Abstract
Adolescence is the most critical phase of an individual. The highly competitive world of today and the absence of traditional norms and support have heightened the stress among adolescents resulting in multiple issues such as depression, anxiety, loneliness, rejection, diffidence, anger, confliction in interpersonal relationship, alcohol abuse and criminal behaviour. As a baseline study, Behaviour issues due to delay in milestone development was assessed and it was identified that there were no serious delays catered to the behavioral issues of adolescents. But through discussions with the primary kin and important others, it was identified that environment and the highly competitive world has heightened the behavioral and cognitive problems among adolescents. Therefore Life Skills is seen as a vaccine to protect the child from exposure to various hazards. The present study attempts to find out the impact of the life skill intervention among adolescents and assess their changes in the behaviour in their approach to critical life events. Through this study researcher tries to test the relationships between independent and dependent of life skill training (intervention) on the behavioral and cognitive changes of adolescents to critical life events using experimental research design. The data was collected from the 50 adolescent students, and data analysis was done through student’s t- Test for reaching to the findings. It was found that post- life skill training; there was substantial improvement in their level of cognitive skills such as self-awareness, creative thinking, critical thinking, decision making and problem solving. And these improvements paved the way for the students to have a better behaviour towards their critical life events. Hence, it was concluded that there is visible impact of life skill training on the behaviour as well as thinking pattern of the adolescent.
Highlights
January 8, 1902 Oak Park, Illinois, U.S February 4, 1987 San Diego, California, U.S American Client-centered therapy, Studentcentered learning, Rogerian argument Phenomenal field, Theoretical works
Rogers attempted to change the world of psychotherapy when he boldly claimed that psychoanalytic, experimental, and behavioral therapists were preventing their clients from ever reaching self-realization and self-growth due to their authoritive analysis
In 1940 Rogers became professor of psychology at Ohio State University where he stayed until 1945. He transferred to the University of Chicago in 1945 where he served as the professor of psychology and the executive secretary at the Counseling Center
Summary
January 8, 1902 Oak Park, Illinois, U.S February 4, 1987 San Diego, California, U.S American Client-centered therapy, Studentcentered learning, Rogerian argument Phenomenal field, Theoretical works. Carl Ransom Rogers was an American psychologist and among the founders of the humanistic approach in psychology. Throughout his career he dedicated himself to humanistic psychology and is well known for his theory of personality development.
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