1.Introduction to Life Skills 2.Self Awareness 3.

Self Esteem
i. Define Life Skills i.Self-description •Define Self Esteem
ii.Categories ii.Strength and Weakness •Signs of High and Low Self Esteem in a
iii.Benefits iii.Personal Values,Beliefs,Goals & person
iv.Living Values and our Lives Ambitions •Signs of Low Self Esteem
relationship btwn Life Skills and Values iv.Challenges that hinders the •Effects of Low Self Esteem
attainments of Life Goals •Factors that Enhances High and Low
v.Strategies of Overcoming Challenges Esteem
•Importance of High Self Esteem
•Values associated with High Self Esteem
•How to boost Self Esteem
4.Stress Management 5.Coping with Emotions 6.Empathy
•Define Emotion •Define Emotion •Define Empathy
•Define Stress •Good and Bad Feeling •Importance Empathy
•Couse’s of Stress •Courses of Good and Bad Feelings •Different btwn Empathy and
•Effects of Stress •Meaning of Emotional Intelligence Sympathy
•Copping with Stress •Feelings which can lead to Risky •Situations requiring Empathy
•Forms of Positive Stress Behavior •Values associated with Empathy
•Values associated with Positive Stress •Ways of Coping with Negative
Management Emotions
7.Assertiveness 8.Negotiations 9.Non-Violent Conflict Resolutions
•Define Assertiveness •Define Negotiations •Define Conflict
•Characteristic of an Assertive Person •Importance of Negotiations •Courses of Conflict
•Steps to being Assertive •Situations that Requires Negotiating •Consequences
•Importance of Being Assertive •Negotiating Techniques •Types of Conflict
•Difference btwn Assertiveness and •Values associated with Negotiations •Ways of Dealing with Conflict
Aggression •Skills for Conflict Management
•Difference btwn Peer Pressure & •Institutes that Resolve Conflict in a
Influence Community
•Values associated with Assertiveness •Values related to Conflict
10.Effective Decision Making 11.Critical Thinking 12.Creative Thinking
•Situations that requires Decision •Meaning of Critical Thinking •Define Creative Thinking
Making •Risky Situations •Situations that requires Creative
•Challenges facing Youths in Decision •Evaluating Ideas or Issues Objectively Thinking
Making •Consequences of Making Decisions •Importance
•Factors influencing Decision Making before Critical Thinking •Consequence
•Steps to Effective Decision Making •Values associated with Critical •Values associated with Creative
•Consequences Thinking Thinking
•Decision Making Institutions in a
Community
•Values associated with Decision
Making
13.Problem Solving 14.Leisure 15.Time Management
•Problem Areas •Define Leisure •Define Time Management
•Courses of Problem Solving •Effects of Misuse of Leisure •Work Schedule
•Tools of Problem Solving •Activities for Positive Leisure •Time Management Charts
•Problem Solving Processes •Life Skills for Positive use of Leisure •Importance of Time Management
•Values associated with Problem Solving •Values associated with Leisure •Time Robbers

16.Gender Education 17.Drugs and Substance Abuse 18.HIV and Aids

•Define Gender Education •Define Drugs and Substance •Define HIV and Aids
•Agents Perpetuating Gender •Commonly Abused Drugs •Transmission
Education •Causes Drugs and Substance Abuse •Signs and Symptoms
•Gender Stereotyping •Symptom •Catalysts
•Effects of Gender Mainstreaming •Effects •Prevention
•Strategies to Eliminate Gender •Relationship btwn Drugs and •Interventions
Discrimination Substance with HIV & AIDS •Misconceptions
•Associated Values •Prevention •Care and Support
•Management
•Life Skills and Values
19.Child Labor 20.Human Rights 21.Relationships
•Define Child Labor •Define Human Rights •Types of Relationships
•Difference btwn Child Labor & Work •Types of Human Needs •Developing healthy Relationships
•Forms of Child Labor •UN Conventions •Factors that Influences healthy
•Awareness of Child Labor •Categories of Child Rights Relationships
•Intervention •Importance of Child Rights •Maintaining healthy Relationships
•Appropriate Life Skills •Responsibilities •Influence of Relationships on Behavior
•Principles in Child Rights •Values associated with Relationships
•Life Skills and Values

1. Introduction to Life Skills

• Define Life Skills
These are "the abilities for adaptive and positive behavior that enable individuals to deal effectively with the
demands and challenges of everyday life". Life Skills can be taught or learned. They enable us deal with the daily
challenges of life:
• Categories of Life Skills
a) Skills necessary to have a good relationship with yourself: The ability to cope with emotions, Self-
esteem, Assertiveness, Self-awareness and stress
b) Skills necessary to have a good relationship with others: Good social manners, Friendship formation,
Peer resistance skills, Effective communication, Negotiation
c) Skills necessary for making good decisions: Critical thinking, Creative thinking, Decision making
Problem & solving
• Benefits of Life Skills
a) They help us to focus and pay attention
b) They can help us have a better awareness of ourselves,
c) They help us develop a stable self-image and appreciate ourselves better.
d) They teach us self-control and self-regulation
e) Help us learn how to take care of our bodies
f) Help us learn how to recognize and express our emotions
g) They teach us empathy, being able to take on the perspectives of others
h) They help us learn to communicate effectively
 i) Teach us how to make informed decisions and how to plan our lives (jobs, career, life, future)
j) They help us learn to accept praise and criticism as well as overcome failure
k) They are also helpful in modeling rational (nonviolent) behavior in conflict situations
• Living Values and our Lives
What are values?
Values describe, and provide a means of talking about, what is important to us. They are ideals we hold that give
significance and meaning to our lives and hence they underpin our beliefs, influencing the decisions we make.

• Relationship btwn Life Skills and Values

To be able to express our values in our lives, we need to develop the skills to behave according to our values. Thus
the shift to a more inclusive world view involves not just
2. Self Awareness
• Define Self-description
Self-awareness is an individual’s ability to appreciate the strengths and weaknesses of one’s own character.
Realising this will enable one to take actions, make choices and take decisions that are consistent with one’s own
abilities.
• Strength and Weakness
a) Recognize the weak and strong sides of one’s own behavior.
b) Recognize the weak and strong sides of one’s own abilities.
c) Differentiate what one can do or cannot do by her/himself.
d) Recognized things which cannot be changed, and accept them (example: height, size of breasts, etc.).
e) Appreciate oneself - people are not alike, and diversity is a good thing.
f) Recognize one’s own unique talents.

• Personal Values,Beliefs,Goals & Ambitions

The value of a human being; where does my value lie? And how do I discover that I have this value?
What is my value and where does my value lie?

a) The human being has a value that is given; and so it cannot be reduced.
b) The human being does not make himself: if I look at my own experience I cannot deny that the greatest
and most profound evidence is that I do not make myself, I do not give myself life, someone greater
 than me gives me this life, and my responsibility with the help of this someone greater than me is to
take care of myself and most of all acknowledge and appreciate my value as a person
c) Since I am “made” there is a source, an origin of my being, I discover that I am dependent on somebody
greater than me.
d) Beliefs: Assumptions and convictions that are held to be true by an individual or a group regarding
events, concepts, people and things. Beliefs are the assumptions we make about ourselves, about others
in the world and about how we expect things to be. Beliefs are about how we think things really are.
Beliefs tend to be deep set and our values stem from our beliefs.

• Challenges that hinders the attainments of Life Goals

a) Lack of information
b) Lack of skill
c) Limiting beliefs
d) Well being
e) Other people
f) Own motivation
g) Time
h) Money
i) Fear
• Strategies of Overcoming Challenges

3. Self Esteem
• Define Self Esteem
Self-esteem is the way an individual feels about her/himself and believes others to feel. It has been described as
the ‘awareness of one’s own value as a unique and special person endowed with various attributes and great
potential’
• Signs of High and Low Self Esteem in a person
A person’s self-esteem can be damaged or enhanced through relationships with others. High self-esteem tends
to encourage and reinforce healthy behavior. Low self-esteem tends to encourage unhealthy behavior.
• Signs of Low Self Esteem
Low self-esteem will affect how you feel, think and act. It can affect your confidence, how you get along with
others, and how you do at work.
• Effects of Low Self Esteem
Low self-esteem can have devastating consequences. It can:
a) create anxiety, stress, loneliness, and increased likelihood of depression
b) cause problems with friendships and romantic relationships
c) seriously impair academic and job performance
d) lead to increased vulnerability to drug and alcohol abuse
• Factors that Enhances High and Low Esteem
Childhood experiences that contribute to High self-esteem include:
a) Being listened to
b) Being spoken to respectfully
c) Getting appropriate attention and affection
d) Having accomplishments be recognized and mistakes or failures be acknowledged and accepted
Childhood experiences that may lead to low self-esteem include:
a) Being harshly criticized
b) Being physically, sexually, or emotionally abused
c) Being ignored, ridiculed, or teased
d) Being expected to be perfect all the time.
• Importance of High Self Esteem
a) You believe you are worthy of happiness, you feel worthy of respect.
b) Is the first step in believing in you, it builds self-confidence?
c) Your self-esteem has a profound effect on your thinking, emotions, happiness, desires, values, and
goals.
d) You can still feel respect and be proud even if you make a mistake.
e) You have a sense of control and direction and approach problems with a different perspective. Allows
you to make correct choices and take action and be proud.
f) You can take new challenges easily and handle criticism.
g) You consider yourself a valuable person and you live for a reason.
 • Values associated with High Self Esteem
The more you like yourself, the more confidence you have. The more you like yourself, the more efficient and
effective you are in each area of your life. Self-esteem is the key to peak performance.

Your self-esteem is so important to your emotional health that almost everything you do is aimed at either
increasing your feelings of self-esteem and personal value, or protecting it from being diminished by other
people or circumstances. Self-esteem, the feeling of liking and respecting yourself, is the foundation principle of
success and happiness. It is vital for you to feel fully alive.
• How to boost Self Esteem
a) Get positive
b) Take care of yourself
c) Fight the inner critic
d) Stop comparing yourself
e) Don’t avoid things
f) Making plans
g) Get the help of others

4. Stress Management
• Define Stress
Stress is a feeling from inside that occurs when a person is faced with a situation or problem that the person
perceives as having no means or resources to solve. In other words, there is a gap between the stressful event and
resources available to the person to deal with the stressful event. Stress has a practical element and an emotional
element. For example, someone who has lost a job may be concerned about what to eat, how to pay the rent
(practical) and at the same time they might feel angry or depressed (emotional).
• Couse’s of Stress
There are 2 different levels of stress:
(a)Primary Stressor: It is the initial disturbing experience or event
(e.g. death of a parent, being sexually abused).
(b)Secondary Stressors: They are experienced as a result of the primary stress
(e.g. dropping out of school after the death of a parent)
 • Effects of Stress
Failure to cope or manage stress can lead to the following changes in youth:
a) Loss of control and self-confidence and a feeling of helplessness
b) Some of it may even show as physical illness which can affect the overall wellbeing of young people
• Copping with Stress
a) Respond to situations before they happen through life skills like decision making, problem solving and
daily activities which build confidence and self-esteem (e.g. cooking, doing laundry, being involved in
daily decision-making in the home, etc.).
b) Understanding the Situation and Consequences
c) Inclusion in the Process: Encourage young people to be involved in the process (if moving, in helping to
pack and finding a new school; in the death of a parent in helping to care for the parent to the level to
which he/she feels comfortable; if parents are having another baby, allow older child to help feed the
baby and tell them about it before the baby is born).
d) Encourage young people to come up with solutions to their problems (this should be age appropriate).
e) Good Exercise, Rest and Nutrition: Eat a balanced meal and find time to play, rest and take care of
yourself.
f) Emotional Support and Counseling: Encourage young people to get emotional support by encouraging
them to talk to a counselor about the problem
• Forms of Positive Stress
Good stress: Eustress
Eustress (pronounced YOU-stress) can be fun, exciting and energizing, especially in the short-term. Face a
sudden danger and resolve the situation safely, and you'll get pumped and excited; like when we are racing to
meet an exciting deadline, getting dressed for our wedding, or flying down a ski slope. It keeps our juices flowing.

Just the right amount of stress is stimulating and healthy. We perform tasks faster and better. Our muscles
strengthen. Heart function improves. Stamina increases. Thinking sharpens. Some experts say eustress even
helps our bodies resist infection!
• Values associated with Positive Stress Management
a) Good Health
b) You’re Looks
c) Increased Productivity
 d) Your Happiness
e) Lower Stress levels
5. Coping with Emotions
• Define Emotion
The ability to manage or deal effectively with an emotional situation or problem. Emotions such as fear, passion,
anger, jealousy etc. are subjective responses to a situation. They can result in behavior which one might later
regret. Coping with emotions means to be able to recognize them as such and deal with them to make a positive
decision nonetheless.
• Good and Bad Feeling
a) I am angry
b) I am very sad
c) I am happy
d) I feel scared; and/or
e) I feel nervous
• Courses of Good and Bad Feelings
Good and Feelings
a) Doing the things that you always failed to do.
b) Set realistic goal
c) Clean up the mess to feel good about yourself
d) Quick fixes don't work

Bad Feelings
a) Unmet goals and dreams
b) Fears and worries that you never dealt with
c) Carried over guilt
d) Lack of understanding of your real needs
• Meaning of Emotional Intelligence
a) Emotional intelligence represents an ability to validly reason with emotions and to use emotions to
enhance thought.
b) Emotional Intelligence involves: accurately perceive emotions in oneself and others use emotions to
facilitate thinking, understand emotional meanings, and manage emotions
 c) Why is Emotional Intelligence Important results in :Physical Health, Mental Well-Being, Conflict
Resolution, Success in Leadership
• Feelings which can lead to Risky Behavior
The reason teenagers engage in risk-taking behavior is that it's one way to demonstrate to themselves that they
are capable, grown up, and independent from their parents. Feeling Invincible; Being Vulnerable
• Ways of Coping with Negative Emotions
a) Good self-care is the best medicine
b) Know what anger and frustration feels like to you - both in your head and in your body
c) Take a 10 minute walk. This will clear your mind and may save you from losing your temper.
d) Ask, “What am I afraid of?”.
e) Distract yourself

6. Empathy

• Define Empathy

'Empathy is the ability to see the world as another person, to share and understand another person’s feelings, needs, concerns
and/or emotional state.'Empathy is a selfless act that enables us to learn more about people and relationships with people - it is
a desirable skill beneficial to ourselves, others and society. Phrases such as ‘being in your shoes’ and ‘soul mates’ imply
empathy. Empathy has even been likened to a spiritual or religious state of connection with another person or group of people.

• Importance Empathy

a) You will be more likely to treat the people you care about the way they wish you would treat them.
b) You will better understand the needs of people around you.
c) You will more clearly understand the perception you create in others with your words and actions.
d) You will have less trouble dealing with interpersonal conflict both at home and at work.
e) You will more effectively convince others of your point of view.

• Different btwn Empathy and Sympathy

. Sympathy and empathy are both acts of feeling, but with sympathy you feel for the person; you’re sorry for them or pity them,
but you don’t specifically understand what they’re feeling. Empathy can best be described as feeling with the person. Notice the
distinction between for and with. To an extent you are placing yourself in that person’s place, have a good sense of what they
feel, and understand their feelings to a degree.

• Situations requiring Empathy

• Values associated with Empathy

A requirement for being an effective counselor is being able to practice and impart the skill of empathy in the client-counsellor
interaction

7 Assertiveness

• Define Assertiveness
Assertiveness is the quality of being self-assured and confident without being aggressive
• Characteristic of an Assertive Person
a) Make greeting-talk.
b) Accept compliments.
c) Use appropriate facial talk
d) Disagree mildly
e) Ask for clarification
f) Ask why.
g) Express active disagreement
h) Speak up for your rights.
i) Be persistent.
j) Avoid justifying every opinion
• Steps to being Assertive
a) Respect both yourself and the other person (or people) involved. It all starts here
b) Always begin with a disarming statement, Compliment the other person. The compliment must be sincere
c) Once you use a disarming statement, you then can state your needs – whatever they may be
 d) Recognize that just because you state your needs that does not always mean you will always get your needs
met.
e) Practice. Practice makes perfect.
f) Celebrate each success
Importance of Being Assertive
If you don't know how to be assertive, you might experience:
a) Depression -- Anger turned inward, a sense of being helpless
b) Resentment -- Anger at others for manipulating or taking advantage of you.
c) Frustration -- Why did I allow that to happen?
d) Temper/violence -- If you can't express anger appropriately, it may build up.

• Difference btwn Assertiveness and Aggression

Basically, being assertive means letting others know that something bothers you or that there is something you want.
The focus is on you: "I feel left out when you ..." It is not pushy, nor does it step on another person's "toes." Assertive
gives information about your feelings.
Agressive is pushy and does step on another person's "toes," so to speak: "You always leave me out of things." I focuses
on the other person(s). It makes the other person feel a need to respond, usually. There is verbal and there is physical
aggression.
• Difference btwn Peer Pressure & Influence
Peer Pressure is the toughest pressure we face is the pressure we put on ourselves. We want to fit in, be well-liked, be
popular, be funny, and we don’t want to be different or be made fun of. It is also possible we’re being influenced
because we are curious.
• Values associated with Assertiveness
a) People who speak assertively send the message that they believe in themselves.
b) They know that their feelings and ideas matter.
c) People who are assertive tend to make friends more easily.
d) They communicate in a way that respects other people's needs as well as their own.
e) They are better at working out conflicts and disagreements.
f) People who give respect get respect in return
 8 Negotiations
• Define Negotiations
Negotiation is a method by which people settle differences. It is a process by which compromise or agreement is
reached while avoiding argument and dispute.

• Importance of Negotiations
a) Being a good negotiator enables you to get what you want more without resorting to becoming aggressive or pushy.
b) Negotiating with others is more effective than simply demanding what you want or just caving in.
c) Negotiation skills increase your personal effectiveness in any group situation
d) Knowing how to negotiate lessens the chances that others will take advantage of you.

• Situations that Requires Negotiating

• Negotiating Techniques
a) clarify the problem

b) explore interests

c) brainstorm

d) establish criteria

e) select options

• Values associated with Negotiations

9 Non-Violent Conflict Resolutions

• Define Conflict
Conflict is a disagreement through which the parties involved perceive a threat to their needs, interests or concerns
• Courses of Conflict
a. Conflicts arise when people are competing for the same resources (territory, jobs and income,
housing)
b. Conflicts arise when the people are unhappy with how they are governed.
 c. Conflicts arise when people's beliefs clash. Religious and political views are particularly sensitive
d. In the same way ethnic differences can cause conflict, or be made to cause it
• Consequences
Wars,poverty,sichness,underdevelopment,crime etc
• Types of Conflict
External,Internal and Interactional Conflicts

• Ways of Dealing with Conflict

a) Ask questions
b) Analyze expectations
c) Recognize differing perspectives
d) Identify mistakes
e) Watch out for emotional triggers
f) Focus on preventing escalation
g) Take action to control the situation
h) Commit to working it out
i) De-escalate the conflict
j) Stay calm

• Skills for Conflict Management

There are a wide range of useful skills for handling conflict. Possibly the most important is assertiveness. You need to
be able to express your views clearly and firmly, but without aggression. One model to use is ‘ Describe the situation,
Express your feelings and Specify what you want done’

• Institutes that Resolve Conflict in a Community

UN,
• Values related to Conflict
10 Effective Decision Making
• Situations that requires Decision Making
Decision-making can be regarded as the cognitive process resulting in the selection of a belief or a course of action
among several alternative possibilities.
Each day we are faced with situations in life that require us to make choices. Some of these choices are easy, and at
times, some of them can be difficult. Easy decisions consist of things like what clothing you should wear; most people
choose what to wear based on the season of the year, the weather of the day, and where they might be going. Other
easy decisions consist of things like what to eat, what movie to see, and what television programs to watch. Decisions
that seem to be the most difficult are those that require a deeper level of thought.
• Challenges facing Youths in Decision Making
• Factors influencing Decision Making
• Steps to Effective Decision Making
• Consequences
• Decision Making Institutions in a Community
• Values associated with Decision Making
11 Critical Thinking
• Meaning of Critical Thinking
Means making reasoned judgments that are logical and well thought out. It is a way of thinking in which you don't
simply accept all arguments and conclusions you are exposed to but rather have an attitude involving questioning
such arguments and conclusions.
• Risky Situations
a) Help us learn from an experience
b) Help prevent it from occurring again
c) Result in a reasonable, effective solution
• Evaluating Ideas or Issues Objectively
In order to assess our role in, and the consequences of any actions we take, we must be able to evaluate and determine
what is taking place in a given situation. This requires us to organize our thinking, integrate the information at hand,
distinguish between what is fact and what is opinion, and then weigh potential outcomes.
• Consequences of Making Decisions before Critical Thinking

• Values associated with Critical Thinking

 Critical thinking forces employees and managers to look at a situation and weigh all possible solutions before coming
up with a final answer.Fosters Teamwork, Promotes Options, Uncovering Spinoffs,etc.
12 Creative Thinking
• Define Creative Thinking
Creativity is the act of turning new and imaginative ideas into reality
• Situations that requires Creative Thinking
Thinking creatively is a state of mind that enables you to approach tasks, problems, and situations with openness to
alternatives.
• Importance

a) Writers, poets, express thoughts by adding to and expanding on pre-conceived ideas

b) Artists use creativity to express their ideas and visions through painting, sculptures, graffiti and
photography
c) Musicians, singers and songwriters use words and sound to be creative
d) Dancers use interpretation to express and convey creativity to an audience
e) Fashion designers create using fabrics and materials
• Consequence
a. Without creativity, there is no innovation.
b. Without creativity, there is no differentiation.
c. Without creativity, you do not see all of the options.
d. Without creativity, complex problems are hard to solve.
e. Without creativity, you fail to see and exploit opportunities

• Values associated with Creative Thinking

13 Problem Solving
• Problem Areas
Problem Solving is the process of finding solutions to difficult or complex issues:
• Courses of Problem Solving
• Tools of Problem Solving
 a) Information Gathering
b) Decision-Making Tools
c) Brainstorming
d) Decision Matrix
e) Diagram Based Tools
f) Process Maps
g) Process Improvement Tool
• Problem Solving Processes

a) Identify the problem.

b) List the possible solutions or courses of action.
c) Weigh the possible solutions.
d) Choose a solution to try.
e) Put the solution into practice.
f) Evaluate the solution.
• Values associated with Problem Solving
Everybody can benefit from having good problem solving skills as we all encounter problems on a daily basis; some of
these problems are obviously more severe or complex than others.

14 Leisure
• Define Leisure
• Effects of Misuse of Leisure
This is how people misuse leisure time:through idling, loitering aimlessly,alcohol and abuse of drugs,gumbling,
playing of cards and pools,attending disco halls,idle talks or gossips ,watch and reading ponographic movies and
materials and this may lead the young people mostly to promote this vices.In which other ways is leisure misused?
• Activities for Positive Leisure
Activity is defined as purposeful, and having an expected outcome. It may be incorporated into your routine and
performed unconsciously or deliberately. Activity is performed to pass the time, satisfy our interests and/or fulfill our
responsibilities. Some Leisure activities: Sports courses,Swimming,Bowling,Leisure centres,Dance and drama classes
etc.
 • Life Skills for Positive use of Leisure
a) We develop our young people’s capacity to engage in positive behaviors
b) set personal goals and live successfully
c) positive use of leisure time,
d) skills for stress management
• Values associated with Leisure

a) Exercise and physical activity

b) Self expression or creativity
c) A sense of responsibility and usefulness
d) Expression of opinion
e) Cooperative experience and the practice of interdependence
f) Leadership opportunities
g) Socialization in fairs, clubs, meals and parties
15 Time Management
• Define Time Management
The act of planning the amount of time you spend on which activities
• Work Schedule
Review how you spend your time in order to help you prioritize your goals and objectives.
• Time Management Charts
The following Free time management charts are used to list all your tasks in different time spans .They enable you to
see all your tasks on one page in different time ranges: monthly, weekly and daily.
a) 3 Months Chart.
b) Monthly time management activities.
c) Weekly time management activities
d) Daily time management activities
e) Daily time management activities with priority matrix.
• Importance of Time Management
a) Time is limited we use time wisely
b) Make better decisions
c) Be more successful
 d) Learn more
e) Reduce stress
f) Creates discipline
• Time Robbers
a) Procrastination
b) Interruptions by people without appointments.
c) Poor use of the media: Telephone, Mobile, e-mail, and fax, etc.
d) Reading junk mail.
e) Lack of concern for god time management.
f) Lack of clear priorities.

16 Gender Education
• Define Gender Education
The term gender role is used to signify all those things that a person says or does to disclose himself/herself as having
the status of boy or man, girl or woman, respectively.
• Agents Perpetuating Gender Education
• Gender Stereotyping
Gender stereotypes are over-generalizations about the characteristics of an entire group based on gender. While
gender stereotypes have been popularly perceived as having negative connotations, they can also have positive ones as
well. Example of positive stereotyping statement “women are better caregivers than men…”
“ women are better communicators than men…”etc.
• Effects of Gender Mainstreaming
Mainstreaming a gender perspective is the process of assessing the implications for women and men of any planned
action, including legislation, policies or programmes, in any area and at all levels.

• Strategies to Eliminate Gender Discrimination

a. Temporary measures, including quotas in parliaments and political parties, judiciary, law
enforcement agencies
b. Participation and leadership of women in religious and faith-based community groups
 c. Encourage women and girls to enter into male-dominated fields of education and professions like
armed forces, pilots, sciences, engineering, etc.
d. Enact laws on domestic violence, including sexual harassment at the work place and rape.
e. Promotion of property rights, including land rights and control over financial & economic assets,
• Associated Values
17 Drugs and Substance Abuse
• Define Drugs and Substance
The terms “drug abuse” or “substance abuse” is defined as the use of chemical substances that lead to an increased
risk of problems and an inability to control the use of the substance.
• Commonly Abused Drugs
Marijuana, Prescription drugs, Ecstasy, Inhalants & Cocaine and heroin
• Causes Drugs and Substance Abuse
a) using drugs is to deal with the pressures and stress of school
b) Teens who have low self-esteem are more likely to seek acceptance from the wrong crowd
by using drugs.
c) Self-Medication
d) Misinformation about dangers of abuse
e) Easy Access

• Symptom
a) Personal Appearance: Lack of caring for appearance, Poor hygiene& Red and flushed cheeks or face
b) Personal Habits or Actions: Smell of smoke, frequently breaks curfew or sudden appetite etc.
c) Behavioral Issues: Loss of inhibitions, Moody, Unusually tired, Sullen, withdrawn, depressed etc.
d) Issues Related to School or Work: Loss of interest in extracurricular activities, hobbies, or sports
• Effects
a) Effect of Drug Abuse on the Body
b) Psychological Drug Abuse Effects
c) Drug Abuse Effects on Lifestyle
• Relationship btwn Drugs and Substance with HIV & AIDS
Drug abuse and addiction have been linked with HIV/AIDS since the beginning of the epidemic. Although injection
drug use is well known in this regard, the role that non-injection drug abuse plays in the spread of HIV is less
recognized
a) Injection drug use
b) Poor judgment and risky behavior
c) Biological effects of drugs
Drug abuse treatment. Sin
The first step for the addicted person is to acknowledge that there is a substance dependency problem (addiction
problem). The next step is to get help. In most of the world there are several support groups and professional services
available.

Treatment options for addiction depend on several factors, including what type of substance it is and how it affects
the patients. Typically, treatment includes a combination of inpatient and outpatient programs, counseling
(psychotherapy), self-help groups, pairing with individual sponsors, and medication.

Treatment programs - these typically focus on getting sober and preventing relapses. Individual, group and/or family
sessions may form part of the program. Depending on the level of addiction, patient behaviors, and type of substance
this may be in outpatient or residential settings.
• Prevention
a) Family based prevention programs: teaching parents better family communication skills,, talking to youth
about drugs, monitoring their activities, getting to know their friends, understanding their problems and
concerns, and being involved in their learning.
b) School-based prevention programs: educate children and families about the harms of substance abuse.
c) Community preventing programs: work at the community level with civic, religious & law enforcement.
• Management
• Life Skills and Values
a) Communication
b) Decision-making
c) Assertion
d) Self-Awareness Building Skills
 e) Coping and Stress Management Skills
f) Goal setting
18 HIV and Aids
• Define HIV and Aids
HIV” stands for Human Immunodeficiency Virus:
H – Human – This particular virus can only infect human beings.
I – Immunodeficiency – HIV weakens your immune system by destroying important cells that fight disease and
infection. A "deficient" immune system can't protect you.
V – Virus – A virus can only reproduce itself by taking over a cell in the body of its host.
“AIDS” stands for Acquired Immunodeficiency Syndrome. To understand what that means:
A – Acquired – AIDS is not something you inherit from your parents. You acquire AIDS after birth.
I – Immuno – Your body's immune system includes all the organs and cells that work to fight off infection or
disease.
D – Deficiency – You get AIDS when your immune system is "deficient," or isn't working the way it should.
S – Syndrome – A syndrome is a collection of symptoms and signs of disease. AIDS is a syndrome, rather than a
single disease, because it is a complex illness with a wide range of complications and symptoms.
• Transmission
a) Blood
b) Semen (cum)
c) Pre-seminal fluid (pre-cum)
d) Rectal fluids
e) Vaginal fluids
f) Breast milk
• Signs and Symptoms
a) Soaking night sweats.
b) Shaking chills or fever higher than 100 F (38 C) for several weeks.
c) Cough.
d) Shortness of breath.
e) Chronic diarrhea.
f) Persistent white spots or unusual lesions on your tongue or in your mouth.
g) Headaches.
 h) Persistent, unexplained fatigue
• Catalysts
• Prevention
a) Get tested and know your partner’s HIV status
b) Have less risky sex
c) Use condoms
d) Limit your number of sexual partners
e) Don’t inject drugs.
• Interventions
• Misconceptions
a) Myth: HIV and AIDS could be transmitted by a mosquito bite, by sharing a drinking glass , by being
around someone with AIDS who was coughing, by hugging or kissing someone with AIDS, and so on.

b) Myth: A pregnant woman with HIV infection always infects her baby.
c) Myth: HIV is being spread by needles left in theater seats or vending machine coin returns.
d) Myth: Current medications can cure AIDS. It’s no big deal if you get infected.
• Care and Support
a) Talk about feelings and give families emotional support to help them cope
b) People living with HIV or AIDS need different foods from healthy people
c) Clean and cook food properly
d) Drink only clean water.
e) Anti-retroviral drugs should be taken regularly
19 Child Labor
• Define Child Labor
Child labor refers to the employment of children in any work that deprives children of their childhood, interferes with
their ability to attend regular school, and that is mentally, physically, socially or morally dangerous and harmful
• Difference btwn Child Labor & Work
The term “child labor” is often defined as work that deprives children of their childhood, their potential and their
dignity, and that is harmful to physical and mental development.
It refers to work that is mentally, physically, socially or morally dangerous and harmful to children; deprives children
of the opportunity to attend school or leave school prematurely; requiring them to attempt to combine school
attendance with excessively long and heavy work and work that is in violation of a country’s minimum age laws.
Child labor involves child slavery, child trafficking, streets children of large cities – often at a very early age.
On the other hand “child work” refers to a positive participation of children in an economic activity, which is not
detrimental to their health or mental and physical development; on the contrary, it is a beneficial work, which
strengthens or encourages the child development. It allows a normal schooling and does not impede the child from
doing leisure activities or resting. This includes activities such as helping their parents around the home, assisting in a
family business or earning pocket money outside school hours and during school holidays.
• Forms of Child Labor
a) Children are engaged without pay in domestic household tasks
b) Children doing agricultural/pastoral
c) Children are employed by others in bonded work, apprenticeship, skilled
d) Children are pledged by their parents guardians to employers in lieu of debts or payment
e) Working children who have families but spend most of their time in streets
f) Abandoned/Orphaned Children
• Awareness of Child Labor
• Intervention
a. Economic factors: In many impoverished countries, children make up nearly half the labor force.
b. Role of education: Improving access to quality education is one way to help stop child labor.
c. Supporting an Organization: Volunteer with a local chapter, Sign petitions.& Make a donation
d. Starting Your Own Group: Recruit members, Hold meetings & Organize events
• Appropriate Life Skills
20 Human Rights
• Define Human Rights
The basic rights and freedoms to which all humans are considered to be entitled, often held to include the rights to
life, liberty, equality, and a fair trial, freedom from slavery and torture, and freedom of thought and expression.
• Types of Human Needs
a) Physiological needs: basic human needs, Breathing, food, water, sex, sleep, homeostasis, excretion
b) Safety needs: what is needed to living (comfort) , Security of body, of employment, of resources, of morality,
of the family, of health, of property
 c) Love/belonging needs: the positive progression of a relationship, Friendship, family, sexual intimacy
d) Esteem needs: one’s view of the self,Self-esteem, confidence, achievement, respect of others, respect by others
e) Self-actualization: to realize and pursue ones full potential (purpose)
• UN Conventions
There are seven core international human rights treaties. Each of these treaties has established a committee of experts
to monitor implementation of the treaty provisions by its States parties. Some of the treaties are supplemented by
optional protocols dealing with specific concerns.
• Categories of Child Rights
Child labor is an abuse of children’s rights and it is a vast and urgent problem all around the world. As child labour
is so widespread and so complex, the only way we can put a stop to it is to all act together, at the same time.
Governments, workers’ and employers’ organizations,, law enforcement agencies, teachers, parents, community
members, and especially children and young people themselves, must take a stance together, across the world, to
demand the elimination of child labor!
• Importance of Child Rights
a) children should be rightfully assured of adequate nutrition and quality healthcare
b) Every child has the right to development that lets the child explore her/him full potential
c) The right to Protection from exploitation, abuse, neglect
d) The right to Participation to expression, information, thought and religion.
• Responsibilities
a) Express their feelings in a way that doesn’t hurt other people or things.
b) Speak up if their parents are asking them to do things that don’t feel right.
c) Ask for help if they need it
a. Principles in Child Rights
a. Non-Discrimination of a child
b. Best interests of the child
c. The right to survival and development
d. The views of the child
• Life Skills and Values
Child abuse is a Social responsibility
a) Different forms of child abuse: physical and emotional
b) Effects of abuse on personal health self-awareness.
 c) Strategies to deal with abuse
d) Where to get help and report abuse
21 Relationships
• Types of Relationships
There are four basic types of relationships that encompass all of these situations:
a) Family Relationships
b) Friendships
c) Casual Relationships
d) Romantic Relationships
• Developing healthy Relationships
The ABCs of Healthy Relationships:Awareness, Balance, and Choices – includes information, skill building, value
clarification activities, resources, and conversation starters.
• Factors that Influences healthy Relationships
a) Genuinely liking and respecting each other
b) Doing things just to make each other happy
c) Enjoying and valuing time together
d) Effective communication and problem-solving skills
e) A commitment to work through conflicts and disagreements in a respectful
f) Realistic and agreed upon expectations of each other; with a willingness to live up to those expectations
• Values associated with Relationships

a) Being generous with what you have

b) Being Showing compassion to those in need
c) Treating others as one would like to be treated
d) Being modest in your relations with others
e) Being honest and trustworthy
f) Never giving up
g) Being patient
h) Taking personal responsibility