10 • PART TWO: FACILITATOR’S GUIDE
(^7) For an excellent discussion on these theories see WHO, Skills for Health, Information Series on School Health, Document 9. These
include Child and Adolescent Development Theories, Multiple Intelligences, Social Learning Theory, Problem-Solving Theory,
Social Inoculation Theory, Cognitive Problem Solving, Resilience Theory, Health Belief Model and Stages of Change Theory. Table
is adapted from Child-to-Child sources
(^8) See http://www.worldbank.org/poverty/scapital/whatsc.htm for a discussion on social capital. There is increasing evidence that social
cohesion is critical for societies to prosper economically and for development to be sustainable.
HOW LIFE SKILLS ARE LEARNED
A number of theories and research in the field of
education, child development and behavioral
science have helped to shape understanding and
approaches to learning life skills. These theories
explain how behavior is shaped through a complex
combination of biological, social and cognitive
processes. We now know how children grow,
learn, and acquire knowledge, attitudes and
skills. We also understand better how parents,
peers, family, school and others in the
community and media influence their behavior.
Experience from the field, however, cautions us
to be wary of these theories because they have
been developed by scientists in the Western
world and need to be researched in other
cultural settings.^7 It is increasingly recognized
that the relevance of these theories need to be
tested and adapted for different cultures and in
program design.
Program experiences in different cultures have
indicated the importance of supportive
environments that build on available “social
capital.”^8 By social capital we mean the various
institutions, relationships and norms that shape
the quality and quantity of our social
interactions. It is the glue that holds a society
together. In many cultures and communities, the
strength of the available social capital has been vital
in sustaining programs. When involving the larger
community in a Life Skills Education Program,
children are also encouraged to contribute to
their communities.
The interactive methodology and approach
advocated by the child-to-child approach adapts
concepts from child development theories into
program design that have been refined in diverse
cultures through over 25 years of vast field
experience. The child-to-child approach respects
and recognizes the rights of children for healthy,
safe and happy living.
The life skills methodology uses the available
conceptual models to develop a combination of
learning experiences that develop not only
knowledge and attitudes, but also skills (i.e. life
skills), which are needed to make decisions and take
positive actions to change behaviors. Children learn
to make specific health-related choices such as
choosing not to have sex, resisting peer pressure,
negotiating in risky situations, learning how to
communicate clearly, and building healthy
relationships.