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Relevant bibliographies by topics / Life skills

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Academic literature on the topic 'Life skills'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 January 2025

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Journal articles on the topic "Life skills"

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Dr. V. Mohanasundaram, Dr V. Mohanasundaram, and C. Chandrasekar C.Chandrasekar. "Livelihood Skills To Life Skills: The Capabilities Approach and Education." Indian Journal of Applied Research 4, no. 8 (October 1, 2011): 118–19. http://dx.doi.org/10.15373/2249555x/august2014/32.

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Dr.K.Anuradha, Dr K. Anuradha. "Assessment of Life Skills Among Adolescents." International Journal of Scientific Research 3, no. 2 (June 1, 2012): 219–21. http://dx.doi.org/10.15373/22778179/feb2014/72.

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Crowley, Maureen. "Skills for life." Nursing Standard 19, no. 38 (June 2005): 69–70. http://dx.doi.org/10.7748/ns.19.38.69.s53.

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Crowley, Maureen. "Skills for life." Nursing Standard 19, no. 38 (June 2005): 69–70. http://dx.doi.org/10.7748/ns2005.06.19.38.69.c3879.

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Crowley, Maureen. "Skills for life." Emergency Nurse 13, no. 3 (June 2005): 10. http://dx.doi.org/10.7748/en.13.3.10.s15.

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Evans, Richard I. "Life Skills Training." Contemporary Psychology: A Journal of Reviews 33, no. 2 (February 1988): 163. http://dx.doi.org/10.1037/025429.

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Wassmann, Carol E. "Life Skills 2000." College & Undergraduate Libraries 7, no. 2 (December 2000): 11–22. http://dx.doi.org/10.1300/j106v07n02_02.

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Barclay, Meg. "Learning life skills." Early Years Educator 24, no. 10 (May 2, 2024): S44. http://dx.doi.org/10.12968/eyed.2024.24.10.s44.

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Anira, A., S. Syarifatunnisa, Amung Ma'mun, and Nur Indri Rahayu. "Integrating Life Skills through Physical Activities Programs." Jurnal Pendidikan Jasmani dan Olahraga 6, no. 1 (April 3, 2021): 68–74. http://dx.doi.org/10.17509/jpjo.v6i1.26621.

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The purpose of this study was to investigate the integration of life skills through physical activities programs on the improvement of student life skills. The population of this study was 64 college students in Indonesia divided into two groups (experimental group n = 34 and control group n = 30). The sampling technique used cluster random sampling. The research method used was a quasi-experiment with a pre-test post-test control group design. The instrument used was the life skills scale for sport adaptation (LSSS) which consists of eight components, namely teamwork, goal setting, time management, emotional skills, communication, social skills, leadership, problem-solving, and decision making. The results showed that the physical activity integrated with the life skill program had a more significant impact on the improvement of the student's life skills than the physical activity without the integration of the life skill program. Further findings revealed that the social skill component was the life skill component that gained the highest increase. It shows that the integration of life skill programs in physical activities provides better results than physical activities without the integration of life skills programs.

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I, Kusumawaty. "Save Human Life through Basic Life Support Training." Nursing & Healthcare International Journal 5, no. 6 (2021): 1–6. http://dx.doi.org/10.23880/nhij-16000255.

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Heart attacks can occur without a predictable time or place of occurrence. Delays in administering first aid risk threatening the safety and even disability and claiming lives. Practicing the provision of basic life support for ordinary people is suspected to prevent the worsening of the condition of heart attack sufferers. This study aims to determine the effect of basic life support training on the motivation, knowledge, and skills of trainees in providing first aid when cases of cardiac arrest occur in the community. The design of the pre-experimental pretest-posttest one group is used to compare the motivation, knowledge, and skills of the people in Lahat City, South Sumatera Province, Indonesia before and after training. The participants numbered 86 people, determined by the purposive sampling technique. Questionnaire data collection instruments and observation sheets, motivational questionnaires were adopted from MQ John Smith 2017, while knowledge and skills questionnaires were compiled concerning Basic Life Support (BLS) literature. Basic life support training intervention is carried out as many as four sessions within a period of 3 months. Based on the analysis of the results obtained from abnormal data, the test conducted by the Wilcoxon Test is known to have a significant increase in the variables of knowledge, skills, and skills. Respondents’ motivation after training, is directed with sequential p-values namely BLS to motivation (p = 0.033), skills (p = 0.001), and knowledge (p=0.000). Conclusion: Basic life support training effectively improves community readiness to provide first aid to heart attack victims. This program must be disseminated until a basic life support community is formed on standby in the community.

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Dissertations / Theses on the topic "Life skills"

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Paynter, Rodney Alan. "Introducing spirituality into NewStart Life Skills." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59516.pdf.

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Kendellen, Kelsey. "Examining the Process of Life Skills Transfer from Sport to Life." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39882.

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The purpose of this doctoral dissertation was to examine the life skills transfer process from sport to life. Data collection occurred over 10-months, from September 2016 to June 2017. The overall sample was comprised of 13 university intramural athletes and 29 social agents playing key roles in the athletes’ lives outside of sport (e.g., parents, partners, and work colleagues). Four methods of data collection were employed: (a) individual semi-structured interviews, (b) chronological charts, (c) timelines, and (d) solicited journals. The findings from this dissertation are organized into three articles. In article one, a grounded theory methodology was used to examine how athletes apply in life the skills they believe they learned or refined in sport. Within the substantive grounded theory, life skills application is framed as an ongoing process that involves four steps (a) decision-making, (b) application, (c) appraisal, and (d) adaptation. Article one adds to the literature by outlining the key behavioural and cognitive mechanisms that help explain what occurs once athletes move beyond sport and apply in different life domains the skills they deem to have learned or refined in sport. Article two presents a longitudinal integrated qualitative approach for “getting at” the life skills transfer process from sport to life. The integrated approach is illustrated through an exemplar case of a 23-year-old athlete (Claire) and her process of learning/refining emotional regulation in sport and applying this skill outside of sport. Three individuals able to speak to Claire’s behaviour outside of sport (i.e., mother, classmate, and work colleague) were also part of the case. Article two adds to the literature by demonstrating how qualitative techniques can be integrated to produce new insights on the life skills transfer process to an extent not previously gleaned through one-shot interview designs. In article three, the substantive grounded theory of life skills application was used to document one athlete’s (Joseph) journey through the life skills application process. Specifically, narrative inquiry was employed to tell Joseph’s story of applying the life skill of leadership at work as he progressed through the four steps described in the substantive grounded theory. Data collection involved three individual semi-structured interviews and three months of solicited journaling. Article three adds to the literature by moving beyond documenting examples of life skills application and instead, illustrating how Joseph’s emotions, thoughts, and behaviours evolved over time to influence his experiences of life skills application. Overall, the findings from this dissertation make theoretical, methodological, and empirical contributions to the life skills transfer literature in sport psychology and further elucidate the notion that sport can have a lasting impact on youth’s development.

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Chalk, Annabel Mary. "Staging a life lesson : sanctum - a fluidic process to teaching life skills." Thesis, Bangor University, 2011. https://research.bangor.ac.uk/portal/en/theses/staging-a-life-lesson--sanctum-a-fluidic-process-to-teaching-life-skills(c38d22f1-9062-4038-9299-d47dee132845).html.

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This thesis investigates how drama and the creative arts can be used to augment current pastoral provision in secondary schools, helping to raise a student's awareness of personal, social and health issues through creating a safe, open, enactive space for creative play. The Labour government's aim was to make the life skills lessons part of the compulsory curriculum for 2011, but they were required to downsize the legislation to get it through Parliament before the general election. In response to a need identified during my teaching in schools, I have devised, through practice, a creative-performative pedagogy to teach aspects of a pastoral programme. The pedagogy is informed by theories of drama and creativity, making use of concepts, metaphors and symbols from religions, cultures and science. This thesis presents a critical overview of the theatre practitioners, scholars, religions, trans-and inter-cultural influences, which have contributed to the evolution of the pedagogy and its process. The pastoral care system in schools will be overviewed, including concerns regarding the status of pastoral education and its teaching in secondary schools. The shortcomings in the pastoral system will be outlined, along with suggestions for effective classroom practice and methods for assessment. The role of spirituality is investigated with the way which the pedagogy has been shaped by some of the pastoral elements found in communities of faith. The thought process linked to a certain element in a particular religion will be focused on, fostering a spiritual dimension to the practice. The thesis gives an account of how the pedagogy was used in schools but does not propose that this is necessarily best practice to explore issues. However, such a pedagogy can help to raise a student's awareness of the issue explored and improve a learner's self-confidence. Suggestions are presented as to how to develop pastoral education in the future with opportunities for international collaboration.

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Jones, Martin I. "Positive youth development through sport : teaching life skills." Thesis, Loughborough University, 2007. https://dspace.lboro.ac.uk/2134/8030.

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This thesis aimed to develop an intervention to improve the life skills of British adolescent competitive sport participants, who are in full time education. Study one investigated the life skills needs of adolescent competitive sport participants and provided a participant-centred definition of life skills. The problem exists that it is unclear which life skills are needed by adolescent competitive sport participants and which life skills should be included in life skills programmes. As such, existing programmes may not reflect the needs of adolescents. The aim of this study was to examine the life skills needs of competitive adolescent sports participants from the perspective of youth sport participants, coaches, and experts in sport psychology and youth sport. Eighteen adolescent sports participants, fourteen coaches, and four experts in sport psychology and youth sport participated in a series of focus group interviews. An inductive analysis revealed how participants defined life skills and which life skills adolescent sports participants need. Life skills were defined as ranges of transferable skills needed for everyday life by everybody, that help people thrive above and beyond the normal requirements of everyday existence. Participants described the need for interpersonal skills including social skills, respect, leadership, family interactions, and communication. Personal skills including organisation, discipline, self-reliance, goal setting, managing performance outcomes, motivation, and identity were also reported. Participants described communication skills and organisation as the most important life skills for British adolescent competitive sport participants to acquire. Study two presents an in-depth, idiographic study illustrating how life skills were learnt through the experience of sport. The aim of the current study was to investigate how life skills could be learnt and improved through experiences in sport. (Continues...).

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Bender, Cornelia Johanna Getruida. "A life skills programme for learners in the senior phase : a social work perspective." Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-11222002-110633.

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Horn, Michael T. "Investigating the construct validity of a life-skills assessment instrument /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/8128.

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Locke, Barbara Darlene. "Service-learning and leadership life skills: an experimental study." Texas A&M University, 2004. http://hdl.handle.net/1969.1/1060.

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This study examined the effect of service activities on the development of leadership life skills in youth and if having a reflection component as part of the activity makes a difference. Additionally, the study examined the impact of selected demographics including age, gender, type of service completed monthly and 4-H membership on the development of leadership life skills. Participants in the study were from two samples. One group represented the El Paso National Youth Service Day, the other represented the District 11 4-H Leadership Lab in Brenham, Texas. Participants were randomly assigned to a control (no reflection) or treatment (with reflection) group. Youth participants self rated their leadership life skills using a 33-question post-test only questionnaire. Demographics were reported in nine additional questions. The major findings of the study are as follows: 1) Overall, the participants reported their perceived leadership life skills to be high in four of the five subscales; 2) The inclusion of a reflection component did not significantly affect perceived leadership life skills; 3) Type of service, whether direct or indirect, had a significant impact on perceived leadership life skills; 4) 4-H membership had a significant impact on the Personal Leadership Development subscale.

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Morrissey, Joanna L. "A revision of the CHAMPS/Life Skills Program content." Virtual Press, 2007. http://www.oregonpdf.org.

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Sirin, Ahmet. "Application of counselling skills in professional and personal life." Thesis, University of Nottingham, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241898.

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Laing, Christianne. "Emotional skills and quality of life in multiple sclerosis." Thesis, University of Aberdeen, 2017. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=232434.

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Books on the topic "Life skills"

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Fforde, Katie. Life skills. London: Century, 1999.

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Wesseler, Marlis. Life skills. Regina, Sask: Coteau Books, 1992.

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Mullins, Carol. Life skills reading 2, comprehension skills. New York: Educational Design, 1989.

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Mullins, Carol. Life skills reading. New York: Educational Design, 1991.

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Great Britain. Department for Education and Skills. Skills for life. Nottingham: DfES Publications, 2002.

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Botvin, Gilbert J. Life Skills Training. Boulder, Colo: Center for the Study and Prevention of Violence, Institute of Behavioral Science, University of Colorado at Boulder, 1998.

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1944-, Allen Christine, ed. Skills for life. Worthington, Ohio: Linworth Pub., 1993.

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Philip, Rux Paul, ed. Skills for life. Worthington, Ohio: Linworth Pub., 1993.

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Mosenfelder, Donn. Life skills writing. New York: Educational Design, 1990.

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Liddell, Louise A. Building life skills. South Holland, Ill: Goodheart-Willcox Co., 1989.

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Book chapters on the topic "Life skills"

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Malik, Jamil A., Theresa A. Morgan, Falk Kiefer, Mustafa Al’Absi, Anna C. Phillips, Patricia Cristine Heyn, Katherine S. Hall, et al. "Life Skills." In Encyclopedia of Behavioral Medicine, 1151. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1005-9_100976.

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Laverack, Glenn. "Life Skills." In A–Z of Health Promotion, 115–17. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-35049-7_44.

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Rotert, Denise, and Frank E. Gainer. "Life Skills." In Ryan's Occupational Therapy Assistant, 502–11. 5th ed. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003526346-40.

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Williams, Kate. "Life goes on." In Study Skills, 91–97. London: Macmillan Education UK, 1989. http://dx.doi.org/10.1007/978-1-349-19936-5_5.

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Glynn, Shirley M., and Sally MacKain. "Training life skills." In Schizophrenia, 393–406. Boston, MA: Springer US, 1992. http://dx.doi.org/10.1007/978-1-4899-4457-3_26.

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Botvin, Gilbert J., and Kenneth W. Griffin. "Life Skills, Adolescence." In Encyclopedia of Primary Prevention and Health Promotion, 654–58. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4615-0195-4_96.

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Hendricks, Dawn. "Functional Life Skills." In Encyclopedia of Autism Spectrum Disorders, 1–5. New York, NY: Springer New York, 2017. http://dx.doi.org/10.1007/978-1-4614-6435-8_157-5.

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Lewis, Moira, Courtenay Norbury, Rhiannon Luyster, Lauren Schmitt, Andrea McDuffie, Eileen Haebig, Donna S. Murray, et al. "Life Skills Classroom." In Encyclopedia of Autism Spectrum Disorders, 1737. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_100816.

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Ward, Tracey, Raphael Bernier, Cora Mukerji, Danielle Perszyk, James C. McPartland, Ellen Johnson, Susan Faja, et al. "Functional Life Skills." In Encyclopedia of Autism Spectrum Disorders, 1371–75. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_157.

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Rousseau, Stephanie, and Turid Rugaas. "Learning life skills." In How to Raise a Puppy, 65–84. Boca Raton: CRC Press, 2022. http://dx.doi.org/10.1201/9781003305156-4.

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Conference papers on the topic "Life skills"

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John, Divya. "A Life-skills Course for Engineers to Acquire Communication Skills and Team Skills." In 2022 IEEE International Professional Communication Conference (ProComm). IEEE, 2022. http://dx.doi.org/10.1109/procomm53155.2022.00010.

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Supriadi, Udin, Saepul Anwar, and Toto Suryana. "Enterpreneurship Education: A Life Skills Approach." In 1st International Conference on Islamic Ecnomics, Business and Philanthropy. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007087606630667.

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Pangaribuan, Mindo Judica, Anton Samsi Purba, Sintaria, Indra Iyus Sihole, and Ramot Frans Edy Apul Sidabalok. "Implementation of Life Skills-Based Education." In International Conference on Theology, Humanities, and Christian Education (ICONTHCE 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220702.057.

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Munajat. "Study on Curriculum Management Implementation Life Proficiency Based (Life Skills)." In The 5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201124.095.

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Marriott, Chris, and Jobran Chebib. "Finding a Mate With Eusocial Skills." In Proceedings of the Artificial Life Conference 2016. Cambridge, MA: MIT Press, 2016. http://dx.doi.org/10.1162/978-0-262-33936-0-ch052.

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Marriott, Chris, and Jobran Chebib. "Finding a Mate With Eusocial Skills." In Proceedings of the Artificial Life Conference 2016. Cambridge, MA: MIT Press, 2016. http://dx.doi.org/10.7551/978-0-262-33936-0-ch052.

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Pivarči, Tomáš, and Janka Raganová. "Development of life skills through physics content." In ICNPAA 2016 WORLD CONGRESS: 11th International Conference on Mathematical Problems in Engineering, Aerospace and Sciences. Author(s), 2017. http://dx.doi.org/10.1063/1.4974378.

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Nursasih, Isna Daniyati, Amung Ma’mun, Agus Mahendra, Risma Risma, and Rita Rohmanasari. "Integrating Life Skills into Sport Club Activity." In Proceedings of the 3rd International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsshpe-18.2019.29.

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Gogou, Anna, and Macarena Lara. "ASSOCIATION BETWEEN GENERIC LIFE SKILLS AND ACADEMIC LIFE SATISFACTION IN UNIVERSITY STUDENTS." In 16th annual International Conference of Education, Research and Innovation. IATED, 2023. http://dx.doi.org/10.21125/iceri.2023.1170.

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Utami, Noviani, Nuryani Y. Rustaman, and Bambang Supriatno. "Life Skills and Entrepreneurship of Juvenile in Prisons." In Proceedings of the International Conference on Educational Psychology and Pedagogy - "Diversity in Education" (ICEPP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.111.

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Reports on the topic "Life skills"

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Carretero Gómez, Stephanie. Skills for Life: Digital Skills. Inter-American Development Bank, March 2021. http://dx.doi.org/10.18235/0003126.

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Digital skills are becoming more relevant than ever, because of the digital revolution that we are experiencing in the labor market, but also due to the accelerated needs for them that COVID-19 lockdown measures brought about. There have been efforts to help develop and assess digital skills. Yet, despite these efforts, many people still face difficulties in developing an appropriate level of digital skills. In this brief, I will discuss why digital skills are relevant in the 21st century and what it means. Then, I will explain how we can develop, train, and measure digital skills. Lastly, I will discuss the implications of training and measurement of digital skills.

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Suarez Enciso, Sonia, Hyeri Mel Yang, and Gabriela Chacon Ugarte. Skills for Life Series: Digital Skills. Inter-American Development Bank, August 2024. http://dx.doi.org/10.18235/0013099.

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Digital skills encompass the ability to safely and effectively access, manage, evaluate, and create information using digital technologies. These skills are critical for modern life, enabling individuals to engage with technology in a critical, collaborative, and creative manner. Essential for economic growth, employability, and social inclusion, digital skills can reduce inequalities, providing marginalized groups with access to education and resources. However, data indicates that people in Latin America and the Caribbean (LAC) often lack these skills, with disparities evident by gender and age. Integrating these skills into curricula and ensuring teachers are proficient with digital technologies are crucial steps towards students digital skills development. Various initiatives in LAC, such as Enuma School in Nicaragua, Digital Platform for Indigenous Languages in Peru, Laboratoria, and Ceibal in Uruguay, are efforts to promote digital skills across diverse contexts. Measuring digital skills involves self-reported instruments and performance-based tests, such as PIAAC, ICILS, and PISA. Online platforms like the EU's competence assessment and Guia Edutec offer additional resources for skill evaluation and development. Digital skills are pivotal not only for personal and professional growth but also for fostering a more inclusive and equitable society.

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Wolvin, Andrew, and JungKyu Rhys Lim. Skills for Life: Listening. Inter-American Development Bank, July 2022. http://dx.doi.org/10.18235/0004351.

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As we face the ravages of COVID-19, climate change, economic disparities, and social injustice, the world needs listening skills more than ever. Listening skills are one of the core life skills that are critical in life, work, and school. Listening skills enable children to access information, develop other skills, such as empathy, and critical thinking, and have better academic performances and lives. Listening skills are one of the most desired and needed in workplaces. In this brief, we explain the importance of listening skills and listening processes. Then, we review how policymakers can help develop listening skills. Lastly, we review how policymakers can measure and assess listening skills.

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McGrath, Robert E., and Alejandro Adler. Skills for life: A review of life skills and their measurability, malleability, and meaningfulness. Inter-American Development Bank, August 2022. http://dx.doi.org/10.18235/0004414.

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It is widely accepted that schools and other settings catering to youth can play an essential role in offering education in life skills and character. However, there exists a broad array of potential targets for such programs, suggesting the need for guidance on which targets are most likely to result in demonstrable and valuable results. This report attempts to integrate a broad literature addressing the universe of targets for skills development programs for youth. After identifying a set of 30 candidate skills to investigate further, research literature was reviewed to evaluate each skill on three dimensions. Measurability had to do with the extent to which adequate measurement tools were available for evaluating skill level, with emphasis on those tools specifically used for younger populations and available in multiple languages, particularly in Spanish. Malleability had to do with the extent to which there is evidence that interventions have the potential to modify skill level, with emphasis on those that have been extensively evaluated through randomized controlled trials. Finally, meaningfulness had to do with the extent to which evidence exists demonstrating that the higher levels of skill can result in consequential outcomes. Based on these criteria, 10 skills were selected for further review as having the most compelling evidence to date that they are life skills that matter: Mindfulness, Empathy and compassion, Self-efficacy/ Self-determination, Problem solving, Critical thinking, Goal orientation and goal completion, Resilience/Stress resistance, Self-awareness, Purposefulness, and Self-regulation/Self-control/Emotion regulation. The evidence for each is summarized. We finish with a review of key issues to consider in the design, implementation, and evaluation of life skills that matter.

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Irwin, Emilee, Joe Pickerill, and Brendan Desetti. Skills for Life: Lifelong Learning. Inter-American Development Bank, July 2020. http://dx.doi.org/10.18235/0002498.

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Chung, Jinmyeong, and Jiseon Yoo. Skills for Life: Digital Literacy. Inter-American Development Bank, July 2021. http://dx.doi.org/10.18235/0003368.

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As the global economy and workforce are constantly being diversified with a greater emphasis on technology, 21st Century citizens are required to acquire basic digital literacy competencies. In this brief, we examine the concept of literacy and digital literacy. Then, we review the latest digital literacy studies in the United Nations Educational, Scientific and Cultural Organization (UNESCO), the European Commission, the United Kingdom, and the United States. Lastly, we provide suggestions by comparing digital literacy studies, including ICT studies, in South Korea with international literacy assessment metrics. This brief aims to contribute to developing digital literacy measurements applicable to ICT in education internationally and mitigate the digital divide.

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Vincent-Lancrin, Stéphan. Skills for Life: Fostering Creativity. Inter-American Development Bank, November 2021. http://dx.doi.org/10.18235/0003742.

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As the global economy and workforce are constantly being diversified with a greater emphasis on technology, 21st Century citizens are required to acquire basic digital literacy competencies. In this brief, we examine the concept of literacy and digital literacy. Then, we review the latest digital literacy studies in the United Nations Educational, Scientific and Cultural Organization (UNESCO), the European Commission, the United Kingdom, and the United States. Lastly, we provide suggestions by comparing digital literacy studies, including ICT studies, in South Korea with international literacy assessment metrics. This brief aims to contribute to developing digital literacy measurements applicable to ICT in education internationally and mitigate the digital divide.

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Suarez Enciso, Sonia, Hyeri Mel Yang, and Gabriela Chacón Ugarte. Skills for Life Series: Mindfulness. Inter-American Development Bank, August 2024. http://dx.doi.org/10.18235/0013114.

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Mindfulness, the practice of paying attention to the present moment without judgment, is crucial for enhancing well-being and emotional regulation. It is linked to improved cognitive, emotional, and behavioral awareness. Mindfulness can be developed from childhood through adulthood via meditation, yoga, and educational programs. In this brief, we explore its significance, successful initiatives to cultivate mindfulness, and tools available to measure it.

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Suarez Enciso, Sonia, Hyeri Mel Yang, and Gabriela Chacon Ugarte. Skills for Life Series: Resilience. Inter-American Development Bank, August 2024. http://dx.doi.org/10.18235/0013097.

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Resilience, the ability to recover positively from stress or trauma, is essential for personal development and well-being. It is linked to socioemotional skills and social relationships, such as family and friends. Resilience development can begin in early childhood through adulthood through age-specific activities and routines. In this brief, we introduce more about its relevance, as well as successful initiatives to foster these skills and the existing tools to measure them.

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Suarez Enciso, Sonia, Hyeri Mel Yang, and Gabriela Chacon Ugarte. Skills for Life Series: Purposefulness. Inter-American Development Bank, December 2024. https://doi.org/10.18235/0013331.

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Purposefulness, the ability to find and pursue meaningful goals beyond oneself, is essential for fostering motivation, well-being, and societal impact. It is associated with personal fulfillment, academic success, and contributing to broader societal challenges. Purposefulness can be cultivated through reflective practices, meaningful activities, and goal-setting interventions. In this brief, we explore its significance, successful initiatives to cultivate purposefulness, and tools available to measure it.

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