Life Skills Program Research Articles

The process of self-regulation in adolescents: A narrative approach

This qualitative study utilized a narrative approach to explore the process of self-regulation in adolescents and to examine the functions of various relational genres on psychological state and context expressions in this process. Nineteen participants, who live in high-risk settings were recruited from a youth development and life skills program located at an urban public high school in the United States. The goal of this project is to craft a process method for research and practice on adolescents' self-regulation while providing evidence for self-regulation being a complex process. This research uses an exploratory study design with a narrative approach, utilizing text message based activities in the method. Findings from the plot analysis suggest that for adolescents, the process of self-regulation begins as highly emotional and then becomes a more emotionally and cognitively balanced process. In addition, adolescents utilize different strategies to resolve conflict situations across different contexts and relational genres.

Effect of Life Skill Training on Life Style and Health Concern of Adolescents

Today the need to analyze health behaviour is as imminent as ever, particularly at school. Adolescent students find themselves in a new, challenging and competitive environment; most of them are experiencing independence and responsibility for the first time in their lives. During this time they consequently adopt new health behaviours and there may be a risk that they continue with unhealthy lifestyle choices that were established during their adolescent years, which makes them a risk group not only during these years but for the rest of their lives. Therefore, the purpose of the present study was to investigate the effect of life skill training in adolescent after obtaining the life style and health concern of adolescents and examined associations between lifestyle and health concern. Total sample comprised of 60 students (12 to14 years of age) from Rohtak District of Haryana, who has received life skill training. Life Style Schedule and Adolescent Health Concern Inventory were administered in a group session one by one both before training was given and after the training was over. The results showed that subjects improved significantly in post condition on life style and health concern. This suggests that life skill training has a positive effect on life style and health concern of adolescents. Also, a significant relationship has been obtained between the life style and adolescent health concern. Based on the findings, it is necessary to prioritize implementing of health related life skill programs in order to change and modify the unhealthy life style related factors. Also it is needed to provide special facilities to select healthy living behaviors among adolescents.

Towards better child protection programmes: a qualitative evaluation of Youth Disseminating Life Skills Programme

ABSTRACTThe present study aimed to assess the acceptability of a 12-week training programme, Youth Disseminating Life Skills Programme whose aims were to help university students acquire knowledge on and to increase sensitivity towards child abuse and neglect by adopting a qualitative methodology. The sample consisted of 13 university students who took part in the Youth Disseminating Life Skills Programme (10 female, 3 male: mean age 22 years; age range: 20–31). With the help of a general interview guide, the focus group meetings were held. Established conventions guided the analysis. Participants recounted feelings about and benefits of the Programme, and ways to improve the Programme. Feelings about the Programme included both positive (e.g. feeling hopeful) and negative feelings (e.g. feeling traumatised). Participants recounted a variety of benefits of the Programme (e.g. correcting some myths about child abuse). Participants proposed some ways whereby the Programme could be improved. Some findings could be interpreted in terms of existing literature/theory. Other findings extended the literature and could be viewed as targets for future child protection programmes.

Layanan Konseling Keterampilan Hidup dalam Program Pendidikan Lifeskills di Panti Sosial Bina Remaja dan Karya Wanita �Majar Tabela� Palangka Raya

Lifeskills counseling attempts to help clients gain strength and eliminate the weakness of their thinking and acting skills; and gain an understanding of the language of skills, namely the ability to think and analyze their behavior in the form of skills. 
 The purpose of this community service is to give lifeskill counseling services intensively to the participants in the program through the implementation of lifeskill counseling activities in the lifeskills program at the Social House of Bina Remaja dan Karya Wanita (PSBRKW) �Majar Tabela� Palangka Raya of Central Kalimantan Province.
 Implementation of lifeskill counseling services truely has a strong impact on the anchoring process for participants who are participating in the program so that the participants have the ability to understand the most useful affective values of their lives after leaving the program: first, they understandthe others; Second, they are be able to anticipate, recognize, and strive to meet the needs of friends around them; Third, they are be able to feel the needs of others' development and try to increase their abilities; Fourth, they are be able to open opportunities through association with various people and able to overcome the problem of difference.

It’s Off to Work We Go: Attitude Toward Disability at Vocational Training Programs at Jewish Summer Camps

ABSTRACTBaglieri and Shapiro (2012) argue that considering attitudes toward disability is an important step toward building a more inclusive society. This study examines attitudes toward disability of staff members of vocational and independent living skills programs for young adults with disabilities in four Jewish summer camps. McDermott and Varenne’s (1995) three approaches for understanding disability were used to examine staff attitudes. Concrete instantiations of all three approaches were found during site visits and interviews at the camps. Implications for the continued development of inclusive educational opportunities in the Jewish community are discussed.

Life Skills Development Training for Adolescent Girls at Risk-Rescued Devadasi Girls in Karnataka

The positive evidences of life skills education among the young people in difficult circumstances have encouraged the researchers in imparting life skills education to the rescued devadasi adolescent girls in North Karnataka. The study was conducted in pre experimental research design without a control group of rescued devadasi girls by understanding their needs and gaps in life skills. The effectiveness of the programme was assessed using a standardized tool. 25 adolescent girls who were rescued from the devadasi system participated in the study. These girls were daughters’ of active devadasi women from Raichur, Koppal, Bellary and Bijapur. The girls were provided life skills education by the researchers. Intervention programme was developed based on the 10 life skills laid out by the World Health Organization after integrating methodologies and contents specific to their life situation after a need assessment study using Life skills assessment scale. The results analyzed in SPSS version 18, indicate that the programme was effective and displayed statistical significance in rendering the participants with Life skills. The study intends to highlight the importance of developing tailor made life skills programme for vulnerable groups and girls at risk.

A Family Thing: Positive Youth Development Outcomes of a Sport-Based Life Skills Program

According to the National Council on Youth Sports, millions of youth in the United States participate in sport each year. Research and evaluation have further elucidated the role of sport in positive youth development (PYD) by specifying that intentional programming is key to facilitating PYD outcomes (Gould & Carson, 2008; Petitpas et al., 2005). Scholars have also asserted that the processes or outcomes associated with youth sport participation must be considered within family contexts (Kirk et al., 1997). The family context, however, has remained largely unexplored in research on sport and PYD outcomes. Therefore, the purpose of this study was to examine the role and influence of families in a sport-based life skills program targeting positive youth development outcomes among an underserved youth population. Thirty-six youth aged 7 to 15 participated in a Hockey is For Everyone (HIFE) program, the official youth development program of the National Hockey League (NHL) in the Southeastern United States. HIFE, which aims to provide youth of all backgrounds the opportunity to learn and play ice hockey, was paired with a specific life skills curriculum: the Sports United to Promote Education and Recreation (SUPER) curriculum (Papacharisis et al., 2005). The combined HIFE-SUPER program was delivered over 11 weeks. Parents were recruited via their children’s enrollment. Data were collected using semi-structured interviews of youth and parents. Themes emerging from the data suggested the sport-based life skills program and participants’ families were reciprocally influential, and that this may have shaped opportunities for PYD outcomes. Findings indicated that family members and family contexts were an active part of the acquisition and application of life skills. Parents and youth perceived changes in behaviors (specifically, increased competencies) related to the life skills taught in the program, and these changes persisted after the program ended. Family presence and family involvement supported the acquisition and application of life skills, and youth participation in the program created opportunities for bonding and reinforcement and recognition of positive changes within families. Subscribe to JPRA

New EFL Teachers' Perceptions of Classroom Discipline Problems in Saudi Public Schools

Abstract This study aims at investigating problems of classroom discipline as perceived by new EFL teachers in Saudi public schools. A descriptive method was employed. A questionnaire prepared by the researcher was administered. Data analysis was conducted by descriptive statistics using SPSS, correlation coefficients, t-test, Mann-Whitney, ANOVA and Cronbach’s alpha. A total of 81 new EFL teachers comprised the sample of the study. Results of the study indicated that the most problematic misbehavior of students are copying homework from others, cheating, Speaking in Arabic, lying, and disrespecting the EFL teacher. The study recommends offering life skills programs to students, as well as conducting preventive training programs to novice teachers before the start of the academic year to address some misbehavior problems this study revealed.

Loneliness, the search for meaning, and the psychological well-being of economically disadvantaged Chinese adolescents living in Hong Kong: Implications for life skills development programs

Assuming a relational basis of meaning-making, we examined ways in which the search for meaning and loneliness relate to the psychological well-being of economically disadvantaged adolescents. Using a survey with a sample of 366 economically disadvantaged adolescents and 304 non-economically disadvantaged adolescents recruited from 10 schools in Hong Kong, we observed that the search for meaning had a positive association with self-esteem, self-efficacy, and life satisfaction only among economically disadvantaged adolescents, whereas loneliness had a negative association with those indicators of psychological well-being in the entire sample. We also identified an interaction effect between the search for meaning and loneliness on life satisfaction among economically disadvantaged adolescents. Our results partially supported our hypotheses by showing that loneliness and the search for meaning jointly affected the development of economically disadvantaged adolescents, whereas loneliness was a more significant predictor than the search for meaning. Given such functions of the search for meaning and sense of belongingness in the development of young people amid economic hardship, practitioners and educators should initiate meaning- and relationship-oriented life skills programs in the formal and non-formal learning contexts, as well as facilitate young people's search for meaning in the informal learning context.

Evaluating the Effectiveness of the National Curriculum and Training Institute’s “Cognitive Life Skills” Program among Parolees Supervised by Pennsylvania’s Board of Probation & Parole

Recently, cognitive-behavioral approaches for rehabilitation have shown measured success for reducing recidivism rates among offenders after release from prison. The present analysis utilized data provided by Pennsylvania’s Board of Probation & Parole about offenders who completed the Cognitive Life Skills program developed by the National Curriculum and Training Institute. Propensity scoring techniques were employed to match a group of offenders who completed the program (treatment) with a statistically equivalent group who did not receive it (control). Matching variables included location and year of release, risk level, gender, age, race, offense category, and history of violent offending. General findings from a Cox proportional hazard model revealed gender, age, and criminal history impacted future incidents of recidivism, measured as re-incarceration. More importantly, the hazard model revealed, on average, a 24 % reduction in recidivism among the treatment group offenders and, on average, a 31 % reduction among high risk offenders exclusively. Policy implications will be discussed.

PasSport4life: A trainee sport psychologist's perspective on developing a resilience-based life skills program

ABSTRACTThe growing field of sport-based youth development has explored the role of coaches in fostering athletes’ lifelong skills to deal with stressors and challenges they encounter as they transition into adulthood. However, the contribution of sport psychologists in implementing programs has received little attention and could provide a beneficial catalyst in facilitating youth development given their training and expertise. In addition, the use of resilience-related life skills could support adolescents in overcoming adversity beyond sport. Therefore, the purpose of this article is to provide a narrative on the experiences of a trainee sport psychologist in designing and delivering a resilience-based life skills program.

Developing a school-based preventive life skills program for youth in a remote Indigenous community in North Australia

Purpose – The purpose of this paper is to describe the process of development and the pilot implementation of a preventive life skills curriculum for Indigenous middle school students in a very remote community college in the West Arnhem region of North Australia. The curriculum integrates proven educational and psychological techniques with culturally informed notions of relatedness and was developed as a contribution to efforts to prevent alarming rates of suicide among remote Indigenous youth. In this paper, the term, Indigenous refers to Australians of Aboriginal or Torres Strait Islander descent. Design/methodology/approach – Based on reviews of research literature on school-based suicide prevention and social and emotional learning in both general and Indigenous populations, and following detailed community consultations, a 12 week curriculum was drafted and implemented in two middle school classes (combined years 7-9). Lessons were videotaped and later analyzed and detailed commentary was sought from participating school staff. Findings – The pilot program has yielded important insights into requirements of a curriculum for young people with low English literacy levels and with variable school attendance patterns. It confirmed the need to adjust both pedagogical approach and curriculum content for the program to have resonance with students from this linguistic and cultural background and with varying levels of exposure to multiple stressors in disadvantaged community settings. Practical implications – The project has identified and resolved key questions for sustainable implementation of a preventive curriculum in challenging community circumstances. Originality/value – There are to date no examples of the systematic adaptation and design of a universal preventive intervention specifically for remote Australian Indigenous youth. The project is the first step toward the formal evaluation of the efficacy of a classroom-based approach to suicide prevention in remote community schools.

Sexuality education in South African schools: The challenge for civil society organisations

Objective: Drawing on the perceptions of various key stakeholders, the paper explores the strengths and limitations of involving civil society organisations in the delivery of HIV and AIDS and sexuality education in South African schools. Design: Qualitative study with a cross-sectional design. Setting: Research was conducted at 16 public secondary schools in KwaZulu-Natal, Gauteng and Mpumalanga provinces in South Africa. Methods: Focus group discussions were held with Grade 9 and 11 learners, aged 14–18 years, and interviews with Life Orientation educators, Heads of Department and local civil society organisations. Results: School engagement with civil society organisations may include (1) the delivery of life skills programmes and talks, (2) assisting learners with accessing support services, and (3) the provision of teaching resources for Life Orientation educators and schools. The involvement of external organisations was often favoured for the youthful age of facilitators, shared personal experiences, novel learning activities and the overall separateness from schooling structures whereby personal disclosure or the provision of services were unlikely to influence school functioning. On-site Life Orientation educators were favoured for their consistent availability and familiarity, discipline, teaching experience and classroom management skills. Conclusion: Opportunities exist for collaboration between Life Orientation educators and civil society organisations in the future delivery of sexuality education. Potential partnerships may allow mutual expertise to be harnessed and alleviation of time and resource pressures. However, collaboration requires dialogue to clarify roles and to minimise resistance in schools. Effective monitoring and evaluation at a national or provincial level is also needed to help schools assessing the suitability of particular civil society organisations.

The Effectiveness of the Life Skills Program IPSY for the Prevention of Adolescent Tobacco Use

In this study, the effectiveness of a life skills program to impede tobacco use in early adolescence was scrutinized. The focus was on the mediating role of yielding to peer pressure. The universal school-based life skills program IPSY ( Information + Psychosocial Competence = Protection) against adolescent substance use was implemented over 3 years. Over the same time period, it was evaluated based on a longitudinal quasi-experimental design with an intervention and comparison group (4 measurement points; N = 1,657 German students, age 10 at T1). By applying a growth curve modeling approach, we found that participation in IPSY compared with non-participation predicted a slower increase in tobacco use over time, suggesting a significant intervention effect. Moreover, a parallel growth curve model revealed that less yielding to peer pressure induced by IPSY mediated the program effects on tobacco use over time.

A Randomized Controlled Trial of a School-Implemented School–Home Intervention for Attention-Deficit/Hyperactivity Disorder Symptoms and Impairment

This study evaluated the efficacy of a novel psychosocial intervention (Collaborative Life Skills [CLS]) for primary-school students with attention-deficit/hyperactivity disorder (ADHD) symptoms. CLS is a 12-week program consisting of integrated school, parent, and student treatments delivered by school-based mental health providers. Using a cluster randomized design, CLS was compared with usual school/community services on psychopathology and functional outcomes. Schools within a large urban public school district were randomly assigned to CLS (12 schools) or usual services (11 schools). Approximately 6 students participated at each school (N= 135, mean age 8.4 years, grade range 2-5, 71% boys). Using PROC GENMOD (SAS 9.4), the difference between the means of CLS and usual services for each outcome at posttreatment was tested. To account for clustering effects by school, the generalized estimating equation method was used. Students from schools assigned to CLS compared with those assigned to usual services had significantly greater improvement on parent and teacher ratings of ADHD symptom severity and organizational functioning, teacher-rated academic performance, and parent ratings of oppositional defiant disorder symptoms and social/interpersonal skills. These results support the efficacy of CLS compared with typical school and community practices for decreasing ADHD and oppositional defiant disorder symptoms and improving key areas of functional impairment. They further suggest that existing school-based mental health resources can be redeployed from non-empirically supported practices to those with documented efficacy. This model holds promise for improving access to efficient evidence-based treatment for inattentive and disruptive behavior beyond the clinic setting. Clinical Trial Registration Information-Study of the Collaborative Life Skills Program; http://clinicaltrials.gov/; NCT01686724.

Residential immersive life skills programs for youth with physical disabilities: A pilot study of program opportunities, intervention strategies, and youth experiences

PurposeA pilot study was conducted to assess correspondence among measures of program characteristics (opportunities and intervention strategies) and youth experiences in a range of activity settings in a residential immersive life skills (RILS) program. MethodOpportunities and intervention strategies were assessed in 18 activity settings in the 21-day program. On two occasions each, four youth completed a measure of experiences and took part in onsite interviews. ResultsThere was good convergence between observed program opportunities and the use of socially-mediated, teaching/learning, and non-intrusive strategies. Youth experiences of social interaction, choice, and personal growth were further informed by interview information. There was substantial convergence between program characteristics and youth experiences, indicating the program was provided and experienced as intended. ConclusionsThis pilot study indicated the fidelity of the program and the feasibility of using the measures in a future study. The preliminary findings suggest that RILS programs may provide a favorable environment for developmental experiences concerning social interaction, autonomy, and personal growth.

Online CBT life skills programme for low mood and anxiety: study protocol for a pilot randomized controlled trial.

BackgroundLow mood is a common mental health problem with significant health consequences. Studies have shown that cognitive behavioural therapy (CBT) is an effective treatment for low mood and anxiety when delivered one-to-one by an expert practitioner. However, access to this talking therapy is often limited and waiting lists can be long, although a range of low-intensity interventions that can increase access to services are available. These include guided self-help materials delivered via books, classes and online packages. This project aims to pilot a randomized controlled trial of an online CBT-based life skills course with community-based individuals experiencing low mood and anxiety.MethodsIndividuals with elevated symptoms of depression will be recruited directly from the community via online and newspaper advertisements. Participants will be remotely randomized to receive either immediate access or delayed access to the Living Life to the Full guided online CBT-based life skills package, with telephone or email support provided whilst they use the online intervention. The primary end point will be at 3 months post-randomization, at which point the delayed-access group will be offered the intervention. Levels of depression, anxiety, social functioning and satisfaction will be assessed.DiscussionThis pilot study will test the trial design, and ability to recruit and deliver the intervention. Drop-out rates will be assessed and the completion and acceptability of the package will be investigated. The study will also inform a sample size power calculation for a subsequent substantive randomized controlled trial.Trial registrationISRCTN ISRCTN12890709

“Ready to take on the world”: Experiences and understandings of independence after attending residential immersive life skills programs for youth with physical disabilities

ABSTRACTStatement of Purpose: Life skills programs aim to equip youth with physical disabilities with the foundational skills required for adulthood. This study explored the perceived impact of residential immersive life skills (RILS) programs on the lives of participants. Methods: Qualitative interviews were conducted with alumni of three RILS programs. Data were thematically analyzed using a phenomenological approach. Results: Themes identified from fourteen interviews were: (1) enhancing higher-order skills; (2) new notions of independence; and (3) identity change, empowerment, and advocacy. Opportunities to learn and practise a variety of skills in a structured, facilitative environment led to increased competence and motivation to engage in independent activities. Engaging with peers undergoing similar experiences also helped some youth integrate disability into their identity. Conclusions: Providing youth with physical disabilities opportunities to engage with others sharing similar experiences and challenges is essential. The study contributes toward the development of evidence-based best practices for life skills programs.

Offering support to the general public by building CBT-based life skills: lessons learnt from an initial evaluation.

Two outcome measures (the Patient Health Questionnaire - PHQ-9, and Generalised Anxiety Disorder - GAD-7) were completed and analysed using a matched pairs t-test in respect of all participants at three intervals across the programme. Qualitative feedback was also sought upon completion of the course and offered insight into significant change and individual impact of the programme. A total of 2289 individuals nationwide registered for the programme through the Aware website with 1885 completing the 6 weeks. There was an average attendance of 67% for the 6-week programme. Statistically significant reductions in terms of scores of depression and anxiety were seen upon completion but earlier trends towards improvement were noted. Completion of a 6-week Life Skills Programme has been associated with a reduction from moderately severe to mild scores in relation to both depressive and anxiety symptoms. Longitudinal follow-up will be required to determine if the effectiveness of the intervention is maintained but CBT-based group programmes may represent a useful alternative to traditional services to treat clinically significant depression.

Evaluation of a Life Skills Program to Prevent Adolescent Alcohol Use in Two European Countries: One-Year Follow-Up

Background Life skills programs are effective tools to combat youth substance use. However there is a lack of studies concerning their effectiveness in Europe.