Life Skills Made Easy- Handbook for Young People and Trainers: 1, #1

By Gitonga. B. A. Israel

       Life Skills Made Easy- Handbook for Young People and Trainers is a Timeless handbook for learners and trainers in life skills. The book is designed as one of the tools that provide frameworks for learning and training in life skills. It provide guideline on fundamental life skills issues. The book articulates the concept of life skills, knowing and living with self, knowing and living with others, making decisions, choices and solving problems and responsibilities and rights.

 

      Life Skills Made easy is currently the most popular book for young people and trainers of life skills. It is published by PSI Consultants one of the leaders in project and community development consultancy.

 

    The book comes with a simple, logical and easy to understand language. Learners in primary, secondary and college can read the book comfortably.

       Life Skills Made Easy Contents
The book structure is developed around three areas with part one to five. Under that structure, there are twenty one chapters.
Part one: Introduction to life skills
Part two: Knowing and living with self which covers self awareness, emotions, cooing with stress, character development,self esteem, time management and leisure
Part three: Knowing and living with others. This covers; empathy,effective communication, relationships, negotiation,non violent conflict resolution, collaboration and team work

Part four: Decision making,choices and problem solving. This covers;critical thinking, creativity, decision making, problem solving and project management skills.

Part five:Responsibilities and rights. This covers; genders issues, drug and substance abuse,Hiv/aid, child labour and children rights.

   

• Language: English
• Publisher: PSI Consultants
• Release date: Jan 29, 2024
• ISBN: 9798224814145

Gitonga. B. A. Israel

Gitonga.B.A.Israel is consultant, trainer and author in project and community development. He has authored more than twenty two books. Some of the books include college, university and self help titles. Gitonga has more than twenty years of experience involving private, public and personal projects. He is a Ph.D cadidate in Monitoring and Evaluation. He hold masters degree in Project Planning and Management, Bachelor's Degree in Agriculture, Diploma in project management and several professional certificates. Gitonga is also an entrepreneur, environment impact assessor, member of project management proffessionals, evaluation society of kenya and professional trainers association of kenya.

Book preview

ABOUT THIS BOOK

LIFE SKILLS MADE EASY is a timeless basic guide for essential adaptive life skills learning and training.  It is based on the premise that 21st century presents itself with unpredictable and fast changing environment. With that understanding, the world need people who are capable of adapting to changes very fast in order for them to thrive. This therefore means choosing to have life skills as essential part of being able to meet the challenges of everyday life. The dramatic changes in global economies over the past few years coupled with the transformation in technology and human relations all are impacting on all sectors of life.

To cope with the increasing pace and change of today’s life, young people need essential life skills for dealing with stress and frustration attributed to the demand of flexibility and adaptation skills. This requires a person who is holistic in terms of intellectual, mental, social, physical, financial, spiritual, vocational and environmental wellness. To develop holistically, young people need  to choose to develop and practice skills of knowing and living with self, knowing and living with others, making decisions, choices and solving problems and clarity on responsibilities, gender issues and rights in life.

With the said skills one is able to develop a greater sense of self-awareness and appreciation for others; find new ways of thinking and solving problems; recognizing the impact of their actions and take responsibility for what one does rather than blaming others; build confidence in communication, collaboration and cooperation skills and being able to analyze options, make decisions and understand reasons and results of every choice in life.

THE BOOK STRUCTURE

This book is made up of five parts and twenty chapters as highlighted below.

BENEFICIARIES OF THIS BOOK

Primary, Secondary School, College and university students undertaking life skills course

Mentors, career and vocational counselor, primary and high school teachers, college and university lecturers. Undergraduate and graduate College and university students undertaking developmental and business courses

Consultants in community, human resource and business development

CONTENTS

ABOUT THIS BOOK

THE BOOK STRUCTURE

BENEFICIARIES OF THIS BOOK

PART ONE: CHAPTER ONE: INTRODUCTION TO LIFE SKILLS

1.1 Background

1.1.1 The Scope of This Book

1.1.2 Objectives of This Book

1.2. General Definition of Life Skills

1.2.1.1 Life Skills and Traditional Education

1.3 Objectives of Life Skills Development

1.3.1 Rationale for Life Skills

1.4 Concept of How Life Skills Enable Problem Solving

1.4.1 Key Issues of Young People Addressed Through Life Skills

1.6 Fundamental Components of Life Skills

1.7 Definition of Key Terms in Life Skills

1.8 Categories of Life Skills

8.1.1 Skills of Knowing and Living with Self

8.1.2 Skills of Knowing and Living With Others

8.1.3 Skills of Making Decisions, Choices and Solving Problems

8.1.4 Responsibilities and Rights Based Skills

1.9 Some Areas in Life Where Life Skills Can Be Applied

1.10 Benefits of Life Skill Education to the Society

1.11 Introduction to Living/true Values and People’s Lives

1.11.1 Non-Universal Values

1.11.2 Living/True Values

1.11.3 Sources of Values in the Society

1.11.4 Types of Values

1.11.4 Relationship between Life Skills and Living Values

REVIEW QUESTION

CHAPTER TWO: SELF-AWARENESS

2.1 Introduction

2.2 Concept of Self-Awareness

2.2.1 Meaning of Self-Awareness Skills

2.2.2 Key Areas of Self-Awareness

2.2.3 Process of Self-Awareness

2.3 Self-Assessment as a Tool for Self-Awareness

2.3.1 Self-Concept

2.3.2 Self-Description

2.3.3 Answering The Question; Who Am I?

2.3.3.1 Fundamental Components to Understand when Describing Self

2.3.4 Description of Your talent as your strengths

2.3.5 Describing Your Weakness

2.3.6 Describing How Other People See You

2.3.7 Description of Physical Attributes

2.3.5.1 Natural Physical Characteristics Used In Personal Description

1.4 Life Purpose, Vision, Goals and Strategies

2.4.1 Self-Assessment

2.4.1.1 Identifying Your Type of Personality

2.4.2 Johari Window as a Tool for Self Awareness

2.4.4 Personal SWOT Analysis

2.4.5 Formulating Goals, Mission and Vision

2.4.5.1 Meaning of Vision

2.4.5.2 Mission Statement

2.4.5.3 Steps in Formulating Value Based Mission Statement

2.5 Managing Self Attitude

2.5.1 Types of Attitude

2.5.2 Sources of Attitude

2.5.3 How to Understand Self-Attitude

2.5.4 Strategies for Developing Positive Attitude

2.5.5 Causes of Change of Attitude

2.5.4 Indicators of Self-Awareness

2.5.5 Benefits of Self-Awareness

2.5.6 Principles of Self-Awareness

2.5.7 Challenges of Self Awareness

2.5.7 Strategies for Improving Self-Awareness

2.6 Personal Values, Habits, Needs and Emotions

REVIEW QUESTIONS

CHAPTER THREE: SELF ESTEEM AND CONFIDENCE

3.0 Introduction

Definition of Self Esteem

3.1.1 High Self Esteem

3.1.2 Low Self Esteem

3.1.3 Causes of Low Self Esteem

3.1.4 The Impact of Low Self Esteem on Life.

3.2 Factors Likely to Influence Change of Self Esteem

3.2.1 Ways of Boosting Self Esteem

3.2.2 Strategies for Helping People with Low Self Esteem

3.3 Values Associated With High Self Esteem

REVIEW QUESTIONS

CHAPTER FOUR: MANAGING EMOTIONS

4.1 Introduction

4.1.1 Meaning of Emotions

4.1.2 How Emotions Influences Behaviour

4.1.3 Good and Bad Feelings

4.2 Benefits of Negative Emotions

4.3 Factors that Triggers Expression of Different Emotions

4.4 Strategies for Managing Negative Emotions

4.5 Emotional Intelligence as a Requisite for Self Awareness

4.5.1 Strategies for Enhancing Emotional Intelligence

4.5.2 Benefits and Components of Emotional Intelligence (EI)

4.6 Values Associated With Emotional Intelligence

4.7 Risky Behaviour Associated With Emotions

4.8 Emotions Risky Behaviour, Physiological and Psychological Problems

4.9 Positive Emotions and Associated Behaviour

4.10 Ways of Coping with Negative Emotions

REVIEW QUESTIONS

CHAPTER FIVE: STRESS MANAGEMENT

5.1 Introduction

5.1.1 Meaning and Concept of Stress

5.1.2 Categories of Stress

5.2 Stress and Holistic Human Health

5.3 Components of Stress

5.4 Concept of Stress Management

5.4.1 Benefits of Stress Management Skills

5.4.2 Emotional, Physical and Behavioural Signs of Stress

5.4.3 Causes of Stress

5.5 Factors Influencing the Experience of Stress

5.5.1 Common Situations that Causes Stress in Life

5.6 Strategies for Managing Stress

5.6.1 Reactive (Dysfunctional) Strategies

5.6.2 Proactive Strategies

5.7 Coping with Stress

5.7.1 Strategies for Handling Pressure

5.7.3 Developing Emotion Resilience

5.7.4 Physical Health Strategy

5.7.5 Strategy for Breaking Away From Routine

5.7.6 Social Support Strategy

5.7.7 Stress Treatment Strategy

5.8 Essential Skills for Managing Stress

5.9 Forms of Positive and Negative Stress

5.9.1 Positive Stress

5.9.1.1 Factors Influencing Experience of Positive Stress

5.9.2 Negative Stress

5.10 Effects of Stress

5.11 Values Associated With Stress Management

REVIEW QUESTIONS

CHAPTER SIX: EMPATHY

6.1 Introduction

6.1.1 Meaning of Empathy

6.2 Importance of Empathizing

6.3 Some Challenges against Empathy

6.4 Empathy and Sympathy

6.5 Situation Requiring Empathy

6.6 Essential Skills for Empathy Development

6.7 Some Values Associated With Empathy

CHAPTER SEVEN: ASSERTIVENESS

7.1 Introduction

7.1.1 Concept of Assertiveness

7.1.2 Meaning of Assertiveness

7.2 Characteristics of Assertive Person

7.3 Alternative Approaches for Assertive Communication

7.3.3 Aggressive Communication

7.3.4 Passive-Aggressive Communication

7.4 Principles of Assertive Communication Skills

7.5 Suggested Strategies for Effective Assertive Skills

7.6 Steps to Being Assertive

7.7 Importance of Being Assertive

7.8 Values Associated With Assertiveness

7.9 Peer Pressure and Assertive Skills

7.9.1 Difference between Peer Pressure and Influence

7.9.2 The Role of Assertiveness in Peer Pressure and Peer Influence

REVIEW QUESTIONS

CHAPTER EIGHT: NEGOTIATION SKILLS

8.1 Introduction

8.1.1 Concept and Definition of Key Terms

8.1.2 Importance of Negotiation

8.1.3 Some Examples of Situations that Requires Negotiation

8.2 Essential Negotiation Skills

8.3 Steps in Negotiation Process

8.4 Negotiation Strategy

8.4.1 Distributive (Win-Lose) Negotiation

8.4.1.1 Tactics and Techniques for Win-Lose (Distributive) Strategy

8.4.2 Integrated (Win-win) Negotiation

8.4.2.1 Tactics and Techniques Applied in Integrated (Win-Win) Strategy

8.5 Some Values Associated With Negotiation

8.6 Negotiation Styles

REVIEW QUESTIONS

CHAPTER NINE: NON-VIOLENT CONFLICT RESOLUTION

9.1 Introduction

9.1.1 Definition of Conflict

9.1.2 Concept conflict Management and Conflict Resolution

9.3.1 Positive Conflict

9.3.2 Negative Consequences of Conflict

9.4 Conflict as a Necessary Tool for Solving a Problem

9.5 Conflict Resolution Skills

9.6 Types of Conflicts

9.7 Ways of Dealing with Conflict

9.7.1 Healthy Methods of Handling Conflict

9.7.2 Unhealthy Methods of Handling Conflict

9.8.1 Formal Institutions

9.8.2 Informal Institutions

9.9 Values Associated Conflict Resolution

REVIEW QUESTIONS

CHAPTER TEN: RELATIONSHIP MANAGEMENT

10.1 Introduction

10.1.1 Concept of Relationship Management

10.1.2 The Concept of Human Relationship

10.2 The Concept Responsibility and Rights in Relationship

10.2.1 Responsibilities in a Relationship

10.2.2 Rights in a Relationship

10.3 Types of Relationships

10.4 How to Develop Health Relationship

10.5 Benefits of Health Relationship

10.6 Common Problems in Relations

10.7 Values Associated With Relationships

10.8 Factors that Influences Health Relationship

10.9 Influence of Relationship on Behaviour

10.9.1 Ways Relationship Influences Behaviour

10.9.2 Positive Influence

REVIEW QUESTIONS

CHAPTER ELEVEN: COMMUNICATION SKILLS

11.1 Introduction

11.1.2 Definition of communication

11.2 Communication Process

11.3 Characteristics of Communication

11.4 Principles of Effective Communication

11.4.1 Essential Skills for Effective Communication

11.5 Channels of Communication

11.6 Forms of Communication

11.7 Classification of Communication

11.8 Body Language and Communication

11.9 Effective Writing skills

11.10.1 Important Factors to Consider For Effective Report Writing

11.10.2 General Structure of the Report

11.11 Effective Meetings Skills

11.11.1 Steps in Effective Meeting Management

11.11.2 Essential Meeting Management Skills

11.11.3 Characteristics of an Effective Meeting

11.11.4 Key for Effective Meeting Participation

11.11.5 How to Conduct Meeting

Common Problems in the Meeting

11.12 Official Etiquette, Protocol and Diplomacy Skills

11.13 Interviews Skills

11.13.1 Essential Skills for Successful Interview

11.13.2 How to Handle Interview

11.14 Protocol and Diplomacy Etiquette

11.14.1 Protocol Etiquette

11.14.2 Effective Protocol Skills

11.14.3 Concept of Diplomacy Skills

11.14.4 Essential Skills for Effective Diplomacy

11.4.5 Strategies for Effective Diplomacy

11.15 Public Relation and Customer Care Skills

11.15.1 Meaning of Public Relation

11.15.2 Public Relation Skills

11.16 Customer Care Services skills

11.16.1 Concept of Customer Care Service

11.16.2 Essential Qualities or Values for Customer Care Skills

11.16.3 How to be an Effective Customer Care Service Person

11.17 Communication Technology as Emerging Issues

11.17.2 Communication Technology and Life Skills

11.17.3 Mobile Phones and Relationship

REVIEW QUESTIONS

CHAPTER TWELVE: TIME MANAGEMENT

12.1 Introduction

12.1.1 Definition and Concept Time Management Skills

12.1.2 Categories of Time According Commitment

12.2 Principles of Time Management

12.3 Importance of Time Management Skills

12.4 Strategies for Effective Time Management

12.5 Selected Tools and Techniques of Time Management

12.5.1 Pareto principle/80/20 Rule

How to Interpret Pareto Principle

12.5.2 Work Schedule

12.5.3 Time Management Chart

12.6 Time Wasters in Time Management Process

12.6.1 How to Manage Your Personal Time Effectively

12.6.2 How to Develop and Use Time Management Chart

12.7 Strategies for Effective and Efficient Time Scheduling

12.7.1 Steps in Time Scheduling

REVIEW QUESTIONS

CHAPTER THIRTEEN: EFFECTIVE DECISION MAKING

13.1 Introduction

12.1.1 Definition and Concept of Effective Decision Making

13.2 Steps in Effective Decision making

13.3 Example Situation that Requires Decision Making

13.4 Challenges Facing Young People in Decision Making

13.5 Factors Influencing Decision Making

13.6 Consequences of Not Making Effective Decisions

13.7 Some Examples of Bad or Ineffective Decisions in Life

13.8 Some Decision Making Institutions in the Society

13.9 Challenging Factors that Requires Decision Making Among Young People

13.9 Values Associated With Effective Decision Making

REVIEW QUESTIONS

CHAPTER FOURTEEN: PROBLEM SOLVING SKILLS

14.1 Introduction

14.1.1 Concept Problem Solving

14.2 Steps in Problem Solving Process

14.3 Purpose of Solving Problem

14.4 Some Examples of Problem Areas Requiring Solution

14.5 Root Causes of Human Problems

14.6 Methods and Approaches of Solving Problems

14.7 Essential Skills for Problem Solving

14.8 Values Necessary for Solving Problem

When solving problem, the following values are necessary.

REVIEW QUESTIONS

CHAPTER FIFTEEN: CRITICAL THINKING SKILLS

15.1 Introduction

15.1.1 Concept Critical Thinking

15.1.2 Definition of Critical Thinking

15.2 Objective of Critical Thinking Skills

15.3 Characteristics of a Critical Thinker

15.3.1 Critical Questions

15.3.1 Example of Critical Thinking Application

15.4 Components of Critical Thinking Framework

15.4.1 Intellectual Structures of Reasoning

15.4.3 Intellectual Standards

15.4.4 Intellectual Virtues

15.5 Critical Thinking in Risky Situation

15.5.1 Factor to Consider When Thinking Critically in Risky Situation

15.5.2 Speed of Thinking in Handling Risky Situation

15.5.3 Critical Process of Dealing with Risky Situation

15.6 Examples of Critical Thinking Skills Application

15.7 Evaluating Ideas or Issues Objectively

15.7.1 Process Steps in Idea or Issue Evaluation

15.7.2 Question Underlying the Evaluation of an Issue

15.8 Consequences of Making Decision before Thinking Critically

15.8.1 Critical Thinking, Choices and Consequences

15.9 Critical Evaluation of Risky choices for Young People

15.9.1 Choosing Pleasurable Activities

15.9.2 Pleasurable Activities with Risk

15.9.3 Pleasurable Activities without Risk

15.10 Values Associated With Critical Thinking

REVIEW QUESTIONS

CHAPTER SIXTEEN: CREATIVE THINKING AND CREATIVITY

16.1 Introduction

16.1.1 Concept of Creative Thinking and Creativity

16.1.2 Creative Thinking

16.2 Creativity

16.2.1 Types of Creativity

16.2.2 Levels of Creativity

16.3 Nature of Creativity

16.3.1 Situations That Requires Creative Thinking

16.4 Importance of Creative Thinking

16.5 Strategies for Developing Creative Thinking and Creativity

16.6 Consequences of not Being Creative

16.7 Values and Characteristics of Creative People

REVIEW QUESTIONS

CHAPTER SEVENTEEN: PROJECT MANAGEMENT

17.1 Introduction

17.1.1 Project Management Literacy Skills

17.1.2 Importance of Learning Project Management

17.1.3 How Project Management Skills is Applied in Everyday Life

17.2 Concept of Project

17.2.1 Concept Project Management

17.3 How to Make Activities into a Project

17.3.1 Characteristics of a Project

17.3.2 Steps in Projectization Process

17.4 Fundamental Principles of Project Management

17.4 Fundamental Components of Project Management

17.4.1 Objectives of Project Management

17.5 Guiding Questions before Projectising Life Activities

17.6 Project Management Skills and Employment

17.7 How to Convert Idea into a Project

17.7.1 Values to Consider When Transforming Idea into a Project

17.7.2 How to Transform Idea into a Project

17.8 Designing a Project Life Cycle

17.8.1 Project Initiation

17.8.2 Project Planning

17.6.3 Project Execution

17.8.4 Project Monitoring and Control

17.8.5 Project Closure or Termination

REVIEW QUESTIONS

CHAPTER EIGHTEEN: LEISURE MANAGEMENT SKILLS

18.1 Introduction

18.1.1 Concept of Leisure Time Management

18.1.2 Leisure Activities

18.1.3 Types of Leisure

18.3 Importance of Leisure

18.3.1 Positive and Negative Use of Leisure

18.4.1 Positive Use of Leisure Time

18.4.2 Negative Use of Leisure Time

18.5 Effects of Misusing Leisure

18.6 Skills Necessary for Leisure Management

18.7 Values Associated With Leisure Time Management

REVIEW QUESTIONS

CHAPTER NINENTEEN: GENDER EDUCATION

19.1 Introduction

19.2 Definition and Concept

19.2.1 Gender and Sex

19.2.2 Gender Based Life Skill Education

19.2.3 Importance of Gender Based Education

19.2.3 Gender Roles and Relations

19.2.4 Key Gender Issues

19.2.5 Gender Equality and Equity

19.2.6 Gender Equity

19.2.7 Gender Inequality

19.2.8 Societal Biasness

19.2.8.1 Gender Discrimination

Effects of Gender Discrimination

19.2.8.2 Gender Stereotyping

19.2.8.3. Types of Gender Stereotypes

Impact of Gender Stereotype

19.3 Strategies for Reducing Gender Inequality

19.4 Gender Disparity and Gender parity

19.6 Values Associated With Gender Parity

REVIEW QUESTIONS

CHAPTER TWENTY: DRUG AND SUBSTANCE ABUSE

20.1 Introduction

20.2 Definition and Concept Key Terms

20.2.1 Drug

20.2.2 Drug and Substance Abuse

20.2.3 Psychoactive Substances

20.4 Causes of Drug and Substance Abuse

20.5 Effects of Drugs and Substance

20.6 Signs and Symptoms of Drug Abuse

20.7 Drug Abuse and Substance Abuse and HIV/Aids

20.7.1 Drugs and Substance Abuse on People Already Infected

20.8 Management of Drug and Substance Abuse

20.8.1 Principle of Drug and Substance Abuse Management

20.8.2 Drugs and Substances Abuse Treatment Approaches

20.8.2.1 Behavioural Counseling

20.8.2.2. Examples of Behavioural Counseling Approaches

20.8.2.3 Medication Treatment

20.9 Preventing Drug and Substance Abuse

20.9 Strategies for Overcoming Addiction

20.10 Life Skills Necessary for Preventing Drug and Substance Abuse

20.11 Values Associated With Preventing Drug and Substance Abuse

REVIEW QUESTIONS

CHAPTER TWENTY ONE: HIV AND AIDS

21.1 Introduction

21.2 Definition of Terms and Concept

21.2.1 Hiv/Aid Life Skills

21.3 Meaning of HIV

21.3.1 AIDs

21.3.2 Opportunistic Infections/Diseases

21.3.3 Human Body Immune System and Related Terms

21.4 Importance of Life Skills in HIV/Aid Prevention

21.4.1 Ways in which HIV/Aids is transmitted

21.4.2 How HIV Enters in the Body

21.4.3 How to Deal With Fluids Likely to Transmit HIV

21.4.4 Catalyst for Hiv/Aid Spread

21.4.5 Ways HIV is not transmitted

21.4.6 How to Prevent the HIV/AIDs Infections

21.5 Signs and Symptoms of HIV/AIDs

21.5.1 Acute HIV Infection Stage-primary Hiv Infection.

2.5.1.3 Latency Stage-Chronic HIV Infection or Asymptomatic Stage

2.5.1.4 Aids Stage-Third Stage

21.6 Myths and Misconception about Hiv/Aids

21.7 Factors Facilitating the Spread of HIV/AIDs

21.8 Interventions for HIV/AIDS

21.9 Sexually Transmitted Diseases (STDs) in HIV Transmission

21.10 Care and Support of the HIV/AIDs Infected and Affected People

21.10.1 Physiological Care and Support

21.10.2 Social Care and Support

21.10. 4 Physiological Care and Support

21.10.5 Spiritual Care and Support

21.10.7 Vocational or Career Care and Support

21.10.8 Environmental Care and Support

21.11 Life Skills Necessary for HIV/AIDS Preventions

21.12 Basic Rights of People Living With HIV/AIDs

REVIEW QUESTIONS

CHAPTER TWENTY TWO: CHILD LABOUR

22.1 Introduction

22.2 Definitions of Key Terms

22.2.1 Child Labour

22.3 Form of Child Labour

22.3.1 Differences between Child Labour and Work

22.3.2 Forms of Child Labour

22.3.3 The Worst Forms of Child Labour

22.3.4 Categories of Child Labour Based Perpetrators

22.4 Factors Leading to Child Labour

22.5 Child Labour Interventions

22.6 Community Awareness on Child Labour

22.6.1 Activities in Community Awareness on Child Labour

22.6.2 Strategies for Community Awareness on Child Labour

22.6.3 Impact of Child Labour

22.7 Examples of Appropriate Life Skills for Child Labour Elimination

REVIEW QUESTIONS

CHAPTER TWENTY THREE: CHILD RIGHTS

23.1 Introduction

23.2 Definition of Terms

23.3 Types of Human Needs and Children Needs

23.3.1 Children Needs

23.4 Categories of Children Rights

23.4.1 United Nation Convention on Child Rights

23.5 Importance of Child Right and Protection

23.6 Principles of Child Rights

23.7 Responsibilities on Child Rights

23.7.1 Parental Responsibility on Child Rights

23.7.2 The Role of Government on Child Rights

23.7.3 Children Responsibilities on Their Rights

23.7.4 Citizens Responsibilities on Children Rights

23.8 Life Skills and Values Associated with Child Rights

REVIEW QUESTIONS

GLOSSARY OF TERMS

FURTHER READING

PART ONE: CHAPTER ONE: INTRODUCTION TO LIFE SKILLS

1.1 Background

To cope with the increasing pace and change of modern life, young people need to be well grounded in life skills. Today’s unpredictable life demand flexibility and adaptation skills. This requires a person who is holistically functional in terms of intellectual, emotional, mental, social, physical, financial, spiritual, vocational and environmental wellness.

To develop holistically, young people need  to choose to develop and practice skills of knowing, managing and living with self, knowing  and living with others, making decisions, choices and solving problems and have clarity on responsibilities, gender issues and rights in life. With the said skills one is able to develop a greater sense of self-awareness and appreciation for others; find new ways of thinking and solving problems; recognizing the impact of their actions and take responsibility for what one does rather than blaming others; build confidence in communication, collaboration and cooperation skills and being able to analyze options, make decisions and understand reasons and results of every choice in life.

Therefore this book is a timeless basic guide for essential life skills. It is based on the premise that 21st century presents itself with unpredictable and fast changing environment that requires adaptive skills. Life skills development in this case seeks to facilitate the practice and reinforcement of psychosocial skills. This contributes to the promotion of personal and social development, protection of human rights, and prevention of health and social problems that stagnates individuals, communities and nations. After all, the world need people who are capable of adapting to changes very fast in order for them to thrive.

1.1.1 The Scope of This Book

This book is structured on five parts and twenty chapters as highlighted below.

Part One: Introduction to Life Skills: This includes concept, objectives, issues addressed by life skills, components of life skills, definition of key terms, categories of life skills, areas of life skills application, living values and benefits of life skills.

Part Two: Knowing and Living with self.  This includes self-awareness, emotion intelligence, coping with stress, self-esteem, time management and leisure management.

Part Three: Knowing and Living With Others. This includes empathy, effective communication, assertiveness, relationship skills, negotiation skills, nonviolent conflict resolution and collaboration or team work.

Part Four: Making decisions, choices and solving problems. The important aspects included are critical thinking skills, creative thinking skills, problem solving skills, project management skills and decision making skills.

Part Five: Responsibilities and rights skills.  This include gender issues, drugs and substance abuse, Hiv/Aid, child labour and children rights.

1.1.2 Objectives of This Book

The purpose of this book is to provide basic guideline in developing knowledge, skills, attitude and values necessary for empowering young people to face the dynamic life challenges and opportunities.  It is expected that after going through this book one will learn how to deal with physiological/physical, mental, psychological, social and economic circumstances in day today life by developing capability for taking responsibility for own actions. The book seek to achieve the following objectives by providing guideline on how to;

Develop self and others awareness in everyday life demand and challenges through critical and creative thinking.

Deal with health problems, fear and anxieties about growing up in terms of sexuality and relationships.

Enhance self-esteem and assertiveness in relationship with peers and others.

Develop an appreciation of females and males as equal partners in the society.

Make optimum use of time and available resources in order to improve the quality of life.

Develop attitude, values and skills that promote co-existence, positive, responsible and healthy life style.

Develop an understanding and sense of care and support for disadvantaged group in the society.

Develop effective collaboration skills as a necessity for creating synergy from diverse human strengths.

1.2. General Definition of Life Skills

Life skills are psychosocial skills and abilities that make it is easier for one to cope with challenges and crisis events in a realistic, positive and constructive way. Developing life skills involves holistic approach to the development of values, skills, attitude and knowledge which assists young people to protect themselves and others from risk situations.

Throughout in this book, the theme will be knowledge, skills and values focused to concept of knowing and living with self and others; making decisions, choices and solving problems as well as responsibilities and rights skills. In this case, we consider life skills as those abilities that help promote social; emotional; intellectual, financial; physical; spiritual life; vocational and environmental life  well-being and competence in young people as they face the realities of life.

1.2.1.1 Life Skills and Traditional Education

In traditional education system, the focus is knowledge development or giving of facts and information to learners whereas in life skills education, the focus is on what learners  does with knowledge, skills, experiences, talents and other strengths they may have.

As opposed to traditional approach to education, life skills education is about what we do with our knowledge, skills and other strengths in order to thrive in an environment that present dynamic opportunities and challenges. As a matter of principle, any approach in developing life skills therefore on top of knowledge development, one has to explore attitude, values and certain psychosocial competencies in order to help the learners develop personal and social skills. With these skills young people will be capable of keeping themselves safe, responsible and independent adults. With this regard, life skills development is based on the premise that knowledge alone is not enough neither can it guarantees positive growth and productive life for young people in future.

A life skill is all about being positively adaptive to the environment that one lives. Being adaptive means one is able to navigate in the unpredictable environment that brings with it opportunities and challenges in the course of life. In this case therefore one cannot talk about life skills without factoring in the adaptive skills especially for young people. Young people in this case include preadolescent, adolescent and post-adolescent children, teenagers, post teenager including quarter and mid-lifers.

However, this does not mean that life skills are preserve for young people only, even old adults who are post midlife requires life skills as long as they live because life is productive on condition of continuous learning. However, essential life skills focuses young people because they are vulnerable to life threatening challenges that if not intervened may lead these young people to the direction that are not productive in life. Basically, in the context of this book, the focus is on young people who are growing and need guidance on how to develop essential life skills.

1.3 Objectives of Life Skills Development

The underlying reason for life skills is to equip learners with skills that they require to thrive in a dynamic environment characterized by fast and ever changing opportunities and challenges. Life skills are a group of empowering skills that enable people to cope with life and its challenges and changes. Life skills support psychosocial well-being, promoting good communication, positive thinking, analytical skills and goal setting, cooperation and coping. This helps individuals in managing challenges and risks while maximizing opportunities and solving problems in productive ways.

In this case life skills education aims at promoting the following abilities.

Developing  capabilities for taking positive and constructive choices in life;

Building capacity in making informed decision based on creative and critical thinking.

Develop skills for practicing health behaviour

Acquire skills necessary in recognizing and avoiding risky situations and behaviours.

Developing an awareness of every day demand and challenges through critical thinking.

Capability in dealing with health problems, fear and anxieties about growing up in terms of sexuality and relationships.

Enhanced self-esteem and assertiveness in relationship with peers and others.

Become gender sensitive and develop sense of appreciating of females and males as equal partners in the society.

Capability for making optimum use of time and available resources in order to improve the quality of life.

Acquire attitude, values and skills that promote co-existence, positive, responsible and healthy life style.

Build understanding, support and sense of care as well as responsibilities for disadvantaged group in the society.

Develop effective collaboration skills as a necessity for creating synergy from diverse human strengths.

1.3.1 Rationale for Life Skills

The purpose of life skills is to help young people adapt and thrive in the ever dynamic environment. In order for one to thrive in the world characterized by many challenges such as Hiv/Aids, climate change, conflicts, violence, gender discrimination, poverty, information marginalization, scarce resources, cutthroat competition, negative ethnicity, food insecurity, natural and man-made disasters, technologically manipulated environment among other challenges and opportunities, young people will definitely need 21st living skills.

These skills include psychosocial competencies and interpersonal skills. these helps one to make informed decisions, solve problems effectively, think critically and creatively, collaborate, communicate effectively, build healthy relationships, empathize with others, and cope with demand of lives in a healthy and productive manner. With life skills, one is able to explore alternatives, weigh pros and cons and make rational decisions in solving problem or issues as they arises. It also entails being able to establish and sustain productive interpersonal relationships. Simply put, life skills empower young people to take positive and proactive actions to protect themselves, promote health and positive social relationships. In this case therefore; fundamental purpose of life skills include but not limited to the following;

Reinforce existing knowledge, positive attitudes and values and pro-social and healthy skills and behaviour

Prevent myths and misinformation, negative attitudes and risky behaviours.

1.4 Concept of How Life Skills Enable Problem Solving

Life skills enable individuals to translate knowledge (what one knows), attitudes and values (what one believes and feels) into actual abilities/action (what to do and how to do it). Life skills development seek to develop right attitude, appropriate skills and behaviour whose in combination is expected to lead to positive behaviour necessary for effective problem solving.

The figure that follows can be used to illustrate the concept of relationship between life skills and problem solving.

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Figure 1.1 Prevention of problem through life skills

1.4.1 Key Issues of Young People Addressed Through Life Skills

As mentioned earlier, the underlying purpose of developing life skills for young people is to help them cope or adapt to ever dynamic life environment by making informed decision and choices. This is important because if left alone some may succumb to situational pressures and influences thus leading them to focus less life.  Considering that the stage at which young people are involve transition from childhood to adulthood, this present itself with opportunities and challenges in equal measure. Therefore there is a need to help them develop life skills that will enable them cope.

Young people are in a stage characterized by rapid physiological changes and psychosocial maturation which is a challenge in itself. This is seen for example when young people extend their relationships beyond parents and family and are intensely influenced by their peers and the outside world in general. They are developing cognitively or their mental process becomes more analytical. They are now capable of abstract thinking, better articulation and of developing an independent ideology. This is the prime part of life which includes creativity, idealism, buoyancy and a spirit of adventure characterized by experimentation and risk-taking.

Some of the risks they take include giving in to negative peer pressure and influence such as taking uninformed decisions on crucial issues, especially relating to their body health, relationships, their sexuality, leisure career, and future life.  Therefore noting that the stage at which young people are is a turning point in their life, it should also be noted that it is a period of exploiting their unique potential but also one of greater vulnerability and risk.

Following the stated argument, there are key issues addressed by life skills development for young people which include but not limited to the following.

Developing Identity: This includes skills in Self-awareness which helps in understanding self and establishes personal identity. Lack of self-information and skills prevent young people from effectively exploring their potential and establishing a positive image, vocation and sound career progression. More details on this are covered under self-description topic covered in this book.

Managing Emotions: Young people have frequent mood changes reflecting feelings of anger, sadness, happiness, fear, shame, guilt, doubt, love etc. Very often, they are unable to understand the emotional turmoil and if not informed they can be victim of stress and later poor health and at worst suicidal. In today’s fast phased environment some young people may not have a supportive environment in order to share their concerns with others.

Building Relationships: As a part of growing up, young people redefine their relationships with parents, peers and members of the opposite sex. Adults have high expectations from them and do not understand their feelings. Therefore young people need social skills for building positive and healthy relationships with others including parents, relative, and peer of opposite sex. They need to understand the importance of mutual respect and socially defined boundaries of every relationship.

Resisting Peer Pressure: Young people are subject to experimentation and peer pressure. They may find it difficult to resist peer pressure. Some of them may yield to these pressures and engage in experimentation leading to regrettable consequences. Some of the copies they may make include aggressive self-conduct; irresponsible behaviour and substance abuse which come with greater risks on one’s dimensions of wellness. For example, some experiment with smoking and milder drugs and progress to hard drugs and addiction at a later stage.

Acquiring Information, Education and Services: This is about giving appropriate information to young people. Today exposure to media and mixed messages from the fast changing world have left young people with many unanswered questions or confused. There is widening gap in communication between young people and parents, guardian, teachers, mentors etc. Teachers still feel inhibited to discuss issues frankly and sensitively. This leave young people to seek information from their peer group who are also ill informed and some may fall prey to quacks. They also demonstrate fear, mistrust or hesitation which prevents them from seeking knowledge on preventive methods and medical help if suffering.

Communicating and Negotiating safer life situations: Young people need effective communication and negotiation skills. This is about being able to clearly express self clearly, assertively and in the right way, time and place.  Effective communication is one of the tools for resisting the vulnerability to drug abuse, violence, conflict with law or society as well as other vices.

1.6 Fundamental Components of Life Skills

According to world health organization there are three main components of life skills. For us to be successful or adaptive to the ever dynamic environment, coping and self-management, cognitive or thinking and interpersonal skills are essential.  These skills are highlighted here under.

Coping and Self-Management Skills: These skills seek to increase the internal locus of control, so that the individual believes that they can make a difference and affect change. Self-esteem, self-awareness, self-evaluation skills and the ability to set goals are also part of the more general category of self-management skills. Anger, grief and anxiety must all be dealt with, and the individual learns to cope with loss or trauma. Stress and time management are key, as are positive thinking and relaxation techniques discussed later in this book.

Cognitive (Thinking) Skills: These include Critical thinking skills, Decision-making skills and creativity. Under this category there is decision making, problem solving skills, creativity and information gathering skills. The individual must also be skilled at evaluating the future consequences of their present actions and the actions of others. They need to be able to determine alternative solutions and to analyze the influence of their own values and the values of those around them.

Interpersonal/Relationship Communication skills: These include verbal and non-verbal communication, active listening, and the ability to express feelings and give feedback. Also in this category there is negotiation or refusal skills and assertiveness skills that directly affect ones’ ability to manage conflict. Empathy, which is the ability to listen and understand others’ needs, is also a key interpersonal skill included. Teamwork and the ability to cooperate include expressing respect for those around us. Development of this skill set enables the adolescent to be accepted in society. These skills result in the acceptance of social norms that provide the foundation for adult social behaviour.

1.7 Definition of Key Terms in Life Skills

Before going deeper into specifics of essential life skills, it is important to highlight important definitions relevant to the context of life skills development. The key terms considered include the following;

Successful life- This is a state where one lives a balanced or holistic life in terms of the eight dimensions of human success namely social life dimension success, emotional life dimension success, intellectual life dimension success, physical/health life dimension success, financial dimension of success, spiritual life dimension success, vocational/occupational life dimension success and environment life dimensions.

Life- In the context of life skills education, life is used in this book to refer to as a period of time when one is alive. It also means a state of being alive especially when there is a risk or danger of dying. We live in the world where there are threats of terminating our lives. In this case people need life skills to preserve life or continue living. Life in the context of human purpose in the universe is the highest level priority and value of every human being. It is also a fundamental and universal human right that has to be preserved at all cost. Other human values like peace and joy can be available only when one is living. More details on this will be covered under the life values in this book.

Skills-In this book we will define skills as the learned capacity which helps us to do a task effectively. They are abilities to use know-how to complete tasks. This may be acquired through practice and patience. For example, a skilled person uses less time, energy and resources to do a job and produces quality results. They are gained through school/college, work experiences, hobbies, books, elders, peers etc. Skills can be improved if we could identify, analyze and practice them. In the context of skills education we can then say skills are capacity to know, to do, to live with others and to be.

Examples of skills include but not limited to the following; Computer literacy skills, Literary skills., Language Skills, Functional Skills, Livelihood Skills, Vocational Skills, Technical Skills, Employability Skills, Cultural Skills, Sports Skills, Recreational Skills, Technical skills, Life Skills etc.

Life Skills- thee are skills, strengths and capabilities people choose to acquire to help one face problems in everyday life proactively based positive attitude. Life skills may be viewed as psychosocial abilities for adaptive and positive behaviour that enable individuals to deal effectively with the emerging demands, challenges and opportunities of everyday life. They are loosely grouped into three broad categories of skills:

Cognitive skills for analyzing and using information,

Personal skills for developing personal agency and managing oneself, and

Inter-personal skills for communicating and interacting effectively with others. 

In the context of life skills, adaptive means that a person should have the flexibility to adjust according to the situation. For positive behaviour, a person needs to have positive thinking and look at opportunities even in difficult situations, in order to cope with the situation as opposed to succumbing or becoming a victim of circumstances. Life skilled people are proactive as opposed to being reactive in life.

According to United Nations Children’s Fund (UNICEF), life skills are a behaviour change or behaviour development approach designed to address a balance of three areas namely knowledge, attitude and skills for personal development. It is essentially about abilities that help to promote holistic personal development in terms of physical, mental, emotional, social, spiritual, economic, vocational and environmental wellness. Therefore life skills enable us to translate knowledge, attitudes and values into actual abilities. This supports the argument by world health organization (WHO). It point out that the, the core life skills include self-awareness; effective communication, critical thinking, decision making, emotion intelligence, empathy, interpersonal relationship, creative thinking, problem solving and coping with stress. Therefore the two definitions are part of basic frameworks under which this book is developed.

Life Skills Education-Life skills education is about structures or framework for building capacity and empowerment for ability to apply the right knowledge, attitude, values and skills at the right time for the right purpose in order to sustain life or thrive in life.  Therefore life skills education is a means that places people on the path of personal development and growth. Consequently, in the process one is able to live effectively and efficiently as possible. In the context of personal development, life skill education is one of the methodologies for addressing variety of issues related to the growth and development of young people.

According to UNICEF, life skill education is a structured programme of needs and outcomes based participatory learning. It aims at increasing positive and adaptive behaviour by assisting individuals to develop and practice psychosocial skills that minimizes risk factors and maximize protective factors. In the context of personal development and life skill education, it is further important for the reader to distinguish between life skill education and life skills based education.

Life Skills-Based Education-This is focused to a particular subject or content depending on the context and personal development need. In this case, life skills based education is a concept or term used to describe the life skills education focused to specific content or undertake to achieve a clearly defined goal in a certain area of life. For example we can have life skills education focused to health which can be based particularly on addressing issues related to Hiv/aid, we can also have life skills education focused to building peace, farming, collaboration, technology application, project management etc. Therefore life skill based education seeks to build capacity for applying skills in a certain area.

Personal Development-One cannot discuss the concept of life skills without mentioning issues related to personal development. Therefore in the context of life skills, personal development is the pursuit of developing, honing and mastering the skills those individuals to become the best that they can, with all that they have. It is the pursuit of actualizing one’s full potential as human beings. Developing and acquiring life skills is one of the approaches in personal development. This means that if one desires to accomplish anything in life and realize full potential, one must have some skills hence life skills. For example, in order to excel at a job, a sport or any discipline, a person must acquire and master certain skills. For example; life skilled people have lower chances of overusing prescription drugs, engaging in addictive behaviours, and experiencing overall despair and hopelessness. When one has life skills one has better control over life and therefore happier and more productive.

Knowledge- Although the two terms knowledge and information are used interchangeably in many cases, in the context of life skills education, information refers to what is communicated about a particular fact or subject, while knowledge refers to a state or condition of understanding that permits factual information to be related to other information and knowledge, synthesized into broader concepts and usefully applied. It is important to note that knowledge in itself is useless until one put it into use. This explains the need for life skills which helps us in actualizing knowledge into tangible results.

Attitude-The word attitude can refer to a group of feelings, beliefs and behaviour tendencies directed towards specific people, groups, ideas or objects. You my view it as individual likes and dislikes. The attitudes that we feel very strongly about are usually called values. Attitude can be positive or negative hence positive or negative core values. Sometimes attitudes can make us blind to other people’s values, opinions, needs or even limit us in making better choice or living a true life purpose.  When we hold onto a certain attitude toward someone or something, we will have a tendency to behave in a certain way toward that person or object or something. Our attitudes develop over time and reflect our backgrounds i.e. the influence of the family, friends and experiences.

Values- Values are principles, standards or qualities that an individual or group of people hold in high regard. It is about the degree of importance we attach to something or action. Values helps us determining what actions are best or the best way to live or to describe the significance of something.  It is something that we hold dear, those things/qualities which we consider to be of worth. It is commonly formed by a particular belief that is related to the worth of an idea or type of behaviour. For example; some people may see great value in saving the world’s rainforests, helping others, working hard etc.  However, in case of forest preservation, a person who relies on the logging of a forest for their livelihood may not place the same value on the forest as a person who wants to save it. In this case therefore, values can influence many of the judgments we make as well as have an impact on how we approach life. It is important that we know values are unique in accordance to individual, group or a community.

1.8 Categories of Life Skills

As mentioned earlier in this chapter, for one to be successful in life, one has to be skilled in knowing and living with self, living with others, effective decision making and living in harmony with the environment. Therefore life skills can be categorize as either personal skills for developing personal development and managing self, cognitive skills for analyzing and using information and inter-personal skills for communicating and interacting effectively with others and living in harmony with the physical environment.

8.1.1 Skills of Knowing and Living with Self

These are also called personal skills and include the following;

Self-Awareness- This include recognition of ‘self’, our character, our strengths and weaknesses, desires and dislikes. Developing self-awareness can help us to recognize when we are stressed or feel under pressure. It is often a prerequisite to effective communication and interpersonal relations, as well as for developing empathy with others.

Emotion Intelligence- This are skills which involves recognizing emotions within us and others, being aware of how emotions influence behaviour and being able to respond to emotions appropriately. Intense emotions like anger or sadness can have negative effects on eight dimensions of life mentioned above if we do not respond appropriately.

Coping with stress- This involves skills that help us recognize the sources of stress in our lives, recognizing how this affects us, and acting in ways that help us control our levels of stress, by changing our environment or lifestyle and learning how to relax.

Character Development- This includes development of moral knowledge and reasoning, competent moral emotions and developing and sustaining moral behaviour, values, identity, personality and metamorals.

Self-esteem-These are skills related to the way we feel about ourselves. It is awareness of our attitude and values. It is about how we rate ourselves, the respect we accord ourselves and confidence we have.

8.1.2 Skills of Knowing and Living With Others

These are also called interpersonal skills or social Skills and include the following;

Empathy-This is the ability to feel with others and identify with their feeling and emotions as they face the challenges and problems of life. This is demonstrated by our ability to imagine what life is like for another person. Without empathy, our communication with others will amount to one-way traffic. To have a successful relationship with our loved ones and society at large, we need to understand and care about other peoples’ needs, desires and feelings by imaginatively putting ourselves in their situation. Contrary to empathy, we will be acting and behaving according to our self-interest and are bound to run into problems. Empathetic people attract productive relationship and vice versa are true.

Effective communication-This involves effective transmission of ideas, information, attitude or emotions from one person to another through speaking, writing, listening, facial expression, body language or change of voice. The purpose of communication is to convey information, ensure mutual understanding, getting action, persuading, modifying behaviour, expressing feelings and emotions or changing attitude. Effective Communication is demonstrated by the ability to express ourselves, both verbally and non-verbally, in ways that are appropriate to our cultures and situations. This means being able to express opinions and desires, and also needs and fears. And it may mean being able to ask for advice and help in a time of need.

Assertiveness-This involves skills of expressing one feeling or desire in an open and honesty way free of fear and violence. It is about the ability to know what you want, how you want it, why you want it and when you want it with clarity of mind. it is about asking in ones best interest to stand up for legitimate rights, expressing ones view with courtesy, directly and openly. Assertiveness does not include forcing things or threatening under the influence of anger, pretense, aggression or violence.

Friendship formation-These include skills that we require to create and maintain productive friends. This involved being skilled in identifying a value based friend that you can share with personal issues including self-development.

Negotiation skills-These are skills that we need to discuss issues especially problems in calm and open manner with the view of getting to amicable solutions which favours both parties. Negotiation is a win-win problem solving approach.

Nonviolent conflict resolution-These are skills that we need to resolve conflicts with view of ensuring harmony and peace among the conflicting party. It is the skill that we need to restore peace or ensure people live in harmony after experience of hurting conflict.

Collaboration or team work-These are skills that enable us to demonstrating ability to work effectively and respectfully with diverse teams; exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal and being able to assume shared responsibility for collaborative work, and value the individual contributions made by each team member. This is about skills that we need appreciate and capitalize on human diversity or creating synergy from diverse and strengths in other people especially in team work.

8.1.3 Skills of Making Decisions, Choices and Solving Problems

These are also called thinking, mental or cognitive skills. These involve process of making up our minds on issues so as to arrive at informed judgments, resolution or conclusion. Some of the key skills under this category include the following;

Critical thinking Skills-These are skills that involves ability to conceptualize and analyze facts, generate and organize ideas, defending opinions, making comparisons, drawing inferences, evaluating arguments and solving problems. People with critical thinking skills are able to; understand the logical structures of arguments used in the everyday contexts of life; analyzing and synthesizing information for their strengths and weaknesses; recognizing common fallacies in reasoning; determining probabilities and making decisions; constructing good arguments using principles of informal reasoning; reflecting on own thinking practices; and listening to the arguments of others without prejudging these arguments in advance. Critical thinking is demonstrated by our ability to analyze and synthesize information and experiences in an objective manner. Critical thinking can contribute to our health living. It help us to recognize and assess the factors that influence attitudes and behaviour, such as values, beliefs, peer pressure, media, proposition, argument etc. critical thinkers do not take everything for granted but instead have trained their mind to question things by asking Why and What if questions. To them, it is not all there is in seeing or hearing.

Creative thinking Skills- These involve skills that enable one to become sensitive to problems, deficiencies, gaps in knowledge, missing elements, disharmonies, and so on with view of creating a solution.It is about identifying the gap and creating a solution in a given area in life. This involves problem solving in unstructured approach as opposed to non-creative problem solving which must be based on established structures such rules, norm, procedures, standards, traditions etc. This implies that when solving a problem creatively you are attempting to advance toward an outcome that is new, unstructured and open ended without precedence. Creative thinking is demonstrated by having capability for seeing or doing things that is original and has no precedence. It is a characteristic of four componentswhich include fluency or ability to generating new ideas, being flexible in ways one approaches things or being divergent thinker, capable of creating original things or conceiving of something new, and being able elaborate or capable of building on other people’s ideas or even modifying things. Being creative is a solution for competition especially where majority follows or copies others. This involves thinking outside or without the box by approaching problem in abnormal ways.

Decision making skills- Decision making is one of the tools in problem solving process hence problem solving skills. It involves skills of choosing between two or more course of action or choosing between possible solutions or competing alternatives. Decision is making may involve intuitive (gut feeling) or logical (reasoned/factual process) depending on the problem. This is a skill that helps us to deal constructively choices about our lives. This can have consequences for eight dimensions of human life namely; social; emotional; intellectual, financial; physical; spiritual life; vocational and environmental life dimensions.

Problem solving skills-These involve capability of identifying, defining, generating alternatives, evaluating, selecting the best alternative and implementing the best solution. Problem solving skills is demonstrated by our capability to deal constructively with problems in our lives without being a victim of that problem. Significant problems that are left unresolved can cause mental stress and give rise to accompanying physical strain.

8.1.4 Responsibilities and Rights Based Skills

These include gender issues, drugs and substance abuse, Hiv/Aid, child labour and children rights and human rights. Skills under these categories are discussed latter in this book in respective chapters. 

1.9 Some Areas in Life Where Life Skills Can Be Applied

The purpose of life skills is to equip young people with adaptive capabilities in different environmental contexts. Life skills are about abilities that help promote mental well-being and competence in young people as they face the realities of life. Life skills are generally applied contextually. For example; young people can benefit from life skills in ways but not limited to the following.

Prevention of drug and other substance abuse

Gender based violence,

Prevention teenage pregnancy,

HIV/AIDS prevention and management

Prevention of suicide and other antisocial ills.

Environmental preservation education,

Peace education or education for development,

Livelihood and income generation, among others.

Coping with disaster and crisis

Sexual and reproductive health

Violence prevention  and conflict resolution

Gender issues and development

Career and vocation development

Relationships and marriage

Human right skills e.g. children rights, child labour, Hiv/Aids legal issues

Lifelong learning or learning how to learn etc.,

1.10 Benefits of Life Skill Education to the Society

Individuals make a society and when individuals are well up the society becomes healthy in all dimensions. Therefore the purpose of life skills is to equip young people with adaptive and resilience capabilities. This enables them to grow, become productive and thrives in dynamic environment. An effective life skills training therefore seek to equip the learners with knowledge, information, social skills, self-esteem, attitude, values, influences and personal confidence (KISS-VIP) to benefits society in ways but not limited to;

Benefits of Life Skills in Education

Productive relationship between trainers and learners since it is founded on effective communication.

Learners enjoy learning and trainers have job satisfaction because the process involves development of practical and real skills whose outcome is evident in the process of learning.

Encourage learners to stay on thus reduces drop out and absenteeism. When learners are eager to learn new skills every day, they become keen and ensure that they are present in all session because learning is interesting. 

Since life skills training are interactive, this brings about effectiveness and efficiency in teaching academic subjects. Learners may find it easy to relate academic with real life situations.

Besides learning practical skills, life skills lead to improvement in academic performance. This is because learners feels that they are involved in issues of relevance to their own lives hence open up to participatory learning.

Benefits of Life Skills in Social Economic Sector

One of the purposes of the life skills to develop prosocial behaviour that enables one to thrive. On social dimension, life skills education has cultural, economy and political benefits.

Cultural Benefits: Through life skills young people are able to clarify their needs as they grow up in the society. Through life skills young people learn to appreciate human diversity thus capable of coping with diverse culture wherever they may go.

Economic Benefits- The purpose of life skills development is to equip learners with skills that they can apply or become productivity. On economic dimension, a life skill results to value for current and future employment.

Political benefits-Through life skills learners are to know their rights, right of children, gender issues in development including their rights in community and national development decision making.

Benefits of Life Skills to Health Sector

Another reason for life skills is adoption of attitude and behaviour that promote healthy living. On dimension of health, life skills have the benefits but not limited to the following benefits.

Addresses combination of psychological and social (psychosocial) issues that contribute to health living.

Life skills when implemented effectively will address diverse needs of different target beneficiaries.

Through effective communication development, target beneficiaries are empowered to promote self as well as other’s health in the society.

1.11 Introduction to Living/true Values and People’s Lives

Values can be categorized as either universal or non-universal. Universal values also called enduring values are values that are shared by all human races irrespective of the physical conditions. On the other hand non universal values are values that are created by human being subject to the environmental or physical conditions. These values are unique to the individual person, group or a community. Examples of non-universal- unenduring values are finance, academic, marriage, fame, power etc. 

For human life, universal values can be categorized as life, peace, love and joy based values. In this regard every human being desires to live, have peace, love and joy. In this case, the highest level of human value is life.

1.11.1 Non-Universal Values

Our lives are guided by either universal or non-universal human values by choice. Universal values are values that are acceptable and desirable for any human being. These values are enduring and they are not subject to variability. For example respect for human dignity, in this; everyone has a right for dignity as human being. Another example is respect for nature; everything on the universe needs nature for their survival. 

The diagram that follows illustrate the categories of universal human values also called universal human needs.

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Figure 1.2 The Human Universal Needs-Living values

1.11.2 Living/True Values

These are principles and beliefs that influence the behaviour and the way of life of an individual person, group or a community. In this case, things, ideas, principles or beliefs that are considered worth by an individual, group or a community shapes their values. This helps to define who an individual, group or a community is and influences the choices they make.  Based on figure 1.2 above, the universal values or core living values can further be broken down to get subcategories of each value as shown in the table 1.1 that follows.

Table 1.1 Universal Human Needs/Core Living Values

Naturally every human being desires the above values, in the context of life skills, if one desire the above needs, and then one has to demonstrate them. For example if you desire life, you have to sustain life by creating peace, love and joy for others. If you want love, you must value and demonstrate love as the only way you can be loved. Everyone needs love but not all people seek to love.

1.11.3 Sources of Values in the Society

Generally people gets their values from family, peer, the workplace, educational institutions such as schools; significant life events, religion; music; media; technology; culture and major historical events. Some examples of dominant values and their sources are highlighted below.

Family: Caring for each other so that family comes first.

Peers: Importance of friendship, importance of doing things that peers approve of

Workplace: Doing your job properly; approving/disapproving of ‘foreign orders’ (doing home-related activities in work time or using work resources for home related activities)

Educational institutions: he valuing or otherwise of learning; value of self in relation to an ability to learn (this often depends on personal experience of schooling, whether positive or negative)

Significant