scholarly journals DEVELOPING LIFE SKILLS IN YOUTH

2016 ◽  
Vol 4 (4SE) ◽  
pp. 65-74
Author(s):  
A. Subramanian
Keyword(s):  
Young People ◽  
Youth Development ◽  
Life Skills ◽  
Growth Potential ◽  
Risk And Resilience ◽  
Theoretical Frameworks ◽  
Effective Interventions ◽  
Key Skills ◽  
Practical Standpoint ◽  
Productive Development

Life skills help young people navigate the challenges of everyday life. They enable them to develop into healthy, responsible, and productive adults. Adolescent life skills are central to psychological theories that aim to understand how skills and competencies develop. From a practical standpoint, the promotion of life skills has been identified as a key resource for enhancing positive and productive development in youth. As today’s societies rapidly become ever more diversified both demographically and politically, our youth and adolescents face multifaceted challenges. What do these societal demands imply for the key skills that young people need to acquire? Answering this question is important not only for maintaining the quality of civic life and social cohesion, but also for enabling children and adolescents to develop into healthy, productive, and autonomous adults. Defining such skills can also improve our assessment of how well prepared young people are for life’s challenges, and it can help us identify overarching goals for monitoring and evaluating education and intervention practices. Scholars, practitioners, and institutional administrators agree that having life skills help young people navigate these societal challenges, thereby contributing to their healthy, positive, and productive development. It is to define the key life skills in young people, identify their core domains, and review the theories and empirical evidence that address them and how they are acquired. The need for a developmental perspective is highlighted and the implications of a life skills framework for monitoring and evaluating educational and intervention practices are discussed. From the theoretical frameworks and exemplary models of life skills development in youth, it has become clear that despite conceptual differences, life skills frameworks for youth development suggest that all interventions need to provide age-appropriate ways for young people to fulfil their growth potential by improving their mental health, their learning, and their relationships with both adults and peers. On the other hand, this brief review has also shown that the frameworks provide a conceptual background for both research and application. They promise greater collaboration between researchers and practitioners, as well as improvements in developmentally informed intervention programs for youth. It highlights the potential for a new era of developmentally informed life skills intervention for youth. A coherent, rational, and sustainable intervention based on a youth development perspective and incorporating the principles of risk and resilience has tremendous potential for guiding the development of effective interventions.

Monitoring and Management of Students’ Health, Lifestyle and Physical Activity

2021 ◽  
pp. 203-215
Author(s):  
Anna N. Zakharova ◽  
◽  
Yulia A. Karvounis ◽  
Leonid V. Kapilevich ◽  
◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Young People ◽  
Social Responsibility ◽  
Youth Development ◽  
Life Skills ◽  
Outdoor Recreation ◽  
Personal Responsibility ◽  
Health Lifestyle ◽  
Personal And Social Responsibility

The article presents a critical analysis and assessment of the current state of foreign experience in monitoring and management of health, lifestyle and physical activity of student youth. An important aspect of lifestyle monitoring is the assessment of physical activity. However, monitoring is not an end in itself; its results are used to develop approaches and methods of correction, and to manage the situation. The concept of health management is becoming more and more popular as a set of measures to preserve and restore the health of large social groups. One such methodological approach is Teaching Personal and Social Responsibility (TPSR), a model that uses sports and physical activity to teach adolescents to become personally and socially responsible people. This model focuses on two sets of values: personal responsibility and social responsibility. Effort and self-reliance are goals of personal responsibility, while respecting and helping others is social responsibility. The model has been widely adopted as a program for at-risk youth. The Personal and Social Responsibility Questionnaire (PSRQ) was developed as an indicator for assessing young people’s perceptions of personal and social responsibility. Perceptions of personal and social responsibility are positively correlated with intrinsic motivation. Physical education programs based on health and lifestyle management principles can provide students with positive motivational and emotional experiences that will encourage them to continue participating in physical activity. Physical skills are trasferred into other areas of life activity (SBYD – Sports-Based Youth Development), it is claimed that sports can be used as a tool for psychological, emotional and/or academic development. The research has shown that many sports-based youth development programs contribute to the acquisition of life skills (e.g., leadership, self-control) with the ultimate goal of promoting positive social and academic outcomes for young participants. Researchers call this “life skills transfer” (i.e., the idea that the physical, behavioral and cognitive skills that young people acquire in sports can be used in non-athletic settings to promote healthy development). An important result of the development of the concept of monitoring and managing the health and lifestyle of young people is the formation of a consensus on this issue. According to this consensus, physical activity is seen as an all-encompassing term that consists of many structured and unstructured forms in and outside educational settings, including organized sports, physical education, outdoor recreation, motor programs, breaks, and active modes of transportation. such as cycling and walking.

scholarly journals Knowing and Using 4-H Curricula

EDIS ◽  
2006 ◽  
Vol 2006 (9) ◽  
Author(s):  
Marilyn N. Norman ◽  
Joy C. Jordan
Keyword(s):  
Young People ◽  
Learning Styles ◽  
Youth Development ◽  
Life Skills ◽  
Learning Activity ◽  
Development Department

In planning experiences for youth that target life skills and help youth become aware of the concepts they have learned from those experiences, it is important to remember that young people have different learning styles, and approach or respond to a learning activity differently. Adults will have the most success in appealing to youth if there are a wide variety of activities with opportunities for all learning styles. This document is 4HS FS101.8, one of a series of the 4-H Youth Development Department, UF/IFAS Extension. Published May 2006.

scholarly journals Promoting Personal Growth in Young People Experiencing Homelessness Through an Outdoors-Based Program

2021 ◽  
Vol 16 (5) ◽  
pp. 157-192
Author(s):  
Benjamin John Parry ◽  
Janice L. Thompson ◽  
Mark J. G. Holland ◽  
Jennifer Cumming
Keyword(s):  
Mental Health ◽  
Young People ◽  
Youth Development ◽  
Personal Growth ◽  
Life Skills ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Lifestyle Changes ◽  
Balanced Development ◽  
Life Skills Program

Outdoors-based youth development programs demonstrate the efficacy to improve indicators of personal growth and mental health in a range of disadvantaged young people. However, the most marginalized young people in society, who stand to benefit the most from such initiatives, remain underrepresented in the research. My Strengths Training for Life (MST4Life) is a positive youth development (PYD) intervention for young people experiencing homelessness that incorporates a life skills program and an outdoor adventure education (OAE) course. The current study presents a qualitative investigation of the OAE course to understand its role in promoting positive changes for participants. Reflexive thematic analysis led to the development of inductively driven themes which were conceptualized based on relevant theories (e.g., relational developmental systems) and models (e.g., 5 Cs of PYD). Findings highlight the benefits of a preceding life skills program to psychologically prepare participants to thrive in the unfamiliar setting of the outdoors and related challenges. During the course, adaptive developmental regulations supported participants’ basic psychological needs and fostered personal growth. Improvements in social competence was a common theme across participants and played a pivotal role in facilitating balanced development across the 5 Cs. In addition, experiences during the course promoted indicators of mental health and intentions to make positive lifestyle changes. Implications of these findings are discussed in relation to making outdoors-based youth development courses more accessible for marginalized young people, as well as how OAE and PYD programs can add value to the youth homeless sector.

Youth Development in Europe

2009 ◽  
Vol 14 (4) ◽  
pp. 372-375 ◽  
Author(s):  
Katariina Salmela-Aro ◽  
Ingrid Schoon
Keyword(s):  
Young People ◽  
Relationship Quality ◽  
Youth Development ◽  
Social Relationships ◽  
Transition To Adulthood ◽  
Cultural Context ◽  
Integrative Framework ◽  
Reciprocal Interactions ◽  
The Family ◽  
Key Players

A series of six papers on “Youth Development in Europe: Transitions and Identities” has now been published in the European Psychologist throughout 2008 and 2009. The papers aim to make a conceptual contribution to the increasingly important area of productive youth development by focusing on variations and changes in the transition to adulthood and emerging identities. The papers address different aspects of an integrative framework for the study of reciprocal multiple person-environment interactions shaping the pathways to adulthood in the contexts of the family, the school, and social relationships with peers and significant others. Interactions between these key players are shaped by their embeddedness in varied neighborhoods and communities, institutional regulations, and social policies, which in turn are influenced by the wider sociohistorical and cultural context. Young people are active agents, and their development is shaped through reciprocal interactions with these contexts; thus, the developing individual both influences and is influenced by those contexts. Relationship quality and engagement in interactions appears to be a fruitful avenue for a better understanding of how young people adjust to and tackle development to productive adulthood.

scholarly journals Positive Youth Development in the 21st Century: Exploring Online Environments

2013 ◽  
Vol 8 (1) ◽  
pp. 16-26
Author(s):  
Mark Light ◽  
Jessica Falkenthal
Keyword(s):  
Young People ◽  
Youth Development ◽  
Positive Youth Development ◽  
21St Century ◽  
Target Audience ◽  
Youth Organizations ◽  
Mobile Media ◽  
Target Populations ◽  
Online Environments ◽  
New Strategies

The manner that young people and adults are communicating with each other is rapidly changing in society that is, in part, driven by the latest technology. As a youth-driven program, we must engage in new strategies and methods by which we communicate with youth members, volunteers, families, and the community at large. Social and mobile media are a growing and popular venue for much of our target audience and youth development practitioners must learn how to leverage these networks to create positive youth development in online environments. If we ignore and don’t engage in the opportunity to be connected to youth online, then youth are left to make their own paths online and set the online norms. As youth organizations, we also must seize the opportunity to be online mentors and use the resources that are available and being used by our target populations.

scholarly journals Youth Development in Albania

2014 ◽  
Vol 1 (1) ◽  
pp. 43
Author(s):  
Armanda Keqi ◽  
Bora Kokalari ◽  
Sabina Beqiri
Keyword(s):  
Young People ◽  
Youth Development ◽  
Rural Areas ◽  
Transition Period ◽  
Labour Force ◽  
Groundwater Resources ◽  
Small Towns ◽  
The State ◽  
The Difference ◽  
Legal Immigration

Young generations are those who make lives livelier and happier, who design the future and make the change, the ones with full hope and enthusiasm to go further and make the impossible possible. As every country of Europe, Asia or America, Albania as well is surrounded by a very fruitful young ladies and gentlemen's. This paper aims to analyse the changes of the youth development in Albania during the transition period. The young development in Albania has faced many problems, such as the difference between the levels of development of the youths that live in the other cities of Albania with the ones of the capital. Rural areas and small towns are closed where a portion of youth in minor are totally dependent from family, and they are exactly that with their weak hands are inclined to do the heavy work to keep their family one more day alive. Youth at the opening of the borders, generally tended to leave towards legal immigration either as tourist or in illegal opportunities addressing major countries like Britain, Greece, Italy, Belgium etc. Albania needs to make arrangements which will be financed by businessmen, private universities in cooperation with the state to offer young people opportunities to work together and to be closer to each other and to show their skills in conversation competitions. At the same time the state has other open universities in backward areas which will provide young entrepreneurs' with more opportunities for young people to graduate and to serve different areas. Meanwhile, there is needed a strategy to separate the fields in which there is a need to have more expert in the field which is required to work also which would come more to help the country's economy with the addition of experts. Albania is a country blessed where high mountains finish in seas, where groundwater resources are numerous, and with a conductive climate to produce almost all kinds of fruits and where vegetation is very diverse. If the youth will be directed towards learning of foreign languages and in recognition of their territories, traditions and customs, thus, we would make a big step because tourism market is precisely the kind of market where young people will find themselves more comfortable than ever, where the labour force will be insufficient paid and where the demand for products would be required as the number of tourists would be great and just the requirements would change in terms of application areas during the summer as it would be for beaches and seasonal fruits, while during the winter for skiing and mountain tourism.

scholarly journals Promoting Youth Development Worldwide: The Duke of Edinburgh’s International Award

2015 ◽  
Vol 10 (1) ◽  
pp. 106-118 ◽  
Author(s):  
Eva Van Baren ◽  
Marieke Meelen ◽  
Lucas C.P.M. Meijs
Keyword(s):  
Young People ◽  
Youth Development ◽  
Personal Development ◽  
Formal Education ◽  
Vital Role ◽  
Learning Approach ◽  
International Award ◽  
Award Program ◽  
Educational Framework ◽  
Physical Recreation

The Duke of Edinburgh’s International Award is a youth achievement Award program that aims to engage young people in purposeful activities focused on gaining knowledge, broadening horizons and accumulating a diversity of experiences. The program promotes positive youth development through an experienced based learning approach and is known to play a vital role in providing opportunities for young people to develop essential life skills, complementing their formal education. Comprised of three levels (Bronze, Silver and Gold) and four sections (Service, Skills, Physical Recreation and Adventurous Journey) the Award is designed to provide a balanced programme of personal development. The Award operates worldwide in over 140 countries and territories, through the International Award Association. This article will discuss The Duke of Edinburgh’s International Award program and its non-formal educational framework. Participants reported that it has enabled them to grow in confidence and in their ability to contribute positively to their communities.

scholarly journals Aquatic and Marine Ecosystems

EDIS ◽  
1969 ◽  
Vol 2002 (8) ◽  
Author(s):  
Deborah J. Glauer
Keyword(s):  
Young People ◽  
Environmental Education ◽  
Subject Matter ◽  
Life Skills ◽  
Marine Ecosystems ◽  
Natural World ◽  
Marine Environments ◽  
Basic Premise

The new Florida 4-H Aquatic/Marine Ecosystems Leader’s Guide, is a part of the Environmental Education Framework, OUR NATURAL WORLD, This framework includes the basic premise that aquatic/marine environments are important in children’s lives, particularly to those children in Florida. The 4-H Aquatic/Marine Ecosystems program provides an opportunity for young people to practice a variety of life skills while learning subject matter.

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