Adding Focused Life Skills Training to a Civic Engagement Program to Boost Life Skills Competencies in Youth

Brandt, Brian; Klein, Jan

doi:10.5195/jyd.2016.448

Cited by 3 publications

(3 citation statements)

References 13 publications

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“…The LSTCP has bridged the evidence gap regarding the effectiveness of training programmes and factors associated with increased life skills, which are limited in the Indian setting. Though epidemiologically not comparable, several studies on vulnerable populations and in sports and school contexts also showed a similar increase in life skills [ 25 , 26 , 27 , 28 , 29 , 30 ]. The comparability of our study findings with other similar trainings on apparently healthy participants in India is limited as there is no such documented evidence available.…”

Section: Discussionmentioning

confidence: 93%

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

Sukumar

Shahane

Shenoy

et al. 2022

Behavioral Sciences

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(1) Background: To empower and facilitate mental health promotion for nearly 18 million youth, a pioneering state-wide Life Skills Training and Counselling Services Program (LSTCP) was implemented in Karnataka, India. This study assesses the changes in life skills scores, level of life skills and factors associated with increased life skills among participants of the LSTCP. (2) Method: This pre–post study design was conducted on 2669 participants who underwent a six-day structured LSTCP. Changes in mean life skills scores and level of life skill categories pre- and post-LSTCP were assessed. Multivariate logistic regression was performed to assess the factors associated with increases in life skills. (3) Results: The LSTCP resulted in significant changes in life skill scores and level of life skills, indicating the effectiveness of the training. All life skill domains, except empathy and self-awareness, increased post-training. There was a positive shift in the level of life skills. Age (AOR = 1.34, CI = 1.11–1.62), gender (AOR = 1.39, CI = 1.15–1.68), education (AOR = 1.44, CI = 1.05–1.97) and physical (AOR = 1.02, CI = 1.01–1.03) and psychological (AOR = 1.02, CI = 1.01–1.03) quality of life was associated with an increase in life skills among participants. (4) Conclusions: The LSTCP is effective in improving the life skills of participants. The LSTCP modules and processes can be used to further train youth and contribute to mental health promotion in the state.

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Section: Discussionmentioning

confidence: 93%

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

Sukumar

Shahane

Shenoy

et al. 2022

Behavioral Sciences

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“…Sumber belajar yang tersedia hanyalah catatan bahan dan alat-alat yang digunakan. Padahal kesesuaian sumber belajar dan fasilitator memiliki dampak yang pasti pada hasil penelitian (Brandt & Klein, 2016). Maka dapat disimpulkan bahwa sumber belajar pada program pelatihan keterampilan berkategori tidak baik.…”

Section: Sumber Belajarunclassified

Evaluasi program pelatihan keterampilan mengolah limbah kertas semen pada PKBM Cahaya Kota Binjai

Irwan

2017

j. pendidik. pemberdaya. masy.

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AbstrakPenelitian ini bertujuan mengevaluasi: (1) context, (2) input, (3) process dan (4) product program pelatihan pengolahan limbah kertas semen yang diselenggarakan Pusat Kegiatan Belajar Masyarakat (PKBM) Cahaya. Penelitian evaluasi ini menggunakan model CIPP yang dikembangkan oleh Stufflebeam (2001) dengan pendekatan deskriptif kuantitatif. Sampel penelitian dalam evaluasi ini yaitu 21 orang peserta pelatihan keterampilan, lima orang fasilitator pelatihan, dan satu orang penyelenggara program. Instrumen pengumpul data penelitian yang digunakan ialah kuisioner dengan menggunakan skala Likert, Acuan penilaian kriteria yang dipakai adalah penilaian acuan patokan (PAP). Hasil penelitian menunjukkan bahwa aspek context, input, process program pelatihan pengolahan limbah kertas semen berada dalam kategori baik. Sementara aspek product program pelatihan pengolahan limbah kertas semen berada dalam kategori tidak baik. Program pelatihan pengolahan limbah kertas semen dapat dilanjutkan dengan memodifikasi/memperbaiki komponen-komponen program pelatihan terutama pada komponen produk karena kekurangan yang paling menonjol terletak pada aspek produk yaitu ketidakmampuan penyelenggara program dalam memasarkan hasilhasil keterampilan peserta pelatihan. AbstractThis study aims to evaluate: (1) context, (2) input, (3) process and (4) product training program of cement paper waste processing conducted by Center of Community Learning Activities (PKBM) Cahaya. This evaluation study used the CIPP model developed by Stufflebeam (2001) with a quantitative descriptive approach. Research sample in this evaluation are 21 skill trainee, five training facilitator, and one program organizer. The instrument of collecting research data used is questionnaires using Likert scale. The criterion criterion reference used is benchmark reference assessment. The results showed that the context, input, and processing process of the cement paper waste processing training process were in good category. Meanwhile, product aspect of cement paper waste processing training program is in bad category. The training program for cement paper waste treatment can be continued by modifying / improving the components of the training program especially on the product component because the most notable deficiency lies in the product aspect ie the inability of the program organizers in marketing the skill results of the trainees. How to Cite: Irwan, M. (2017). Evaluasi program pelatihan keterampilan mengolah limbah kertas semen pada PKBM Cahaya Kota Binjai.JPPM (Jurnal Pendidikan dan

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“…Youth participation in leadership activities is understood by means of engaging youth in social activities, teamwork, building self-esteem, confidence, planning and organizing community welfare issues. Children of all ages can take leadership roles; however, research concerning leadership development has focused almost exclusively on adult leadership, and there is a gap in the literature with regard to how we should develop young leaders [1][2][3][4][5][6][7][8]. Wingenbach and Kahler [9] suggest that secondary school students have the ability to develop leadership skills by means of decision-making, getting along with others, learning the organization of self, selfawareness, and working with groups through taking part in many youth leadership organizations in school and/or community activities.…”

Section: Introductionmentioning

confidence: 99%

Factors Influencing Youth Participation in Leadership in Secondary Schools in Iringa Municipality, Tanzania

Mamuya

Mokaya²

2023

AJEBA

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Youth participation in leadership activities is a continuous discussion to emphasize in our Tanzanian community. There are limited research findings on factors contributing to youth participation in leadership in secondary schools. This results in a lack of confidence, communication skills, leadership skills, team working, and social participation among the students. Therefore, the study examined the factors influencing youth participation in leadership in secondary schools in Iringa Municipality. The study researcher adopted an explanatory research design to conduct the study. The covered a sample of 300 respondents drawn from a target population of 1400 students of secondary schools in Iringa Municipality. Data analysis was done by use of descriptive and inferential statistics; frequencies, percentages, correlation, and multiple regression. The study revealed that; social influence, social media, and civic education have a positive but weak relationship with youth participation in leadership in secondary schools in Iringa Municipality. This is because the correlation coefficients (r) on the relationship between social influence, social media and civic education with youth leadership participation were 0.159, 0.139, and 0.099 respectively which shows positive significance but weak. This is because in estimating the required relationship the results yielded p values greater than 0.05 which justify insignificant contributions. The practical implication is that these constructs should be improved in their application in order to provide a significant contribution to youth leadership in Iringa Municipality. Based on these results, the researcher recommends advanced policies and division of resources to address youth marginalization in the distribution of opportunities for leadership participation. The resources to be addressed should cover both financial and non-financial resources. The study also recommends that schools should encourage leadership skills, mentoring, and trainings across all activities and programming to advance youth’s self-confidence, agency, and voice to advocate for their issues and engage in civic discussions.

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Adding Focused Life Skills Training to a Civic Engagement Program to Boost Life Skills Competencies in Youth

Cited by 3 publications

References 13 publications

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

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

Evaluasi program pelatihan keterampilan mengolah limbah kertas semen pada PKBM Cahaya Kota Binjai

Factors Influencing Youth Participation in Leadership in Secondary Schools in Iringa Municipality, Tanzania

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