Life Skills Education (LSE) Peace Trust, 15-Kuruchi Road, Kulavanigarpuram, Tirunelveli , Tamilnadu, India. PH:

Definition: WHO (1993) “The abilities for adaptive and positive behavior that enables individuals deal effectively with the demands and challenges of every day life.” WHO (1994) “Has also identified a core set of life skills for the promotion and well being of children and adolescents.”

Core Life Skills Problem Solving – Decision Making Critical thinking – Creative thinking Communication skills– Interpersonal skills Self awareness – Empathy Coping with stress – Coping with emotions

Rules Maximum 15 children per group Maximum 15 children per group Sessions per group Sessions per group Facilitator and co-facilitator are needed Facilitator and co-facilitator are needed A group to be handled by the same person A group to be handled by the same person Follow-up sessions are also necessary Follow-up sessions are also necessary

Selection Criteria Age Group Age Group 9 – 11 9 – – – – – 18 Category Category Orphans & Semi Orphans Orphans & Semi Orphans CIA & CAA CIA & CAA Children affected by Tsunami Children affected by Tsunami Slow learners Slow learners Street children Street children Dropouts Dropouts

Conduction of LSE Needs Assessment Needs Assessment Consent from parents Consent from parents Selection of Area Selection of Area Suitable time Suitable time Selection of sessions Selection of sessions

Module Plan Getting Started Knowing my self Communication Relationships Decision making Coping with emotion Growing up Preparedness for Tsunami situation Substance abuse Reaching my goals

Life skills is based on an experiential methodology Experiential Method Examples Young people learn skills in hypothetical or practices situations A role play to be assertive in a practice life skills sessions Skills are tried and tested in easy, low risk situations Expressing thoughts clearly and taking turns in a conversation with friends Skills can now be tried in medium risk situations Rejecting an offer of help when it is not needed (risk of hurting another person’s feelings) Skills are applied to a high risk situation Saying no to drugs at a party

Learning Methods Discussions Discussions Stories Stories Pictures and Blackboard Pictures and Blackboard Demonstrations Demonstrations Visits and Visitors Visits and Visitors Drama, Mime, Puppets and Role play Drama, Mime, Puppets and Role play Songs and poems Songs and poems Games adapted for learning: Both Indoor and Outdoor Games adapted for learning: Both Indoor and Outdoor Question Box Question Box

Expectations Step One: Recognize and understand the problem Step Two: Find our more Step Three: Discuss and Plan Step Four: Take Action Step Five: Evaluate Step Six: Do it better

Why Children Need LSE Life skills lead to behavior change Knowledge is not enough Knowledge must impact attitudes and values to change behavior Vulnerable children and children in difficult circumstances especially need help to hope Gender can influence risk and risk behavior Young people need to know how to have positive and responsible life styles Life skills programs are more effective than traditional information based programs

Six Steps of Approach Understanding Understanding Relating Relating Practicing Practicing Applying Applying Thinking Thinking Strengthening Strengthening

Some Characteristics of good facilitators Create an atmosphere of respect and trust Create an atmosphere of respect and trust Communicate clearly, speak in simple language, in an even tone Communicate clearly, speak in simple language, in an even tone Are comfortable with sexuality Are comfortable with sexuality Are patient when children are unable to understand or express clearly Are patient when children are unable to understand or express clearly Are supportive when children are facing difficulties Are supportive when children are facing difficulties Are non-judgmental, do not criticize children’s lifestyle or decisions Are non-judgmental, do not criticize children’s lifestyle or decisions Continue...

Respect children no matter their age, socio-economic status, religion, educational level, HIV status Respect children no matter their age, socio-economic status, religion, educational level, HIV status Believe in children’s rights Believe in children’s rights Know facts and information related to HIV, life skills and understand how children participate and learn Know facts and information related to HIV, life skills and understand how children participate and learn Adapt sessions according to needs of children Adapt sessions according to needs of children Can manage conflict and tension in the group in a positive manner, Can manage conflict and tension in the group in a positive manner, Calm and balanced, provides security and stability Calm and balanced, provides security and stability Continue...

Facilitators are not good if they... Interrupt children Interrupt children Attend to other distracting matters while conducting a session Attend to other distracting matters while conducting a session Are uncomfortable with talking about sexuality Are uncomfortable with talking about sexuality Are not sensitive to child’s needs Are not sensitive to child’s needs Talk quickly in a language and volume that children cannot understand Talk quickly in a language and volume that children cannot understand Are not aware of their non verbal behavior which gives mixed messages Are not aware of their non verbal behavior which gives mixed messages Continue...

Do not respect confidentiality Do not respect confidentiality Are impatient when child does not understand or does not change behavior Are impatient when child does not understand or does not change behavior Are critical Are critical Do not adapt according to children’s needs in sessions and Do not adapt according to children’s needs in sessions and Do not listen to children and do not respect their views and opinions Do not listen to children and do not respect their views and opinions Continue...

Tips for Facilitators Encourage children to ask question, not just answer them Encourage children to ask question, not just answer them Have a sense of hummer Have a sense of hummer Be aware of the general developmental characteristics Be aware of the general developmental characteristics Do not criticize the child Do not criticize the child Be aware and responsible to different literacy levels Be aware and responsible to different literacy levels Keep the group awake with energizers and warm-ups Keep the group awake with energizers and warm-ups Ask for children’s input from the first session itself Ask for children’s input from the first session itself Make maximum use of visual aids and creative media Make maximum use of visual aids and creative media Adequate preparation and reading has to be done before handling every session Adequate preparation and reading has to be done before handling every session

Thank You