Life Skills Program

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The Effectiveness of Life Skills Training on the Social
Skills of Deaf Students

The Effectiveness of Life Skills Training on the Social Skills of Deaf Students

To explanation this result can concluded that deaf students was the lack of social skills. However, the major content areas were being pushed in legislation and not the functional curriculum that was needed for deaf students. This study addressed whether or not a life skills instruction curriculum positively affects the performance of deaf students on knowledge-based assessment and a social skills rating scale [11]. In other hand, for deaf students, a functional curriculum supported by academics allows them to utilize functional skills that enabled them to live and work within their community. However, the current trend is for students to be exposed to the general education curriculum, preventing students from receiving essential instruction in nonacademic areas such as social skills. The increase in scores of the social skills curriculum indicated that long-term extensive instruction could be beneficial to continue to incorporate necessary functional life skills into the curriculum of deaf students [12]. Finally, the mandate for transitional services is a new change in special education. Transitional services include vocational instruction, postsecondary education, integrated employment, educated in adulthood, independent living, adult services, and community participation. The life skills program might help children to learn and develop the vital skills they will need to be productive and successful upon making the transition from school to community life and work [8].
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Residential immersive life skills programs for youth with disabilities: a case study of youth developmental trajectories of personal growth and caregiver perspectives

Residential immersive life skills programs for youth with disabilities: a case study of youth developmental trajectories of personal growth and caregiver perspectives

This qualitative longitudinal case study suggests that this shift is critical following youth experience with an in- tensive life skills program like TIP, to aid youth in skill consolidation, maintenance and generalizability. For some caregivers, the role change required for the young person to develop real independence and autonomy may feel un- comfortable (to the point of impossible) in the face of other, often pragmatic, constraints in life such as time and money. Caregivers’ own readiness to provide “room for more independence” can also vary (p.38) [8], and may be incongruent with the youth’s desires. As an example, the fourth youth, Lucas, had a very different experience upon returning home. Unlike the other caregivers, Celeste ini- tially stated that she had not noticed any change in Lucas, which contrasted with his strong feelings of accomplish- ment post-program. Celeste also provided fewer examples of actively encouraging Lucas’ use of skills learned at TIP, noting that to do so was more time-consuming; yet oppor- tunities to take some of the caring strains off from his par- ents were not prioritized. The contextual dynamics of this youth/caregiver dyad aligns with previous findings from independence related research where some parents are less positive than their youth about their emerging inde- pendence, leading to tensions in their relationships [45]. They may inadvertently emphasize the youth’s disability over their skills, which can lead to a situation of age- inappropriate dependency for the youth [8].
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EFFECTIVENESS OF TRAINING LIFE SKILLS ON CONFRONTING ABILITY OF WOMEN WHO PARTICIPATE IN NEIGHBORHOOD HOUSE MUNICIPALITY OF TEHRAN, REGION

EFFECTIVENESS OF TRAINING LIFE SKILLS ON CONFRONTING ABILITY OF WOMEN WHO PARTICIPATE IN NEIGHBORHOOD HOUSE MUNICIPALITY OF TEHRAN, REGION

Human need to learn certain skills for adaptable confronting with stressful situations and struggles of life. Behavioral scientists believe, one of the most effective programs that help people to have better and healthier life, are training life skills program. The program aims to help people to understanding themselves better, creation appropriate and effective interpersonal relationships, and control of emotions, to manage the stressful situation and to solve the problems of the people very well. In the light of supplying such a goal, mental-social abilities increased and with promoting mental-social abilities of the society, can be raised the level of mental at the community and the incidence of social pathologies can be prevented. To create and increase mental – social abilities and health promotion, education of each of these areas is essential. Research has shown that if we have available the information and knowledge to people and create situations where people can experience their learning practically, then this knowledge, values and attitudes will be change into the potential abilities. This ability helps people to know what to do in any position and how to do it (Soltani 2007).In other words, the interesting and extensive aspect of emotional intelligence in recent decades, in addition, psychologists and psychiatrists has attracted attention of public. Applying the concept of emotional intelligence was first time backed to the 1940s. After Meyer and Salvvy, described the expression of deliberate role in shaping the theory of "multiple intelligences" emotional intelligence. According to Gardner's theory of multiple intelligences, there are two major types of intelligence: the first, intelligence and inner awareness that allows one to identify and differentiate human complex feeling and second, the knowledge in the interpersonal relationships that provides the ability for identifying and differentiation the emotions and the other motive (Parsa, 2008).
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Production of case studies of the delivery of skills for learning, skills for life and skills for work

Production of case studies of the delivery of skills for learning, skills for life and skills for work

Therefore, due to the need for local delivery of Skills for Work, the Council went into partnership with business and asked them to support delivery of vocational learning. The key role of the employers is to provide placements, site visits, industry background and insights to support vocational courses. However, the Council is conscious that there is not one solution for all and provision will be tailored according to the needs of the school and local area and the provision that happens to be there. Courses can be provided by local employers, in school or at college. Currently, there are about 70 employers/business partners involved in supporting the delivery of vocational learning. These vary widely in scale and nature of work and include farmers, dry stone dykers, crofters, the Forestry Commission and fish farmers. The employers do not receive money for their role, unless it is a one-person business and some support is required to cover expenses.
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EDUCATING LIFE SKILLS TO ADOLESCENTS

EDUCATING LIFE SKILLS TO ADOLESCENTS

Adolescents are most neglected in our country. Otherwise, how can we explain increase in number of youngsters taking to substance abuse, sexual violence, suicides, increases in HIV and AIDS? Life skills come to rescue the one who has learnt and practiced it. Life skills can be learnt in different phases of life, student life, and internship or during job.

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Life Skills in Human Development

Life Skills in Human Development

Researchers have looked at what helps some people to manage difficult times while others do not cope so well. In times when we are faced with increasing uncertainty about the future and heightened stress levels as a result of competition and the need to excel. If parents can teach children to build inner strength to cope with the „ups‟ and „downs‟ of life then this is the best gift for the child. Helping children to develop the confidence and skills to face, overcome or even be strengthened by the hardships is a powerful thing to teach children. In order to make children realize that hardships are beyond their control but the parents can try to help them build the strength that will help to cope with the stressful situation. Some things that can be stressful for children Small at birthparents or some close to them is ill or dies.
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Parental Perceptions and Expectations of the North Carolina State 4-H Summer Camping Program Regarding the Development of Targeted Life Skills.

Parental Perceptions and Expectations of the North Carolina State 4-H Summer Camping Program Regarding the Development of Targeted Life Skills.

Garton, Miltenberger, and Pruett (2007) said the Targeting Life Skills Model has provided an important guide to assist in planning, implementing, and evaluating 4-H youth development programs. However, few have studied the leadership and life skills taught through 4-H camps. Using this model, West Virginia Extension educators conducted an extensive study of the West Virginia 4-H camp program, testing whether 4-H youth gained positive life skills and leadership skills from their camp experiences. Their surveys measured four areas involving the camp learning environment including overall camp experience, targeted life skills, retrospective pre-testing of leadership skills, and camper demographics. The questions were organized around nine life skills categories. The conclusion was that 4-H camp activities appear to affect the life skills of campers positively. Two of the main results showed that campers developed more social skills to help them make friends and they became more independent with greater leadership qualities. Some of the implications for Extension are that there is a need for camp curriculums focused on specific life skills and that in a comprehensive 4-H program, camp supports the development of life skills in a positive way. Understanding what life skills are being developed could lead to stronger programs and better utilization of Extension resources.
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The Impact of Peaceful Life Skills Oriented Education Program on Social Adaptation and Skills of Preschool Children

The Impact of Peaceful Life Skills Oriented Education Program on Social Adaptation and Skills of Preschool Children

The Social Adaptation and Skills Scale, which was developed by Kandır and adapted to and tested for validity and reliability for pre-school children by Işık (2007), was used in the present study. The scale includes two factors of social adaptation and social maladaptation. The social adaptation subtest includes 17 items that assess the skills related to communication, making friends, empathy, sympathy, cooperation, solving the problems with their peers, helping people around them, tolerance, being in peace with the environment, and obeying the rules. The social maladaptation test includes 8 items that assess skills, such as fighting, interrupting others, complaining about the rules and the life, harming the environment, being angry, and being influenced by friends who do not obey the rules. The Social Adaptation and Skill Scale are filled by the relatives (mother, father or teacher) of children between 4 and 11 years of age. Social adaptation and maladaptation subtests of the scale are both 3-point Likert type scales, scored as "always" (3 points), "sometimes" (2 points), "never" (1 point). To determine the study validity, the views of five pre-school education experts were obtained. Mode, median, maximum and minimum values were calculated based on the expert feedback. It was determined that the values each item in the Social Adaptation and Skill Survey received from the experts varied between 1 and 5 and mod and median values varied between 4 and 5. The results of the factor analysis conducted on Social Adaptation and Skill Scale demonstrated that the Kaiser-Meyer-Olkin (KMO) value was 0.88, Bartlett value was 2930.99 (p = 0.000 < 0.05). Based on the Basic Component Analysis results, it was determined that the factor loads values were concentrated in two factors and the factor load values of the 25 scale items were 0.509 and above. These findings demonstrated the applicability of factor analysis and that there were correlations among the items. The reliability coefficients for the single application social adaptation subtest were α = .93, for first quasi-test, it was .90, for the second quasi-test, it was .88 and Spearman Brown two quasi-test correlation was .84. The reliability coefficients for the social maladaptation subscale were α = 0.83, for first quasi-test, it was .72, for the second quasi-test, it was .68 and Spearman Brown two quasi-test correlation was 0.85. These findings demonstrated that the reliability of the scale was high (Isik, 2007).
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LIFE SKILLS AND INCLUSIVE EDUCATION

LIFE SKILLS AND INCLUSIVE EDUCATION

social, cultural, political and ethical. Education is one of the most powerful instruments for reducing poverty and inequalities. It is a key to enhance India‟s competitiveness in the Global economy. Access to education is often the only way to break the vicious cycle of poverty and social exclusion. However, access is not enough if quality education is not granted. Therefore, ensuring access to quality education for all, particularly for inclusive children is central to economic and social development of India. Hence, quality education and empowerment of inclusive children are very much needed in the context of globalization and liberalization. India has been facing the challenges in providing quality education with special reference to curriculum and teaching practices for children with special needs. There is a need to impart more relevant skills such as learning to learn, learning to live, development of critical and independent thinking, basic life skills etc.
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Significance Of Life Skills Education

Significance Of Life Skills Education

This new challenge requires immediate and an effective response from a socially responsible system of education. Education, now a days is hence, very important, but the kind of education, to support and live life better is more important. Thus, the cardinal focus of Education, therefore, needs an extraordinary emphasis on developing such skills in students, as they are the important building blocks for a dynamic citizen, who can cope up with future challenges, and survive.

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An Evaluation of Two Procedures for Training Skills to Prevent Gun Play in Children

An Evaluation of Two Procedures for Training Skills to Prevent Gun Play in Children

Whatever methods are used to teach children safety skills, the program must teach children 3 hi- erarchical skills. First, the child must be taught which behavior(s) or skills the trainer wants him or her to perform. Second, the child must be taught actually to perform the skills and must be corrected if incorrect performance is evident. Third, the child’s learning of the safety skills must culminate with the use of the skills when he or she is placed in a real-life situation. The present study examined 2 child-based firearm- injury prevention programs along these 3 dimen- sions. Specifically, the study had 3 primary objec- tives. First, it examined the effectiveness of the NRA’s Eddie Eagle GunSafe Program. Second, it ex- amined the importance of active rehearsal in the acquisition of firearm safety skills through the use of a behavioral skills training program. Third, it exam- ined the extent to which firearm safety skills that were learned in a supervised classroom setting would also be performed in a naturalistic situation outside the training setting.
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Evaluation of the impact of Skills for Life learning : longitudinal survey of learners, Wave 3

Evaluation of the impact of Skills for Life learning : longitudinal survey of learners, Wave 3

Overall the approach may be seen as a ‘black-box’ evaluation: we do not assess or identify the impact on literacy and numeracy competence, but move to final outcomes, such as employment and health. Whilst this is a standard approach to impact evaluation, the evidence cited above of the low identified impact of adult basic skills training on literacy and numeracy competence and the identified effects on employability make it particularly pertinent. However, this does leave unaddressed the process by which adult literacy and numeracy training might affect wider outcomes and whether the Skills for Life programme does improve basic skills. For example, is there a simple process by which training improves literacy and numeracy skills and these (directly or via qualification gain) improve employability ((Figure 1.1, Model a))? However, since the, albeit limited, evidence has not found that adult basic skills training increases basic skills competence, it seems unlikely that the effect on employability is through improved literacy and numeracy skills. Alternatively, does participation in basic skills training increase other aspects of employability (such as motivation and self-esteem) and thus improve employment directly (and, possibly indirectly, through improvements in basic skills as well) (Figure 1.1, Model b))?
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The Government’s response to the House of Lords Select Committee report on social mobility in the transition from school to work : presented to Parliament by the Secretary of State for Education by Command of Her Majesty : July 2016

The Government’s response to the House of Lords Select Committee report on social mobility in the transition from school to work : presented to Parliament by the Secretary of State for Education by Command of Her Majesty : July 2016

The Government’s education policy ensures that all children have a solid education foundation which enables them to have smooth transition from early years, right through primary and secondary education and one that sets them up for future years, whether they go into work based learning, higher education or further education. We are extending opportunity to all young people by equipping them, through a high-quality, rigorous curriculum, with the core knowledge and skills most valued by employers.

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Public health leadership education in North America

Public health leadership education in North America

program design much more challenging. All these programs have important implications for the factors impacting the effectiveness of public health leadership education. First, academia and public health agencies should create partner- ships. It is clear, but must be kept in mind, that leaders are never developed only in the academic arena. People become leaders through their efforts, by taking correct steps in the real world. Academia assists them in this process. The teaching methods are under development and should be evaluated in the future in terms of their outcomes. Second, programs must encourage life-long learning. Leaders are life-long learners. 23,24 While public health professionals must make
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Outcomes of an innovative model of acute delirium care: the Geriatric Monitoring Unit (GMU)

Outcomes of an innovative model of acute delirium care: the Geriatric Monitoring Unit (GMU)

The GMU consisted of a five-bed unit with a specific elder- friendly room design and lower staff − patient ratios. In addition, core interventions adopted from HELP program (standardized protocols for managing cognitive impair- ment, sleep deprivation, immobility, visual impairment, hearing impairment, and dehydration) were systematically administered. Bright light therapy (2,000 − 3,000 lux) was administered via lights installed in the ceiling and turned on from 6 − 10 pm daily. Sleep hygiene principles were also prac- ticed during the GMU stay. All interventions were adhered to, via a semistructured protocol, by trained geriatric nurses in GMU, with full (100%) compliance achieved.
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The Effectiveness Of The Me And You Program Guidelines For Social Life Skills And Sexual Abuse Prevention Efforts In Preschool Children

The Effectiveness Of The Me And You Program Guidelines For Social Life Skills And Sexual Abuse Prevention Efforts In Preschool Children

activities, as well as re-telling, will provide the assistance for children through demonstration and verbal instruction so that they will organize the information into the mental structures that have been there before, so finally they were able to show the skill or the task themselves. Children's skills in communi- cating about sexuality and seeking help in an uncomfortable situation are also related to children's language abilities. In the presentation of the material of "Me and You" program, a mod- ule in the form of books are supported by the involvement of researchers to stimulate the child's ability to tell, this will in- crease children’s literacy skill. By the use of the books and the show of the videos, children can imagine the uncomfortable situation that would happen to them in the future. This will im- prove the communication skills of children in the re-telling the situation when they are in an uncomfortable situation and im- prove the ability of children to communicate about sexuality with words without shyness. The learning material must be presented with the simplest language by researchers so that it can be easily understood by children.
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Components Associated With Home Visiting Program Outcomes: A Meta-analysis

Components Associated With Home Visiting Program Outcomes: A Meta-analysis

Figure 1 presents the PRISMA fl ow di- agram for study inclusion. Abstracts identi fi ed in the literature search were screened by 2 project staff members to determine eligibility. A study was ex- cluded at this point only if both staff members agreed that it met none of the inclusion criteria; 525 documents were retrieved and reviewed in full text. To allow for calculation of com- parable effect sizes, studies that used a single-case evaluation method, lacked a control or comparison group, or did not contain enough statistical infor- mation to calculate effect sizes were excluded. The resulting 126 studies were coded for meta-analysis; a sub- sample of the 51 articles including the 6 outcome measures (maternal life course, birth outcomes, parent behav- iors and skills, child cognitive out- comes, child physical health, and child maltreatment) selected for this study were analyzed.
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Youth development organizations have focused on the life skills that youth gain by participating in programs (Seevers, Dormody, & Clason, 1995). Life skills are considered essential for youth to be productive citizens in today’s society (Boyd, Herring, & Briers, 1992). Research has shown that being involved in programs like 4-H or FFA increases the perceived gain of life skills (Ciocanel, Power, Eriksen, & Gillings, 2017; Ellsworth et al., 2017). Further, studies have recommended that youth participate beyond just community involvement to regional and state involvement also (Seevers & Dormody, 1994).
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Optimizing life success through residential immersive life skills programs for youth with disabilities: study protocol of a mixed-methods, prospective, comparative cohort study

Optimizing life success through residential immersive life skills programs for youth with disabilities: study protocol of a mixed-methods, prospective, comparative cohort study

of the instruments, with data entered into the Excel spreadsheet for data management. The Excel file will then be imported into SPSS for analysis. A portion of the data will be double entered to check for accuracy. The data from the two outcome measures (SDS and GSE) will be analysed descriptively to report means and standard deviations, pre, post, and at both follow-ups (3 and 12 months). The amount of change in the outcomes will be determined across the data collection time points. Baseline (pre-program) scores of all groups will be compared using t-tests to determine whether there are significant differences between groups on the dependent variables. Attrition rates for the groups will be calculated, to determine whether differential attrition is an issue. The RILS group (Group A) will be tested against one comparison group (Groups B, C or D) in each analysis. The primary analysis will therefore be a series of two between (study groups) and three within (longitudinal measurement points) repeated measures analyses of covariance (ANCOVAs), controlling for base- line scores, with the outcome measures as the dependent variables. Effect sizes will be calculated based on differ- ence in pre- to post-test means, using Cohen’s D, with effect sizes between 0.30 and 0.50 considered medium and those >0.60 considered large [42]. We will use multilevel modeling to assess the proportion of variance in our outcome measures associated with the three pro- gram sites.
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HARNESSING LIFE SKILLS FOR ENHANCING LIFE COMPETENCIES OF  SLUM YOUTH

HARNESSING LIFE SKILLS FOR ENHANCING LIFE COMPETENCIES OF SLUM YOUTH

The term competency and skills are sometimes used interchangeably, but both have different meanings. A skill is seen as the ability to perform tasks and solve problems, while a competency is seen as the ability to apply learning outcomes adequately in a defined context (education, work, personal or professional development). So here, when we discuss about life skills, it embodies the characteristics of both skills and competency—Life skills as defined by the World Health Organisation is an ability to do something (skill) and when an individual imbibes the life skills through internalization and puts it to conscious practice in the form of positive behaviour, it transcends to competency. According to the OECD, ―A competency is more than just knowledge or skills. It involves the ability to meet complex demands, by drawing on and mobilizing psychosocial resources (including skills and attitudes) in a particular context. For example, the ability to communicate effectively is a competence that may draw on an individual‘s knowledge of language, practical IT skills and attitudes towards those with whom he or she is communicating.‖ (OECD, 2003, p. 4). Life skills training and or education foster all of the above. Life skills are inherent in each one of us and its practice helps us to live our life effectively. Enhancement of psychosocial competencies is must for adolescents for a healthy transition to adulthood (Vranda & Rao, 2007). These key competencies are useful for not only adolescents or youth but every individual in order to face the challenges and also to live a happy life.
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