Life Skills Education in Schools

The World Health Organization's Division of Mental Health and Substance Abuse Prevention released an article titled "Life Skills Education in Schools." Because of the content and the effect of the paper on the education community and society as a whole, the work was published and became popular. The article was written in 1993 to aid in the advancement of life skills curriculum, and although some minor improvements have been made since then, the work continues to play an important role in providing a conceptual and realistic structure for life skills program development. Reason for Choosing “Life Skills Education in Schools” Article
The entire outline of the article help in developing and nurturing skills needed to deal effectively with the everyday life challenges, whether in personal lives or at school. Therefore, I find the work very useful concerning teaching life skills. “Life Skills Education in Schools” focuses on teaching life skills to the society, particularly the children and adolescents. In the society, they are the people who are less informed regarding the life skills due to their ages and exposure to life issues.
Division of Mental Health and Prevention of Substance Abuse World Health Organization take an initiative to carry a thorough research to develop universal life skills framework to help teachers and parents in shaping behaviors of the people in schools and the entire society. The article was set up to fit agencies who deal with the school curriculum development, social intervention, health education, and the development of school-focused health. The paper is also helpful to the children who are not at school and the adults since it is meant for the entire community development.
Topic/Concept/ Theory Learned from the Article
Division of Mental Health and Prevention of Substance Abuse World Health Organization documented as universal outline or framework that can help in the gradual and easy education of the targeted community. The article contains an introduction to the life skills for the psychosocial competence. The opening part made people learn about the behaviorism theory because the entire part focuses on the shaping individuals to meet the certain social expectations as a way of promoting psychosocial competence. Students are supposed to be enlightened and trained about best approaches that can help in handling and overcome everyday life challenges. Division of Mental Health and Prevention of Substance Abuse World Health Organization performed deep research to understand problems that affect children and adolescence in handling everyday activities such as decision-making, creative thinking, problem-solving, critical thinking, interpersonal relationship skills, and effective communication, coping with emotions, dealing with stress, self-awareness, and empathy.
Teachers are educating children and adolescents face the challenges in making them understand how one can cope with life and move easily. Behaviorism and Cognitive Constructivism are ideal theories applied by teachers to correct the behaviors through teaching about good conduct and make sure the students absorb the concepts. One of the specific approaches used by the teachers to make sure the learners absorb and apply the concepts they learn include the use of series of steps that can make student understand how to deal with the issue efficiently; for example they can be taken through problem-solving stages such as defining the issue, developing pool of solutions to the problem, analyzing the different solution in terms of advantages and disadvantages of every solution and finagling picking and executing the most appropriate one (Division of Mental Health and Prevention of Substance Abuse World Health Organization, 1993). Moreover, the teachers and educating institutions can offer students the environment that enhances assimilation and discovery.
In the article, there are universal phases that teachers are recommended to adapt to develop and implement life skills programmes. The steps are essential for developing both sub-national and national level infrastructure for life skills programme because the involved stages are relevant and acceptable globally. According to the understanding of the article, the objectives for life skills education are based on the needs evaluation thus it is always important for the programme developer to make a thorough evaluation of the requirements of the involved parties and the entire environment.
The Application of the Information Learned from the Article
As a teacher, I can conclude that the entire content of the article in relation to the teacher’s life skills educating serves as a guidance and framework for teaching the students among other relevant people in the society on how to deal with the everyday life challenges in the community. The concepts and theories learned from the work have equipped me thus I can be able to handle children and adolescence issue easier than before because right now I have great tips on how to develop globally accepted life skills education programme. Finally, I recommend the article to other teachers and psychology counselors who are preparing to handle matters involving young people in the society; for example guiding and counseling of children and adolescents who are facing challenges such as substance abuse and early sexual activities.

Reference
Division of Health and Prevention of Substance Abuse Word Health Organization (1993). Life Skills Education in Schools. http://www.orientamentoirreer.it/sites/default/files/materiali/1994%20OMS%20lifeskills%20edizione%201994.pdf. Accessed on November 11, 2017.

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