Department of Epidemiology, National Institute of Mental Health and Neurosciences, Bengaluru, 560029, India.
Administrative Medical Officer, Government Taluka Hospital, Gauribidanur, 561208, India.
BMC Public Health. 2019 May 2;19(1):489. doi: 10.1186/s12889-019-6836-8.
Youth focused Life Skills Education and Counseling Services (YLSECS) program, trained teachers/National Service Scheme (NSS) officers to deliver Life Skills Education (LSE) and counseling services to college going youth in the state of Karnataka in India. Available evaluation of life-skills training program have neglected the recording and or reporting of outcome among those trained to implement life-skills training program. Present paper highlights the quality of YLSECS training program and change in perception among teachers/NSS-officers trained in-terms of improvement in their cognitive/affective domains.
YLSECS program focused on World Health Organization identified ten essential domains of life-skills. Participants of the YLSECS program were trained by adopting facilitatory approach based on the principles of Kolb's learning theory. Quasi experimental study design was used to evaluate the outcome of training among participants. Quality of the training was assessed using scoring system and change in perception was assessed using Likert scale. Statistical significance of change in perception before and after training was assessed by paired't' test for proportion.
Overall, 792 participants rated the quality of training as either "good" or "excellent". Post-training, significant (p < 0.001) proportion of the participants reported improved awareness about life-skills (before training 49.9 to 74.4% vs post-training range from 91.6 to 95.1% for various domains). There was statistically significant (p < 0.001) increase in participants reporting "very confident" in teaching various life skill domains (before training from 22.7 to 34.2% for various domains and post-training it ranged from 65.2 to 74.7% for various domains). There was modest increase in participants reporting perceived ability to conduct life-skills workshop "without assistance" post-training (before training from 16.8 to 22.9% for various domains vs post-training ranged from 29.8 to 36.8% for various domains). Interestingly, considerable proportion of participants who prior to training reported being confident in providing life skills training (without any assistance), later (i.e post training) reported they need some/more assistance for the same.
YLSECS training program significantly improved participants knowledge and confidence in imparting life-skills and highlight the need for continued handholding of participants for effective implementation of LSE and counseling service program.
青年生活技能教育和咨询服务（YLSECS）项目培训教师/国民服务计划（NSS）官员，向印度卡纳塔克邦的大学生提供生活技能教育（LSE）和咨询服务。现有的生活技能培训项目评估忽略了对生活技能培训项目实施者的记录和/或报告。本论文强调了 YLSECS 培训项目的质量以及培训教师/NSS 官员在认知/情感领域的观念转变。
YLSECS 项目侧重于世界卫生组织确定的十个基本生活技能领域。采用基于科尔布学习理论原则的促进方法对 YLSECS 项目的参与者进行培训。使用准实验研究设计来评估参与者培训的结果。使用评分系统评估培训质量，使用李克特量表评估观念转变。使用配对 t 检验评估培训前后观念转变的统计显著性，比例为计数资料。
共有 792 名参与者对培训质量的评价为“良好”或“优秀”。培训后，显著（p<0.001）比例的参与者报告提高了对生活技能的认识（培训前，各领域的比例为 49.9%至 74.4%，培训后，各领域的比例从 91.6%至 95.1%）。报告在教授各种生活技能领域“非常有信心”的参与者人数有统计学意义（p<0.001）增加（培训前，各领域的比例为 22.7%至 34.2%，培训后，各领域的比例从 65.2%至 74.7%）。报告在没有协助的情况下进行生活技能研讨会的能力的参与者比例略有增加（培训前，各领域的比例为 16.8%至 22.9%，培训后，各领域的比例从 29.8%至 36.8%）。有趣的是，相当一部分在培训前报告有信心在没有任何协助的情况下提供生活技能培训的参与者，后来（即培训后）报告说他们需要一些/更多的协助。
YLSECS 培训项目显著提高了参与者传授生活技能的知识和信心，并强调需要继续为参与者提供支持，以有效实施生活技能教育和咨询服务项目。
