The Effectiveness of Life Skills Training on individual-social adjustment and Psychological capital in high school students

Rabani, Zahra

doi:10.29252/ijes.2.1.54

Cited by 2 publications

(1 citation statement)

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“…Life skills training equips adolescents with skills in time management, effective communication, interpersonal relationship, coping, stress management, problem solving, and decision making (Jones & Lavallee, 2008;Yuvraj & Magdalin, 2012). Life skills training enhances resilience and self-esteem along with promoting mental health and well-being among adolescents (Assadi, Nasiri, & Nesayan, 2017;Barkhordar, Hasan, & Safdar, 2016;Deshmukh, 2014;Jose, Elz, & Asif, 2014;Joseph, 2014;Parmar & Jain, 2019;Rabani, 2019;Rahimi & Niaraki, 2013;Shwetha, 2015). Recent studies by Bushong (2009), Spaeth, Weichold, Silbereisen, and Wiesner (2010), Baskaran (2012), Gomes and Marques (2012), Taheri, Manzari, andRazari (2013), Joseph (2014).…”

Section: Review Of Related Literaturementioning

confidence: 99%

Effect of Life Skills Training on Suicidal Behaviour of Adolescents

Kaur

2021

MJESTP

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The study aims to investigate the effect of life skills training on the suicidal behaviour of adolescents. The study employs a quasi-experimental research design. The sample comprised 970 adolescents studying in the ninth grade. The study was carried out in three phases. Life skills training programme was conducted in 30 sessions within the school premises. For each life skill, sessions were activity-based and participatory. The techniques used to impart training were role play, small group activities, lectures and group discussions. The results show a significant decremental effect of life skills training on suicidal behaviour of adolescents. Life skills training was effective in reducing suicidal behaviour among adolescents. Life skills training improves decision-making, problem-solving, goal setting, conflict resolution, advocacy, coping, and mindfulness skills in students. Hence, schools should provide skill-building opportunities for adolescents to reduce risk factors and enhance protective factors. Also, schools should embed life skills training in general mental health promotion rather than specific suicide prevention activities.

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