Abstract

Learners who want to be good students or breadwinners at work need a variety of life skills. The basic skills of reading, writing, and arithmetic, which are typically taught in professional education at the college level, are, of course, the most significant. Being literate, on the other hand, does not guarantee a smooth transition to self-sufficiency and employment. A individual must know how to write a cover letter and resume, as well as how to prepare for and participate in a job interview, in order to obtain employment. The person must be able to provide job-related skills. To keep a job, a person must possess a variety of social skills, including the ability to get along with co-workers, negotiate with bosses and other authority figures, and provide prompt, responsible, and reliable work. Providing for a family often necessitates knowledge of budgeting, rentals, credit, insurance, taxation, and other aspects of everyday life, all of which were once referred to as survival skills. Other types of skills needed for an individual to be a successful spouse and parent include personal relationships, parenting, fitness, and nutrition, to name a few. It was important to define the word “life skills” to narrow down the spectrum of the quest for such items. “life skills” are among the “self-development, communication skills, job and financial skills development, education, interpersonal and family relationships development, and stress and anger management.” identified by the Department of Education. Because of the broad definition, grantees were able to develop a wide range of services, including basic academic skills, pre-employment training, computer literacy, and social skills. The word “life skills” is described in this book in terms of outcomes, i.e., the overall goal of life skills programming is to help people live more effectively and perform better in their various roles as families, community, and workforce members. Obviously, both education and treatment services contribute to achieving these goals; nevertheless, we view life skills as complementing rather than replacing academic, degree, and treatment programs. The term “life skills” has been described in a variety of ways in this book. First, we have narrowed down the topics that we’ll be looking at. A life skills curriculum, by this description, is all-encompassing rather than concentrating on a single subject, such as parenting. This distinguishes it from fields like customer education, physical education, pre-employment training, and cognitive thinking services. All of these are specialized rather than comprehensive areas from which life skills programming can extract materials. The expected faculty is included in our concept of life skills as a program subject. The life skills program, as described in this book, is an educational program that a faculty member can teach in an educational environment. It’s a mental process. Therapists, psychologists, unit or cottage staff, and physicians are not permitted to use it. As a result, services that are called “life skills,” but are only therapy or rehabilitation programs have been omitted from this book. For the purposes of this book, life skills refer to a training curriculum that includes several components derived from the four categories mentioned above: social skills, job preparation, personal development and management, and practical living skills. In recent years, life skills have emerged as a critical yet underappreciated component of cognitive education. Adult offenders and young offenders also lack the psychological, survival, personal management, and job skills required to operate in the family, community, and workplace. Academic and preparation alone would not be enough if they lack those abilities. Using this book as an important part of the curriculum while teaching life skills in a cognitive environment allows for many opportunities to get the student group together. Learners not only bring new abilities to the training program, but they also demonstrate their natural ability to society. After reading and disseminating the book’s usefulness to the learners, faculty members may profit from the book’s excitement and spirit, and their own sense of the value of the jobs they do in helping their students p repare for post-release lives can be renewed. Students need a lot of motivation to assume that the skills they are studying will be useful in their future lives. We hope that this book on Life Skills (Volume 1) will lead to more life skills programming in the cognitive sense, to stronger life skills programs for the learners, and to their ultimate success in the years ahead.

Keywords:

Life Skills

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How to cite this Book: 

APA:
S.Ravi, K., & Kumar, B. (2021). Life Skills (1st ed., pp. 1-232). Jupiter Publications consortium.
ISBN: 978-81-947069-8-4  DOI: https://doi.org/10.47715/JPC.B.61.2021.9788194706984