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Journal articles on the topic 'Life skills'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 July 2024

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1

Dr. V. Mohanasundaram, Dr V. Mohanasundaram, and C. Chandrasekar C.Chandrasekar. "Livelihood Skills To Life Skills: The Capabilities Approach and Education." Indian Journal of Applied Research 4, no. 8 (October 1, 2011): 118–19. http://dx.doi.org/10.15373/2249555x/august2014/32.

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2

Dr.K.Anuradha, Dr K. Anuradha. "Assessment of Life Skills Among Adolescents." International Journal of Scientific Research 3, no. 2 (June 1, 2012): 219–21. http://dx.doi.org/10.15373/22778179/feb2014/72.

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3

Crowley, Maureen. "Skills for life." Nursing Standard 19, no. 38 (June 2005): 69–70. http://dx.doi.org/10.7748/ns.19.38.69.s53.

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4

Crowley, Maureen. "Skills for life." Nursing Standard 19, no. 38 (June 2005): 69–70. http://dx.doi.org/10.7748/ns2005.06.19.38.69.c3879.

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Crowley, Maureen. "Skills for life." Emergency Nurse 13, no. 3 (June 2005): 10. http://dx.doi.org/10.7748/en.13.3.10.s15.

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6

Evans, Richard I. "Life Skills Training." Contemporary Psychology: A Journal of Reviews 33, no. 2 (February 1988): 163. http://dx.doi.org/10.1037/025429.

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7

Wassmann, Carol E. "Life Skills 2000." College & Undergraduate Libraries 7, no. 2 (December 2000): 11–22. http://dx.doi.org/10.1300/j106v07n02_02.

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8

Barclay, Meg. "Learning life skills." Early Years Educator 24, no. 10 (May 2, 2024): S44. http://dx.doi.org/10.12968/eyed.2024.24.10.s44.

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9

Anira, A., S. Syarifatunnisa, Amung Ma'mun, and Nur Indri Rahayu. "Integrating Life Skills through Physical Activities Programs." Jurnal Pendidikan Jasmani dan Olahraga 6, no. 1 (April 3, 2021): 68–74. http://dx.doi.org/10.17509/jpjo.v6i1.26621.

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The purpose of this study was to investigate the integration of life skills through physical activities programs on the improvement of student life skills. The population of this study was 64 college students in Indonesia divided into two groups (experimental group n = 34 and control group n = 30). The sampling technique used cluster random sampling. The research method used was a quasi-experiment with a pre-test post-test control group design. The instrument used was the life skills scale for sport adaptation (LSSS) which consists of eight components, namely teamwork, goal setting, time management, emotional skills, communication, social skills, leadership, problem-solving, and decision making. The results showed that the physical activity integrated with the life skill program had a more significant impact on the improvement of the student's life skills than the physical activity without the integration of the life skill program. Further findings revealed that the social skill component was the life skill component that gained the highest increase. It shows that the integration of life skill programs in physical activities provides better results than physical activities without the integration of life skills programs.

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10

I, Kusumawaty. "Save Human Life through Basic Life Support Training." Nursing & Healthcare International Journal 5, no. 6 (2021): 1–6. http://dx.doi.org/10.23880/nhij-16000255.

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Heart attacks can occur without a predictable time or place of occurrence. Delays in administering first aid risk threatening the safety and even disability and claiming lives. Practicing the provision of basic life support for ordinary people is suspected to prevent the worsening of the condition of heart attack sufferers. This study aims to determine the effect of basic life support training on the motivation, knowledge, and skills of trainees in providing first aid when cases of cardiac arrest occur in the community. The design of the pre-experimental pretest-posttest one group is used to compare the motivation, knowledge, and skills of the people in Lahat City, South Sumatera Province, Indonesia before and after training. The participants numbered 86 people, determined by the purposive sampling technique. Questionnaire data collection instruments and observation sheets, motivational questionnaires were adopted from MQ John Smith 2017, while knowledge and skills questionnaires were compiled concerning Basic Life Support (BLS) literature. Basic life support training intervention is carried out as many as four sessions within a period of 3 months. Based on the analysis of the results obtained from abnormal data, the test conducted by the Wilcoxon Test is known to have a significant increase in the variables of knowledge, skills, and skills. Respondents’ motivation after training, is directed with sequential p-values namely BLS to motivation (p = 0.033), skills (p = 0.001), and knowledge (p=0.000). Conclusion: Basic life support training effectively improves community readiness to provide first aid to heart attack victims. This program must be disseminated until a basic life support community is formed on standby in the community.

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Maisah, Ahmad Syukri, and Sungkowo. "LIFE SKILLS PROGRAM MANAGEMENT IN IMPROVING ENTREPRENEURSHIP." International Journal of Research -GRANTHAALAYAH 8, no. 3 (May 24, 2020): 10–21. http://dx.doi.org/10.29121/granthaalayah.v8.i3.2020.119.

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This Study at Al Baqiyatus Shalihat Islamic Boarding School in West Tanjung Jabung Regency, Karya Pembangunan Al-Hidayah Islamic Boarding School in Jambi City and Al-Munawaroh Boarding School in Merangin Regency Jambi Province. Life Skills Program are a group of skills program that include social skill, personal skill, academic skill and vocational skill. These skills are taught at Islamic boarding schools to equip students to live independently and have Islamic entrepreneurial behavior in the face of the development and progress of the times. The purpose of this study was to determine the management life skills program to improve the behavior of students in entrepreneurship, the excellence of managing life skills program that have been implemented by Islamic Boarding Schools and determined the behavior of students in entrepreneurship. The research approach is used to descriptive qualitative approach. Data collection techniques using observation, interview and documentation. Data analysis using Miles and Huberman models and data validity techniques using data triangulation.

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12

Steptoe, Andrew, and Jane Wardle. "Life skills, wealth, health, and wellbeing in later life." Proceedings of the National Academy of Sciences 114, no. 17 (April 10, 2017): 4354–59. http://dx.doi.org/10.1073/pnas.1616011114.

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Life skills play a key role in promoting educational and occupational success in early life, but their relevance at older ages is uncertain. Here we measured five life skills—conscientiousness, emotional stability, determination, control, and optimism—in 8,119 men and women aged 52 and older (mean 66.7 y). We show that the number of skills is associated with wealth, income, subjective wellbeing, less depression, low social isolation and loneliness, more close relationships, better self-rated health, fewer chronic diseases and impaired activities of daily living, faster walking speed, and favorable objective biomarkers (concentration of high-density lipoprotein cholesterol, vitamin D and C-reactive protein, and less central obesity). Life skills also predicted sustained psychological wellbeing, less loneliness, and a lower incidence of new chronic disease and physical impairment over a 4-y period. These analyses took account of age, sex, parental socioeconomic background, education, and cognitive function. No single life skill was responsible for the associations we observed, nor were they driven by factors such as socioeconomic status or health. Despite the vicissitudes of later life, life skills impact a range of outcomes, and the maintenance of these attributes may benefit the older population.

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13

Buvaneswari, R., and Juliet Sylvia. "Life skills and nursing." International Journal of Psychiatric Nursing 4, no. 2 (2018): 104. http://dx.doi.org/10.5958/2395-180x.2018.00027.0.

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14

Sullivan, Kathleen A., and John S. Wodarski. "Life and Social Skills." Journal of Evidence-Based Social Work 3, no. 2 (July 25, 2006): 67–89. http://dx.doi.org/10.1300/j394v03n02_04.

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15

Smaglik, Paul. "Mapping life-science skills." Nature 427, no. 6973 (January 2004): 469. http://dx.doi.org/10.1038/nj6973-469a.

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16

Taylor, Joseph. "Improving life saving skills." International Journal of Gynecology & Obstetrics 70 (2000): C12. http://dx.doi.org/10.1016/s0020-7292(00)81428-9.

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17

Ayad, Mostefa, and Mouloud Kenioua. "Some life skills of female wheelchair basketball players." Слобожанський науково-спортивний вісник 3, no. 26 (September 26, 2022): 71–74. http://dx.doi.org/10.15391/snsv.2022-3.002.

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Purpose: the current study aimed to know the level of life skills of female wheelchair basketball players and statistical differences in the life skills of female wheelchair basketball players according to team affiliation. Material & Methods: the study was conducted on female wheelchair basketball players, where the study sample amounted to 30 players. The life skills scale prepared by Al-Sutri (2007), which contains four dimensions, was adopted; the skill of communication, the skill of teamwork and cooperation, the skill of taking personal responsibility, and the skill of physical and technical. Results: the results showed that the mean values of the life skills dimensions ranged between (3.40 and 4.18), and the mean value of the total score of the scale amounted to (3.80), which indicates there were a high degree of life skills. And there were no significant differences between female wheelchair basketball players according to team affiliation in the life skills. Conclusions: it was found that the level of life skills of female wheelchair basketball players is high. It is very important to develop special sports programs that enhance the life skills of persons (male/female) with disabilities, considering the type and severity of the disability.

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18

Wolf-Branigin, Michael, Emily S. Ihara, Patience White, and Elizabeth Shuman. "Life Skills: Parental Engagement in Developing Life Skills of Adolescents with Disabilities." International Journal of Diversity in Organizations, Communities, and Nations: Annual Review 8, no. 3 (2008): 41–48. http://dx.doi.org/10.18848/1447-9532/cgp/v08i03/39579.

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19

Suharmoko, Suharmoko. "Pendidikan Life Skills di Pesantren." Al-Riwayah : Jurnal Kependidikan 10, no. 1 (April 2, 2018): 189–218. http://dx.doi.org/10.47945/al-riwayah.v10i1.149.

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This study aims to know life skill implementation at Islamic Boarding School Darul Falah Be-Songo Ngaliyan Semarang. This study is a library research by examining various literature or relevant research as a source of data. The results of the study show that Islamic Boarding School Darul Falah Be-Songo Ngaliyan Semarang has organized activities that have life s skills. These skills include vocational skills and academic skills. Vocational skills here in the form of cooking skills, embroidery, make-up and other types of crafts. In addition, in it also taught how the students can speak well, both in expressing opinions and in speeches and other skills that become the main attraction for the surrounding community. The benefits, can improve the quality of thinking, quality of heart, and physical quality of students. In addition, for the environment in which the students are located or for the community can improve the life of advanced and civil. Furthermore, in the implementation carried out into three stages, namely the stage of planning, implementation phase, and evaluation phase that all done aimed for this Education in accordance with the suggestions have made

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20

Suharmoko, Suharmoko. "PENDIDIKAN LIFE SKILLS DI PESANTREN." Al-Riwayah: Jurnal Kependidikan 10, no. 1 (November 9, 2018): 189–218. http://dx.doi.org/10.32489/al-riwayah.158.

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This study aims to know life skill implementation at Islamic Boarding School Darul Falah Be-Songo Ngaliyan Semarang. This study is a library research by examining various literature or relevant research as a source of data. The results of the study show that Islamic Boarding School Darul Falah Be-Songo Ngaliyan Semarang has organized activities that have life s skills. These skills include vocational skills and academic skills. Vocational skills here in the form of cooking skills, embroidery, make-up and other types of crafts. In addition, in it also taught how the students can speak well, both in expressing opinions and in speeches and other skills that become the main attraction for the surrounding community. The benefits, can improve the quality of thinking, quality of heart, and physical quality of students. In addition, for the environment in which the students are located or for the community can improve the life of advanced and civil. Furthermore, in the implementation carried out into three stages, namely the stage of planning, implementation phase, and evaluation phase that all done aimed for this Education in accordance with the suggestions have made.

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21

Prajapati, Ravindra, Bosky Sharma, and Dharmendra Sharma. "Significance Of Life Skills Education." Contemporary Issues in Education Research (CIER) 10, no. 1 (December 22, 2016): 1–6. http://dx.doi.org/10.19030/cier.v10i1.9875.

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Adolescence is a period when the intellectual, physical, social, emotional and all the capabilities are very high, but, unfortunately, most of the adolescents are unable to utilize their potential to maximum due to various reasons. They face many emerging issues such as global warming, famines, poverty, suicide, population explosion as well as other issues like alcoholism, drug abuse, sexual abuse, smoking, juvenile delinquency, anti-social acts, etc. that have an adverse effect on them and others too, to a large extent. The cut-throat competition, unemployment, lack of job security, etc. are some of the major concerns for the educated and as a result, they are caught in the mad race. This new challenge requires immediate and effective responses from a socially responsible system of education. ‘Education’ is important, but education to support and live life better is more important. It has been felt that life skills education bridges the gap between basic functioning and capabilities. It strengthens the ability of an individual to meet the needs and demands of the present society and helps in dealing with the above issues in a manner to get desired behavior practical. Imparting life skill training through inculcating life skill education will help youth to overcome such difficulties in life. The present paper focuses on the importance of life skills education and the benefits of imparting life skill education in our curriculum i.e. developing social, emotional & thinking skills in students, as they are the important building blocks for a dynamic citizen, who can cope up with future challenges, and survive well.

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22

Prajina.P.V, Prajina P. V., and Dr J. Godwin Premsingh. "Impact of Life Skills Among Adolescents: a Review." International Journal of Scientific Research 3, no. 7 (June 1, 2012): 482–83. http://dx.doi.org/10.15373/22778179/july2014/151.

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23

Sobarna, Akhmad, and Ahmad Hamidi. "Improving Adolescent Life Skills through Sport Programs at the Child Correctional Institution." Jurnal Pendidikan Jasmani dan Olahraga 8, no. 2 (September 1, 2023): 198–203. http://dx.doi.org/10.17509/jpjo.v8i2.55579.

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This study was aimed to examine the integration of life skills in sport training programs. Participants of this study were adolescent aged 14 -19 years, involving 22 adolescents (11 adolescents receiving the Life Skill program, 11 adolescents receiving regular exercise training without life skill programs). Sampling technique used in this study was the intact group technique. The method used was experimental method with a quasi-experiment model and pre-test post-test control group design. The instrument of this study was an instrument from Cronin and Allen (2017) containing eight life skills taught in a sports training program. The results of this study indicate that the sport program containing life skills in a structured and deliberate manner had an influence on the life skills of adolescent at Correctional Institution in Bandung City. The highest increase of life skill component in the integrated life skill group was leadership with the average development of 1.25. Meanwhile, the life skill component that had the highest increase in the non-integrated life skill group was the emotional skill with the average development of 0.70. In conclusion, the provision of sport programs integrated with life skills in a structured and deliberate manner is proven to be able to develop life skills and could improve the life skill of adolescent higher than sports programs that are not structured and intentionally integrated with life skills.

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24

Kayikkara, Vaheeda. "Train Intellectually Disabled – Life Skills and Give Them A Life: A Case Study." International Journal of Trend in Scientific Research and Development Volume-2, Issue-4 (June 30, 2018): 1506–7. http://dx.doi.org/10.31142/ijtsrd14323.

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25

Kang, Shimi, and Jasbir Hundal. "Navigating Life Challenges Through Play." American Journal of Health Promotion 38, no. 2 (January 21, 2024): 284–86. http://dx.doi.org/10.1177/08901171231215479d.

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In today’s ever-changing world, adaptability is a key skill that is required to successfully navigate life’s challenges. Through play individuals can build their innovation and adaptability skills. Additionally, through play we are able to collaborate with others and this builds connection amongst groups. And lastly, through practices such as gratitude we can increase our resilience skills when faced with life stressors.

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Sukumar, Gautham Melur, Swati S. Shahane, Anusha B. Shenoy, Srividya Rudrapattana Nagaraja, Prathyusha P. Vasuki, Prathap Lingaiah, Shalini Rajneesh, and Pradeep S. Banandur. "Effectiveness and Factors Associated with Improved Life Skill Levels of Participants of a Large-Scale Youth-Focused Life Skills Training and Counselling Services Program (LSTCP): Evidence from India." Behavioral Sciences 12, no. 6 (June 15, 2022): 191. http://dx.doi.org/10.3390/bs12060191.

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(1) Background: To empower and facilitate mental health promotion for nearly 18 million youth, a pioneering state-wide Life Skills Training and Counselling Services Program (LSTCP) was implemented in Karnataka, India. This study assesses the changes in life skills scores, level of life skills and factors associated with increased life skills among participants of the LSTCP. (2) Method: This pre–post study design was conducted on 2669 participants who underwent a six-day structured LSTCP. Changes in mean life skills scores and level of life skill categories pre- and post-LSTCP were assessed. Multivariate logistic regression was performed to assess the factors associated with increases in life skills. (3) Results: The LSTCP resulted in significant changes in life skill scores and level of life skills, indicating the effectiveness of the training. All life skill domains, except empathy and self-awareness, increased post-training. There was a positive shift in the level of life skills. Age (AOR = 1.34, CI = 1.11–1.62), gender (AOR = 1.39, CI = 1.15–1.68), education (AOR = 1.44, CI = 1.05–1.97) and physical (AOR = 1.02, CI = 1.01–1.03) and psychological (AOR = 1.02, CI = 1.01–1.03) quality of life was associated with an increase in life skills among participants. (4) Conclusions: The LSTCP is effective in improving the life skills of participants. The LSTCP modules and processes can be used to further train youth and contribute to mental health promotion in the state.

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27

Hayball, Felicity, and Martin I. Jones. "Life after sport? Examining life skill transfer following withdrawal from sport and compulsory physical education." Sport & Exercise Psychology Review 12, no. 1 (March 2016): 4–13. http://dx.doi.org/10.53841/bpssepr.2016.12.1.4.

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Researchers have found convincing data to suggest sport is a suitable environment for adolescents to develop intrapersonal and interpersonal life skills. However, there is little evidence suggesting that young females transfer skills learned in sport into other life domains. The aims of this study were to explore whether young women who have withdrawn from sport believe they have developed life skills and to explore the process of transferability across life domains. We employed a qualitative descriptive methodology and collected semi-structured interview data from eight females who had recently withdrawn from the sport. The analysis comprised an inductive and deductive approach and culminated in 61 basic codes and three higher order themes that linked to the study objectives. Results showed that participants believed that they had developed life skills, and life skills were maintained after withdrawal from their sport. The factors that contributed to the perceived transfer of life skills from sport to another life domain comprised an experience in their sport that were memorable, experiential learning, appraisal of the event(s) as valuable, and awareness of the usefulness of the skill outside of sport. Findings add support to existing life skills research while adding insight into the process of perceived transfer of life skills from sport to another life domain in a population of female former sports participants.

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Agnew, Deborah, Kathryn Jackson, Shane Pill, and Christine Edwards. "Life Skill Development and Transfer beyond Sport." Physical Culture and Sport. Studies and Research 84, no. 1 (December 1, 2019): 41–54. http://dx.doi.org/10.2478/pcssr-2019-0025.

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AbstractThe aim of this research was to investigate the current life skills education programs offered by the Australian Football League (AFL) for elite footballers in order to determine the retention of life skill knowledge and transfer beyond sport. Life skill education in sport is an increasing phenomenon. Life skills sport programs are capable of delivering positive outcomes when nurtured through a deliberately designed curriculum and purposeful teaching strategies. However, it is not known how life skills are learned and importantly what the impact of life skills education on long term behavioural changes is. It is apparent from the literature that there is a need to identify how knowledge is acquired and importantly retained through life skills education programs. This was a qualitative research project from a life history perspective. Twenty footballers who had been delisted from an elite Australian football club and had subsequently returned to a South Australian state-based football club took part in semi-structured interviews. The data was analysed through an inductive thematic analysis. Two themes emerged from the data: football related development and holistic development. It was clear that football clubs placed importance on the development of life skills that transfer beyond the sport. However, given the footballers in this research have not fully transferred into life after sport, their perception of the broader transferability of their life-skill development beyond sport is limited. This research concludes that the current format of life skill education (delivering content) that the players in this study were exposed to was not effective because the players failed to be able to make connections from the program to life outside of football. Therefore, the programs are unlikely to have any long-term benefit to player health and well-being during their post-elite football life.

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AhmadiGatab, Teymor, Nasram Shayan, Roya Medizade Tazangi, and Mahshid Taheri. "Students’ Life Quality Prediction Based on Life Skills." Procedia - Social and Behavioral Sciences 30 (2011): 1980–82. http://dx.doi.org/10.1016/j.sbspro.2011.10.384.

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Fallah, Vahid, and Maryam Rodgariyan. "Life skills in preschool education." Quarterly Journal of Psychology, Educational and Social Sciences 2, no. 3 (October 10, 2018): 83–94. http://dx.doi.org/10.21859/psychol-02038.

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31

Haruki, Toshi. "Life Skills-based Nutrition Education." Journal for the Integrated Study of Dietary Habits 17, no. 4 (2007): 281–87. http://dx.doi.org/10.2740/jisdh.17.281.

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32

Iversen, Anette Sture. "Aesthetic Competence and Life Skills." Nordic Journal of Dance 9, no. 2 (December 1, 2018): 64–65. http://dx.doi.org/10.2478/njd-2018-0012.

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33

Das, Santanu. "Development of Life Skills-II." Journal of the Association of Engineers, India 85, no. 1-2 (June 1, 2015): 80. http://dx.doi.org/10.22485/jaei/2015/v85/i1-2/119882.

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34

Sumantri, Mulyani. "Pendidikan Kecakapan Hidup (Life Skills)." Inovasi Kurikulum 1, no. 1 (February 23, 2004): 21–25. http://dx.doi.org/10.17509/jik.v1i1.35608.

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Life skills adalah kemampuan atau kecakapan yang dimiliki seseorang untuk memecahkan problema hidup secara proaktif dan kreatif. Kecakapan hidup dapat berhubungan dengan kecakapan: mengenai diri, berfikir rasional, sosial, akademik, dan vokasional. Secara umum tujuan pembelajaran life skills adalah menyiapkan para siswa dengan pengetahuan, nilai-nilai dan keterampilan untuk memasuki dunia kerja dan kehidupan di masyarakat. Secara khusus life skills bertujuan untuk mengembangkan antara lain: kecakapan komunikasi, sikap dan prilaku yang sesuai dengan nilai-nilai di masyarakat, kemandirian, pengetahuan tentang sumberdaya alam, kemampuan pra-vokasional, dan vokasional, memecahkan masalah, dan pemanfaatan waktu senggang. Model pembelajaran yang dekat dengan pembentukan kecakapan hidup adalah model pembelajaran terpadu (integrated learning) dan model pembelajaran kontekstual (contextual teaching and learning). Model pendidikan realistik merupakan upaya mengatur pendidikan sesuai dengan kebutuhan nyata siswa di tengah masyarakat.

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Starkey, Carolyn Morton, and Norgina Wright Penn. "Building Real Life English Skills." English Journal 75, no. 3 (March 1986): 105. http://dx.doi.org/10.2307/818885.

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36

Subramanian, A. "DEVELOPING LIFE SKILLS IN YOUTH." International Journal of Research -GRANTHAALAYAH 4, no. 4SE (April 30, 2016): 65–74. http://dx.doi.org/10.29121/granthaalayah.v4.i4se.2016.2745.

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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.

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37

Langton, J. A. "Skills in basic life support." Anaesthesia 44, no. 3 (March 1989): 258. http://dx.doi.org/10.1111/j.1365-2044.1989.tb11244.x.

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38

Dewan, Sarita. "Teaching Poems: Exploring Life Skills." Journal of NELTA 22, no. 1-2 (May 31, 2018): 135–39. http://dx.doi.org/10.3126/nelta.v22i1-2.20050.

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As a high school teacher, I have always found teaching poems a source of developing language skills and different aspects too, including grammar, vocabulary and even communicative functions. Further, I have a feeling that teaching poems helps to develop creative, critical and analytical skills of students at this level.Reading a poem is not to try to solve or explain what is written; rather it should be a process of demystification so that the students enjoy reading as well as are encouraged to write their own poems. I have often found the expressions of teenagers in the form of poems their frustrations, emotions, empathy and inner feelings — to be one way of sharing unspoken words.This lesson takes an example of a poem from a 10th grade class and focuses on how a lesson on teaching poetry can be taught effectively to enhance creative, critical and analytical skills, and to create awareness of literary devices at secondary and post-secondary levels. The lesson incorporates activities and possible strategies to boost higher levels (analysis, evaluation and creation) of thinking rather than “over emphasizing the language teaching aspects” (Ur, 1996).Journal of NELTA , Vol. 22, No. 1-2, 2017 December, page: 135-139

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Boggon, Titus J. "Skills for a scientific life." Crystallography Reviews 23, no. 3 (March 2017): 227–29. http://dx.doi.org/10.1080/0889311x.2017.1295232.

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Jones, A. M. "Practical skills in life science." Biochemical Society Transactions 29, no. 5 (October 1, 2001): A106. http://dx.doi.org/10.1042/bst029a106.

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Hulbert, D., W. Riddle, P. Longstaff, J. Belstead, and M. Beckett. "Teaching advanced life support skills." Emergency Medicine Journal 13, no. 3 (May 1, 1996): 229–30. http://dx.doi.org/10.1136/emj.13.3.229-b.

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Buczkiewicz, Martin, and Rachel Carnegie. "The Ugandan Life Skills Initiative." Health Education 101, no. 1 (February 2001): 15–22. http://dx.doi.org/10.1108/09654280110365190.

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Normawati, Normawati. "PENGEMBANGAN INSTRUMEN LIFE SKILLS SISWA." Jurnal Evaluasi Pendidikan 7, no. 2 (October 30, 2016): 130–43. http://dx.doi.org/10.21009/jep.072.07.

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Penelitian ini bertujuan untuk mengembangkan instrumen life skills siswa. Instrumen pengukuran life skills siswa berupa seperangkat instrumen non tes penilaian diri (self report) dengan skala Likert. Sampel penelitian ini diambil dengan metode multistage random sampling. Secara konseptual, konstruk life skills terdiri dari 5 dimensi, yakni: kecakapan personal kesadaran diri, kecakapan personal berpikir rasional, kecakapan sosial, kecakapan akademik, dan kecakapan vokasional. Melalui telaah pakar dan panelis terpilih 67 butir dan nilai koefisien reliabilitas interrater di atas 0,8. Instrumen diujicobakan kepada siswa SMA kelas XI, tahap pertama dan kedua masing-masing sebanyak 335 siswa. Secara empiris, melalui pengujian analisis faktor konfirmatori didapatkan nilai loading factor di atas 0,3 dan nilai t lebih dari 1,96. Dari perhitungan nilai koefisien reliabilitas multidimensi menunjukkan bahwa nilai reliabilitas konstruk (CR) lebih dari 0,9 dan nilai Variance Extracted (VE) lebih besar dari 0,6 yang berarti tingkat validitas dan reliabilitas instrumen penilaian life skills siswa SMA tergolong tinggi. Jadi dapat disimpulkan bahwa instrumen penilaian life skills ini telah memiliki validitas dan reliabilitas konstruk yang baik.

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Ruggeri, Mirella. "Life Skills Profile (LSP). Presentazione." Epidemiologia e Psichiatria Sociale 6, no. 3 (December 1997): 194–95. http://dx.doi.org/10.1017/s1121189x00005042.

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Evans, Glen, and Millicent Poole. "Life skills of Australian adolescents." Australian Educational Researcher 12, no. 1 (March 1985): 27–39. http://dx.doi.org/10.1007/bf03219217.

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Mairs, Hilary, and Tim Bradshaw. "Life Skills Training in Schizophrenia." British Journal of Occupational Therapy 67, no. 5 (May 2004): 217–24. http://dx.doi.org/10.1177/030802260406700505.

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Ahmed, Atef. "life skills for athletics students." International Journal of Sports Science and Arts 008, no. 008 (October 1, 2018): 87–95. http://dx.doi.org/10.21608/eijssa.2018.72899.

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WILLENS, JOYCE S. "STRENGTHEN YOUR LIFE-SUPPORT SKILLS." Nursing 23, no. 4 (April 1993): 54–58. http://dx.doi.org/10.1097/00152193-199304000-00018.

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Boffo, Vanna, Maria Luisa Iavarone, and Antonella Nuzzaci. "Life skills and human transitions." Form@re - Open Journal per la formazione in rete 22, no. 3 (December 31, 2022): 1–8. http://dx.doi.org/10.36253/form-14130.

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Bradley-Johnson, Sharon. "Brigance Diagnostic Life Skills Inventory." Psychology in the Schools 34, no. 4 (October 1997): 382–84. http://dx.doi.org/10.1002/(sici)1520-6807(199710)34:4<382::aid-pits15>3.0.co;2-d.

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