articles, opinions, and research about teaching and learning

What is the Life Skills Approach?

The challenges facing young people today have changed significantly from those
affecting previous generations; some simply did not exist before, and others have
intensified or become more complex — for example, HIV/AIDS and other sexually
transmitted diseases, alcohol, tobacco and other drug use, war and political
instability, also unemployment, sexual and other forms of exploitation, and
discrimination in its many forms.

The causes of these problems are complex and multifaceted, and so they are
unlikely to be solved quickly or simply. As part of a comprehensive, multi-
strategy approach, a life skills approach may help to contribute to a reduction in
the harm associated with these issues, and to maintaining and promoting healthy
lifestyles.

The Life Skills Approach refers to

the interactive process of teaching and learning which focuses on acquiring

knowledge, attitudes and skills which support behaviours that enable us to take
greater responsibility for our own lives; by making healthy life choices, gaining
greater resistance to negative pressures, and minimising harmful behaviours.

Where did the life skills approach come

from?

The life skills approach has evolved from a

number of influences, and indeed the basic
approach may be utilised under a variety of
other names, not just as the catchy brand name
of ‘life skills’. At its simplest, the life skills
approach is simply good interactive educational
methodology which focuses on more than just
information. Although useful in more contexts
than that of health alone, an important influence
has been adolescent health behavior research and practice, in areas such drug use
and HIV/AIDS related risk. A major finding reinforced across these extensive field
is that information is necessary but not sufficient to develop or change
behaviors. To have an impact on behaviour, information based approaches need
to be combined with attitudinal and interpersonal skills, known as ‘life skills’, which
has become a kind of brand name for this approach.

What distinguishes the life skills approach from others?

Life skills as a teaching-learning approach is specifically designed to enhance
efforts to positively develop or change behaviour, especially related to well being
and healthy functioning in society. This focus on behaviour change as a primary
objective distinguishes life skills from other approaches, such as information only
approaches which are used for simple information acquisition but are not generally
effective in making an impact on behaviour.

A second distinguishing factor of the life skills approach is the existence of a

balance of three components: (i) Knowledge or information, (ii) Attitudes and
values and (iii) (life)Skills as the most effective method of developing or changing
behaviors. This skill component consists of interpersonal and psycho-social skills
such as assertion, negotiation, decision making, empathy building, values
clarification, stress and coping skills. Whereas information acquisition strategies
might focus mainly on the knowledge component, the life skills approach
encompasses and balances all three of these components (K.A.S.).

Practical experience shows that behaviour is substantially more difficult to change

and requires more intensive approaches than knowledge and attitude change.
While information is necessary for behavior change it is not sufficient to be
effective, primarily because the necessary balance of all three essential
components (KAS) is not achieved. The goal of the life skills approach is to
promote healthy, sociable behaviour and to prevent or reduce risk behaviours, as
well as make an impact on knowledge and attitudinal components.

A third distinguishing factor: Challenge to education systems &

assessment

An assumption is made here that some behaviours need to change because they
are associated with significant risks related to the challenges mentioned above. As
such, the goal of the life skills approach is to make an impact on these risk
behaviours. Education systems have not typically focused on behaviour change in
this way, and very often aspire to changes in knowledge alone. A history of
content or knowledge focus in education systems presents a significant challenge
to advocating for, and implementing life skills approaches. In this context the
higher goal is behaviour change, and so the life skills approach is distinct in not
presenting all the information that there is to know about a topic, but rather,
presents only that information considered necessary to influencing attitudes and
achieving the higher goal of reducing risk behaviours and promoting positive
behaviour. A direct consequence of achieving this overall goal is the achievement
of positive outcomes in terms of knowledge, attitudes and values and intermediate
skills.

Additional Resources and Information

Handouts Explaining the Life Skills Approach

A series of Handouts has been prepared to help communicate key elements of the

approach. These pages can be used to increase your own expertise or to advocate
for the implementation of a Life Skills Approach in your school system. The Talking
Points provide a rationale for each of the handouts.

Interviews with Teachers using the Life Skills Approach

Two interviews were conducted for the Teachers Talking Forum by Dr. Phan Thi Le
Mai with teachers using the approach. Mrs. Trinh Thuy Nga shares her experiences
at the Cao Xanh Primary school. Mrs. Mai Bich Nga of the Hong Hai lower
secondary school offers her perspective. Both schools are located in suburban Ha
long city, Quang Ninh province.

Sona Karapetyan compiled evaluation feedback from teachers who have begun

using the Life Skills approach in Armenia. This was posted in July, 2000, and it
shares teacher experiences, student achievement, and parental responses.

Primary UNICEF Resource on the Life Skills Approach

Skills-based Health Education to prevent HIV/AIDS
"Life skills based health education focuses on sharing knowledge, attitudes
and skills which support behaviours that help young people take greater
control of their lives -- by making healthy life choices, gaining greater
resistance to negative pressures, and minimising harmful behaviours."

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Last revised September, 2001
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