Developing a Conceptual Framework for Life Skills Interventions

Abstract

The purpose of the article is to outline a comprehensive conceptual framework for life skills interventions by integrating aspects of Basic Needs Theory (BNT) and Life Development Intervention (LDI). In particular, we advocate the integration of (a) the three basic psychological needs of autonomy, competence, and relatedness and (b) the needs-supportive motivational climate from BNT with the LDI framework. When these basic psychological needs are satisfied, people experience positive psychological development and optimal psychological well-being-the stated outcome goals of most life skills programs. Without the development of a conceptual framework, it is difficult to determine whether individual life skills interventions achieve optimal psychological well-being. By developing this framework, we seek to identify and articulate the key underlying psychological mechanisms (i.e., basic needs of autonomy, competence, and relatedness) that contribute to optimal human functioning and positive psychosocial development in all life skill programs. The implications for counseling psychologists' research and practice are also considered.

Veterans’ Perspectives on the Psychosocial Impact of Killing in War

“…Such advocacy is consistent with the field's emphasis on social action and community engagement (Carr, Bhagwat, Miller, & Ponce, 2014;Danish et al, 2007;Hodge, Danish, & Martin, 2013;Hoffman & Kruczek, 2011;Vera & Speight, 2003). Here, there is an obligation not only to connect veterans with other veterans, but also to create the opportunity for civilians and veterans to engage one another in meaningful, nonjudgmental discussions about the significance of war and the impact of war's violence.…”

Exploring the perceived effectiveness of a life skills development program for high-performance athletes

“…A similar point has been echoed by Hodge, Danish, and Martin (2013) stating that most evaluations of life skills interventions give "no indications that either knowledge can be applied or that the selfbeliefs resulted in actual behaviour change" (p. 1131). Another gap in the literature on life skills interventions is the inclusion of high level performance athletes, and this is a strength of the current study.…”

Exercise and children's cognition: The role of exercise characteristics and a place for metacognition

“…Theories developed by experimental psychologists 61e63 and neuroscientists 64 have led researchers to develop laboratory methods that focus on factors that affect an individual's attention and effort during tests of "on-line" processing. Theories developed by cognitive-social psychologists 65,66 focus on factors that underlie individuals' sense of self and beliefs concerning the likelihood of achieving short-and long-term goals. These theories may be helpful to explain how exercise impacts children's metacognitive processes.…”