Abstract
The author presents an international perspective on life skillseducation arguing the development of a healthy self-conceptand skills in self-reflection are necessary for living in a worldof rapid change.
 
 In an era of accelerating change we need to be more aware ofthe impact of change on our environment, personal life, and therelationships among individuals, organizations and families (Leider,1994). Life skills offer self-empowerment in relating to selfand others while providing coping strategies for understanding thepast, managing the present, and creating the future. It is essentialfor a person to acquire life skills and take charge of one's own life(Nelson-Jones, 1995; Hopson and Scally, 1981; Leider, 1994;Corey, 1995; and Eagan, 1998). This paper defines what life skillsare, why life skill education is important, and how invitational theorycan provide a strong foundation for life skill curricula. A specialemphasis is placed on teachers in Hong Kong that represents arapid changing society mingled with the cultures of the East andthe West. The paper also describes how the life skills programmeis implemented in the Hong Kong Institute of Education (the largestteacher education institute in Hong Kong) so that prospectiveteachers can equip themselves with the basic psychosocial competenceskills. It is anticipated that this Life Skills Model could beshared among counterparts who believe in positive human values,inviting and affective education, and the holistic development ofan individual in the new millennium.
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