2•PART THREE: LIFE SKILLS EDUCATION MODULES
compartmentalized. The whole child must be
considered, his/her feelings, beliefs, growing up
needs as well as the life skills associated with making
safe choices and living healthy lifestyles. The toolkit
therefore is not prescriptive; rather, it suggests that
users choose those sessions that they feel are most
appropriate for the group of children with whom
they are working. The facilitator must choose
carefully as some sessions discuss sensitive feelings
and thoughts that must be supported by earlier
activities to make the child feel comfortable. The
life skills sessions might bring up strong
emotional and psychosocial issues that would
need to be tackled by professionals, such as
psychologists and counselors.
Cooperation, working in teams, friendship and
relationships are important and valued. The sessions
are geared towards helping children learn social skills
and encouraging them to support and help each
other both in and outside the training sessions.
The sessions use different Active Learning Methods
such as role play, discussion, surveys, games and
activities. The use of these methods demands that
facilitators are comfortable using interactive
methodologies and encouraging children to
participate. Some practice and preparation on the
part of the facilitators is always helpful. The Active
Learning Methods in the toolkit do not demand
writing and reading to the greatest extent possible.
The methods can be used with younger children as
well as for those children who may not be
comfortable reading and writing. When some
writing is involved, facilitators and other children
who can read and write may assist and/or symbols
may be used.
It is important that the Active Learning Methods,
though enjoyable, are not viewed as just games.
Discussion and review of thoughts, experiences andlearning with the children must follow. The broad
review questions that are provided are not meant to
be used verbatim. They are meant to remind the
facilitator of issues that should be discussed.
Most sessions require that the children sit in a
circle or semi-circle so that they can easily interact
with each other. The facilitator may sit inside or
just outside the circle. If the children are sitting on
the floor, it is recommended that the facilitator do
the same.
Needs change; so do children. The sessions must be
adapted to suit these changing needs as well as
different local conditions and languages.
Suggestions, tips and experiences have been
provided in some of the sessions to allow for
variations in the activities. The sessions and
activities can also be adapted to differences in the
age of children, though broadly they are suitable for
all children between the age of 10 and 18. The
information needs and the different developmental
levels of children should determine the plan for
conducting sessions. Facilitators may refer to the
information available in the toolkit while planning
sessions. Also, a great deal of excellent literature is
available on life skills; the Facilitator’s Guide
provides references to some of these materials.
Life skills are learned over a period of time and
activities need to be repeated, perhaps with
variations to reduce monotony, for real skill
building to take place. A number of energizers and
warm-ups have been presented in the Facilitator’s
Guide that are valuable in strengthening life skills as
well. Many children have short attention spans and
quickly lose interest in activities. Although most
activities are of 30–45 minutes duration, the longer
ones may be split up to make sure the children stay
interested and attentive. One of the problems in any
Life Skills Education Program is the mobility of