Life Skills Training

Description of the Strategy

The term life skills refers to a broadly defined set of skills and competencies needed to survive and prosper in society. These skills range from such basics as bathing and dressing, include study, work, and leisure activities, and extend to maintaining interpersonal relationships and advanced problem-solving skills. Though many manualized therapies now include life skills components, life skills interventions are most [Page 891]commonly primary prevention strategies implemented in either a broadly targeted or universal manner. By increasing social competence, problem-solving skills, knowledge of risk factors, self-esteem, and communication skills, life skills interventions aim to decrease individuals' vulnerability to risk factors, thereby preventing the development of dysfunction, psychopathology, and other undesired outcomes such as drug use, smoking, and teen pregnancy.

The broader category of life skills has been grouped into domains and subdomains in a variety of different ways. Some of these taxonomies are driven by more global theoretical considerations. Most groupings, however, are tailored to a specific population of interest (e.g., developmentally disabled adults, delinquent youth). Despite differences in the conceptualization of the exact number and content of skill areas, all life skills models contain components in three main areas: (1) social skills, (2) problem solving, and (3) education. Social skills include such competencies as communication skills, interpersonal relationship skills, pro-social behavior, and understanding social expectations in different settings. Problem solving includes emotion regulation and self-control, decision-making skills, learning to access community resources, and working with others. Education, in its broadest definition, refers to any portion of a life skills program that focuses on increasing knowledge rather than teaching and honing a skill. The education component of a life skills training program may include information on health promotion, suicide prevention, substance abuse, preventing unwanted pregnancy, choosing a career, using public transportation, or proper hygiene, to name just a few of the possibilities.

Life skills training programs used as universal interventions seek to minimize the effects of a wide range of negative life events by enhancing the participant's ability to successfully cope with life stresses. Good communication skills, advanced problem-solving strategies, and knowledge of resources in the community and how to access them are viewed as powerful protective factors that serve to reduce the effects of the majority of risk factors and negative life events.

In more targeted life skills interventions, a particular outcome of interest, the risk factors associated with that outcome, and an at-risk population are identified. Next, a decision is made as to which skills, abilities, and knowledge are most likely to minimize those risk factors. Based on the characteristics of the at-risk population and practical limitations on intervention, a delivery method is selected. Finally, the skills training components are adapted to the specific needs of the targeted population (e.g., culture, geographic location), the method of delivery, and the exact skills and knowledge being taught.

Life skills interventions have most commonly been implemented in classroom settings either with populations deemed at risk or as universal prevention programs. As with other prevention and intervention programs targeting the prevention of negative outcomes in adolescence and adulthood, it is highly preferred to begin life skills interventions before or during pubertal onset rather than after (i.e., middle school rather than high school).

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