THE ABILITIES FOR ADAPTIVE AND POSITIVE BEHAVIOUR THAT

THE ABILITIES FOR ADAPTIVE AND POSITIVE BEHAVIOUR THAT EMPOWER US IN MAKING INFORMED CHOICES IN THE FACE OF COMPLEX LIFE SITUATIONS.

LIFE SKILL INCLUDES: • DECISION MAKING • PROBLEM SOLVING • CREATIVE THINKING • CRITICAL THINKING • EFFECTIVE COMMUNICATIONS • INTERPERSONAL SKILLS • SELF AWARENESS • EMPATHY • COPING WITH EMOTIONS&STRESS

A PROCESS AND SKILL ACQUIRED WHICH ENABLES ONE TO MAKE DECISIONS AFTER EXAMINING THE CHOICES AND THE CONCEQUENCES AND WHICH ARE CONSISTENT WITH ONS’S VALUES AND GOALS.

• NEGOTIATION ALLOWS ONE TO SOLVE AN ISSUE, PROBLEM OR CONFLICT. • IT YS A WAY TO GET ONE’S NEED ACCOMPLISHED WITHOUT USING ANGER, INTIMIDATION, INSUBORDINATION, AGGERSIVE BEHAVIOUR OR FORCE.

• THIS CONTRIBUTES TO BOTH DECISION MAKING AND PROBLEM SOLVING BY ENABLING US TO EXPLORE THE AVAILABLE ALTERNATIVES ANDVARIOUS CONSEQUENCES OF OUR ACTIONS OR NON-ACTIONS.

• IT IS ABILITY TO ANALYZE INFORMATION AND EXPERIENCES IN OBJECTIVE MANNER. • THIS HELPS THE ADOLESCENT TO RECOGNIZE AND ASSES THE FACTORS THAT INFLUENCE ATTITUDES AND BEHAVIOUR NAMELY-VALUES, PEER PRESSURE AND OTHER PRESSURE.

• THE ABILITY TO EXPRESS OURSELVES, BOTHVERBALLY AND NONVERBALLY IN WAYS THAT ARE APPROPRIATE TO OUR CULTURES AND SITUATIONS. • IT MEANS NOT ONLY BEING ABLE TO EXPRESS OPINIONS AND DESIRES, BUT ALSO NEEDS AND FEARS. • ALSO BEING ABLE TO ASK FOR ADVICE AND HELP IN THE TIME OF NEED.

• TO BE ABLE TO DEVELOP AND NURTURE SUPPORTIVE NETWORKS. • TO BE ABLE TO END RELATIONSHIP CONSTRUCTIVELY

• THE ABILITY TOUNDERSTAND ACCEPT OTHERS WHO ARE DIFFERENT FROM OURSELVES, TO PUT ONESELVES IN THE OTHER PERSON’S SHOES, THET IS BEING NURTURING AND TOLERENT. • THE ABILITY TO UNDERSTAND IMAGINE WHAT LIFE IS LIKE FOR ANOTHER PERSON.

• INCLUDES RECOGNITION OF OURSELVES, OF OUR CHARACTER, OF OUR STRENGTHS AND WEAKNESSESOUR DESIRES AND DISLIKES. • IS CLOSELY IDENTIFIED WITH SELF RESPECT. • INCLUDES A PROPER REGARD FOR ONESELF AS A HUMAN BEING AND AN ACCURATE SENSE OF ONE’S PERSONAL PLACE WITHIN THE LARGE SOCIETY OF FAMILY, FRIENDS, ASSOCIATES AND OTHERS.

INVOLVES RECOGNIZING THE EFFECT OF EMITIONS ON OURSELVES AND OTHERS, BEING AWARE OF HOW EMOTIONS INFLUENCE BEHAVIORS AND BEING ABLE TO RESPOND TO EMOTIONS APPROPRIATELY.

• INVOLVES RECOGNIZING THE SOURCES OF STRESS IN OUR LIVES, RECOGNIZING HOW THESE AFFECT US AND ACTING IN WAYS THAT HELP TO CONTROL OUR LEVELS OF STRESS. • ALSO LEARNING HOW TO RELAX TO MINIMIZE YOUR TENSION

SCHOOL-AN APPROPRIATE PLACE FOR LIFE SKILLS • ROLE IN SOCIALIZATION OF YOUNG PEOPLE. • ACESS TO CHILDREN AND ADOLESCENTS. • ECONOMIC EFFICIENCES. • EXPERINCED TEACHERS. • HIGH CREDIBILITY WITH TEACHERS AND COMMUNITY. • LONG AND SHORT TERM EVALUATION.

LIFE SKILLS EDUCATION-RELEVANCE • SUBSTANCE ABUSE • HIV/AIDS • PREGNANCY RATES IN SCHOOLS • TEENAGE SUICIDE RATES • CHILDHOOD PSYCHIATRIC DISORDERS • VIOLENCE IN SCHOOLS. “…. the education of the child shall be directed to the development Of the child’s personality, talents, mental and physical abilities to their Fullest potential preparing the child for responsible life in a free society.