Life Skills Program Concept note

Adolescence

Adolescence has often been portrayed as a period of stormy stress, but adolescents can make an
immense contribution to society if they are given proper support and space through handholding and
informed interaction.

WHO defines adolescence both in terms of age and in terms of a phase of life marked by special
attributes. These attributes include rapid physical, psychological, cognitive and behavioural changes
and developments, including the urge to experiment, attainment of sexual maturity, development of
adult identity and their transition from socio-economic dependence to relative independence.
Adolescence is thus a turning point in one’s life, a period of increased potential but also one of greater
vulnerability.

Life Skills

Life Skills are psychosocial abilities that enable individuals to translate knowledge, attitudes and
values regarding their concerns into well informed healthy behaviours. Empowered with such skills,
young people are able to take decisions based on a logical process of ‘what to do, why to do, how to
do and when to do’

WHO defines it as ‘the abilities for adaptive and positive behaviour that enable the individuals to deal
effectively with the demands and challenges of everyday life’

UNICEF defines it as behaviour change or behaviour development approach designed to address a

balance of three areas: knowledge, attitudes and skills.

Life Skills fall into 3 basic categories which compliment, supplement and reinforce each other. These
basic categories further include specific skills which are as follows:

• Communication Skills
Social or Interpersonal • Assertiveness Skills
• Cooperation Skills
Skills • Empathy
• Problem Solving
Cognitive or Thinking • Critical Thinking
• Creative Thinking
Skills • Decision Making
• Self Awareness

• Managing Stress
Emotional Skills • Managing Emotions
• Resisting peer pressure

WHO has identified ten core Life Skills which are as follows:
 Self
Awareness

Managing Empathy
Emotions

Critical
Coping with Thinking
Stress
LIFE
SKILLS
Creative
Effective Thinking
Communicat
ion

Decision
Making
Interpersona
l Skills
Problem
Solving

All the above Skills are interrelated and reinforce each other. Together they are responsible for our
psychosocial competence, build our self-esteem and self-efficacy and nurture holistic development.

Life Skills Education would enable adolescents to articulate their issues and know their rights, build
their self-esteem and self-confidence and develop the ability to take responsibility for self,
relationships and society around them. The major objective is to empower young adolescents to
respond to real life situations in positive and responsible ways, to increase awareness among youth
about the social concerns to alleviate social evils.

The Adolescence Education Programme (AEP)

At the national level, the Adolescence Education Programme (AEP) is co-ordinated by the National
Council of Educational Research and Training (NCERT) in partnership with the Ministry of Human
Resource Development (MHRD) and United Nations Population Fund (UNFPA). This programme is
a major initiative within the larger Quality Improvement in Schools Scheme of MHRD.
The Government of India has taken a decision to upscale the National School AIDS Education
Programme (SAEP) and implement the Adolescence Education Programme (AEP) in all secondary
and higher secondary schools.

The interventions include support for integration of life skills and adolescent concerns in the learning
materials. Teachers are further entrusted with the responsibility of transacting life skills based
education to school students using interactive methodologies.

This intervention aims to impart accurate and adequate knowledge about the process of growing up
with a focus on reproductive and sexual health in its biological, psychological and socio-cultural
dimensions, emotional health and coping with life skills.

Objective of this intervention includes

 To ensure the integration of AE elements into the school curriculum and in teacher
education courses.
 To organize activities for life skills development.
 To help students acquire authentic knowledge about Adolescent Reproductive and Sexual
Health (ARSH) including HIV/AIDS and substance abuse, especially drugs.
  To inculcate in students essential life skills to develop healthy attitudes and responsible
behaviour towards ARSH issues, including HIV/AIDS and substance abuse.

To facilitate the teachers to transact life skills based education in the classroom, NCERT, with support
from UNFPA has developed training and resource materials that recommend a minimum of 23 hours
of transaction around the themes of understanding changes during adolescence and being comfortable
with them, establishing and maintaining positive and responsible relationships, understanding and
challenging stereotypes and discrimination related to gender and sexuality, recognizing and reporting
abuse and violation, prevention of substance misuse and HIV/AIDS.

Life Skills Programs

Life skills Curriculum for 2016 – 2017 has been designed after researching and studying the Life
Skills curriculum recommended by various organizations and reviewing and keeping in mind the
Adolescent Education Program (AEP) objectives.

The curriculum entails addressing different issues and imparting various skills that are in line with the
AEP objectives as well as the WHO, CBSE, NCERT and UNICEF life skills recommendation for
youth.

Life Skills is being addressed through various topic using various ways for the different beneficiaries
as mentioned below:

GRADE 6 and 7

This year they will be focusing on the following topics for the students:

- Self-Awareness and Individual Differences

- Create space to express emotions and thoughts.
- Empathy and Communication Skills
- Awareness about diversities and pressing societal issues.
- To develop and maintain safe and healthy relationship.
- To recognize and resolve conflicts.

One hour session takes place once a week.

GRADE 8

A Life Skills curriculum is designed and will be executed In house. The curriculum focuses on the
following topics:

- Self-Awareness
- Managing Emotions
- Effective Communication
- Problem Solving and Decision Making
- Peer Pressure, Substance Use and Bullying
 - Creative Thinking
- CSA (Circle Time)
- Cyber Safety (CLRC curriculum)
- Gender and Sexuality (External Faculty)

Two sessions will take place in a month (alternate Saturdays)

GRADE 9 and 10

A Life Skills curriculum is designed and will be executed In house. The curriculum focuses on the
following topics:

- Self Awareness (Self Esteem, Self Confidence, Self Image and body image)
- Interpersonal and Communication Skills (friends/family)
- Relationship Management (friends/family)
- CSA
- Respect and Help
- Empathy
- Goal Setting
- Study Skills
- Emotion Management (Friends/family /love)
- Physical, Emotional and Social Changes in Adolescence
- Mental Health and Hygiene
- Decision Making
- Peer Pressure/ Bullying and Assertiveness
- Substance Abuse
- Reproductive Health – Male and Female separate session
- Conflict Management
- Career Sessions – Different for Science, Arts and Commerce
- HIV/AIDS and Gender Orientation Capsule
- Stress Management
- Problem Solving and Critical Thinking

Two sessions will take place in a month (alternate Saturdays)

In addition to this for 10th Grade students the following things are planned

- Aptitude testing followed by one on one counselling

- Finishing School – Following topics will be a part of finishing school
 Growth and Development
 Vocational Career and ITI
 Off beat Career
 Admission Process Documents
 My Rights
 First Impression, Self-Presentation, Greetings and Introductions
 Interpersonal Skills – what to expect from new place
 Etiquette – how to behave, body language and posture
 Ethics and Integrity
 Resume Writing
 Money Management
 Power Point presentations in groups on various topics – last day