Informatics Publishing Limited

Ruby Jain ¹, Siddhi Goyal ¹

Affiliations
1 Department of Home Science, University of Rajasthan, Jaipur, Rajasthan, IN

Abstract

Adolescence is a period of transition between playful childhood and responsible adulthood with a large number of changes in physical, psychological and social domains of life. Adolescent boys and girls encounter social identity crisis, emotional turmoil, peer pressure and anti social behavior,problems in intimate relationship with opposite sex partners, conflicts with parents on values and morality, academic pressure and uncertainties about future. Life skills education can facilitate adolescent's practices and reinforce psychosocial skills min a culturally and developmentally appropriate way; it contributes to the promotion of personal and social development, the prevention of health and social problems, and the protection of human rights in young peoples. Life skills education promotes mental wellbeing in young people and equips them to face the realities of life. The purpose of the study was to assess Life Skills among 11th grade girls and boys student of Government Senior Secondary School of Jaipur district. The mam reason for selecting only 11th grade students was that Life Skills Education is a compulsory subject in eleventh standard; therefore, 400 students (200 girls and 200 boy's students) were randomly selected from 16 Government Senior Secondary School of Jaipur District. The data were collected by using the LAS scale (Only Problem Solving, Decision Making, Coping with Emotions&Stress variables were taken for the study). Pretest and post test design was used for data collection. Results show that girls were better on some of the Life Skills as compare to boys, in both pre and post test phases.

Keywords

Mental Health and Wellbeing, Life Skills Education, School Students.

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Siddhi Goyal ¹, Ruby Jain ¹

Affiliations
1 Department of Home Science, University of Rajasthan, Jaipur (Rajasthan), IN

Abstract

Life skill refers to a positive behaviour, that encompasses a mix of knowledge, behaviour, attitude and values and designates the possession of certain skills and know how to do something positively, or reach a goal. Life skills education frame work provides the praxis for addressing the core concerns as well as aspirations of the adolescents and the youth of today's India. Life skills were differing to men to men. Life skills also influence by gender and locality also. A life skill for urban men was different from men living in rural areas. The main objective of present study was to examine the role of gender and geographical location in the effectiveness of Life Skills Education. The study was conducted on 2 urban and 2 rural blocks of Jaipur district. A sample of 200 male and 200 female adolescents studying in government schools of Jaipur District were selected through multistage sampling. The data was collected with the help of LSAS scale. Results indicate that the life skills were improved after the classroom learning of the subject among both boys and girls and urban and rural students. In the beginning of the course all students whether boy and girl belonging to urban and rural background were possessing the similar level of LS or LS's were at the same platform but variations were seen after the formal teaching of LS. But after completion of the subject significant difference was found in both boys and girls students and urban and rural students. But yet girls had better improvements in life skills as compare to boy's students and difference among them was significant but rural and urban students LS's did not show significant difference, hence geographical locality no more remains a constraint in the effectiveness of LSE.

Keywords

Gender, Government Schools, Life Skills Education, Locality.

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