Life Skills Education for Youth in Developing Countries: What Are They and Why Do They Matter?

Murphy‐Graham, Erin; Cohen, Alison K.

doi:10.1007/978-3-030-85214-6_2

Cited by 15 publications

(14 citation statements)

References 35 publications

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“…This skill will contribute to health by helping individuals identify and assess factors that influence attitudes and behavior, such as values, peer pressure, and the media [15]. To promote health through life skills, individuals need to understand information or knowledge correctly and have cognitive skills so that they are able to think critically in every phase of their lives [13]. Individuals with higher critical thinking skills reported fewer negative life experiences.…”

Section: Resultsmentioning

confidence: 99%

“…These cognitive life skills are processes that occur in every human brain and are influenced by the psychosocial competencies they already have, so they will help when a person has to think about deciding something in his/her life, including the decision to have sexual intercourse or remain abstinent. Adolescents with healthy cognitive skills will be able to think critically and make the right decisions regarding their health [13]- [16].…”

Section:  Issn: 2252-8806mentioning

confidence: 99%

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Critical thinking and decision-making skills regarding reproductive health among pupils in Central Java

Widjanarko

Indraswari

Handayani

et al. 2023

IJPHS

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Many teenagers are entangled in promiscuity which results in unwanted pregnancies, early marriages, or abortions. How a teenager decides something in their life is influenced by their previous experience and environment. This study aims to determine the critical thinking and decision-making skills of pre-adolescence children in terms of reproductive health. This research is a cross- sectional study conducted on 12,689 pupils in Semarang, Central Java Province, Indonesia. The proportion of respondents based on sex and grade is quite balanced. As many as 49% of the pupils lack knowledge and a permissive attitude (52.5%) about reproductive health. Of 50% of pupils have low critical thinking skills and only 61.4% have good decision-making skills. Girls have better critical thinking skills than boys (p=0.004). Knowledge affects critical thinking and decision-making skills in pupils (OR=1.2). Pupils who can think critically tend to have good decision-making skills (p<0.001, OR=5.1). Decision-making skills in children are influenced by critical thinking skills. Both are influenced by knowledge. The health and education offices need to collaborate to increase pupils’ health and reproductive knowledge.

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Section: Resultsmentioning

confidence: 99%

Section:  Issn: 2252-8806mentioning

confidence: 99%

Critical thinking and decision-making skills regarding reproductive health among pupils in Central Java

Widjanarko

Indraswari

Handayani

et al. 2023

IJPHS

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“…Por ejemplo, estas habilidades se vinculan a la mejora del logro académico (Arias Ortiz et al, 2017;Marcos Sánchez y Diéz González, 2017;OECD, 2021a;Outes & Sánchez, 2017;Treviño et al, 2019); la reducción de la deserción (Heller et al, 2016); la disminución de la violencia (Heller et al, 2016;Ramos et al, 2007); y el incremento de la empleabilidad (Bassi et al, 2012;Cunningham et al, 2016;Kautz & Heckman, 2014;OECD, 2021a;Székely, 2015;The World Bank, 2011). Con la crisis por COVID-19, el bienestar socioemocional, la salud mental y las habilidades socioemocionales han recobrado mayor interés en la escuela como parte del desarrollo integral del niño, niña y adolescente, y se constituyen como parte esencial de la formación inicial y en servicio del docente (Murphy-Graham & Cohen, 2022;Unesco, 2021a).…”

Section: Introductionunclassified

“…Considerando esto, organizaciones internacionales han venido diseñando marcos de referencia para orientar el desarrollo y evaluación de estas habilidades (Arias et al, 2020;Ríos et al, 2022;Unesco, 2021a). No obstante, si bien existe un consenso sobre la importancia de las habilidades socioemocionales, este se disipa cuando se aborda su definición y terminología (Murphy-Graham & Cohen, 2022;Unesco, 2021a). Un reflejo se encuentra en los currículos nacionales.…”

Section: Introductionunclassified

Habilidades Socioemocionales para la Escuela Rural del Perú: Aportes Empíricos basados en enfoques Emic y Etic

Céspedes

Castro²

2023

rpie

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La creciente atención al desarrollo de las habilidades socioemocionales desde principios de siglo ha llevado al desarrollo de diferentes marcos de referencia que impulsan, a su vez, la evaluación del desarrollo socioemocional en la educación. Uno de los desafíos está relacionado con el uso de marcos de referencia de un contexto específico -generalmente el occidental- como propuestas universales para todo contexto cultural. Este artículo tiene como objetivo brindar una contribución empírica a la discusión sobre el uso colaborativo de los enfoques emic y etic en la evaluación e investigación de las habilidades socioemocionales, a partir del análisis de dos estudios realizados con estudiantes de escuelas rurales que participaron en un programa educativo. En el primer estudio, bajo un enfoque etic, 2485 estudiantes de escuelas secundarias públicas ubicadas en zonas rurales de Piura y Ayacucho respondieron un conjunto de escalas tipo Likert para evaluar una propuesta teórica de diez habilidades socioemocionales. En el segundo estudio, siguiendo un enfoque emic, se entrevistó a 65 estudiantes de escuelas secundarias públicas ubicadas en zonas rurales de Piura y Cusco sobre sus percepciones sobre las habilidades socioemocionales valoradas como importantes para el estudio y el trabajo. Los resultados muestran la existencia de habilidades socioemocionales comunes entre los enfoques emic y etic, así como algunas habilidades que son importantes para las comunidades y no son consideradas en el marco conceptual que orientó el enfoque etic en la investigación.

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“…Since secondary education is becoming more mainstream in developing countries, most life skills education programs target adolescents. [ 3 4 ] Considering that adolescence is a time of rapid biological, psychological, and social change, this is no surprise. A global evaluation of life skills education programs found that there is strong evidence that such programs develop relevant knowledge, skills, and attitudes among youth, both in thematic risk areas and in general psychosocial competence.…”

Section: Introductionmentioning

confidence: 99%

Acceptability and feasibility of the Heartfulness Way: A social-emotional learning program for school-going adolescents in India

Shinde¹,

Pereira²,

Khandeparkar³

2022

Indian J Psychiatry

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Background: The interest in life skills education programs in schools is growing. Yet, there is limited evidence on implementation indicators for such programs in low-income countries. Aim: We present a qualitative evaluation of the acceptability and feasibility of the Heartfulness Way program—a secondary school-based social-emotional program, based on mindfulness techniques delivered by teachers in India. Methods: This qualitative study collected data from 12 schools in four Indian cities, namely, Chennai, Hyderabad, Prayagraj, and Pune. Data collection included focus group discussions with adolescents ( n = 24) and teachers ( n = 12), semistructured interviews with school principals ( n = 12), program delivering teachers ( n = 7), and program staff ( n = 4). A thematic analysis was performed using NVivo 12. Results: Overall, the mindfulness-based classroom curriculum was strongly supported by participants. Acceptability was determined by positive responses, prosocial behavior, self-acceptance, and supportive bonds, according to students. Several themes of perceived benefits of the program including, improved relationships among peers and between students and teachers were identified. In general, the teachers’ interviews indicated that there was a high level of satisfaction with the training and curriculum provided by the program. Teachers were able to provide high coverage (75%–80%) of the program activities, but several potential barriers were also identified, including insufficient training for teachers and the need for direct supervision. Conclusion: The Heartfulness Way program, a social-emotional learning intervention, has shown strong support for acceptance and delivery by school communities. Future studies are needed to examine the effectiveness and cost-effectiveness of this program for improving the health and well-being of school-aged adolescents.

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Life Skills Education for Youth in Developing Countries: What Are They and Why Do They Matter?

Cited by 15 publications

References 35 publications

Critical thinking and decision-making skills regarding reproductive health among pupils in Central Java

Critical thinking and decision-making skills regarding reproductive health among pupils in Central Java

Habilidades Socioemocionales para la Escuela Rural del Perú: Aportes Empíricos basados en enfoques Emic y Etic

Acceptability and feasibility of the Heartfulness Way: A social-emotional learning program for school-going adolescents in India

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