The effect of life skills training with health literacy strategies on self-esteem and self-efficacy in female students during puberty

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Sara Jafarigiv ◽  
Nooshin Peyman
Keyword(s):  
Health Literacy ◽  
Self Efficacy ◽  
Life Skills ◽  
Intervention Group ◽  
Skills Training ◽  
Self Esteem ◽  
Female Students ◽  
Life Skills Training ◽  
Literacy Strategies ◽  
Significant Difference

Abstract Background Puberty is a sensitive period of life for developing specific skills and knowledge and acquiring abilities and attributes that are essential for managing emotions and assuming adult roles. Thus, this has implications for health educational programs to responses to the experimentation and exploration that takes place during puberty. Objectives This study aimed to examine the effect of life skills training using health literacy strategies on self-esteem and self-efficacy in adolescent female students. Methods This was a semi-experimental study with intervention-control groups performed on 96 female students (7th grade of high school) in Mashhad, Iran from January 2017 to Jun 2017. The sampling method was a multi-stage random sampling. The samples were divided into two groups: an intervention group and a control group (each one having 50 subjects) through the simple randomized approach. Data collection tools used were the Coopersmith Self-esteem Questionnaire and Sherer’s Self-efficacy Questionnaire. Life skills training for the intervention group consisted of five sessions of theoretical training and workshops with role play and were designed based on health literacy strategies. The pretest, posttest and follow-up (3 months after the intervention) was conducted for both groups. Data analysis was performed using SPSS 19 software (t-test, Mann-Whitney, chi-square (χ2) and repeated data analysis). Results Before the intervention, there was no significant difference between the two groups in terms of self-esteem score (p = 0.70) and self-efficacy (p = 0.10), but immediately after training, as well as 3 months later, a significant difference was found between the two groups (p < 0.001). Conclusion Based on the findings, life skills educational interventions based on health literacy strategies could promote the self-esteem and self-efficacy abilities among female students during puberty.

scholarly journals Studying the Effectiveness of Prevention Training Program of Drug Abuse on Reducing Risk Factors in Soldiers and Staffs

2018 ◽  
Vol 10 (1.SP) ◽  
pp. 20
Author(s):  
Parviz DABAGHI ◽  
Seyyed-Javad HOSSEINI-SHOKOUH ◽  
Reza SHAHRABADI
Keyword(s):  
Risk Factors ◽  
Drug Abuse ◽  
Training Program ◽  
Life Skills ◽  
Intervention Group ◽  
Skills Training ◽  
Demographic Variables ◽  
Control Group ◽  
Significant Difference ◽  
Prevention Training

Background and objective:    Drug abuse is one of the diseases that are highly dependent on individual behaviors and social interactions. This disease can be created in places like military garrisons due to their relationship with such behaviors. Therefore, soldiers and staffs are at risk of drug abuse. The aim of this study was to determine the effect of prevention training program of drug abuse on reducing risk factors in soldiers and staffs in Iran.Methods:In this quasi-experimental interventional study, 392 soldiers and staffs in two military garrisons in Khorasan Razavi (Intervention group 242 and control group 150) were randomly conducted to training program. The data collection tools were questionnaire of identifying people in risk of addiction, life skills questionnaire and demographic variables. The questionnaires were completed as self-report. Educational content was consisted of seven training sessions (60-minute) that only applied in the intervention group. 45 days after the last training session, educational software was distributed as a reminder in the intervention group. The two groups were followed up three months after the intervention. Finally, the data were analyzed using SPSS version 16.Results:  The findings showed that there was no significant difference between the two groups in demographic variables (Pvalue>0.05). The mean scores for risk factors on drug abuse after training program (Depression and feeling of inability, Positive attitude toward drug abuse and Anxiety and fearing of others) were significantly improved in the intervention group (Pvalue<0.05). Also, life skills variables except the problem solving skill (Pvalue>0.05) had a significant change after intervention in the intervention group (Pvalue<0.05).Conclusion:The findings indicated that the prevention training program of drug abuse based on life skills training could reduce the risk factors of drug abuse for soldiers and staffs in military garrisons.

scholarly journals uberty Health Education and Female Students’ Self-efficacy

2019 ◽  
Vol 5 (4) ◽  
pp. 231-238
Author(s):  
Simin Khatirpasha ◽  
◽  
Marhamat Farahani-Nia ◽  
Soghra Nikpour ◽  
Hamid Haghani ◽  
...  
Keyword(s):  
Public Schools ◽  
Health Education ◽  
Self Efficacy ◽  
Intervention Group ◽  
Female Students ◽  
Control Group ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
General Self Efficacy

Background: Adolescence is an essential period in every human’s life. The lack of knowledge on puberty issues may adversely impact an adolescent’s future mental health and self-efficacy. The present study aimed to determine the effect of puberty health education on the general self-efficacy of female students. Methods: This was a quasi-experimental study with a pre-test; post-test and a control group design. This study was conducted on 100 female students of public schools with the onset of menstruation in 2018 in Ghaemshahr City, Iran. To prevent data contamination, the control group was selected from another similar public school. The required data were collected by Sherer General Self-efficacy Questionnaire and analyzed by SPSS using statistics, including mean, standard deviation, Chi-squared test, Fisher’s Exact test, one-way Analysis of Variance (ANOVA), and Paired Samples t-test. Results: The study groups were matched for demographic variables except for the mother’s age (P=0.01) and father’s education (P=0.001). Self-efficacy was not low in any of the groups before and after the training. Mean±SD pre-training self-efficacy scores in the intervention (63.68±9.72) and control (65.3±8.78) groups were not statistically significant (P=0.69). Comparing the students’ self-efficacy mean Pre-test-Post-test scores revealed a significant difference in the intervention group (P=0.017); however, there was no significant change in the control group (P=0.284) in this respect. Comparing between-group mean self-efficacy changes concerning before and after the intervention values suggested no significant difference (P=0.294). Conclusion: Puberty health education was effective in promoting the explored female students’ self-efficacy. Accordingly, it is recommended to include puberty education in female students’ courses. In addition, community health nurses are suggested to include this training in their programs.

Effect of life skills training on fear of negative evaluation and self-image among school adolescents

2018 ◽  
Vol 9 (01) ◽  
Author(s):  
Sreehari R. ◽  
Juble Varghese ◽  
Joseph Thomas R.
Keyword(s):  
Psychosocial Development ◽  
Life Skills ◽  
Skill Training ◽  
Skills Training ◽  
Self Esteem ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Life Skills Training ◽  
Self Image ◽  
Quasi Experimental

Fear of Negative Evaluation and issues with self-image could be two potential threats to school adolescents. A great deal of research has described associations between fears of negative evaluation self-image among adolescents which will, in turn, affect the psychosocial development of adolescents. From the extensive review of the literature, it can be concluded that life skills training is an effective tool to deal with a range of adolescent's issues. The main objective of this study is to assess the effect of life skill training on fear of negative evaluation and self-image among school adolescents. The current study is a quasi-experimental study conducted among 47 school adolescents who score low in self-esteem scale. The study indicates that life skills training were very effective in dealing with the fear of negative evaluation and self-image.

scholarly journals Effectiveness of life skills training on increasing self-esteem of high school students

2011 ◽  
Vol 30 ◽  
pp. 1043-1047 ◽  
Author(s):  
Esmaeilinasab Maryam ◽  
Malek Mohamadi Davoud ◽  
Ghiasvand Zahra ◽  
Bahrami somayeh
Keyword(s):  
High School ◽  
High School Students ◽  
Life Skills ◽  
Skills Training ◽  
Self Esteem ◽  
Life Skills Training ◽  
School Students

scholarly journals First results on the efficacy of a digital life-skills program for substance use prevention

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
R Paz Castro ◽  
S Haug
Keyword(s):  
Substance Use ◽  
Secondary School ◽  
Mobile Phone ◽  
Life Skills ◽  
Intervention Group ◽  
Skills Training ◽  
Text Messages ◽  
Substance Use Prevention ◽  
Life Skills Training

Abstract Background Life-skills trainings conducted within the school curriculum are effective in preventing the onset and escalation of substance use among adolescents. However, their dissemination is impeded due to their large resource requirements. Life-skills training provided via mobile phones might represent a more economic and scalable approach. Methods The efficacy of a mobile phone-based life-skills training to prevent substance use among adolescents is currently tested in comparison to an assessment only control group, within a cluster-randomised controlled trial with follow-up assessments after 6 and 18 months. The fully automated program is based on social cognitive theory and addresses self-management skills, social skills, and substance use resistance skills. Participants of the intervention group receive up to 4 individually-tailored text messages per week for a period of 6 months. The study started in 2019 and aims for 1,312 study participants between the ages of 14 and 16 years from approx. 100 secondary school classes in Switzerland. Outcomes are 1) problem drinking, 2) cigarette smoking, 3) perceived stress and 4) interpersonal competences. Results So far, 1'611 students within 88 secondary school classes were invited to participate in the study. Of these, 1,450 (90.0%) consented to participate. To date, 24 out of 726 (3.3%) participants of the intervention group discontinued the program and 945 (65.2%) were invited for 6-month follow-up. Of these, 752 (79.6%) completed the assessment. Preliminary analyses showed a beneficial effect of the intervention for the subscale negative assertion, assessed by the brief version of the Interpersonal Competence Questionnaire. Conclusions A large proportion of adolescents participated in this first study testing the efficacy of a mobile phone-based life-skills training for substance use prevention and the majority of them participated at 6-month follow-up. Key messages A novel, mobile phone-based life-skills training seems widely accepted by secondary students. Given its effectiveness, it could be economically implemented within secondary schools.

Effect of life skills training on physical activity patterns amongst school adolescents in Delhi: a non-randomized interventional study

2014 ◽  
Vol 26 (4) ◽  
pp. 575-583 ◽  
Author(s):  
Tanu Anand ◽  
Gopal Krishna Ingle ◽  
Gajendra Singh Meena ◽  
Jugal Kishore ◽  
Sangita Yadav
Keyword(s):  
Physical Activity ◽  
Life Skills ◽  
Vigorous Physical Activity ◽  
Activity Patterns ◽  
Intervention Group ◽  
Physical Activity Behavior ◽  
Skills Training ◽  
Control Group ◽  
Interventional Study ◽  
Life Skills Training

Abstract Background: Effect of life skills on physical activity behavior of adolescents is little explored. Objective: To assess impact of life-skills training on the level of physical activity amongst adolescents. Methods: A nonrandomized interventional study with a control group. All students studying in Class IX and XI of two schools in Delhi were included. Data was collected at baseline, 15 days and 3 months after the life-skills training. Two life-skills training sessions were conducted for each standard following collection of baseline data. Results: There were 180 students in the intervention and 183 students in the control group. A significant increase was noted in the level of light-moderate, vigorous physical activity, and stretching and strengthening exercises (p<0.001) in an intervention group over the period of 3 months following the training. The number of students enrolled in physical education classes also increased. Conclusions: A skills-based approach helped to improve the level of physical activity amongst the school adolescents.

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