Life Skills Program Research Articles

Sustained Effects of Collaborative School-Home Intervention for Attention-Deficit/Hyperactivity Disorder Symptoms and Impairment

The Collaborative Life Skills (CLS) program is a school-home intervention for students with attention-deficit/hyperactivity disorder (ADHD) symptoms and impairment. CLS integrates school, parent, and student treatments followed by booster sessions during a maintenance period into the subsequent school year. The program is delivered by school-based mental health providers. Beneficial post-treatment effects have been documented. This study evaluated the effects of CLS after the maintenance period in the subsequent school year. Using a cluster randomized design, 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, grade range= 2-5). Measures were completed at baseline, after treatment, and follow-up during the next school year. Students from schools assigned to CLS compared with those assigned to usual services showed significantly greater improvement at follow-up on parent, but not teacher, ratings of ADHD and oppositional defiant disorder symptom severity, organizational skills, and global impairment. Within-group analyses indicated that parent- and teacher-reported post-treatment gains for CLS in ADHD and oppositional defiant disorder symptoms, organizational skills, and academic competence were maintained into the next school year. These results extend support for CLS to the following school year by demonstrating sustained benefits on parent-reported ADHD and oppositional defiant disorder symptoms and functional impairment. The lack of significant teacher-reported differences between CLS and usual services highlights the need for further study of booster treatments for improving outcomes with new teachers across school years. Study of the Collaborative Life Skills Program; http://clinicaltrials.gov; NCT01686724.

The Effectiveness of Life Skills Program on Life Skills to Prevent Risky Sexual Behaviours in Primary School Students, Thailand

Risky sexual behaviors are a very serious problem, especially in youth and adolescence. This study aims to compare the effects of and integrated sex education and life skills program on life skills to prevent risky sexual behaviors in primary school students. Design: The study was conducted using a quasi-experimental, pre-posttest 2-group design. Sample: 34 primary students were in the control group, and 34 primary students were in the experiment group. Intervention: The experimental group participated in the integrated sex education and life skill program to promote life skills and prevent risky sexual behaviors, while the control group participated in the usual educational program regarding sexual and reproductive health that already exists in schools. Measurements: The data on both groups were gathered through questionnaires assessing demographic characteristics and life skills for preventive risky sexual behaviors. Results: The results revealed significant differences between the experimental and control groups (t-test = 2.39, p-value < 0.05) 3 months after the life skills programs, while no significant difference was noted in the experimental group (mean difference = -2.53, p-value > 0.05). Conclusions: The integrated sex education and life skill program posed potential utility for primary students and also capable provision for further study for other groups.

How gender- and violence-related norms affect self-esteem among adolescent refugee girls living in Ethiopia.

Evidence suggests adolescent self-esteem is influenced by beliefs of how individuals in their reference group perceive them. However, few studies examine how gender- and violence-related social norms affect self-esteem among refugee populations. This paper explores relationships between gender inequitable and victim-blaming social norms, personal attitudes, and self-esteem among adolescent girls participating in a life skills program in three Ethiopian refugee camps. Ordinary least squares multivariable regression analysis was used to assess the associations between attitudes and social norms, and self-esteem. Key independent variables of interest included a scale measuring personal attitudes toward gender inequitable norms, a measure of perceived injunctive norms capturing how a girl believed her family and community would react if she was raped, and a peer-group measure of collective descriptive norms surrounding gender inequity. The key outcome variable, self-esteem, was measured using the Rosenberg self-esteem scale. Girl's personal attitudes toward gender inequitable norms were not significantly predictive of self-esteem at endline, when adjusting for other covariates. Collective peer norms surrounding the same gender inequitable statements were significantly predictive of self-esteem at endline (ß=-0.130; p=0.024). Additionally, perceived injunctive norms surrounding family and community-based sanctions for victims of forced sex were associated with a decline in self-esteem at endline (ß=-0.103; p=0.014). Significant findings for collective descriptive norms and injunctive norms remained when controlling for all three constructs simultaneously. Findings suggest shifting collective norms around gender inequity, particularly at the community and peer levels, may sustainably support the safety and well-being of adolescent girls in refugee settings.

Personal fableness and perception of risk behaviors among adolescents

Adolescence is a crucial period where one tends to identify who they are as an individual. However, as a teenager is struggling to find his/her place in this world, it is also a time where they are prone to engaging in risk behaviors, which tend to have an extreme psychological impact. The objective was to explore the experiences of an adolescent who engages in risk behaviors and to understand their level of personal fables. The study was a qualitative design with content analysis with semi-structured interviews of ten male adolescents aged 16–18 years. The major findings of the study indicated that adolescent's pattern of thinking revolves around the fact that they are invincible and invulnerable. Furthermore, adolescents are aware of the risks they are putting themselves through and how in the process they are hurting others. The implications of the study are to conduct more life skill programs in schools; greater awareness has to be created on the impact and harmful effects of such behaviors.

Pseudo national security system of health in Indonesia

ABstRACt Adolescence is a crucial period where one tends to identify who they are as an individual. However, as a teenager is struggling to find his/her place in this world, it is also a time where they are prone to engaging in risk behaviors, which tend to have an extreme psychological impact. The objective was to explore the experiences of an adolescent who engages in risk behaviors and to understand their level of personal fables. The study was a qualitative design with content analysis with semi-structured interviews of ten male adolescents aged 16-18 years. The major findings of the study indicated that adolescent’s pattern of thinking revolves around the fact that they are invincible and invulnerable. Furthermore, adolescents are aware of the risks they are putting themselves through and how in the process they are hurting others. The implications of the study are to conduct more life skill programs in schools; greater awareness has to be created on the impact and harmful effects of such behaviors.

Preschool life skills: Recent advancements and future directions.

Over the past decade, researchers have replicated and extended research on the preschool life skills (PLS) program developed by Hanley, Heal, Tiger, and Ingvarsson (2007). This review summarizes recent research with respect to maximizing skill acquisition, improving generality, evaluating feasibility and acceptability, and testing predictions of the initial PLS study. For each area, we suggest directions for future research.

An Exploration of Life Skills Programme on Pre-School Children in Embu West, Kenya

The Life Skills Programme, which is one of the newest programmes in the Kenya Preschool educational system wasexplored to establish the impact it had on the lives of preschool children in Embu West, Kenya. A primary school thatis perceived as having well-disciplined children was purposively selected. The sample consisted of 39 students, 43preschool teachers and 31 parents. The data collection methods included use of a questionnaire, interviews,observations and a documentary analysis. A content analysis was used to examine the data collected. A main findingwas that, teachers and parents seemed to cherish the Life Skills Programme as a subject that enabled children to acquirerelevant skills for their growth, development and survival. Another finding was an indication of a link between childrenwho had mastered the life skills and academic performance. The study recommended the need to develop clear policyand supervisory guidelines to allow the effective implementation of the Life Skills Programme to benefit all children.

Rehabilitating prisoners: the place of basic life skills programmes

PurposeTackling high reoffending rates in England and Wales is of significant political interest, with education and training being viewed as an important mechanism to achieve change. The purpose of this paper is to present the findings of a small empirical study examining a life skills programme delivered in a Category C prison in the West Midlands.Design/methodology/approachThe study used a multi-method approach incorporating observations of two modules, four focus groups with prisoners enrolled on the programme, questionnaires with programme completers, and semi-structured interviews with staff.FindingsThe findings indicate that life skills are an important component in rehabilitation. More specifically, developing the necessary tools to assist prisoners in everyday life, such as recognition, interpretation, reflection, response, and planning is fundamental to rehabilitation.Research limitations/implicationsA limitation of this study was that only prisoners currently at this Category C prison were included. This could be complemented by the inclusion of more participants who had completed the programme; however, access and data protection considerations limited the study to one location.Practical implicationsThe key message of this study is that without addressing basic life skills, education and vocational rehabilitation is severely limited.Social implicationsTo reduce reoffending rates, it is important to conceive rehabilitation in broader terms, not simply in relation to education and vocational training.Originality/valueThis paper offers insight into an unreported area of good practice in prison rehabilitation provision.

Improved Parent Cognitions Relate to Immediate and Follow-Up Treatment Outcomes for Children With ADHD-Predominantly Inattentive Presentation

We investigated treatment effects on parenting self-efficacy and parent cognitive errors, and whether these parent cognitions are related to short- and long-term outcomes in parenting behaviors in psychosocial treatment for youth with attention-deficit/hyperactivity disorder, predominantly inattentive presentation (ADHD-I). In a randomized controlled trial across two sites (University of California, San Francisco, and University of California, Berkeley), 199 children between the ages of 7 and 11 were randomized to the Child Life and Attention Skills (CLAS; n = 74) program, parent-focused treatment (PFT; n = 74), or treatment as usual (TAU; n = 51). Parents reported on self-efficacy, cognitive errors, positive parenting, and negative parenting prior to treatment, immediately after treatment, and in the next school year at follow-up. Compared to TAU, CLAS and PFT had higher posttreatment parenting self-efficacy, and CLAS alone had lower posttreatment parent cognitive errors. At follow-up, only CLAS had improved parent cognitive errors compared to TAU. No other between-group differences were found in parenting self-efficacy or cognitive errors. Improved parenting self-efficacy was associated with improved posttreatment negative parenting outcomes for PFT and CLAS, and improved parent cognitive errors were also related to improvements in positive and negative posttreatment parenting outcomes for CLAS. Posttreatment parenting self-efficacy mediated follow-up negative parenting outcomes for CLAS and posttreatment parent cognitive errors mediated improved follow-up positive and negative parenting outcomes for CLAS. PFT and CLAS led to enhanced parenting self-efficacy, and CLAS appears especially robust in improving parent cognitive errors both in the short and long term. Pathways provide support for the possibility of parent cognitions as mediators of treatment effects on parenting; clinical focus on such cognitions may be useful.

The Development and Evaluation of a Life Skills Programme for Young Adult Offenders.

The purpose of this research project was to develop, implement, and evaluate a Life Skills programme for young adult male long-term offenders with the aim of improving their life skills that, in turn, could enable them to adjust more effectively in the correctional environment. Experimental research was used to investigate the effectiveness of the programme. In this study, 96 literate young adult male offenders between the ages of 21 and 25 years, with long sentences, were selected randomly. The participants were assigned randomly into an experimental and a control group. The Solomon four-group design was utilized to control for the effect of pretest sensitization. The measurements of the effectiveness of the programme were conducted before the programme commenced, directly (short term) after, 3 months (medium term) after, and 6 months (long term) after. The findings indicated that the programme had limited success in equipping the offenders with the necessary skills crucial to their survival in a correctional centre. The programme did, however, have significant effects, especially on problem solving and anger management in the short and medium term. These improvements were not long lived.

A Mobile Phone-Based Life Skills Training Program for Substance Use Prevention Among Adolescents: Pre-Post Study on the Acceptance and Potential Effectiveness of the Program, Ready4life.

BackgroundSubstance use and misuse often first emerge during adolescence. Generic life skills training that is typically conducted within the school curriculum is effective at preventing the onset and escalation of substance use among adolescents. However, the dissemination of such programs is impeded by their large resource requirements in terms of personnel, money, and time. Life skills training provided via mobile phones might be a more economic and scalable approach, which additionally matches the lifestyle and communication habits of adolescents.ObjectiveThe aim of this study was to test the acceptance and initial effectiveness of an individually tailored mobile phone–based life skills training program in vocational school students.MethodsThe fully automated program, named ready4life, is based on social cognitive theory and addresses self-management skills, social skills, and substance use resistance skills. Program participants received up to 3 weekly text messages (short message service, SMS) over 6 months. Active program engagement was stimulated by interactive features such as quiz questions, message- and picture-contests, and integration of a friendly competition with prizes in which program users collected credits with each interaction. Generalized estimating equation (GEE) analyses were used to investigate for changes between baseline and 6-month follow-up in the following outcomes: perceived stress, self-management skills, social skills, at-risk alcohol use, tobacco smoking, and cannabis use.ResultsThe program was tested in 118 school classes at 13 vocational schools in Switzerland. A total of 1067 students who owned a mobile phone and were not regular cigarette smokers were invited to participate in the life skills program. Of these, 877 (82.19%, 877/1067; mean age=17.4 years, standard deviation [SD]=2.7; 58.3% females) participated in the program and the associated study. A total of 43 students (4.9%, 43/877) withdrew their program participation during the intervention period. The mean number of interactive program activities that participants engaged in was 15.5 (SD 13.3) out of a total of 39 possible activities. Follow-up assessments were completed by 436 of the 877 (49.7%) participants. GEE analyses revealed decreased perceived stress (odds ratio, OR=0.93; 95% CI 0.87-0.99; P=.03) and increases in several life skills addressed between baseline and the follow-up assessment. The proportion of adolescents with at-risk alcohol use declined from 20.2% at baseline to 15.5% at follow-up (OR 0.70, 95% CI 0.53-0.93; P=.01), whereas no significant changes were obtained for tobacco (OR 0.94, 95% CI 0.65-1.36; P=.76) or cannabis use (OR 0.91, 95% CI 0.67-1.24; P=.54).ConclusionsThese results reveal high-level acceptance and promising effectiveness of this interventional approach, which could be easily and economically implemented. A reasonable next step would be to test the efficacy of this program within a controlled trial.

The application and its effect of life skills program in sport

Purpose This study was to investigate the systematic application of the life skills program and its effects in a sport setting. Methods Participants were 14 college students(8 males and 6 females) majoring in Taekwondo. Survey tools were utilized to measure items of life skills and journals. Data analyses were conducted by using Excel program and inductive content analysis. Results First, life skills in this study consisted of goal setting, self-talk, imagery, cognitive restructuring. Life skills program has undergone a procedure, such as the introduction, training, development, application, and evaluation. Second, the average scores of life skill variables have been changed according to measured points. Specifically, the average scores of goal setting and self-talk were highly increased over time and the average score of imagery indicated gradual rising line. The average score of negative thought was slightly reduced over time. Third, regarding effects of this program, participants’ responses were categorized into six components; performance enhancement, positive thoughts, chances of change, goal setting, struggling efforts, and motivation formation. Further, participants stated this program was a great opportunity to develop these components. Conclusion The application of life skills program in sport settings will contribute to participants’ life span developmental change in cognitions, emotions, and behavior.

The life-skills program Lions Quest in Austrian schools: implementation and outcomes.

This article investigates the importance of implementation level for the effectiveness of the school-based life skills program Lions Quest in a sample of Austrian students (n = 363 from three schools; aged 9-15 at T1). A quasi-experimental pre- and post-test design with intervention and control group over 2 years was used. The effects of low, average, and high implementation levels on the outcome variables classroom climate, bullying and psychosocial health were analyzed. Multilevel analyses of the longitudinal data indicated greatest effects in the intervention group with highest implementation level, smaller effects with average implementation level, and no or rather detrimental effects in one case with the low implementation level (always compared with the control group who received no intervention). A moderate implementation level was necessary to foster the programs aims for three out of four aspects of class climate and bullying, while no effects were found for psychosocial health. These results are discussed with respect to key factors that are important for successful implementation of school programs.

Preschool life skills using the response to intervention model with preschoolers with developmental disabilities.

Teaching young children key social skills in preschool can increase prosocial behavior and reduce classroom behavior problems. Previous preschool life skills (PLS) programming has taught young children to request teacher assistance and tolerate delays or denials in the delivery of materials, friends

Emotional, Social and Cultural Experiences of Latino Children with ADHD Symptoms and their Families

Attention-Deficit/Hyperactivity Disorder (ADHD) impacts approximately 5% of youth globally; however, there are several factors that may influence how ADHD is recognized and treated in diverse populations, such as Latinos in the United States, which contribute to unmet need. In response, the current study sought to explore emotional, social, and cultural experiences of Latino youth with ADHD symptoms and their families. Qualitative interviews were conducted with thirteen caretakers of children receiving a novel, school-based ADHD intervention: the Collaborative Life Skills (CLS) program. Three major themes emerged regarding acculturation, family dynamics, and language; two to three sub-themes regarding social conditions and ADHD help-seeking emerged from each major theme. Interpretation of results suggests that acculturation greatly influences the Latino family dynamic, especially when caregivers must adapt language, values, beliefs, and customs to effectively manage their child´s ADHD-related impairment. Difficult social-emotional experiences also appear related to working conditions, stigma, and racism. Limitations, future directions, and recommendations for working with Latino families of children with ADHD symptoms are discussed.

Do Māori initiatives by Māori and for Māori really help Māori?

Do Māori initiatives by Māori and for Māori really help Māori? In order for me to answer this question I will discuss ‘Hokowhitu’, a rangatahi life-skills programme designed specifically for Māori, by Māori, using a kaupapa Māori approach. The programme was part of a research project undertaken by the School of Physical Education at the University of Otago and was aimed at Māori rangatahi who were susceptible to alcohol and drug abuse within their micro-interactive surroundings. After a description of the programme I will finish with a discussion on how the programme influenced me personally with a critical analysis based entirely on my personal thoughts which should not be used to undermine the objectives of the creator of the programme.

Life skills program for improving adolescent mental health in the af-termath Mount Merapi eruption, Yogyakarta-Indonesia

The ability of adolescents to cope with stressful life events has not been well developed. Facing stressful situ-ations might trigger them to engage in many dangerous and self-destructive behaviors. Life skills program in improving mental health of adolescents has been proven in many countries, as it has in Indonesia. In post-disaster situation, there is rarely any community program which focuses on adolescent mental health. Life skills program is a psychological intervention to teach adolescents to improve their skill to cope with stress, develop self-esteem, deal with peer pressure, think critically, communicate appropriately and act assertively. Teachers and local health professionals who have already been trained about life skills program apply this program in adolescents experiencing a stressful event, a natural disaster from the eruption of Mount Merapi in Yogyakarta-Indonesia. This study attempts to apply and evaluate the effectiveness of the program for adolescents who had survived a natural disaster in Yogyakarta-Indonesia. Three-weeks life skills training was conducted in 2012 on 40 junior and senior high school students, post Mount Merapi eruption in Yogyakarta and Magelang. Subjects were assessed for their self-image using Rosenberg self-image questionnaire, and their emotional-behavioral problems and mental strength using Strength and Difficulties Questionnaire (SDQ), before and after the train-ing. SPSS was used for the statistical analysis. The average age of the subjects was 14.48 + 1.21 years old. There were significant differences on the self-esteem and mental strength aspects of the subjects before and after intervention. Score on low self-esteem was improved (p=0.005), negative self perception also became better (p<0.001), and prosocial behavior was increased (p=0.001). There were also decreasing difficulties and emo-tional-behavioral problem score after intervention, and other aspects of self-esteem such as instability and self-consciousness. Life skills training has several positive effects in improving mental strength and self-image and decreasing emotional and behavioral problems of adolescents post-disaster.

Life skills program for improving adolescent mental health in the af-termath Mount Merapi eruption, Yogyakarta-Indonesia

The ability of adolescents to cope with stressful life events has not been well developed. Facing stressful situ-ations might trigger them to engage in many dangerous and self-destructive behaviors. Life skills program in improving mental health of adolescents has been proven in many countries, as it has in Indonesia. In post-disaster situation, there is rarely any community program which focuses on adolescent mental health. Life skills program is a psychological intervention to teach adolescents to improve their skill to cope with stress, develop self-esteem, deal with peer pressure, think critically, communicate appropriately and act assertively. Teachers and local health professionals who have already been trained about life skills program apply this program in adolescents experiencing a stressful event, a natural disaster from the eruption of Mount Merapi in Yogyakarta-Indonesia. This study attempts to apply and evaluate the effectiveness of the program for adolescents who had survived a natural disaster in Yogyakarta-Indonesia. Three-weeks life skills training was conducted in 2012 on 40 junior and senior high school students, post Mount Merapi eruption in Yogyakarta and Magelang. Subjects were assessed for their self-image using Rosenberg self-image questionnaire, and their emotional-behavioral problems and mental strength using Strength and Difficulties Questionnaire (SDQ), before and after the train-ing. SPSS was used for the statistical analysis. The average age of the subjects was 14.48 + 1.21 years old. There were significant differences on the self-esteem and mental strength aspects of the subjects before and after intervention. Score on low self-esteem was improved (p=0.005), negative self perception also became better (p<0.001), and prosocial behavior was increased (p=0.001). There were also decreasing difficulties and emo-tional-behavioral problem score after intervention, and other aspects of self-esteem such as instability and self-consciousness. Life skills training has several positive effects in improving mental strength and self-image and decreasing emotional and behavioral problems of adolescents post-disaster.

Transition Consultation Models in Two Academic Medical Centers.

Health care transition (HCT), the organized progression from pediatric- to adult-focused models of care, is crucial for patients with chronic childhood conditions. More adolescents with chronic conditions now survive into adulthood and have increased risk of adverse events during HCT. Got Transition-an agreement between the Maternal and Child Health Bureau and the National Alliance to Advance Adolescent Health-developed the Six Core Elements of Health Care Transition 2.0, defining the components of HCT. Most HCT programs incorporate these elements, but delivery varies. Additional studies are needed to determine the most efficacious interventions to improve HCT outcomes. Here, we introduce two approaches to improve HCT. The first is a clinic dedicated to HCT coupled with a life skills program. The other is a HCT consult service using existing resources to provide resident education and address HCT. Together, these programs provide examples that can be adapted to other settings. [Pediatr Ann. 2017;46(6):e235-e241.].

Foundation phase teachers’ interpretation of the life skills programme with regard to the teaching of natural science

<p>Scientific literacy should be promoted through the teaching of science from Grade R and for this to happen, teachers need to understand what science should be taught and how it should be taught. This interpretive, qualitative study explores the degree to which four foundation phase teachers interpret the life skills programme with regard to the teaching of natural science by using an adapted version of a theory of implementation. Analyses of a questionnaire, documents (Revised National Curriculum Statement and lesson plans) and interviews enabled us to build a picture of how each teacher interpreted the curriculum with regard to a number of constructs. The findings show that foundation phase teachers have great difficulty interpreting the curriculum because the foundation phase curriculum does not give clear guidance with regard to the teaching of science. Their poor content knowledge, the poor understanding of what integration of science in numeracy and literacy entails, as well as their poor understanding of the instructional methods used to teach science exacerbate the problem.</p>