Life Skills for Adults
Head
Thinking | Learning to learn | - is able to think abstractly
- is ready for in-depth, longer learning experiences
- knows how to use efficient learning techniques to acquire and apply new knowledge and skills
- organizes, processes, and maintains information
- interprets and communicates information (symbols, pictures, graphs, etc.)
- pursues independent learning
- is able to conduct systematic inquiry
- follows through to find answers
| | Decision making | - specifies goals and constraints
- considers risks
- generates and evaluates alternatives
- applies personal values criteria to choices
| | Problem solving | - recognizes long-term consequences of solutions to problems
- probes, devises, implements, and evaluates plan of action for problem resolution
| | Critical thinking | - discovers a rule or principle underlying the relationship between two or
- more objects and applies it
- reflects on what to believe or do
| | Service learning | - explores opportunities to provide structured time for enhancing academic skills with knowledge in real life situations in their own community
- as an individual participates in meeting actual community needs
- evaluates the experience
| |
Managing | Goal setting | - implements strategies for reaching long-term goals
- manages resources to achieve a goal
- exerts effort and perseveres toward goal attainment
- needs life planning guidance
| | Planning/ organizing | - makes plans
- implements plans
- assesses and makes adjustments in plans
| | Wise use of resources | - is able to prepare budgets
- allocates time
- prepares and follows schedules
- applies personal values to use of leisure time
- is able to generate and invest financial resources
- wants and needs a strong voice in planning own program
| | Record keeping | - can keep useful and accurate records
- can understand the value of complete and accurate records
| | Resiliency | - anticipates change
- prepares for situations
- leads change
- is able to deal with catastrophic situations
- anticipates greater independence from family
| |
Life Skills for Adults
Heart
Relating | Communication | - communicates ideas
- persuades, convinces
- challenges existing procedures and policies
| | Cooperation | - focuses on building partnerships and coordinating a variety of experiences
- works toward group consensus in decision making
| | Social skills | - demonstrates understanding, friendliness, adaptability, empathy and
- politeness in groups
- enjoys activities involving boys and girls; co-educational social events
- needs strong adult role models
- finds that peer group is all important
| | Conflict resolution | - can negotiate, mediate, and assist in reaching consensus
- can understand value of conflict resolution to larger community
| | Accepting differences | - works with diversity
- may risk conformity for personal wishes
| | Concern for others | - has sense of social responsibility
- contributes to family well being
| | Empathy | - is able to imagine how others actually think and feel
| | Sharing | | | Nurturing relationships | - forms relationships for life
- forms intimate relationships
- may have a "mentor"
| |
Life Skills for Adults
Hands
Caring | Community service/volunteering | - makes significant contributions to projects of interest
- values contributions to a common good
- leads community service
| | Leadership | - organizes groups to accomplish a purpose
- helps others do things their way
- can choose appropriately between leadership styles
- understands personal strengths
- teaches others new skills
- wants adult leadership roles; allows for exploration
| | Responsible citizenship | - may have idealized view of patriotism
- understands allegiance to one's country
- evaluates loyalty to one's country in terms of personal goals and values
- thinks globally
- wants to get outside of own community
- develops community consciousness
| | Contributes to group | - helps group set and reach larger goals effort
- makes effective contribution to group cause
- sees beyond group to further applications
| |
Working | Marketable skills | - is ready for apprenticeship or internship integrating work and learning
- gets experience in real work environments
- practices workplace skills
- makes advanced application of math, reading, speaking, and dexterity skills
- begins to decide fife's work; selects a career
- practices interviewing skills
- serves clients and customers
- finds patterns of interest becoming more definite
| | Teamwork | - is able to work effectively in teams, especially if all contribute to the group effort
| | Self-motivated | - organizes several tasks into sequential segments and allocates needed time to each
- establishes own deadlines and meets them
- is able to place priorities on tasks
- uses time responsibly
| |
Life Skills for Adults
Health
Being | Self-esteem | - believes in own self-worth and maintains a positive view of self
- challenges authority
- has a strong desire for status in peer group
| | Self-responsibility | - accurately assesses one's own needs
- is trustworthy
- accepts responsibility for one's own needs and behaviors
- takes responsibility for meeting one's own needs
- sees self as individual
| | Character | - may become involved in causes based on personal values and ethics
- examines consequences of various ethical concerns
- personal philosophy begins to emerge
| | Appropriate expression | - manages own feelings of feelings
- respects differences of feelings
- manages feelings in intimate relationships
| | Self-discipline | - assesses self accurately
- sets personal goals and monitors progress
- exhibits self-control
| |
Living | Healthy lifestyle | - applies science information to food choices choices
- chooses to make healthy choices
| | Stress management | - helps others deal appropriately with stressful situations
- uses appropriate means to deal with personal stress
| | Prevention of disease | - understands mind/body relationship in preventing/treating disease
- avoids risky practices
| | Personal safety | - is involved in personal and community safety
- makes lifestyle decisions about self-protection
| |
Other Age Groups
[ Index | Ages 5-8 (Grades K-3) | Ages 9-11 (Grades 4-6) | Ages 12-14 (Grades 7-8) | Ages 15-19 (Grades 9-12) ]
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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