Tiwari Preeti, Naik Poonam Ramesh, Nirgude Abhay Subhashrao, Datta Arijit
Department of Community Medicine, Government Medical College Bharatpur, Rajasthan, India.
Department of Community Medicine, Yenepoya Medical College, Yenepoya (Deemed to be University), Mangalore, Karnataka, India.
J Educ Health Promot. 2020 Dec 29;9:336. doi: 10.4103/jehp.jehp_564_20. eCollection 2020.
Adolescence is a vital stage of growth and development; however, many adolescents do die prematurely due to accidents, suicide, violence, poor mental stability, depression, and other illnesses that are either preventable or treatable. Life skills are important for the promotion of well-being of adolescents and to develop positive attitude and values to lead a healthy life.
The study was conducted to assess the change in life skills postintervention and study the association between different variables and the postintervention life skills score.
A quasi-experimental study was conducted among 137 adolescents each in urban and rural schools. Life skills training module based on ten domains of life skills given by the World Health Organization was implemented using interactive teaching-learning methods. After 6 months of implementation of life skills training sessions, a postintervention assessment was done using the life skills assessment scale, and the differences in the scores were measured.
Higher life skills score was observed postintervention, and this difference was statistically significant ( < 0.001). Higher postintervention mean score (above 15) was seen in critical thinking (19.58), self-awareness (18.03), creative thinking (15.78), and interpersonal thinking (15.15).
Increase in the postintervention scores using an educational intervention module and interactive teaching-learning methods suggests effectiveness of the life skills education program. Implementing this health promotion module on life skills in the school curriculum will address the overall development of the personality of the school students.
青春期是生长发育的关键阶段；然而，许多青少年确实因事故、自杀、暴力、心理稳定性差、抑郁以及其他可预防或可治疗的疾病而过早死亡。生活技能对于促进青少年的幸福以及培养积极的态度和价值观以过上健康生活非常重要。
本研究旨在评估干预后生活技能的变化，并研究不同变量与干预后生活技能得分之间的关联。
在城市和农村学校各选取137名青少年进行了一项准实验研究。采用互动式教学方法实施了基于世界卫生组织给出的十个生活技能领域的生活技能培训模块。在实施生活技能培训课程6个月后，使用生活技能评估量表进行干预后评估，并测量得分差异。
干预后观察到生活技能得分更高，且这种差异具有统计学意义（<0.001）。批判性思维（19.58）、自我意识（18.03）、创造性思维（15.78）和人际思维（15.15）的干预后平均得分较高（高于15）。
使用教育干预模块和互动式教学方法使干预后得分增加，表明生活技能教育项目有效。在学校课程中实施这一生活技能健康促进模块将有助于学生个性的全面发展。
