bureau, a division of the U.S. Department of Health and Human Services advocates the theory of Positive Youth Development (PYD) as a replacement for the less effective prevention programs. PYD focuses on the strengths of an individual as opposed to the older decrepit models which tend to focus on the 'potential' weaknesses that have yet to be shown. The Family and Youth Services Bureau has found that individuals who were trained in life skills by positive development model identified themselves with a greater sense of confidence, usefulness, sensitivity and openness rather than that of preventive model.
This article incorporates text from a free content work. Licensed under CC BY-SA 3.0 IGO. Text taken from Pathways of progression: linking technical and vocational education and training with post-secondary education, UNESCO, UNESCO. UNESCO.
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