Supporting Female Veterans: Implementing a Life Skills Program in Transitional Housing

This research aims to analyze the improvement in life skills between teenagers who are given a life skills program and teenagers who are not given a life skills program in aquatic games at adolescence which are integrated with positive youth development. This research adopts a quantitative approach that integrates life skills and positive youth development through aquatic games. The population used in this research were students from the Aquatic Student Activity Unit (UKM) at Garut University and the research sample was determined using a total sampling technique using all 20 students who took part in the Aquatic UKM. The research instrument used was the life skills scale for sport (LSSS) questionnaire, development iThis instrument was given to samples with an age range of 17-21 years, namely teenagers, then the samples were randomly selected to determine the experimental and control groups between the groups that were given the life skills program and the groups that were not given the life skills program. This instrument contains 8 indicators of life skills, namely, teamwork, goal setting, time management, emotional skills, intrapersonal communication, social skills, leadership, problem solving and decision making.The data analysis used in this research includes the normality test, homogeneity test, and hypothesis test by processing the data using the statistical product for social science (SPSS) version 25 program. The research results were obtained with a calculated T value of 3,496 > T table 2,101, so Ho rejected and Ha accepted, so it can be concluded that there is an increase in life skills between teenagers who were given the life skills program and teenagers who were not given the life skills program. This confirms that the life skills program which is integrated with positive youth development through aquatic games has an important meaning in the quality of human resources in teenagers in carrying out their daily activities. Keywords: Aquatic Activities, Adolescents, Life skills, Positive Youth Development (PYD).

Youth with disabilities often experience limited opportunities to acquire the life skills needed in adulthood. As a result, life skills programs are provided to support life skill development; however, little is known about the active ingredients of these programs, and the sustainability of their effects over time. Accordingly, the aim was to synthesize the findings of a five-year study examining the opportunities, experiences, and outcomes of residential immersive life skills (RILS) programs for youth with disabilities. A multi-method prospective study was conducted involving 38 youth ages 14 to 21 with disabilities (e.g., cerebral palsy, spina bifida) attending one of three RILS programs held over three summers. Program opportunities, youth experiences, and outcomes (self-determination, self-efficacy) were assessed pre- and post-program and 3 and 12 months post-program using standardized questionnaires. Pre-program, 3-month, and 12-month follow-up interviews were held with youth and parents. This research synthesis integrates the findings from nine published articles that used a variety of qualitative, quantitative, and mixed methods approaches. RILS programs provided rich opportunities for youth to experience meaningful social connections, psychological engagement, and choice and control, which were associated with changes over time in multiple domains related to personal growth and preparation for adulthood. Overall, the findings point to the transformative power of RILS programs to propel new life directions for some youth. By creating opportunities for meaningful, challenging, and supportive experiences fulfilling basic needs for relatedness, competency, and autonomy, RILS programs motivate youth to grow and change. More study is needed of program opportunities and capacity-enhancing experiences, as well as longitudinal studies of youth life outcomes. RILS programs have appreciable value in preparing youth for the transition to adult roles and responsibilities.

The purposes of this study were: (1) To determine if Life Skills Programs exist in all of the 14 Big Ten Schools, (2) To determine if the NCAA Division I-A Life Skills Commitment Statements were utilized at all the Big Ten Schools and (3) To determine how Big Ten administrators perceived Life Skills Programs are across all 14 Big Ten Universities.;It was anticipated that all Big Ten colleges had a Challenging Athletes' Minds for Personal Success Life Skills Program on their campus. All Big Ten Life Skills administrators perceived their programs to be effective.;A written questionnaire based on the literature was constructed to answer the three research questions posed by the researcher. Upon IRB approval, the questionaire was emailed to the Big Ten administrators of the Life Skills Programs. The following universities located within the Big Ten conference were requested to participate: Indiana University, Michigan State University, Northwestern University, Ohio State University, Penn State University, Purdue University, Rutgers University, University of Illinois, University of Iowa, University of Maryland, University of Michigan, University of Minnesota, University of Nebraska, and University of Wisconsin.;The questionnaire consisted of two parts; each part took approximately 20 minutes to complete. The researcher made follow up phone calls if the subjects did not respond to the emailed questionnaires after two weeks. Ten of the fourteen Big Ten administrators participated in the study. The researcher found that all ten (n=10) schools offered Life Skills Programs, All ten (n=10) schools provided five of the Life Skills Commitment Statements and all ten (n=10) schools reported their Life Skills Programs were effective.

Residential Immersive Life Skills (RILS) programs are unique programs for youth with disabilities. Situated, experiential, psychoeducational and strengths‐based learning approaches expose youth to opportunities and experiences that can facilitate the development of adaptive behaviours. This study examined the pedagogy of RILS programs to facilitate life skills development in youth. This study draws on 25 qualitative interviews that were conducted with nine youth who attended one of three separate RILS programs. Interviews were conducted at three different time points: pre‐program, 3 months post‐program and 12 months post‐program. Data were analysed using a constructivist grounded theory approach. The analysis provided evidence of the intended learning approaches that are mobilised in the RILS pedagogy (applied mechanisms): situated and experiential learning and psychoeducational and strengths‐based learning approaches. The transcripts also uncovered three behavioural and emotional elements in the RILS pedagogy (implicit mechanisms): the power of (1) interpersonal connections; (2) culture of collective understanding; and (3) emotional contagion. Findings validated evidence of applied mechanisms and uncovered the hidden behavioural and emotional mechanisms in the RILS pedagogy. This in‐depth insight is central to further developing not only independence‐oriented life skills programs, but also broader education programs for youth with disabilities.

Statement of Purpose Residential Immersive life skills (RILS) programs are unique programs for youth with disabilities. These programs enable youth to develop adaptive behaviors required to navigate adulthood. This study explored the emergence of emotional literacy development for youth who attended RILS programs. Methods This study draws on twenty-five qualitative interviews that were conducted with nine youth who attended RILS programs. Data were analyzed using thematic analysis, aligned to a phenomenological approach. Results The themes reflecting emotional literacy development in youth were: (1) Enhanced intrapersonal development; (2) Shifts in emotional regulation and emotional responses; (3) Realized potential and self-actualization. Conclusions The opportunities and experiences offered in the RILS programs have the potential to facilitate emotional literacy development in youth with disabilities. The findings contribute towards the research evidence on the importance of emotional literacy development in young people with disabilities and the development and mobilization of evidence-based life skills programs.

This study aimed to know (1) family salary, (2) interest in following life skill program, and (3) correlation between family salary and interest in following life skill program. The type of this study was ex-post facto. Data collection methods used questionnaires and documentation. Data analysis technique used a descriptive analysis and hypothesis testing by using Product Moment that was started by normality and linearity test. This study shows that the family salary was in enough category with relative frequency 48.33% and the interest in following life skill program was in enough category with relative frequency 50%. The score of r obs was 0.616 above r table 0.254 (r obs = 0.616 > r table 0.254). It means that there was a positive and significant correlation between family salary and interest in following life skill program. The score of determinant coefficient (R 2 ) was 0.379, it means that the family salary gave a positive contribution 37.9% toward interest in following life skill program, while 62.1% was influenced by other factors that were not analyzed in this study

Implementation and effectiveness of adolescent life skills programs in low- and middle-income countries: A critical review and meta-analysis

Date Presented 04/04/2025 This session discusses occupational performance challenges of homeless adults in transitional housing. The perspectives of staff and management in one facility are presented and OT interventions highly recommended. Primary Author and Speaker: Bernard Austin Kigunda Muriithi Additional Authors and Speakers: Jennifer Muriithi

Life Skills Education is a value addition programme for children and youth to understand self and enable them to analyze their capacity to enhance the function in most productive way so they empower efficiently in challenging situations. Life Skills include psychosocial competencies and interpersonal skills that help people make informed decisions, solve problems, think critically and creatively, communicate effectively, build healthy relationships, empathize with others, and manage their lives in a healthy and productive manner. Life Skills are needed at all stages and phases of life, but it becomes important for children and adolescents because this is crucial stage on which future of individual depends. The Life Skills programme is a very important and integral part of the educational system worldwide. It is a school based programme where Life Skills are imparted in a supportive learning environment. The Central Board of Secondary Education (CBSE), India has introduced Life Skills Education as an integral part of its curriculum and provides guidelines for transaction of the ten core Life Skills. Though Life skills are often learned indirectly through experience and practice but it would be enhanced directly by implementing through a dedicated Life skills curriculum by using proper and suitable transaction methods. In school based programme to teach Life Skills in supportive leaning environment teacher’s role is very crucial. Teachers should be act as positive role models for students as Life Skills are better caught then taught. So it is significant to know what strategies teachers build to inculcate the Life Skills among students. The present paper focuses on the ten core Life Skills necessary for students and the strategies used by CBSE teachers at upper primary level of Varanasi City to transact and internalize these Life Skills among students. Survey method was used for the study. Sample consisted of 225 teachers teaching at upper primary level from 31 CBSE schools selected purposively. Content analysis was used to analyse data obtained from questionnaire prepared by reseacher, frequency and percentage were calculated. The findings provide information regarding strategies practiced by CBSE teachers would be helpful for designing Life Skills Training Module.

Residential immersive life skills programs for youth with disabilities: Experiences of parents and shifts in parenting approaches

Recently, it is more demanding to enter job market since current employers hire staff with some life skills such as leadership, communication skills, time management, problem solving skills, and teamwork. The current study aimed to identify the relationship between life skills program, student's personal efficacy and competencies. Moreover, this study investigated eight students’ perceptions of their personal efficacy after understanding life skills program. This study employs a qualitative research approach using an in-depth interview and self-reporting of the life skills module. The participants were randomly selected among freshman undergraduate students who have passed the life skill modules at Taylor’s University, Malaysia. This study aimed to identify students’ perceptions, competencies after completing life skills modules. It also elaborates on how life skills considered as a technical requirement for hard skills and employees’ future. The results of thematic analysis indicated that embedding the life-skills program in the university curriculum plays a key role in shaping students' personal and social competencies. This finding has important implications for educators and educational policy makers to integrate students’ life skills into curriculum so as to influence students’ professional and interpersonal skills such as team working, communication, leadership, time management, decision making and problem-solving.

The purpose of this occupational therapy doctoral capstone project was to address a gap in community-based services for unhoused transitional-aged youth (TAY) by promoting life skill acquisition and supporting participation in meaningful activities in order to enhance self-efficacy. This project aimed to design, implement, and evaluate a structured occupation-based life skills program that builds upon existing services at a local drop-in center. The program incorporated life skill education and activity-based, experiential interventions tailored to meet the needs and learning styles of the population. Methods included conducting a needs assessment, developing the program curriculum, and piloting the 6-week program consisting of weekly group sessions. Findings demonstrated preliminary improvements in goal attainment and no meaningful changes in self-efficacy. However, qualitative findings showed emerging themes related to improvements in engagement and confidence in applying skills outside of the program context. Additional outcomes included the development of a life skills facilitator’s handbook provided to the site to continue to use as a resource for existing group services. This project advances occupational therapy practice by highlighting the value of delivering occupation-based, community-driven interventions and underscores the importance of interprofessional collaboration to provide comprehensive services and support for marginalized populations. Implications for occupational therapy include expanding the profession’s role in emerging practice areas, such as community-based practice, to promote health and well-being in underserved communities.

Background:The misuse of ilicit drugs has become a very significant and challenging problem, worldwide. There has been significant increase in crime and violence across the world which may be associated with the illegal production and distribution of illicit drugs. According to a UN report, the number of people dependent on drugs in India is on the increase, indicating very difficult challenges ahead. Aims: The present study explores the effectiveness of a life skills intervention to change the attitudes of youth towards alcohol and drug abuse, in the Punjab state of India. Methods: A quasi-experimental design of research was used to conduct the study among a sample of 1000 first year college students from 6 randomly selected districts of Punjab, India. The scales used for measuring the attitudes of college students towards alcohol and drug abuse were developed for the purpose of this study. Conclusions: The results of analysis of covariance revealed that life skills training had a significant effect on changing attitudes towards alcohol and drug abuse, among study participants. The findings from this study suggest that the introduction of appropriate life skills programs within institutes of higher education in India, could significantly improve the attitude of youngsters towards the misuse of illicit drugs. This may impact their behavior and reduce future misuse of illicit drugs.

Purpose This study was to investigate the systematic application of the life skills program and its effects in a sport setting. Methods Participants were 14 college students(8 males and 6 females) majoring in Taekwondo. Survey tools were utilized to measure items of life skills and journals. Data analyses were conducted by using Excel program and inductive content analysis. Results First, life skills in this study consisted of goal setting, self-talk, imagery, cognitive restructuring. Life skills program has undergone a procedure, such as the introduction, training, development, application, and evaluation. Second, the average scores of life skill variables have been changed according to measured points. Specifically, the average scores of goal setting and self-talk were highly increased over time and the average score of imagery indicated gradual rising line. The average score of negative thought was slightly reduced over time. Third, regarding effects of this program, participants’ responses were categorized into six components; performance enhancement, positive thoughts, chances of change, goal setting, struggling efforts, and motivation formation. Further, participants stated this program was a great opportunity to develop these components. Conclusion The application of life skills program in sport settings will contribute to participants’ life span developmental change in cognitions, emotions, and behavior.

Bullying victimization and perpetration in South African schools is an ongoing blight and this study’s focus was on the role of Emotional Intelligence (EI) in a Life-skills programme in prevention and management of bullying behaviour. Emotional intelligence plays an integral role in life skills pedagogical content knowledge, therefore, EI Life-skills intervention programme was developed and implemented to equip bullies with emotional and social competence and empathetic skills that will enable them to constructively solve conflicts. Quantitative research method was used to collect and analyze data for the study. The total sample of (n=40) participants comprised of Grade 09 learners between the ages of 13-15 were selected. The choice of the sample was motivated by the fact that the selected learners were bullying perpetrators. The (n=40) were evenly distributed into two groups, namely, Group A (experimental) and Group B (control) 57.5% were males and 42.5% were females. The Schutte Self-Report Emotional Intelligence Test (SSEIT) (1998) was used to collect data from the participants. Pre-test and post-test trials were conducted. The effectiveness of the programme was assessed to determine whether it can be used as an intervention tool to decrease bullying behaviour from those who bully others. Participants in the experimental group scored higher in overall EI when compared to participants in the control group post-intervention. This suggests that EI as a life-skills programme can be a powerful intervention tool in preventing bullying by fostering empathy, improving communication, and enhancing social skills among learners.