Development of a computer-assisted instructional package for life skills to prevent risky sexual behaviors in early adolescents, Bangkok, Thailand

Background: The purpose of the present study was to examine the effects of a newly developed computer-assisted instructional package for life skills (CAIFLS) specifically designed to raise awareness of risky sexual behaviors among Thai early adolescents in Bangkok. Methods: The research process included two phases: (1) the development and (2) the use and evaluation of the newly developed CAIFLS package. First, 5 teachers and 5 Grade 7 students of a Bangkok school were interviewed to collect information needed for the development of CAIFLS. The second phase was to implement learning activities through CAIFLS with a total of 87 Bangkok school students, consisting of 44 students for the experimental group who received CAIFLS for 4 sessions, and 43 students for the control group who received routine class lecture. CAIFLS instructions, lesson plans and worksheets were designed as the experiment methods. Then questionnaires of life skills assessments and student satisfaction were used to investigate the effects and the student satisfaction of CAIFLS. Results: The findings revealed that the efficiency values of the CAIFLS package were 80.2/82.5, higher than the set criteria of 80/80. Mean scores on life skills for the experimental group significant increased (p < .05), which was higher than the control group. The students also showed their satisfaction of CAIFLS at a high level (M = 4.20, S.D. = 0.29) Conclusions: CAIFLS can be used as an effective learning tool to enhance life skills to prevent risky sexual behaviors among Thai early adolescents.

Re-Thinking the Role of Indigenous Systems in Life Skills Education Among the Youth of Local Communities

Schools experienced various challenges, and such challenges put the South African youth at risk of self-destructive behavior. The behavior that puts young people at risk, such as substance abuse and lack of educational life skills to mention a few, add to their vulnerability. The knowledge which has been historically repressed and marginalized needs to be given a rightful place in the development and promotion of indigenous knowledge in life skills education of South Africa. Data were collected and qualitatively framed within an interpretivist philosophical view using observation and focus group interviews from purposefully selected key informants who are experts in the area of indigenous knowledge and life skills education.

Enhancing Life Skills of Children and Adolescents With Autism Spectrum Disorder and Intellectual Disabilities Through Technological Supports

This chapter provides the reader with the newest empirical contributions available on the use of assistive technology-based interventions aimed at enhancing life skills of children and adolescents with autism spectrum disorders and developmental or intellectual disabilities. A selective overview along the last decade was carried out. Eighteen studies were reviewed, and 155 participants were involved. Five main categories of studies were identified, namely (1) emotional regulation, (2) communication skills, (3) academic performance, (4) social inclusion, and (5) challenging behavior. Results were fairly positive, although occasional failures occurred. Clinical, educational, psychological, and rehabilitative implications of the findings were critically discussed. Some useful guidelines for future research and practice were highlighted.

Depicting the Vhavenda Women Initiation Schools and Their Cultural Practices in Limpopo Province

Growing up for many African people has been marked by rites of passage. Vhavenda girls attend various initiation schools that served as rites of passage from one stage to another. The purpose of this study was to explore the initiation schools attended by Vhavenda girls for knowledge preservation. The study is qualitative where data was collected from 15 traditional knowledge holders purposefully using interviews as a tool to collect data. The study revealed that girls attended different schools at various stages from Musevhetho, followed by Vhusha then Domba, which is divided into Tshikanda, Ludodo, and Tshilalandoima. All these schools served a critical purpose on the development of a girl child through to adulthood stage. Knowledge shared in the school covered mostly life skills and human physiology. With the introduction of formal schools, the former was discarded and labeled barbaric leaving a void and opening a door to many social challenges faced by girl children within the Vhavenda community members.

The Adult Transition Challenge of Autistic Individuals and the Way Ahead

Autism is a life-long neurodevelopmental condition characterized by difficulties in social communication, restricted and repetitive behaviors, and sensory processing issues. In India, there is a huge question mark regarding autistic individuals after they transition into adulthood, more specifically in housing and work options. In this chapter, beginning from the general considerations for upbringing of an autistic individual, attention is given to the need for future planning of autistic adults, more specifically in residential options. Some of the major residential centres are described followed by projections on establishing residential facilities. Following this, examples of life skills training, employment, and inclusion initiatives taking place in India are mentioned. Finally, research directions and other expectations aimed at increasing support for parents and siblings and also improving the lives of individuals on spectrum are discussed.

Fostering Daily Life Skills in Young and Older Adults With Neurodegenerative Diseases Through Technological Supports

Persons with neurodegenerative diseases may have behavioral, cognitive, emotional, motor, and social impairments due to their clinical conditions. The objective of this article is to provide the reader with the newest empirical contributions available and a comprehensive critical overview on the use of assistive technology-based interventions and virtual reality-mediated setups to assess and recover individuals with neurodegenerative diseases. A literature overview was carried out. Thirty-one studies published along last decade were selected. The retained studies overall recruited 438 participants. Four categories of studies were identified, namely (1) recovering of functional and physical activities, (2) communication abilities, (3) leisure and recreation, and (4) virtual reality. AT-based interventions were effective and suitable to promote adaptive behaviors of patients with neurodegenerative diseases. VR setups were helpful to assess and recover persons with neurodegenerative disorders.

Improving Literacy Outcomes for Disadvantaged Girls Through Empowerment

Literacy acquisition is important for the formation of higher order skills, further engagement with written forms of knowledge, and deeper participation in society. Yet not all children have the opportunity to acquire literacy skills in their own mother tongue to allow them to continue to advance to these wider benefits of learning. This is particularly the case for girls living in poverty in Pakistan, where about 40% of the poorest girls are out of school compared to 24% of the richest girls not going to school. For those who start school, less than half complete a full cycle of basic education and less than 20% complete secondary schooling. In this chapter, the authors develop evidence for the effectiveness of a remedial learning program—Siyani Sahelian—which aims to support the reintegration of disadvantaged girls into schooling by developing literacy skills in Urdu (among other academic and life skills). The chapter provides evidence of the extent to which the programme supports literacy acquisition in an equitable way, and the main reasons behind the observed trends.