“We are guilty of many errors and many faults, but our worst crime is abandoning the children, neglecting the foundation of life. Many of the things we need, can wait. The children cannot. Right now is the time his bones are being formed, his blood is being made and his senses are being developed to him we cannot answer “Tomorrow”. His name is “Today”. Gabriela Mistral, 1948

1. Life Skills Training Program

2. “We are guilty of many errors and many faults, but our
worst crime is abandoning the children, neglecting the
foundation of life. Many of the things we need, can wait.
The children cannot. Right now is the time his bones are
being formed, his blood is being made and his senses
are being developed to him we cannot answer
“Tomorrow”. His name is “Today”.
Gabriela Mistral, 1948

3. Definitions
World Health Organization
The abilities for adaptive and
positive behavior that Mastery of competencies for
enable individuals to deal productive adults life
effectively with the demands
and challenges of everyday life
Skills that promote well-
Not done to youth but with being and competence in
youth youth to face life’s
challenges.

4. The Ten core Life Skills
• Self-awareness
• Empathy
• Critical thinking
• Creative thinking
• Decision making
• Problem Solving
• Effective communication
• Interpersonal relationship
• Coping with stress
• Coping with emotion

5. Concepts
Communication and Interpersonal
Self Awareness - Our recognition of
Skills -- Expressing ourselves
ourselves, our character, strengths
appropriately and regulating
and weakness, desires and dislikes;
relationships with others;
Coping with Stress & Emotions –
Ability to recognize emotions in
Empathy - Ability to imagine what life others and ourselves, being aware of
is like for another person even in a how emotions influence
situation that we may not be familiar behavior, and being able to respond
with. It helps us to understand and to emotions appropriately.
accept others and their behavior that Recognizing the source of stress in
may be very different from ourselves; our lives, its effect on us and acting in
ways that help to control our levels of
stress.

6. Concepts
Creative Thinking – Generating
Critical Thinking – Analyzing
novel yet appropriate solutions to
information and experiences in an
problems of life, art, science, or any
objective manner;
other domain;
Problem Solving – Confronting a
problem, formulating
Decision Making -The process of
choices, selecting among the
assessing an issue by considering all
choices, choosing the most suitable
possible/available options and the
one, following it through in the face of
effects those different decisions might
impediments, and repeating the
have on them;
process until an appropriate solution
is reached.

7. Importance of Life Skills
Exploring
alternatives
Assertiveness: Weighing pros
saying NO. and cons
Effective Making rational
communication decisions

8. Need for Life Skills Training

9. Pressures on students
Academic
pressures
Challenges
of puberty Peer
and pressure
adolescence.
Student
Self-
image
and self-
esteem
Family
issues

10. Issues among youth
Motivation to study
on a regular basis
Cigarette
Smoking/Substance Communication with
Use teachers and
Gender and parents
sexuality.
Coping with stress –
Bullying exams/failures, suici
de
Self - esteem not
related to
performance, appear
ance, possessions

11. Needs of Adolescents
• Questioning “Who Am I” and exploring
Exploring identities:
Self and personal, relational, vocational, spiritual/relig
Identity ious, ethical, and sexual/romantic
• Need autonomy with monitoring and support
Acceptance • Issues of Self-Esteem
from Self • Parent-child conflict: wish for independence
and Others vs. inability to be self-sufficient
• Rapid physical and psychological changes
require adjustment of concept
Mental • Peer rejection and peer pressure
Health
• Critical period for formation of habits good or
bad.

12. Needs of Adolescents today
Girls
• Anger 60%
• Academics 80%
• Decision-Making 83%
• Time with Parents 43%
• Discussing Problems 53%
Boys
• Anger 65%
• Academics 85%
• Decision-Making 58%
• Time with Parents 53%
• Discussing Problems 53%

13. LIFE SKILLS TRAINING FOR
SCHOOL STUDENTS

14. Flexible, modular approach

15. Why Active Learning?
We remember:
10% of what
we read
20% of what
we hear
30% of what
we see
50% of what
we see and
hear
70% of what
we see, hear
and discuss
90% of what
we
see, hear, discu
ss and practice

16. Model of Impact
Phase Phase Phase
1 2 3
Generalisation of
Realisation: skills developed
how to handle
challenges
positively Academic
Manifestation performance
of challenges achievement
Enhanced
Enhanced self- interpersonal
esteem relationships

17. Design
Theme-Centred Opportunity for In-
Modular Approach
Approach Depth Intervention
• Sequential • Developmentally • Breakdowns and
psychosocial skill sensitive sequence breakthroughs
development • Identification of • Identification of
• Active learning of age-, class-, or problems
functional school-specific • Opening for
competencies themes individual- or group-
• Flexibility • Facilitated level
• Time spent on discussion of psychotherapeutic
module relevant issues intervention
• Activities used • Groupism
• Sexual issues
• High-risk
behaviours

18. BLUE PHOENIX CONSULTING PARTNERS
#544, 12th cross, 27th Main, I Phase J.P. Nagar,
Bangalore – 560078
Ph: +91 9880925873
raghavendra@bluephoenixpartners.com
www.bluephoenixpartners.com