Effectiveness of life skills health education program: A quasi-experimental study among school students of South India

Abstract

BACKGROUND: Adolescence is a vital stage of growth and development; however, many adolescents do die prematurely due to accidents, suicide, violence, poor mental stability, depression, and other illnesses that are either preventable or treatable. Life skills are important for the promotion of well-being of adolescents and to develop positive attitude and values to lead a healthy life. OBJECTIVES: The study was conducted to assess the change in life skills postintervention and study the association between different variables and the postintervention life skills score. MATERIALS AND METHODS: A quasi-experimental study was conducted among 137 adolescents each in urban and rural schools. Life skills training module based on ten domains of life skills given by the World Health Organization was implemented using interactive teaching–learning methods. After 6 months of implementation of life skills training sessions, a postintervention assessment was done using the life skills assessment scale, and the differences in the scores were measured. RESULTS: Higher life skills score was observed postintervention, and this difference was statistically significant ( P < 0.001). Higher postintervention mean score (above 15) was seen in critical thinking (19.58), self-awareness (18.03), creative thinking (15.78), and interpersonal thinking (15.15). CONCLUSION: Increase in the postintervention scores using an educational intervention module and interactive teaching–learning methods suggests effectiveness of the life skills education program. Implementing this health promotion module on life skills in the school curriculum will address the overall development of the personality of the school students.

Effectiveness and Factors Associated with Improved Life Skill Levels of Participants of a Large-Scale Youth-Focused Life Skills Training and Counselling Services Program (LSTCP): Evidence from India

“…Decision making, problem solving, communication skills, interpersonal relationship skills, coping with emotions, coping with stress, creative thinking and critical thinking were increased post-training, as proven previously by different studies on school students [ 31 ]. The fact that the LSTCP training was conducted in groups of 25 participants and was delivered through an experiential learning process resulted in better involvement and interaction between facilitators and participants.…”

Educational Programs for the Promotion of Health at School: A Systematic Review

“…Low family participation conditions the results [29]. When there is involvement and commitment on the part of families in the development of the programs, achievement of the results and goals of the program is favored [30,31].…”

“…The development of this type of program favored peer training, as well as the development of creative, critical, interpersonal thinking, and self-awareness skills that are fundamental for life [25]. Students learn in this way and by putting these skills into practice, to face health-related problems responsibly [31]. Peer learning has been established as a basic strategy for the promotion and consolidation of healthy habits and behaviors [25].…”

Effect of Life Skills Training on Suicidal Behaviour of Adolescents

“…Life skills training has also been found to be effective in reducing suicidal tendencies among individuals (Refahi, 2008;LaFromboise & Hayes, 2008;Wyman, 2014;Fekkes et al, 2016;Ram et al, 2020) (Fekkes et al, 2016;Ram, Koneru, & Gowdappa, 2020;Refahi, 2008;Wyman, 2014). Further, life skills training was found to have significant impact on individuals' health-related behaviour (Botvin & Griffin, 2002;Gupta et al, 2014;Sahebalzamani, Moraveji, Farahani, & Feizi, 2013;Tiwari, Naik, Nirgude, & Dutta, 2020). Likewise, it is suggested that intervention efforts for adolescent emotional reactions and suicidal behaviour need to be appropriate to the developmental level (Barkhordar et al, 2016;Gupta et al, 2014;Jamali et al, 2016;Mohammadi & Nejad, 2014).…”