A handbook Life Skills Skills for Life 2

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A handbook
Skills for Life


Life Skills
Skills for Life
A handbook

Life Skills – Skills for Life A handbook
International Federation of Red Cross and Red Crescent Societies Reference Centre for Psychosocial Support
Blegdamsvej 27
DK-2100 Copenhagen Denmark Phone +45 35 25 92 00 Mail psychosocial.centre@ifrc.org Web www.pscentre.org
Front page photo Getty Images
Design and production Paramedia Printed in Denmark. First edition ISBN 978-87-92490-11-7 This book has been published by the International Federation of Red Cross and Red Crescent
Scoieties Reference Centre for Psychosocial Support (PS Centre).
Editor-in-chief: Nana Wiedemann
Editors and contributors Wendy Ager, Ea Suzanne Akasha, Semine Brorson and Birgitte Yigen
Peer reviewers Louise Steen Kryger, Valerie Meredith, Zara Sejbjerg and Manish Tewany
© International Federation of Red Cross and Red Crescent Societies Reference Centre for Psychosocial Support.
We are grateful to all the organizations who have kindly allowed us to include their materials in
Life Skills – Skills for Life. We would also like to thank Danish Red Cross, Finnish Red Cross and Norwegian Red Cross for their funding and support of this publication.
Please contact the PS Centre if you wish to translate or adapt any part of Life skills – Skills for Life. We welcome your comments, feedback and questions at psychosocial.centre@ifrc.org Please seethe full list of materials available from the PS Centre at www.pscentre.org
© International Federation of Red Cross and Red Crescent Societies Reference Centre for Psycho- social Support.

Nana wiedemann
Voluntary service
Life skills and the international red
Saving lifes, changing minds
Strategic aim 2: enable healthy and safe living
The benefits of life skills
Psychological first aid
Life skills – skills for life
The power of listening
Chapter 1 | understanding life skills
Chapter 3 | life skills needs assessments
Chapter 4 | planning life skills programmes
Chapter 5 | implementing life skills programmes
Life skills help coping in disasters
Life skills in a world of change
Active listening
Cognitive, personal and interpersonal skills
Cognitive skills
Personal skills
Life skills during and after crisis events
Enhanced personal capacity after the bush fires
Life skills and rights
Life skills and psychosocial well-being
Besties show the way
Building resilience through life skills
Moving on after the loss
Resilience after crisis events
Timeresilience le
Protective factors
Recovery after mass trauma
Life skills in the field
Chapter 2life skills in the field
Empowering children
Children’s coping
Involving parents and caregivers
Street girls use life skills
Children with special needs
Different needs
Life skills for resilience
Leaving the path of violence
Life skills for prevention
Choose the right path
Take account of different needs
Networks build life skills
Letting goof shame
Empowering older people
Persons living with disabilities
Mainstreaming life skills
Promoting inclusion
Families with disabilities
Attitudes change when
Realizing the potential
Volunteers benefit too
Key reference materials
Life skills needs
Needs assessments
Water everywhere – stories from the floods
Life skills for children after
Key elements in conducting an assessment
Inclusion of
Different types of needs assessments
A detailed needs assessment
Key findings and next steps
Assessment questions
Focus group discussions
Self-assessment questionnaires
Needs assessments after crisis events
Questions for detailed or comprehensive needs assessments
Informed consent
Organize, analyse and
Planning life skills
Planning life skills programmes
From assessment to planning
Programme impact
Examples of long-term impacts
Life skills in relation to needs and immediate impacts
Programming approaches
Life skills in the health
Life skills integrated
Youth in south sudan learn skills
Life skills as entry point
Life skills activities in emergencies
Defining outcomes and outputs
Transfer of knowledge, skills, attitudes and behaviour into practice
Different life skills activities
Peer education changes life on the streets
Family support groups
Involvement works
Positive role models
Advocacy campaigns
Definition of a good life
Level of measurement characteristics of indicators
Checklist for programme planners
Learning materials
Implementing life skills
Fair selection of participants
Conducting life skills programmes
A participatory learning environment
Engaging participants
Scheduling activities
Five-day camp brings changes
Weekend workshops
Series of sessions
Regular sessions
Life skills workshops for children
Workshop number and name
Structure of each workshop
Closing activity our song
Assertive behaviour
Listen to responses
Answering questions
Record relevant information
Group work and plenary
Monitoring and evaluating
The evaluation chain
Verifying inputs
Step 3: develop criteria
Communication strategy
Participant feedback
Discussions with key people
Examples from the field
Pre- and post-tests
Planning skills for the future
Outcomes in a children’s
Listening skills
Evaluating life skills programmes
Agenda for programme meetings
Checklist for midterm review
Participatory feedback
Gathering feedback
Revise context analysis and needs assessment
Immediate impact
When there is no baseline
Involving networks and groups
Framework for monitoring and evaluation
Inputs outputs
International federation of red cross and red crescent societies
Needs assessment
Persons with disabilities
E-learning courses
Community-based psychosocial support

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