Life Skills for Youth: Ages 12-14 (Grades 7-8)
Head
Thinking | Learning to learn | - begins to accumulate knowledge
- begins to think abstractly
- needs some quiet time
- finds an outlet for creativity
- learns to improve the product
- learns what questions to ask to get the information wanted
- is able to predict results
- prefers "active" to "reflective" learning
- may avoid difficult tasks
| | Decision making | - classifies information for use
- is able to compare and choose among several alternatives
- begins to make personal decisions based on forethought
| | Problem solving | - is able to compare and choose among several alternative solutions
- identifies a plan of action for resolution of the problem
| | Critical thinking | - discovers deeper meanings
- examines varying points of view
- reasons, compares, and analyzes information
| | Service learning | - identifies situations where students can be involved in making a real contribution to their community
- participates in organized group experiences that meet special needs within a community
- reflects on what was learned during the experience
| |
Managing | Goal setting | - sets long-term goals
- plans strategies to reach goals
| | Planning/ organizing | - develops a plan
- implements a simple plan
- involves others in planning
| | Wise use of resources | - makes simple budgets for financial resources
- manages time
- begins to plan ahead how resources may be used
| | Record keeping | - does not like to keep records
- can apply the skill to selected tasks
| | Resiliency | - is able to manage stress
- chooses to make changes
- plans the future
- finds it difficult to adjust to factors that interfere with important peer relationships
| |
Life Skills for Youth: Ages 12-14 (Grades 7-8)
Heart
Relating | Communication | - communicates effectively
- gains experience in presentations to group
| | Cooperation | - has increasing responsibility for applying group skills to advanced tasks
| | Social skills | - reaches out into the community
- is maturing socially, often conforming to group culture
- explores opposite sex activities --some are more confident than others
- can plan own social and recreational activities
| | Conflict resolution | - develops mediation and negotiation skills
- applies personal values to alternatives
| | Accepting differences | | | Concern for others | - may have idealized thoughts about what can be done for others
| | Empathy | - is able to compare one's experiences to that of others
| | Sharing | - sees mutual benefits of sharing and working together
| | Nurturing relationships | - builds rewarding relationships
- practices assertiveness
- may have "crush" on older youth or adult
| |
Life Skills for Youth: Ages 12-14 (Grades 7-8)
Hands
Caring | Community service/ volunteering | - is willing to put forth much effort and time for a cause
- sees broader picture beyond self-interest
- participates in community service
- wants to explore possibilities
| | Leadership | - negotiates personal and group needs
- begins to understand leadership styles
- uses own competencies
- practices assertiveness
- may develop "hero" workshop and idolize bold, competent adults
- enjoys group membership, symbols, and regalia
| | Responsible citizenship | - learns about respect for flag and country
- may demonstrate allegiance to country and take part in patriotic events
- learns more about other countries and different demonstrations of loyalty
| | Contributes to group | - understands benefits of combined effort
| |
Working | Marketable skills | - is aware is sequence of steps involved in creating a product
- does guided exploration and supervised experience in work environments
- learns, in detail, skills and education needed for specific jobs
- benefits from shadowing an experienced worker
- selects appropriate technology and applies it to the task
- uses computers to process information
- maintains, troubleshoots equipment
- understands systems
- is beginning to think about what to do when grown up, but often unclear
- as to needs and values
| | Teamwork | - appreciates the contributions of various team members
| | Self-motivated | - starts to become self-directed and self-motivated
- works and completes projects independently
- allocates time appropriately among tasks
- usually meets deadlines
| |
Life Skills for Youth: Ages 12-14 (Grades 7-8)
Health
Being | Self-esteem | - is self-conscious; needs help overcoming inferiority complex
- is concerned with physical development
| | Self-responsibility | - pursues personal goals
- exerts effort and perseveres to attain goals
| | Character | - may design a reputation
- is beginning to understand ethical applications
| | Appropriate expression | - makes appropriate responses to feelings of others of feelings
- correctly interprets body language
- emotions are on a roller coaster ride
| | Self-discipline | - has growing ability to govern self
- still depends on adult guidelines
- has acceptable behavior in the community
- is beginning to question authority and values of adults
- peer pressure grows
| |
Living | Healthy lifestyle | - compares labels and product quality choices
- spends appropriate amount of time in physical activity
- doesn't participate in risky behaviors
| | Stress management | - learns ways to avoid or productively deal with stress
- chooses activities that are not stressful or lessen stress
| | Prevention of disease | - learns relation of lifestyle practices to health for life
| | Personal safety | - plans strategies to avoid danger
- makes decisions to improve personal safety
| |
Other Age Groups
[ Index | Ages 5-8 (Grades K-3) | Ages 9-11 (Grades 4-6) | Ages 15-19 (Grades 9-12) | Adults ]
Timothy J. Rollins, Department of Agricultural and Extension Education, The Pennsylvania State University.
Adapted from: Hendricks, P. A. (1996, Nov). Developing youth curriculum using the targeting life skills model. Ames: Iowa State University, University Extension.
This publication is available in alternative media on request.
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