Skills Education Program Research Articles

The Development of Life Skill Education Evaluation Model at Life Skill Training Centre

<p style="text-align:justify">This research aims to develop the product of the life skill education program (LSEP) which is accurate, credible, and effective. This research used the Plomp model. The model covers the input, process, output, outcome and consists of instrument, scoring guidance, and good or bad criteria. The instruments used in the model are the questionnaire, observation sheet and interview guide. The content validity of the questionnaire and observation sheet was proved by expert judgement and continued by using the Aiken Formula, the construct validity of the questionnaire was proved by the construct validity using the exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The content validity of the questionnaire and observation sheet involved 9 validity experts. The questionnaire construct was done in two steps; the first step involved 65 students analyzed using EFA and the second step involved 199 students analyzed with CFA. The reliability of the observation sheet and questionnaire was estimated by using the Cronbach Alpha technique. The result of the trial model and its analysis shows that all the instruments are good. LSEP model is tested by involving 15 students in the course and training institute. The result of the trial model shows that the model is effective because the users explains that the model is: a) comprehensive, covering many components and sub component programs such as the input, process, output, outcome, b) practical, simple and easy in usage, c) economical, not needing much cost, energy, and time, also d) supported by valid and reliable data collection instrument.</p>

The Urgency of Non-Formal Education Curriculum for Marginal Women

This article aims to discuss the importance of the non-formal education curriculum for marginalized women in living their lives. This article was written through a review of scientific literature such as articles from reputable journals and other sources that have been validated by the author. The results of the study show that the non-formal education curriculum is very important for marginalized women to assist in the achievement of the Women's Life Skills Education (PKH-P) program. With the program curriculum, marginalized women are able to help themselves to be more empowered and get out of their marginal conditions for a better life.

Model Life Skill Berbasis Potensi Ekonomi Lokal Bagi Mantan Penderita Kusta Sebagai Upaya Pengentasan Kemiskinan

Today there has been found 69 leprosy colony at 21 province in Indonesia. This reflects that discrimination is still high. “The settlement of Leprosy is exist because they are afraid return to their society, so they will feel saver if they colonize and live in the community. They are increasingly underdeveloped, abandoned and discriminated. Unfortunately, there are a lot of society living in poverty, so this disease still emerges. Socioeconomic has the main role that’s why this disease is more experienced in poor people than the rich.The study want to review comprehensively about Life Skill Implementation Model based local economy in effort to poverty alleviation for former leprosy in East Java and review the relationship causal factors which influence either related to life education/ability problem or poverty one.The result of the study in the first year are: giving chance and increasing the ability of poor people to former leprosy concerning: the easiness to obtain resources, increasing life skill, the utilization of technological process, utilizing the market continuously, and getting services from other financing process.Life Skill Implementation Model based on Local Economic potential as following: insight, paradigm and mental attitude of learning resident is increased so they able to optimize their own potential, change the challenge to increase their living. The increasing of quality facilitation toward the education program implementation of life skill is to supervise the program so the purpose will be achieved, accompaniment model is developed to support life skill education program, optimize the role in every department to implement and develop life skill program as with characteristic and region potential.

Model Life Skill Berbasis Potensi Ekonomi Lokal Bagi Mantan Penderita Kusta Sebagai Upaya Pengentasan Kemiskinan

Today there has been found 69 leprosy colony at 21 province in Indonesia. This reflects that discrimination is still high. “The settlement of Leprosy is exist because they are afraid return to their society, so they will feel saver if they colonize and live in the community. They are increasingly underdeveloped, abandoned and discriminated. Unfortunately, there are a lot of society living in poverty, so this disease still emerges. Socioeconomic has the main role that’s why this disease is more experienced in poor people than the rich. 
 The study want to review comprehensively about Life Skill Implementation Model based local economy in effort to poverty alleviation for former leprosy in East Java and review the relationship causal factors which influence either related to life education/ability problem or poverty one.
 The result of the study in the first year are: giving chance and increasing the ability of poor people to former leprosy concerning: the easiness to obtain resources, increasing life skill, the utilization of technological process, utilizing the market continuously, and getting services from other financing process.
 Life Skill Implementation Model based on Local Economic potential as following: insight, paradigm and mental attitude of learning resident is increased so they able to optimize their own potential, change the challenge to increase their living. The increasing of quality facilitation toward the education program implementation of life skill is to supervise the program so the purpose will be achieved, accompaniment model is developed to support life skill education program, optimize the role in every department to implement and develop life skill program as with characteristic and region potential.

Pemberdayaan Masyarakat melalui Program Pendidikan Kecakapan Wirausaha (PKW) Spa Therapist di LKP Berlian Education Training College Lombok Tengah

Central Lombok Regency is one of the regencies in NTB Province which is included in the category of underdeveloped areas. Many community empowerment programs are carried out for individuals and groups through empowerment programs according to community needs. Many programs run by the government require a pattern of partnerships with non-government parties carried out by non-formal educational institutions. The Entrepreneurial Skills Education Program (PKW) is an educational service for courses and training to provide knowledge, skills, and foster an entrepreneurial mental attitude in managing self-potential and the environment that can be used as provisions for entrepreneurship. LKP Berlian Eduacation Training College is a part of non-formal education that is very active and plays a role in providing knowledge of entrepreneurship skills and attitudes for the people of Central Lombok.

Development, acceptability and uptake of an on-line communication skills education program targeting challenging conversations for oncology health professionals related to identifying and responding to anxiety and depression

BackgroundAnxiety and depression screening and management in cancer settings occurs inconsistently in Australia. We developed a clinical pathway (ADAPT CP) to promote standardized assessment and response to affected patients and enhance uptake of psychosocial interventions. Health professional education is a common strategy utilised to support implementation of practice change interventions. We developed an interactive on-line education program to support staff communication and confidence with anxiety/depression screening and referral prior to the ADAPT CP being implemented in 12 oncology services participating in the ADAPT CP cluster randomised controlled trial (CRCT). The aim of this research was to assess acceptability and uptake of the education program.Patient Involvement: Although the wider ADAPT Program included patient consumers on the Steering Committee, in the context of this research consumer engagement included health professionals working in oncology. These consumers contributed to resource development.MethodsDevelopment was informed by oncology and communication literature. The five online modules were pilot tested with 12 oncology nurses who participated in standardised medical simulations. Acceptability and uptake were assessed across the 12 Oncology services participating in the ADAPT CRCT.ResultsDuring pilot testing the online training was reported to be acceptable and overall communication and confidence improved for all participants post training. However, during the ADAPT CRCT uptake was low (7%; n = 20). Although those who accessed the training reported it to be valuable, competing demands and the online format reportedly limited HPs’ capacity and willingness to undertake training.ConclusionsThis interactive on-line training provides strategies and communication skills for front-line staff to guide important conversations about psychosocial screening and referral. Building workforce skills, knowledge and confidence is crucial for the successful implementation of practice change interventions. However, despite being acceptable during pilot testing, low uptake in real world settings highlights that organisational support and incentivisation for frontline staff to undertake training are critical for wider engagement. A multimodal approach to delivery of training to cater for staff preferences for face to face and/or online training may maximise uptake and increase effectiveness of training interventions.Trial registrationPilot study ACTRN12616001490460 (27/10/2016). ADAPT RCT ACTRN12617000411347(22/03/2017).

Communication skills training for family caregivers of people living with dementia: the experiences of peer facilitators and course attendees

ABSTRACT Family caregivers of people with dementia can find the impairments in their relative’s ability to communicate an enormous challenge. Peer facilitated educational interventions are a potentially efficient and effective way to address these complex communication issues. This paper examines the processes required to support the development of peer educators and the impact this has had on facilitators and course attendees. Semi-structured interviews with six participants who facilitated Empowered Conversations (EC) a communication skills educational program for caregivers of people with dementia and 28 participants who attended the program. A qualitative thematic analysis approach identified emergent themes within the data. Three broad findings are reported: first the support that is needed for peer facilitators; second, the impact of the course reported by facilitators and course attendees; and third, suggestions for improvements. The content of the EC program is strong and the reflective cycle encouraged via support mechanisms prior to, during and following the delivery of sessions is effective for supporting facilitators. When upscaling the program it was important to enhance the support structures for new peer facilitators. Introducing a support session focusing on examples of logistical issues experienced and how these could be addressed would be a useful addition to the support mechanisms already devised. Attendees reported positively on participation in the course, particularly valuing the input from facilitators with experience of caregiving. Suggested improvements related to better information about the course and a settling in period, with some specific individual suggestions for content relating to their personal experiences.

Implementation of Life Skills Education Programme on Sexuality in Selected Secondary Schools in Nairobi City County, Kenya

Life Skills Education (LSE) is one of the subjects in Kenyan secondary school curriculum. One of the areas that secondary school students are taught is sexuality. However, adolescents continue to face significant sexuality related challenges; cases of early pregnancies, irresponsible sexual activities and STIs among boys and girls are common. Efforts have been made to address this problem but comprehensive and conclusive solutions have not been achieved. As such, this study examined the implementation of Life Skills Education programme on sexuality in selected secondary schools in Nairobi City County. The study adopted exploratory research design. Stratified random sampling was used to select 378 students and 26 teachers from 13 schools in Nairobi City County. The study utilized self-constructed questionnaires and interview schedules to collect data. Qualitative responses were coded to enable grouping into various thematic categories. Quantitative data was presented in form of percentages, means and standard deviations. Pearson’s product moment and Chi square analyses were used to establish any significant relationships. The study found that life skills education on sexuality is not effectively implemented in most schools. The study recommends that LSE teachers should put more effort to ensure effective implementation of Life Skills Education on sexuality.

Pelatihan dan Pendampingan English for Tour Guide Pada Program Pendidikan Kecakapan Kerja 2021 di Kabupaten Situbondo

The Employment Skills Education Program (PKK) is a government assistance program that aims to prepare human resources who are skilled, have character, are competitive, and have the ability to innovate. This is an aid to industry-based courses and training and entrepreneurial opportunities. Through the results of initial observations that have been made, graduated students of English Literature Faculty of Letters UNARS do not have special courses on skills as a tour guide. Through the English for Tour Guide Training program those who are interested in following the skills as a tour guide are included as participants in the 2021 PKK program and will be trained to have competence as a tour guide. PKM program participants who gain the skills to become tour guides will be very useful as their provision to find work. In collaboration with the AUSEI course institution as a service partner for PKM activities, it is hoped that later PKK program participants will have a competency certificate to work. This training and mentoring are carried out for approximately three months where students are given English language guidance and training that focuses on the English for Tour Guide material. During the training, students also had the opportunity to discuss and ask questions if they encountered problems during the training to reach the right solution. The expected outcome of this PKM activity is that students have special skills in English about English for Guides as evidenced by a certificate of competence.
 
 Keywords: English, English for Tour Guide, PKK program.

Acceptability and feasibility of the Heartfulness Way: A social-emotional learning program for school-going adolescents in India.

The interest in life skills education programs in schools is growing. Yet, there is limited evidence on implementation indicators for such programs in low-income countries. We present a qualitative evaluation of the acceptability and feasibility of the Heartfulness Way program-a secondary school-based social-emotional program, based on mindfulness techniques delivered by teachers in India. This qualitative study collected data from 12 schools in four Indian cities, namely, Chennai, Hyderabad, Prayagraj, and Pune. Data collection included focus group discussions with adolescents (n = 24) and teachers (n = 12), semistructured interviews with school principals (n = 12), program delivering teachers (n = 7), and program staff (n = 4). A thematic analysis was performed using NVivo 12. Overall, the mindfulness-based classroom curriculum was strongly supported by participants. Acceptability was determined by positive responses, prosocial behavior, self-acceptance, and supportive bonds, according to students. Several themes of perceived benefits of the program including, improved relationships among peers and between students and teachers were identified. In general, the teachers' interviews indicated that there was a high level of satisfaction with the training and curriculum provided by the program. Teachers were able to provide high coverage (75%-80%) of the program activities, but several potential barriers were also identified, including insufficient training for teachers and the need for direct supervision. The Heartfulness Way program, a social-emotional learning intervention, has shown strong support for acceptance and delivery by school communities. Future studies are needed to examine the effectiveness and cost-effectiveness of this program for improving the health and well-being of school-aged adolescents.

Women Empowerment in Indonesia: Community Learning Activity Center Programs

One of the factors that support the progress of a nation is the participation of women in community development. Educated women are crucial aspects in improving the quality of human resources. The government together with the community, have responsibilities and play an essential role in facilitating educational activities for women. Community Learning Activity Center (PKBM), as an institution established and managed by the society to increase knowledge, skills, expertise and talents, is responsible for preparing community members to be more independent in meeting their needs, especially in the program for marginalized women empowerment. Among the programs, Women's Life Skills Education Program (PKHP) presents as an alternative solution to provide facilities for women to grow. Many researchers documented the activities in this program and published them in Community Service journals or scientific journals. Therefore, the current study would shed light on the efforts they made by implementing a literature study. By analysing using narrative synthesis studies, the findings reported on diverse activities that were created to develop women’s life skills by utilizing the local natural resource potential as well as the methods of delivery and prospected outcomes. This study also provides some practical implications and future recommendations.

\u2018Dove Confident Me Indonesia: Single Session\u2019: study protocol for a randomised controlled trial to evaluate a school-based body image intervention among Indonesian adolescents

BackgroundDue to the prevalence and associated adverse health consequences of negative body image among adolescents globally, there is a need to develop acceptable, effective, and scalable interventions. School-based body image interventions delivered by trained teachers show promise in reducing negative body image in adolescents. However, there is currently a lack of evidenced-based body image interventions for use in low- and middle-income countries (LMICs). This paper outlines a protocol for the development and evaluation of Dove Confident Me Indonesia: Single Session, a single-session, teacher-led body image intervention for Indonesian adolescents.MethodThe effectiveness of the intervention will be evaluated using a cluster randomised controlled trial design. Due to the COVID-19 pandemic, the trial will be conducted online. Trained teachers or school guidance counsellors will deliver the intervention. Self-report questionnaires will be collected at three time points: baseline, post-intervention, and two-month follow-up. The primary outcome is body esteem. Secondary outcomes are internalisation of appearance ideals, mood, engagement in life activities, tendency to engage in appearance comparisons, and skin shade satisfaction. A minimum of 1000 participants will provide 95% power to detect small-to-medium intervention effects. To account for attrition and potential internet issues, the sample will comprise of 2000 Indonesian adolescents in grades 7–9, attending state junior high schools in Surabaya, East Java. Quantitative and qualitative data on acceptability of the intervention will also be collected from teachers and students. Additionally, fidelity of lesson implementation will be assessed. This project received ethical approval from the Universitas Indonesia and the University of the West of England. The intervention will be disseminated in junior high schools throughout Indonesia via UNICEF’s Life Skills Education (LSE) programme, which will be freely available for teachers to download.DiscussionThis paper presents Dove Confident Me Indonesia: Single Session, a culturally adapted school-based intervention designed to improve Indonesian adolescents’ body image. It details the plan for evaluation, highlighting the strengths and limitations of the proposed study design. It will be informative for others aiming to adapt evidence-based school curricula to promote well-being among adolescents in LMICs.Trial registrationNCT04665557. Registered 11th December 2020.

Effect of Post Marriage Marital Skills Educational Program on Sexual Function of Women Referring to the Marriage Counseling Center of Mehriz City

Introduction: Sexual health is an important aspect of public health, especially in women. Healthy and satisfying sexual intercourse is an important factor in maintaining family health and preventing sexual disorders. In Iran, the prevalence of women sexual disorders was reported 31-72% in different age groups. The purpose of this study was to investigate the effect of a post marriage marital skills educational program on sexual function of women referring to the marriage counseling center of Mehriz City in 2020. Methods: This quasi-experimental study was conducted on 72 women who had been married for 6 months to one year. The participants were divided into the control (n = 36) and intervention (n = 36) groups. The data were collected using female sexual function index (FSTI) questionnaire. The intervention group was educated in 4 sessions of 120 minutes. Data analysis was performed by SPSS version 22 using descriptive and analytical statistics. Results: The mean age of the subjects in the intervention group was 22.58±4.83 and in the control group was 21.83±4.01years. The results showed that after the educational intervention, the mean score of sexual function increased significantly from 22.9 to 27 in the intervention group (p <0.05). There was also a significant increase in sexual desire, psychological stimulation, vaginal moisture, orgasm, satisfaction and a decrease in sexual pain (p <0.05). In the control group, the mean score of sexual function did not change significantly. Conclusion: It seems that the designed intervention of marital skills education on women's sexual function had a significant effect on all dimensions of sexual function. It is recommended that educational-counseling interventions be performed after marriage in health centers.

RELATIONSHIP OF LIFE SKILLS EDUCATION WITH INTEREST IN LEARNING AND ENTREPRENEUR MOTIVATION OF EQUALITY PROGRAM STUDENTS IN PKBM, PAITON DISTRICT, PROBOLINGGO REGENCY

Life skills education is thought to have a contribution to learning interest and entrepreneurial motivation in equivalence students. The concept of life skills education applied to equivalence students is based on the ability to be independent and able to solve problems. The concept is suspected to have an indirect effect on interest in learning and entrepreneurship. The purpose of the study was to prove the relationship between life skills and interest in learning and entrepreneurial motivation. The study used a descriptive correlational approach to data collection methods using a questionnaire. The data analysis technique uses the SPSS application with the Pearson correlation product moment test. 250 students of equivalence package C from PKBM Al Fatih and Nurul Falah were selected as research samples. The results of the Pearson correlation on life skills education with learning interest are 0.360 with a value of sig.(2-tailed) 0.000 <0.005. This means that there is a positive and significant relationship between life skills education and interest in learning. In the life skills education variable with entrepreneurial motivation, the Pearson correlation value is 0.585 with a sig. (2-tailed) 0.000 < 0.005. This means that there is a positive and significant relationship between life skills education and entrepreneurial motivation. The conclusion of this study is that there is a positive relationship between life skills education with learning interest and entrepreneurial motivation. Therefore, it is necessary to have a scheduled life skills education program for equivalence students.

Multiple Health Behavior Programs in School Settings: Strategies to Promote Transfer-of-Learning Through Life Skills Education.

Typically, schools implement health promotion programs that focus on a single behavioral domain. Multiple related health topics may be addressed using separate interventions, potentially producing overlap in program content. However, integrative approaches in health promotion have the potential to produce interventions capable of improving multiple health behaviors. In particular, more research is needed to identify the conditions and the factors that can promote the transfer of learning to broaden the target outcomes of health promotion programs. The present study aims to identify the characteristics of an evidence-based life skills education program that can facilitate the transfer of learning to different health behaviors not initially targeted by the program, and the strategies for achieving successful transfer. A two round Delphi method was used with a diverse group of 21 experts in health promotion, life skills education, and methods of pedagogy for early adolescent students. Questionnaires with open and closed-ended questions were administered on-line. Content qualitative analysis was run, integrating codes, subcategories, and categories of the two rounds of the study. Results showed strong consensus among experts about the potential for promoting the transfer of skills from one health domain to another. Many elements were identified as important factors that facilitate the transfer of learning. Strategies for successful transfer were related to teaching methods, educational approaches, and consistency with the broader school curriculum. Findings suggest that the successful transfer of learning to a new health domain requires that educators recognize its importance and explicitly designate it as an educational aim.

A Qualitative Study of Motivators, Strategies, Barriers, and Learning Needs Related to Healthy Cooking during Pregnancy.

Nutrition during pregnancy has lifelong impacts on the health of mother and child. However, this life stage presents unique challenges to healthy cooking and eating. Cooking interventions show promising results, but often lack theoretical basis and rigorous evaluation. The objective of this formative, qualitative study was to explore motivators, strategies, and barriers related to healthy cooking during pregnancy. Pregnant individuals’ preferences for a cooking education program were also explored. We conducted five focus groups with pregnant individuals (n = 20) in Southeast Michigan in 2019. Focus groups were audio-recorded and transcribed verbatim, then double coded by two members of the research team. Mean gestational age was 18.3 ± 9.6 weeks. Common motivators included feeding other children, avoiding pregnancy complications, promoting fetal growth, and avoiding foodborne illness. Challenges included pregnancy symptoms, navigating nutrition recommendations, mental energy of meal planning, family preferences, and time constraints. Strategies employed were meal planning and including a variety of foods. Participants identified organizational strategies, recipes, nutrition information, and peer support as important components of a cooking intervention during pregnancy. This study characterized multiple challenges to healthy home cooking during pregnancy, providing novel insight to inform the development of cooking skills education programs during this important life stage.

An Evaluation of the Effect of Marmara Family Skills Education Program on Parent’s Self-Efficacy Levels and Support Skills

An Evaluation of the Effect of Marmara Family Skills Education Program on Parent’s Self-Efficacy Levels and Support Skills

Development of a Structured Communication and Counseling Skills Course for Pharmacy Students: A Simulation-based Approach

We aimed to develop a structured communication and counseling education program to improve pharmacy students' skills. Then, we objectively assessed this program by using simulated patients. The program aims to improve pharmacy students' communication and counseling skills by using a patient-centered approach. The study was conducted in three stages. First, a "Pharmacist-Patient Communication and Counseling Skills" education program was developed. Second, this program was implemented for pharmacy students. Third, the program was tested on volunteer students and evaluated for its effectiveness. The education program had a very large effect (Cohen's dz: 6.074) on improving students' communication and counseling skills, especially their empathy skills. The education program achieved its goals. After demonstrating the program's success, a course was added to the pharmacy curriculum, and a communication skills laboratory was established in the school.

Food Skills Education and Low-Income Adults' Healthy Food Choices.

The Cooking Matters food skills education program equips low-income families with the skills and knowledge to shop for and cook healthy meals within budget and time constraints. To explore whether participation in Cooking Matters is associated with healthier food choices using a 6-item scale, comprised of a variety of food categories. Cooking Matters participants (n = 332) and a comparison group (n = 336) completed surveys at baseline, 3-, and 6-month follow-up. Cooking Matters participants experienced greater improvements in healthy choices overall (p < 0.0001) and for each of the six underlying items at 3 month follow-up. Improvements were sustained at 6-month follow-up overall and for all categories, except low-fat milk (p = 0.1168). Participation in Cooking Matters was associated with improvements in overall healthy food choices across a variety of food groups and maintained at 6-month follow-up. Enabling healthy food choices is an important step toward improved diet quality.

Investigation of the Effects of the Emotion-Management Skills Education Program on the Skills of Children to Manage Emotions and Take Perspective

Bu araştırma, okul öncesi dönem çocuklarının “Duyguları Yönetme Becerileri Eğitim Programının (DYBEP)” çocukların duyguları yönetme ve bakış açısı alma becerisine etkisini incelemek amacıyla yapılmıştır. Araştırmada veri toplama aracı olarak çocuk ve aile genel bilgi formu, Aslan ve Köksal Akyol (2016) tarafından geliştirilen Çocuklar için Bakış Açısı Alma Testi (ÇBT), TÜBİTAK tarafından desteklenen Okul Öncesi Sosyal Beceri Değerlendirme Ölçeğinin (OSBED) duyguları yönetme becerileri alt ölçeği kullanılmıştır. Araştırmanın çalışma grubuna 2019-2020 eğitim öğretim yılında, Milli Eğitim Bakanlığına bağlı bir anaokulunun iki sınıfından 20 deney, 20 kontrol olmak üzere 40 çocuk dahil edilmiştir. Deney ve kontrol grubuna ön testler uygulandıktan sonra, deney grubuna haftada iki gün, 12 haftada 24 oturum şeklinde Duyguları Yönetme Becerileri Eğitim Programı (DYBEP) uygulanmıştır. Uygulama sonrasında deney ve kontrol gruplarına son test uygulaması ve 5 hafta sonra kalıcılık testi yapılmıştır. Elde edilen bulgular sonucunda; deney grubuna uygulanan Duyguları Yönetme Becerileri Eğitimi Programının, duyguları yönetme becerileri üzerinde etkili olduğu ve bu etkinin kalıcı olduğu sonucuna ulaşılmıştır. Bakış açısı alma becerilerine ilişkin sonuçlar incelendiğinde, eğitim programının etkili olduğu ve bu etkinin kalıcı olduğu saptanmıştır. Araştırmanın sonucunda deney grubundaki çocukların duygusal bakış açısı alma ve toplam puanlarında istatistiksel olarak anlamlı bir farklılığın bulunduğu saptanmıştır.