COLLEGE OF PSYCHOLOGY

A Senior Seminar Report on life skill and the goal of life skill
Submitted To the Department of MANAGEMENT In Partial Fulfillment of
The Requirement for The Course Seminar In psychology

Submitted By: Group 2 members

1. Eyob brhanu(id =0053)
2. Yared beyene(id=0093)
3. Webeshet Zelalem(id=0092)
4. Kalkidan Tefera(id=0064)
5. Lemlem tintagu (0070)
Advisor:

January, 2023

FITCHE, Ethiopia
Table of content
1 INTRODUCTION …………………………………………….

1.1 Life skills …………………………………………………………….

2 WHAT ARE LIFE SKILLS …………………………………………….

1.2 Why Is Basic Life Skills Important?.........................................

1.2.1 What Is Basic Life Skills For? …………………………………………………………

1.2.2 what are Basic Life Skills Curriculum for Youth?............................................................

1.3 COMPONENTS OF LIFE SKILL……………………………………………………….

3 WHAT ARE GOALS OF LIFE SKILL

 1 INTRODUCTION
Life skills are “abilities for adaptive and positive behavior that enable individuals
to deal effectively with the demands and challenges of everyday life” (WHO,
1994).Life skills promotes development of positive attitudes and behavior;
knowing how to cope with stress; knowing how to identify, analyze and resist the
negative effects of gender discrimination and, in turn, developing positive gender
attitudes; making informed decisions on matters that affect people and practice
healthy behaviors. As well as acting positively and effectively when confronted
with difficult situation

what is life skill

Life skills are defined as “a group of psychosocial competencies and interpersonal
skills that help people make informed decisions, solve problems, think critically
and creatively, communicate effectively, build healthy relationships, empathize
with others, and cope with and manage their lives in a healthy and productive
manner. Life skills may be directed toward personal actions or actions toward
others, as well as toward actions to change the surrounding environment to make
it conducive to health.” according to World Health Organization (WHO). Bearing
the WHO definition in mind, the Basic Life Skills curriculum offers youth the
emotional, social and intellectual tools needed to achieve success in life – on a
personal level, an interpersonal level, and within their community and work
places. Who Developed Basic Life Skills Curriculum? It was developed by UNICEF
in close collaboration with the Ministry of Youth and Sport of Azerbaijan to
provide youth with new knowledge and the opportunity to apply novel skills in a
safe environment for the successful transitioning to the adulthood .
Why Is Basic Life Skills Important?
The Basic Life skills provides readily available tools to deal with
challenges/demands of daily lives the youth face, from managing their emotions
to make an informed decision. It also helps develop children’s personality, talents,
and mental and physical abilities, and real- ize their true potential through
learning to know oneself and others, and make effective decisions to live
harmonically together in the society. The Education for All (2000) included life
skills among the essential learning tool for survival, capacity development and
quality life. It also documented that all young people and adults have the “human
right to benefit from an education that includes learning to know, to do, to live
together.” recognizing the importance of living together as much as acquiring
knowledge from an academic environment.
What Is Basic Life Skills For?
• Objective: Young generations develop attitudes and beliefs in a positive manner
so that they contribute to Azerbaijani society and achieve success as they
transition to adulthood, and the work world.
• Target audience: The life skills lesson package is intended to apply to young
generation aged 10 to 24 years old who come to Youth Houses aiming to creating
a healthy condition to support and ad vancement of youth initiatives.
• Expected outcome: Through life skills education, young genera- tions are
equipped with foundational skills necessary for transi- tioning to productive
adulthood; manage stress; learn to deal with difficult emotions; practice
positivism; improve self-esteem; feel empathy; learn to listen to others carefully;
learn to set personal boundary; handle dispute well; find balance between
priorities and demands; communicate confidently; set goals; make decisions;
solve problems; think critically and creatively; use executive functional skills; and
learn to bounce back from adversity.
Basic Life Skills Curriculum for Youth
The Basic Life Skills curriculum for the youth are based in evidence-based
psychosocial methodology including cognitive-behavioral therapy, mindfulness
and resilience-building activities. These skills can help youth better understand
themselves, get along with others, and gain tools to cope with life’s inevitable
difficulties
Self-awareness Interpersonal Skills
1. Stress management 5. Empathy
2. Emotional regulation 6. Listening skills
3. Positive thinking 7. Interpersonal effectiveness
4. Self-esteem 8. Handling disputes
9. Managing relation- ships
10. Confident communication
Total 16 topics are covered. Ideally, 2 lessons will be covered in a week in an 8-
week session. Each lesson is designed to be delivered for 90 mins for discussion,
activities, and group work. However, it is up to Youth House to choose how to
deliver the lessons.
• Self-awareness — knowing and living with oneself: This theme covers topics
that foster the student’s relationship and under- standing of themselves including
their thoughts, feelings and behaviors.
• Interpersonal Skills — knowing and living with others: The lessons in this theme
explore how to establish healthy, respectful relation- ships; lessons highlight the
use of non-violent communication, assertiveness and dispute resolution.
• Thinking Skills — making effective decisions: The skills taught in this theme
include concrete ways of thinking and executing tasks so that youth will make
effective decisions, set relevant goals, and be informed consumers of information.
Progress of Basic Life Skills Curriculum for Youth
As a result of successful testing through the two pilot Youth Houses – in Baku-
Binagadi and Mingachevir, the UNICEF-developed Basic Life Skills programmed
was expanded to one more Youth House supported by the Ministry of Youth and
Sports, as well as three Career Centers supported by the Youth Foundation. In
parallel, negotiations are held with the Ministry of Education with regards to
possible inclusion of the BLS programmed into the formal education curriculum.
Components of life skill
The table below shows the components of life skill
Critical thinking – thinking more effectively within curricular subject areas, understanding the reasoning
employed, assessing independently and appropriately, and solving problems effectively. It involves, as
well, improved thinking skills in dealing with real life problems in assessing information and arguments
in social contexts and making life decisions.
Self-confidence – is the degree to which one can rely on his/her ability to perform certain behavior alone
or in public. It is individual ‘s trust in his or her own abilities, capacities, and judgments, or belief that he
or she can successfully face day-to-day challenges and demands
Self-awareness – knowledge and understanding of one ‘s strengthens and weaknesses. Self-awareness
involves monitoring our inner worlds, thoughts, emotions, and beliefs. It is important, because it is a
major mechanism influencing personal development.
Self-esteem – the degree to which we perceive ourselves positively or negatively; our overall attitude
toward ourselves, which can be measured explicitly or implicitly.
Decision-making – Processes involved in combining and integrating available information to choose,
implement and evaluate one out of several possible courses of actions.
Interpersonal relationships – the relationships a person have with others persons. They are social
associations, connections, or affiliations between two or more people having various levels of intimacy
and sharing, and implying the discovery or establishment of common ground.
Reflective communication – attending communications with thoughtful and due attention to reflect on
one‘s own thinking, behaviors and interaction with others.
Peer pressure resistance – individual‘s abilities and skills to confront negative influences from his/her
group members.
Knowing rights and duties – One‘s knowledge and understanding of rights and duties of individuals,
groups, institutions and nations allowed to do or not to do by law and/or a culture.
Problem solving – the process of identifying a discrepancy between an actual and desired state of affairs,
difficulties, obstacles and complex issues and then taking action to resolve the deficiency or take
advantage of the opportunity

What are goals of life skill

The goal of the life skills program is to help the students learn to be as independent as
possible in hopes of them getting a job and living alone with minimal help after
graduation from high school. Every moment in the high school should be looked at as a
learning experience for students in this class. High school is a place for learning and
once a student has exited high school their available supports decrease which makes it
even more difficult for them to function independently in the "real world." Everything
done both in the classroom and in the community is looked at from a functional
standpoint. This means that everything we do in this classroom somehow pertains to
something that may happen out in the community or home. Our goal is to help students
learn to be independent in the settings in the community or home they will utilize when
they exit high school. Teaching functional skills is the way to prepare the life skills
students for reality. In the same way that you will need your knowledge gained from
academic classes to be successful in college, the life skills kids will need functional
skills to be successful in the real world.
How to assist
It can take a long time for a life skills student to process what they have heard. Allow
them time to process before you ask the same thing again. For example if you say,
"how are you" and the student does not respond right away allow them to process the
question, they probably know the answer. If you ask "how are you" again, the student
will have to reprocess the questions and take even longer to respond. It is difficult to
receive information from more than one person, therefore only one peer or teacher
should give instructions or redirections to a student at a time. When a staff member
asks you to change the way you are doing something, we are not mad at you. It is a
natural tendency for all of us to want to help an individual who is struggling. In this
classroom, it is important to let students try everything on their own and then provide
only the most minimal amount of support (whether verbal or tactile) the student needs to
complete a job or task. It is sometimes hard for the staff to remember that peers want to
help and be nice since the staff looks at tasks differently than peers. The staff looks at
each opportunity as a way to promote independent living and learning. Many of the
students in the life skills class have decreased strength, decreased attention, sensory
issues, unwillingness to bend over and pick something up from the ground, vision
difficulties, behavior and/or emotional difficulties, decreased ability to use both sides of
their body in a coordinated fashion, decreased desire to use 2 hands when doing a task,
attention getting behaviors, etc. Teachers will give you specific information about how to
work with each individual student. Two different students will do the same activity very
differently; therefore, please do not assume that if you have done a task with one