Life skills education: a coping strategy against substance abuse

Substance abuse has been a topic of discussion for healthcare professionals. It involves using harmful or hazardous psychoactive substances that, if administered into one's system, can affect the mental processes. Consumption of these substances leads to societal as well as health problems among its users there by indirectly affecting their families too. These substances mainly include alcohol, tobacco, opiates, cocaine, amphetamines, hallucinogens, prescription and over-the-counter drug abuse.1,2 According to the world drug report 2020 by United Nations Office on Drugs and Crime (UNODC), there are about 35 million people who suffer from drug use disorders and require treatment services globally.2 In India, the substance abuse epidemic in the younger generation has increased rapidly. The crucial factors which lead to these problems involve familial, social as well as individual problems. Familial issues may involve childhood maltreatment or familial substance abuse. Similarly, social issues involves deviant peer pressure and association with popular groups in order to prevent from being bullied. Individual factors which might lead to substance abuse includes depression and attention deficit hyperactivity disorder (ADHD).3 Its prevalence at the national level varies for different substance abuse forms, accompanied by drastic regional variations. Issues regarding treatment access and adherence concerning substance user disorders (SUD) already existed. Due to the current COVID-19 situation, drastic social and economic changes have further worsened the situation. So in this regard, newer strategies have to be brought up in place.4 It has been found that life skills education is one of the most influential activities in school-based substance abuse prevention.

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PERCEPTION OF MAJOR STAKEHOLDERS OF SECONDARY SCHOOLS ON LIFE SKILLS EDUCATION

Scholarly Research Journal for Humanity Science & English Language ◽

10.21922/srjhsel.v9i46.1545 ◽

2021 ◽

Vol 9 (46) ◽

pp. 11348-11354

Author(s):

Sk Samsul Alli

Keyword(s):

Secondary Schools ◽

Life Skills ◽

Group Discussion ◽

Peer Pressure ◽

Government Support ◽

Thick Description ◽

Teaching Learning ◽

Tools And Techniques ◽

Skills Education ◽

Life Skills Education

The present study titled, “Perception of Major Stakeholders of secondary schools on Life Skills Education” was conducted to: (i) ascertain the perception of major stakeholders of secondary schools education such as- headmasters, teachers, students and parents with reference to the dimensions of life skills education such as- psychological abilities; interpersonal skills that help people take decisions, solve problems, think critically, communicate effectively, build healthy relationship, empathize with others, and cope with the stress and strain ultimate aim of the study was, however, to explore the perception of stakeholders for improvement LSE among the students. Four different tools and techniques were used for data collection such as-questionnaire, interview schedule, focus group discussion. The data were analysed qualitatively as well as quantitatively technique like-percentage analysis was done and thick description under qualitative technique. The study examined that lack government support and ineffective teaching learning materials. Challenges faced by headmasters of each school such as, lack of funds , negative peer pressure, lack of interest among student, lack of time, lack of teaching staffs. Majority of teachers reported that LSE lessons were not taught at all in their school. Some teachers responded that the lesson of life skills education was scheduled only once in a week, might be due to adequate time and material in the schools. While only 9 (22.5%) indicated that they were taught twice in a week. Majority of parents (76%) were said that life skills education is essential to make the child feel self-reliant in his work and duties and 17(68%) were responded that life skills education was all about to make an individual to deal effectively with confronting day to day situations. Majority of students expressed that they were not aware of about the concept life skills and importance of LSE this might be possible due to the fact that most of the teachers and headmasters of schools were not concerned about the importance of LSE.

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Substance Abuse and Life Skills Education among Youth in Lunglei District, Mizoram

Senhri Journal of Multidisciplinary Studies - Spring ◽

10.36110/sjms.2019.04.02.005 ◽

2019 ◽

Vol 4 (2) ◽

pp. 42-57

Author(s):

C. Lalengzama ◽

Hoselin Lalmuansangi

Keyword(s):

Substance Abuse ◽

Educational Level ◽

Life Skills ◽

Drug Users ◽

Real Life ◽

Control Society ◽

Skills Education ◽

The Relationship ◽

Life Skills Education ◽

State Aids

Substance abuse includes any substance used in a patterned format related with disorder where the user takes substances which are harmful physically, mentally because of the amounts or methods for themselves or others. The substance focused in the present study is confined mainly to consumption and abuse of alcohol and drug. The prevalence of substance abuse among youth occurred at an alarming rate in Mizoram. As per the report of Mizoram State Aids Control Society (MSACS) revalidation, March 2013 there are about 10,750 regular injecting drug users in Mizoram. One of the assumed causes of substance abuse is low life skills of youths they lack the ability to face and adapt to real life demands and facing life with effective positive behaviour which is found to be more among broken family and low educational level. The present paper discusses low level of life skills education as one of the major causes of substance abuse and explained the relationship between substance abuse and life skills education among youth in Mizoram.

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Adolescent Empowerment through Life Skills Education

International Journal of Indian Psychology ◽

10.25215/0303.189 ◽

2016 ◽

Vol 3 (3) ◽

Author(s):

Mr. Sulfikar C

Keyword(s):

Economic Growth ◽

Young People ◽

Life Skills ◽

Social Issues ◽

Well Being ◽

Women And Children ◽

Information Skills ◽

Skills Education ◽

Mental Well Being ◽

Life Skills Education

In the age of rapid globalization, industrialization, economic liberalization, expansion of information technology and rise in consumerism, the children and especially adolescents are exposed to lot of psycho social issues. Adolescents aged 10–19 years constitute about one-fourth of India’s population and young people aged 10–24 years about one-third of the population. This large cohort of young people represents a great demographic dividend with the potential to contribute to India’s economic growth and development. Violence and hostility are the hall marks of day today living and women and children are the worst affected section of the society. Changes in social, moral, cultural and religious values have made life stressful for children especially for adolescents. This can be observed in the rise of crime and suicide rates etc. Stress faced by children and adolescents are enormous and life skills are essentially those abilities that help to promote mental well-being and competence in young people for to challenge the diversities and ensure their empowerment. In order to realize this potential to the fullest, young people must be healthy, educated and equipped with information skills and confidence that would enable them to contribute to their communities and the country’s socio-economic growth. In the present paper the investigator goes through the importance of life skills, various life skills and adolescent’s empowerment through the life skills based education.

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LIFE SKILLS EDUCATION FOR SCHOOL DROP OUTS IN TAMAN SARI, DISTRICT BOGOR REGENCY

DISEMINASI: Jurnal Pengabdian kepada Masyarakat ◽

10.33830/diseminasi.v1i2.951.2019 ◽

2019 ◽

Vol 1 (2) ◽

pp. 46

Author(s):

Stefani Nawati EKORESTI

Keyword(s):

Life Skills ◽

Economic Value ◽

Skills Training ◽

Poor People ◽

Housing Conditions ◽

The Cost ◽

Skills Education ◽

Work Done ◽

Drop Outs ◽

Life Skills Education

Taman Sari Sub-District, Bogor Regency has the potential for fertile soil. But these lands have not been tilled properly. Narrow housing conditions, especially for poor people, do not allow residents to plant crops. Causing the lack of consumption of vegetables; which causes residents become easily sick. In addition, there is also a lot of plastic waste, especially bottled drinking water and other things that come from tourists and fishermen who have not been processed. This condition gave rise to the idea to provide life skills training in making vertical gardens, hydroponic plants and waste management. Besides the need for makeup and haircutting skills also needed especially for orphans fostered by Yasayan Usawatun Hasanah. Community Service Activities (PkM) aims to foster community awareness of the cleanliness of the environment and empower citizens to be more creative and entrepreneurial. Therefore, in addition to the types of activities requested by the residents, UPBJJ-UT Bogor will also teach about identifying the economic value of the work done in the form of determining the cost of goods sold / production. This activity was attended by 50 orphans and it ran smoothly and successfully. Now orphans already have life skills that hope can lift their economy.

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Developing the management models of life skills education in order to deal with climate change and disaster prevention for students in the ethnic minorities boarding high school in the current period - The status and solutions

Tạp chí Nghiên cứu dân tộc ◽

10.25073/0866-773x/129 ◽

2018 ◽

Author(s):

Le Thi Nhu Quynh

Keyword(s):

Climate Change ◽

Natural Disaster ◽

Ethnic Minorities ◽

Life Skills ◽

Disaster Prevention ◽

Current Period ◽

And Behavior ◽

Attitudes And Behavior ◽

Skills Education ◽

Life Skills Education

Life skills education to deal with the climate change and management of natural disaster prevention for students in ethnic minorities boarding high schools are very necessary nowadays. Based on educational activities of life skills, we establish and develop the awareness, attitudes and behavior for students, help them to find the causes and consequences of climate change and the natural disaster so that they shape attitudes and behavior of themselves in adaptation and mitigation due to climate change and natural disasters, as well as conscious propaganda for everyone to perform, toward a better life, a civilized society, meet overall educational goals during the current period. So that, life skills education for the goals of meeting the needs of disaster prevention for students are concerned. However, we not only say doctrinairely but also pay attention to the results of the life skills education due to meet the needs of disaster prevention, by then we form perceptions, attitudes and behavior for students in schools and in society. So there must be coordination between the forces of education in schools with families and society. Therefore, life skills education for students acquire sustainably. Assay results consulted reviews of managers, teachers showed that life skills educational management measures meeting the needs of disaster prevention for the students are necessary and available, suitable with the practice of ethnic minorities boarding high schools.

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MANAGING LIFE SKILLS EDUCATION ACTIVITIES IN ETHNIC MINORITIES BOARDING JUNIOR SECONDARY SCHOOLS TO COPE WITH CLIMATE CHANGE AND DISASTER PREVENTION IN THE CENTRAL HIGHLANDS TODAY

Tạp chí Nghiên cứu dân tộc ◽

10.25073/0866-773x/192 ◽

2017 ◽

Author(s):

Pham Van Truong ◽

Ngo Quang Son

Keyword(s):

Climate Change ◽

Ethnic Minorities ◽

Life Skills ◽

Disaster Prevention ◽

Junior Secondary Schools ◽

Junior Secondary ◽

And Behavior ◽

Attitudes And Behavior ◽

Skills Education ◽

Life Skills Education

Life skills education meet the needs of disaster prevention and management of life skills education meet the needs of disaster prevention for pupils in ethnic minorities boarding junior secondary schools to establish and develop the awareness, attitudes and behavior for pupils, help them to find the causes and consequences of climate change and the disaster so that they shape attitudes and behavior of ourselves in adaptation and mitigation due to climate change and natural disasters, as well as conscious propaganda for everyone to perform, toward a better life, a civilized society, meet educational goals overall during the current period. Life skills education meet the needs of disaster prevention for pupils of the schools are concerned, however, is not only to say doctrinaire but must essentially by the results of the life skills education meet the needs of disaster prevention is formed perceptions, attitudes and behavior of pupils in schools and in society so there must be coordination between the forces of education in schools with families and society. Like that, life skills education for pupils acquire a sustainable. Assay results consult reviews of managers, teachers showed that life skills educational management measures meet the needs of disaster prevention for the pupils proposed are necessary and available high performance, consistent with the practice of ethnic minorities boarding junior secondary schools.

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Implementasi Pendidikan Kecakapan Hidup Dalam Pembelajaran PAI Di SMP Diponegoro Moropelang Babat Lamongan

AKADEMIKA ◽

10.30736/akademika.v10i2.22 ◽

2016 ◽

Vol 10 (2) ◽

pp. 248-263

Author(s):

Vivi Nor Vaiqoh

Keyword(s):

Environmental Conditions ◽

Life Skills ◽

Inhibiting Factors ◽

Qualitative Descriptive ◽

Descriptive Approach ◽

Skills Education ◽

Life Skills Education

Education is basically an attempt to develop the potential of students and the demands of environmental conditions to have life skills. So that researchers interested in lifting the title "Implementation of Life Skills Education in Learning PAI At SMP Diponegoro. The formulation of the problem and the goal that researchers take is to answer questions and to find out how the implementation of life skills education in learning PAI, how the factors supporting and life skills and how to overcome the inhibiting factors of life skills in learning PAI in SMP Diponegoro Moropelang Babat Lamongan. To find out the problems and get the data clearly, here the researchers used a qualitative descriptive approach. The technique of collecting data and information is done through observation of events and circumstances relating to the implementation of life skills education in learning PAI, Interview principals, teachers PAI, teacher coaches life skills and learners and documentary archive of documentation that an official of the SMP Diponegoro Moropelang Babat Lamongan.

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