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This open access volume critically reviews a diverse body of scholarship and practice that informs the conceptualization, curriculum, teaching and measurement of life skills in education settings around the world. It discusses life skills as they are implemented in schools and non-formal education, providing both qualitative and quantitative evidence of when, with whom, and how life skills do or do not impact young women’s and men’s lives in various contexts. Specifically, it examines the nature and importance of life skills, and how they are taught. It looks at the synergies and differences between life skills educational programmes and the way in which they promote social and emotional learning, vocational/employment education, and health and sexuality education. Finally, it explores how life skills may be better incorporated into education and how such education can address structures and relations of power to help youth achieve desired future outcomes, and goals set out in the Sustainable Development Goals (SDGs). Life skills education has gained considerable attention by education policymakers, researchers and educators as being the sine qua non for later achievements in life. It is nearly ubiquitous in global and national education policies, including the SDGs, because life skills are regarded as essential for a diverse set of purposes: reducing poverty, achieving gender equality, promoting economic growth, addressing climate change, fostering peace and global citizenship, and creating sustainable and healthy communities. Yet, to achieve these broad goals, questions persist as to which life skills are important, who needs to learn them, how they can be taught, and how they are best measured. This book addresses these questions.
A classroom-ready program of evidence-based lessons in (1) stress resilience, (2) self-awareness, (3) emotion regulation, and (4) healthy relationships. Transform school and classroom climate, increase teacher sustainability, and build invaluable life skills in students with four ready-to-implement units incorporating mindful movement, yoga postures, breathing techniques, and more. The evidence-based and trauma-informed Transformative Life Skills (TLS) curriculum offers educators 48 scripted, 15-minute lessons designed to require minimal preparation and fit neatly within the busy school days of a single academic semester. Recommended by CASEL, it benefits all five core competencies of Social and Emotional Learning.
“Ellen Galinsky—already the go-to person on interaction between families and the workplace—draws on fresh research to explain what we ought to be teaching our children. This is must-reading for everyone who cares about America’s fate in the 21st century.” — Judy Woodruff, Senior Correspondent for The PBS NewsHour Families and Work Institute President Ellen Galinsky (Ask the Children, The Six Stages of Parenthood) presents a book of groundbreaking advice based on the latest research on child development.
"Suicide is a significant problem for many adolescents in Native American Indian populations. American Indian Life Skills Development Curriculum is a course for high school students and some middle school students that is designed to drastically reduce suicidal thinking and behavior.
Welcome and thank you for expressing interest in this life-skills program. It is a faith-based discovery process with the fundamental purpose to help us understand and accept the truth of who we are, what we have become, how we got here, and if we are willing to make the necessary changes in our life to become who we want to be. Our challenge is to be boldly honest and truthful about our past to ourselves. Are we willing to make a commitment to persevere through the effort required to change into a new us? Are we willing to accept responsibility for our past and any accountability required to move forward? Part of this effort is setting and prioritizing goals and expectations, first with ourselves and our relationship with God, and secondly with those people who are on our bus--the people you associate with. Do you have the strength and courage to change the people who are on your bus and/or remove yourself from a bus you shouldn't be on?
The clearest guide yet to preparing today's students to succeed in a rapidly changing and increasingly complex world. Information societies—and life in general—require a host of skills beyond those found in the traditional school curriculum. Yet nearly a quarter of the way through the 21st century, educators are still looking for clarity on what these skills are and a comprehensive, whole-school model that explains how to teach and develop them; how to observe and assess them; and how to report learning progress to students, parents, and families. That wait is over. In Life Skills for All Learners, authors Antarina S. F. Amir and Thomas R. Guskey, collaborating with a team of practitioner colleagues at HighScope Indonesia Institute, share a comprehensive, classroom-tested framework for teaching, assessing, and reporting eight of education's new essential skills: * Meta-Level Reflection * Expert Thinking * Creativity and Innovation * Adaptability and Agility * Audience-Centered Communication * Synergistic Collaboration * Empathetic Social Skills * Ethical Leadership Packed with targeted learning activities, grade- and subject-inclusive examples, and skill-specific rubrics mapping a continuum of deliberate development from the earliest elementary years through high school graduation, this resource provides teachers, school leaders, and curriculum developers with the practical advice and inspirational guidance they need to set up all students for lasting success.
Nancy's Life Skills class has been very beneficial and impacting for the student-athlete's at Ball State University. Nancy provides real life lessons acquired from her many years of working with young adults in a variety of counseling settings. Additionally, many of the skills and techniques can be used with younger teens to help them cope with the myriad of issues confronted by young adults on a daily basis. Nancy is very passionate about the life skills that all young adults and teens need to function with their peers on a daily basis. David Land, Director of Athletic Compliance, Emeritus ________________________________________ "The student-athletes in our program have classified the Life Skills course instruction as one of their collegiate academic highlights. They comment on the excitement of the class instructor, the creativity of content, and the confidence the instructional materials contribute to their post-college experience." Kelly Packard, Head Women's Basketball Coach, Ball State University ________________________________________ "Professor Harper's life skills course is a necessity for the overall development and education of our student-athletes. We encourage every one of our young players to take advantage of this opportunity." Pete Lembo, Head Football Coach, Ball State University _____________________________________________________________________________ The Life Skills component of an education is as important as any that we can teach. It helps our young people deal with real life situations that will allow them to grow as students, athletes and people. Tim Buckley, Assistant Basketball Coach, Indiana University ________________________________________ The Life Skills class has taught me so much. Even two years later, I found myself in a particular situation and I remembered what was taught me in this class. Ethan W. Hall, student athlete at Ball State University. ________________________________________ "Nancy has done a tremendous job of helping our basketball student-athletes adjust to college life with their Life Skills class. Nancy's ability to relate, engage, and mentor the student-athletes in their transition to college independence allows me to focus more of my time on their athletic development. The Life Skills class is an absolute must for my student-athletes!" Billy Taylor, Head Men's Basketball Coach, Ball State University ________________________________________ Quality Correctional Care: Specializing in the assessment and care of inmates with medical, mental and addiction disorders. Dr. Frank Krause, H.S.P.P. C.E.O.
Curriculum that showcases functional life and academic skills.A highly structured, comprehensive curriculum that allows students to work toward independence by learning functional life and academic skills. Following this program, students build a portfolio they take with them through the grades as they approach graduation.