Life Skills Based Adolescence Education: Concept and Approaches

Dr.Nityananda Pradhan

Head, Dept. of Education,

Ravenshaw University, Cuttack, Odisha,

E-mail:

Mob: 9437235670

1.0 What is Adolescence?

Adolescence is the most important period of human life. It is the period of transition from childhood to adulthood. It is the period of rapid revolutionary changes in the individual’s psychic, mental, moral, spiritual, sexual and social outlook. It is generally thought to begin with the onset of puberty and it is also termed as period of learning, development, new dimensions and also period of anxiety and complexity.

Etymologically the term adolescence comes from the Latin word ‘Adolescence’ which means to grow to maturity. It emerges from the later childhood stage and merges into adulthood during which the child develops into a man or woman.

Jean Piaget defines adolescence as “the age of great ideals and the beginning of theories as well as the time of simple adaptation of life.” Stanley Hall describes the period of adolescence as “a period of great stress and strain, storm and strife”.

Based on the above definition, we can say that adolescence is a process rather than a period, a process of achieving the attitudes and beliefs, learning how things and ambitions through which an individual moves from childhood to adulthood.The period consists of the following three phases of growth and development:

1.1 Early/Pre- Adolescence (Age 9-13)

During this phase, adolescents experience a period of rapid social development. An increase in theirown sexual development gathers momentum. They strive of move with peers.

1.2 Mid Adolescence (Age 14-15)

This phase of adolescence is the most recognised phase for the development of physical, emotional and intellectual capacities. The secondary sexual characteristics continue to develop and at this time round, there appears a sense of self-dependence by the feeling of responsibilities among them.

1.3 Late Adolescence (Age 16-19

In this phase of growth and development adolescents have more or less a stable sense of their own identity and place in society. The secondary sexual characteristics are well developed. Adolescents at this time round are able to define life goals, although economic dependence on parents may continue. It must be noted here that there is a great deal of overlapping among these three phases, as development rarely takes place in strict conformity with a set of norms.

Adolescence in a nutshell
  • A Period of rapid physical, emotional, social and behavioural change.
  • A phase in the life span, the very essence of which is characterised as “transitional owing to sudden increase in the activity of adrenal glands and hormones.”
  • A stage reflecting development of secondary sexual characteristics, self-identity and sex drive.
  • A period of changing relationship with parents, peer group and opposite sex.

2.0 Characteristics of Adolescence

Any period of life tends to be characterised by physical, psychological and social developments specific in origin and timing to that period. The period of adolescence is characterised by an upsurge of changes and behavioural conditions. It has traditionally been assumed that such behaviours are hormone driven but recent studies are of the view in fact, teenage brains are going through a process of maturation and it is this maturation, which many now believe to be responsible for much of the behaviour.

2.1 Physical Changes

Important external and internal bodily changes that take place during adolescence are as under:

Male / Female
  • Growth of testes and scrotum.
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  • Development of breasts.

  • Growth of public hair.
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  • Growth of Bony pelvis.

  • Growth of arms, legs and penis.
/
  • Growth of spurt.

  • Voice change-deepening.
/
  • Public hair.

  • Oil and sweat glands activated.
/
  • Growth of sweat and oil producing glands.

  • Facial hair, moustache and beard.
/
  • Growth of uterus and vagina.

  • First ejaculation.
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  • First menstruation.

2.2 Intellectual, Emotional and Social Changes

Adolescence is a period of progress towards intellectual, emotional and social maturation. The following mental, emotional and social characteristics are evident in the adolescent:

2.2.1 Intellectual Development

  • Independence
  • Identity
  • Intimacy
  • Integrity
  • Intellect

2.2.2 Emotional Development

  • Concern about appearance
  • Curiosity about sexual matter
  • Attraction towards the opposite sex
  • Distancing from family and forming new relationships
  • Taking risks

2.2.3 Social Changes

  • Parental influence- restriction on girls
  • Religious influence
  • Neighbourhood and family culture

3.0. Demographic Profile

According to the 2001 census, adolescents constitute about 22 percent of the total population and this trend is still growing in India. Within the adolescent population, the males outnumber the females. The female adolescents constitute 47 percent while male adolescents constitute 53 percent. The mean age at marriage is 18 years for females and 22.6 years for males.The phenomenon of gender differentials in mortality rates during adolescence is also a matter of concern. Mortality rates among females are higher as compared to those among males. The pervasive gender discrimination, lower nutritional status, early marriage, complications during adolescent pregnancy and child birth contribute to high rates of female mortality.

AIDS is the most crucial concern in view of the high vulnerability of adolescents to HIV infection. Over 35 percent of all reported AIDS cases occur among young people in the age group of 15-29 years. The prevalence rate of HIV infection among males is 0.34 percent and among females 0.71 percent (UNFPA, 2003).

Drug abuse is fast emerging as a problem in adolescents. In India, nearly 24 percent of the drug users are in the age group of 12-18 years. Most of the rape victims are in the age group of 14-18 years.

4.0 Adolescence Education Programme

Risk of HIV infection is one of the major problems facing adolescents today. It has already claimed millions of lives and has caused enormous social and economic loss throughout the world. In the context of the unfolding HIV/AIDS epidemic, access to such information and skills for dealing with risky situations becomes vital. In this context, government of India has identified preventions among adolescents as an urgent and immediate e priority for action and has down up National Action plan for HIV prevention Education so as to reach all secondary and senior secondary schools. In light of global and Indian experience, skills based education and linkages to services have proved to the best ways of prevention against HIV/AIDS, hence the Department of Secondary and Higher Secondary Education and NACO have positioned the Adolescence Education Programme as a key intervention for preventing new HIV infection. There are ongoing efforts in the area of adolescence and life skills education with the close cooperation of NACO and UNICEF with a view to harmonise approaches and support scaled implementation.

5.0 Life Skills Education

Now a days life skill education is considered to be one of the effective approaches for HIV and AIDS prevention and adolescent education. Life skills education is necessary for each individual and in particular the young people due to the fact that they form the largest numbers who are affected by the pandemic: HIV and AIDS. In recent times there has been a growing focus on life skills and teaching of the life skills to the youths. Life skills provide skills for prevention of undesirable behaviors and delay active sexual life before marriage. They provide knowledge for decision making in the area of HIV/AIDS prevention, which are more needed. It is important that such information reaches the youth because of the vulnerability of their age and the wrong messages often portrayed by the media.

5.1 Meaning of Life Skills (LS) and Life Skills Education (LSE)

There is no precise definition for life skills. However, different agencies have tried to define life skills accordingly to their own understanding. One way of defining life skills is: one’s abilities for positive behaviour that help us in making correct choices of life. Life skills enable people to translate knowledge (What one knows) and attitudes/values (What one believes and feels) into action (What to do and how to do it).

Life skills education is an interactive methodology, which focuses on knowledge, attitudes and skills and is specially designed to enhance efforts to positively develop and change behaviour. The focus on behaviour change as a primary objective distinguishes life skills from other information only approaches. Life skills approaches are more than a set of interactive classroom based activities- it is an empowering approach helping young people to take positive actions to protect them and to promote health and positive social relationships to focus on major life decisions, e.g. goals, choices of life-style, choice of profession, peer relationships, further study.

In 1999 Department of Mental Health, WHO defined life skills education “as a design to facilitate the practice and re-information of psycho-socio skills in a culturally and developmentally appropriate way, it contributes to the promotion of personal and social development, the prevention of health and social problems and the protection of Human Rights’’.

The purpose of the life skills in the context of the present discussion is to improve the standard of life of the individual and in particular of the people living with HIV and AIDS as well as those who are affected by it. Life skills education helps in understanding one’s own role with the changing societal structure and functions. Life skills education aims at a comprehensive behavior change approach, which will enable the individual to develop the skills which are needed to face the complex world. These skills include communication, decision-making, critical thinking, controlling emotions, resisting peer pressures, establishing relationships etc.

Life skills education is not concentrated on providing information only. It also helps the individual to help oneself so that a person is able to make use of all the necessary information and knowledge related to HIV and AIDS and other issues of concern thereby enabling him/her to live a life without fear.

5.2 Inherent and Acquired Life Skills

Most life skills are inherent while, one can acquire some life skills through education, training and practice. The inherent life skills, as the name suggested, are those life skills that a person inherits by birth. They are respect for elders, obedience to parents, concern for the siblings and immediate relatives, to name a few.

The acquired life skills are those that are taught to a person or which have been imbibed from others over a period of time, e.g. a non-judgmental attitude, controlled emotional involvement. The acquired life skills are further broken down to formal and informal life skills. The formal acquired life skills are the ones that a person has learnt from training/grooming school etc. e.g. communication skills, being a team member. The informal acquired life skills are those that a person has acquired through the various stages of life and from the constant contact with different people. One observes others and imbibes certain good behaviours, e.g. the ability to organize a party/seminar/conference/get together, handle administrative aspects at the place of work.

5.3 Importance of Life Skills Education

The life skills education is just not information sharing but also skill development which helps the person to live successfully and function efficiently in the different roles at family, community and workforce.It is important to understand how life skills promote healthy and socially accepted adolescents.

  1. Life skills help adolescents to transit successfully from childhood to adulthood by healthy development of social and emotional skills.
  2. It helps in the development of social competence and problem solving skills, which in turn help adolescents to form their own identity.
  3. It helps to weigh pros and cons of the situation, hence, act as a mediator to problem behaviour.
  4. It promotes positive social norms that can impact the adolescent health services, schools and family.
  5. It helps adolescents to differentiate between hearing and listening and thus, ensuring less development misconceptions or miscommunications regarding issues such as drugs, alcoholism etc.
  6. It delays the onset of the abuse of tobacco and alcohol etc.
  7. It promotes the development of positive self-esteem and teaches anger control.

Therefore, if the life skills education programme is conducted/completed successfully, it will surely help the adolescents to face the most difficult period of their life.

5.4 Life Skills in the Context of HIV/AIDS and Adolescent Education

Life Skills education in the context of HIV and AIDS and Adolescent Education should be designed around the following concepts (UNESCO, 2001):

• AIDS is a problem and we have the power to do something about it.

• HIV attacks our immune system and we should do all we can to strengthen our immune system.

•It is known and clears how HIV is transmitted.

•Early treatment of other STDs can dramatically reduce the risk of infection with HIV.

•Women are especially vulnerable to HIV infection and need information and skills to protect themselves and their children from infection.

•There are simple and effective ways for everyone to prevent HIV infection.

•The time it takes for HIV to lead to AIDS can vary greatly and our health behavior can affect that time period.

•There is no cure for AIDS but there are many treatments available.

•Protecting the human rights of people living with HIV and AIDS not only helps them to live positive and productive lives but also helps to prevent HIV transmission in our community.

•Knowledge, attitudes and skills need to be used together to help us practice behavior that reduces risks for HIV and leads us to a healthier life.

It is now a commonly known fact that life skills education directly and indirectly results in the prevention of HIV and AIDS. However, many communities are still unsure about the importance of life skills education for the youth.In the context of HIV/ AIDS and Sexual Health Education the following life skills have been promoted:

I.Decision-making

Decision-making can be defined as the ability of a person to be able to decide what he/she wants in life. This skill enables the individual to gather information about issues and decide for him/her self what is right for him/her as he/she will be able to evaluate the future consequences of his/her own action. This skill helps one to make decision after examining the choices which are consistent with one’s values and goals.

II. Self Awareness

It includes recognition of ourselves, of our values and beliefs, of our strengths and weaknesses, desires and dislikes.

III.Self Esteem

It is closely identified with self-respect and includes a proper regard forone self as a human being and an accurate sense of one’s personal place within the large society of family, friends, associates and others.

IV.Negotiation

Negotiation can be defined as the ability of a person to assert his/her position in an uncomfortable situation and be able to refuse (say “No”) what he/she deems wrong. This skill will thus enable the individual to negotiate with him/her self that what he/she is doing is good or bad? Negotiation can also be understood more in terms of analyzing what one wants and how one aims at achieving it.

V.Empathy

Empathy is the ability to listen to another’s needs, understand and accept others, to put one’s self in the other person position. This skill will help reduce the animosity that exists among different individuals and increase respect for one another.

VI.Critical thinking

Critical thinking allows an individual to evaluate and evaluate events and situations that takes place and influences that affect his/her thoughts and actions. The individual is also able to analyze the information received and the authenticity of it for him/her self. In schools, sex education is demanded by the principals for the senior classes as they are entering the adolescent stage.

VII. Advocacy

Advocacy is the ability to influence others for the benefit of the general masses and also persuade people to take up good causes to promote harmony. This skill will also enable the individual to network with organization and government bodies and motivate them to take up issues that are genuine and for common good.

VIII.Effective Communication

It is the ability to express ourselves, both verbally and non-verbally in ways that is appropriate to our culture and situations. It means not only the ability to express opinions and desires but also needs and fears. It also means being able to ask for advice and help at the time of need. One acquires communication skills from birth. However, due to variation in personality traits, much of the skills are to be developed in which people will have to put in extra effort.

IX.Coping

Coping is the ability to manage one’s emotions like anger and be able to deal with any less or grief. The individual will be able to cope with the everyday stress of this complex world by bringing in positive energy within him/her, which will also result in better productivity in the work place. Coping is an essential life skill to manage ones’ personal affairs in different situations.