1. Life skills intervention at high school: A needed pedagogic shift Principal Investigator Dr. Sangeeta Chaudhary Senior Lecturer Co-Investigator Dr. Bhamini Mehta Lecturer Department of Human Development and Family Studies Faculty of Family and Community Sciences The M.S. University of Baroda Vadodara,GujaratINDIA

2. INTRODUCTION AND RATIONALE Adolescence: An important phase of life Adolescence: An important phase of life Physical changes Physical changes Psychological changes Psychological changes Behavioural changes Behavioural changes

3. INTRODUCTION AND RATIONALE Adolescents are Establishing their identity Establishing their identity Stepping out in the world Stepping out in the world Learning to be social Learning to be social Trying to understand their emotions Trying to understand their emotions Balancing between self and outside world Balancing between self and outside world Enhancing their cognitive potentials Enhancing their cognitive potentials Contd…

4. INTRODUCTION AND RATIONALE Unique features of tribal area of Gujarat Tribes are extremely endogamous Tribes are extremely endogamous Tribal are strict for their rituals and traditions Tribal are strict for their rituals and traditions Known for limited interaction with outer world and partially isolated Known for limited interaction with outer world and partially isolated Children/adolescence/youth need to be acquainted with life skills for better support and be with the world Children/adolescence/youth need to be acquainted with life skills for better support and be with the world

5. Life skill education What are life skills: “abilities for adoptive and positive behavior that enable an individual to deal effectively with the demands and challenges of everyday life”. WHO(1994) Why life skills: Why life skills: To develop psychosocial competence To develop psychosocial competence To empower youth To empower youth To enhance quality of life To enhance quality of life

6. Method Intervention program with adolescents Intervention program with adolescents At two high schools of tribal area At two high schools of tribal area Sample: adolescents from 8 th and 9 th standards Sample: adolescents from 8 th and 9 th standards Twenty sessions Twenty sessions Each 1.30 hour Each 1.30 hour Implementation of pre test questionnaire Implementation of pre test questionnaire Post test Post test Analysis—quantitative and qualitative Analysis—quantitative and qualitative

7. Life skills covered in program Understanding self Understanding self Handling parents and peer relationships Handling parents and peer relationships Awareness for gender sensitization Awareness for gender sensitization Decision making in day to day life Decision making in day to day life Knowledge of reproductive health and HIV Knowledge of reproductive health and HIV Importance and need for communication skills Importance and need for communication skills

8. Objectives of the project Make adolescent boys and girls aware of their capacities and further their development. Make adolescent boys and girls aware of their capacities and further their development. Create an understanding about gender discrimination which hinders individual development. Create an understanding about gender discrimination which hinders individual development. Impart information and awareness about HIV and STDs. Impart information and awareness about HIV and STDs. Provide training for effective communication for self growth and development. Provide training for effective communication for self growth and development.

9. About the intervention Unconventional manner of imparting information Main strategies were planned considering participatory approach: play way method, group discussions, role plays, games, sharing experiences, responses of given situation Seating arrangements needed to be changed due to differential treatment for girls and boys and reproductive health was a tabooed topic to be taught collectively Adults (parents and teachers) were skeptical about the content so it had to be mellowed down up to high extent

10. Highlights of results: Figure 1: Comparison of post scores of ‘who decides’ with ‘who should decide’. ’.’.

11. RESULTS: RESPONSES TO SITUATION I ReactionsPrePostTotal Believe my parents. will respect their decision whatever they decide for me 71.577.566.7 Will try to understand economic condition, will say no to teacher without even asking parents 40.014.626.1 Will talk to my parents to find out the reason for saying NO and try convincing accordingly 0.014.67.6

12. RESPONSE TO SITUATION II Adolescents reaction to peer pressure PrePostTotal Will return money and make him Understand 1539.628.4 Will return money without Bothering about my friends reaction 67.552.125.0 Will listen to my friend and will not return money because can't make my friend annoyed 108.39.0

13. Qualitative responses from adolescents in post test Gender sensitization Gender sensitization Entire family is responsible for household work so decision should be taken jointly by all. Regarding HIV/AIDS Regarding HIV/AIDS By using the same needle and syringe used by an HIV infected to inject a normal person.

14. Qualitative responses from adolescents For self concept and self esteem For self concept and self esteem “Emotions do affect our thoughts, relations and at times action. It also affects our success.” “Emotions do affect our thoughts, relations and at times action. It also affects our success.” I am a girl and happy that God has made me a girl. Girls are more emotional and they have good values I am a girl and happy that God has made me a girl. Girls are more emotional and they have good values

15. HIGHLIGHTS OF THE RESULTS The intervention program helped adolescents to get a better insight of the changes going on in their bodies and also to understand that all those changes are a normal part of growing up. The intervention program helped adolescents to get a better insight of the changes going on in their bodies and also to understand that all those changes are a normal part of growing up. The sessions helped to improve their self image and raise their self esteem as well as boost their confidence level. The sessions helped to improve their self image and raise their self esteem as well as boost their confidence level. It helped to improve their self understanding and thereby lay foundation of an integrated sense of identity. It helped to improve their self understanding and thereby lay foundation of an integrated sense of identity. The program sessions made an attempt to impart knowledge in the areas like importance of communication and components of effective communication, dealing with peer pressure, personality traits, gender issues as well as HIV/AIDS. The program sessions made an attempt to impart knowledge in the areas like importance of communication and components of effective communication, dealing with peer pressure, personality traits, gender issues as well as HIV/AIDS. Though the program was able to achieve information and knowledge gain, the required modifications/changes in attitude and behavior, especially in the areas like gender socialization, which are deep rooted would require continuous efforts. Though the program was able to achieve information and knowledge gain, the required modifications/changes in attitude and behavior, especially in the areas like gender socialization, which are deep rooted would require continuous efforts.

16. Recommendation of the Program Continuity of the program; interwoven with the curriculum. All the stakeholders (parents, teachers, counsellors, school principals, policy makers etc) are to be included in the process of planning and implementation of a similar need based program.

17. THANK YOU THANK YOU