CALICUT UNIVERSITY – FOUR-YEAR UNDER

GRADUATE PROGRAMME (CU-FYUGP)

BSc PSYCHOLOGY

Programme B. Sc. Psychology

Course Title Life Skill Development
Type of Course MDC -1
Semester I
Academic Level 100-199
Course Details Credit Lecture per Tutorial Practical Total Hours
week per week per week
3 3 - - 45
Pre-requisites Nil
Course The Life Skill Development course equips students with essential tools
Summary and strategies to navigate everyday challenges, fostering self-awareness,
enhanced interpersonal skills, effective communication, and the
confidence to tackle life's challenges with resilience and adaptability for
lifelong success

Course Outcomes (CO):

CO CO Statement Cognitive Knowledge Evaluation
Level* Category# Tools used
CO1 Demonstrate a profound understanding U C Instructor-
of different life skills and its created exams
significance in daily life
CO Practise life skills U&Ap P Role-Playing
2 Assessments
CO3 Critically Analyse situations and An M Develop and
illustrate the life skills utilized present various
real-life
scenarios /
case studies/
Analysis of
skills in
different life
situations
CO4 Develop effective communication and Ap P Role play
interpersonal relationship.
CO5 Compare between problem-focused and U C Written

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 emotion-focused coping strategies. Assessments
CO6 Practise stress management in personal Ap P Role play
and professional life

CO7 Create life skill-based interventions in C C Discussion

personal and professional life.

CO8 Originate socially sensitive decisions C P Discussion

and solve problems through
internalization and characterization of
life skills.

* - Remember (R), Understand (U), Apply (Ap), Analyse (An), Evaluate (E), Create (C)
# - Factual Knowledge(F) Conceptual Knowledge (C) Procedural Knowledge (P)
Metacognitive Knowledge (M)

Detailed Syllabus:
Module Unit Content Hrs Marks
(45) (50)
I Introduction to Life Skills 7 105
1 Life skills- Definition by WHO 2
2 10 Core Life Skills 2
3 Components of life skill 1
4 Significance of Life skills for adolescents and 2
youth
Sections from References:
II Social Skills 7 12
5 Self-Awareness- Understanding one self- 1
Importance of Balanced Diet, Exercise, Sleep
Hygiene
6 Empathy 2
7 Effective communication and interpersonal 2
relationship
8 Assertiveness as a type of communication- 2
Passive communication and aggressive
communication
Sections from References:
III Cognitive Skills 15 16
9 Critical Thinking 1
10 Creative Thinking Skills - Thinking ‘out of the 1
box’
11 Decision making 1

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 12 Career decision 2
13 Conflict and its types-( Approach- Approach, 2
Avoidance- Avoidance, Approach- Avoidance)
14 Attempts of negotiation 2
15 Problem-solving- Individual and group level 2
16 Barriers to problem solving 2
17 Goal Setting 2
Sections from References:
IV Coping skills/ Management skills 7 12
18 Coping with emotion- Significance of Emotional 1
regulation
19 Stress- Biological changes associated with stress 2
20 Eustress and Distress- role of perception in stress 2
21 Coping mechanisms- Emotion-focused and 2
problem-focused
Time management
Sections from References:
V Open Ended Module: Application of life skills for 9
various groups
1 Teachers can decide the application of life skills
to any specific groups or organizations according
to the locality or social needs of the college.
Students can engage in the activities designed by
the teacher and the teacher will do a continuous
assessment of the performance of the student. An
interactive method of teaching can be preferred.
 Eg.: Encourage students to craft personal
narratives that highlight their experiences,
values, and goals to relate it to life Skills
 Share and discuss these narratives in a
supportive and constructive environment.
 Facilitate activities that allow students to
explore their leadership styles and
preferences.
 Encourage participation in student
organizations or community service to
develop leadership skills.
 Conduct workshops on effective
communication, active listening, and
conflict resolution.
 Encourage role-playing scenarios to
practice and reinforce interpersonal skills.
 Do self-assessment and peer assessment
after workshops and discuss the
significance of feedback communication.
Suggested activities for different modules
( Submit report of any two)

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Module 1:
 Analysis of skills in different life
situations- to identify the usage of life
skills and lack of skills- The teacher or
students can select suitable activities to
identify and internalize life skill
 Eg. Compare short-term and long-term
goals.(Identify life skills used and apply
life skills in analysis, and suggest
decisions with self awareness- Impulsive
decision- habit formation etc. -generate
discussion)
 Analyze a story- for example-the Story of
Crocodile and Monkey- relationship
development- Effective Communication-
emotional management- quick decision
making- terminating relationship-
identified toxicity in relationship etc.-
generate discussion
 Other life events leading to decision-
making can be analyzed in the classroom
 Students can find out similar socio-
political events for analysis and
discussion
Module 2
 SWOT analysis- Identify components of
toxic relationship quoting examples from
cinema or stories- Students’ presentation-
Group discussion.
 The teacher presents cases for the
identification of a lack of empathy and
discusses the need for social inclusion
(Eg. Reciprocal relationship between
parent and offspring, teacher and students
etc.- Need for empathy from both sides)
 Students can identify success stories of
social inclusion from their locality and
present them as a seminar.
 Develop code of conduct for college/
department- critically analyze based on
human right.
 Group discussion of POSH (Prohibition
of Sexual Harassment) Act at the
workplace- Prevention, Prohibition and
Redressal- Equality and Equity-
Discussion On Sexual Exploitation and
the Need For Assertive Communication
 Conduct role plays related to gender
discrimination- students may extend it to
street play.

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  Develop a theme dance on inclusion.
 ‘One-day’ activity analysis of a male and
female teacher- to discuss in the class
based on Social Skills
 Students write project proposals to the
government based on efforts for gender
justice/ students can analyze school or
nursery textbooks in terms of gender.
Module 3
 Categorise types of conflicts using
examples or list conflicts into different
types.
 Analyse the difficulty in decision-making
according to the complexity of problems-
puzzles, social conflict, personal conflicts
etc.
 Make group discussions on social
problems like causes of population
explosion, increased drug abuse- based on
life skills, and life skills applications to
prevent substance abuse on college
campuses. Explore hypothetical scenarios
to prompt reflection on the importance of
values in decision-making.
 Case study analysis on domestic violence-
discuss what a UG Student can do as per
their competence.
 Students conducting awareness classes on
webaholism and internet addiction for
school students
 Presenting seminars on cases like
domestic violence, negotiation in
organizational setup, labour conflicts,
aptitude measurement in career selection
etc also may be encouraged.
 Students cite examples of intolerance
from stories or history to become aware
of their cultural biases and assumptions.
 Foster an inclusive environment that
values diversity and different
perspectives.
Module 4
 Seminar on the students’ stress, academic
stress, exam fear, study skills, social
anxiety, Emotional regulation, etc – along
with generating a discussion.
 Adolescents’ conflicts with parents and
teachers- list out causes.
 How do you manage stress- compare
between students- unique ways of

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 managing stress- discussion
 Lifestyle disorders- causes and
consequences- collage
 Gender differences in expression of
emotions- role play
 Case analysis of self-harming behaviour-
suicidal tendency
 Use case studies or simulations to allow
students to practice handling challenging
interpersonal situations.

Sections from References:

Books and References:
Life Skills Education Toolkit for Orphans & Vulnerable Children in India, India – (October
2007) ISBN 1-933702-19-2
Weiten, W., Dunn, D. S., & Hammer, E. Y. (2018). Psychology applied to modern life-
Adjustment in the 21st century, 12th Ed. USA: Cengage learning
Caproni, P. (2000). Practical coach: management skills for everyday life, the. Prentice Hall
Press.
Schab, L. M. (2022). The Self-esteem Workbook for Teens: Activities to Help You Build
Confidence and Achieve Your Goals. New Harbinger Publications.
Davis, M., Eshelman, E.R., & MKay, M. (2000). The Relaxation & Stress Reduction
Workbook. New Harbinger Publication, Inc.
Seaward, B.L. (2022). Managing Stress- Skills for Self- care, Personal Resiliency, and
Work life Balance in a rapidly changing world. Jones & Bartlett Learning.
American India Foundation (2018). Handbook of activities on life skills. Pealidezin.
https://aif.org/wp-content/uploads/2018/10/Lifeskills-2018a_MAST.pdf
Ministry of Youth and Sport of the Republic of Azerbaijan. (2019). Basic Life Skills
Course Facilitator’s Manual. https://www.unicef.org/azerbaijan/media/2776/file/Basic
%20Life%20Skills%20Course%20Facilitator%E2%80%99s%20Manual.pdf
Ministry of Youth and Sport of the Republic of Azerbaijan. (2019). Basic Life Skills
Course Student Workbook. https://www.unicef.org/azerbaijan/media/2796/file/BLS
%20Student%60s%20book%20.pdf
Life skills on adolescent reproductive health: package of lessons and curriculum materials.
https://unesdoc.unesco.org/ark:/48223/pf0000125112 De Azevedo Hanks, J. (2016). The
assertiveness guide for women: How to communicate your needs, set healthy boundaries,
and transform your relationships. New Harbinger Publications.
Williams, v., &Williams, R. (1996). Life Skills. New York: Three Rivers Press.
https://files.peacecorps.gov/multimedia/pdf/library/M0063.pdf
Websites:
UNESCO - http://www.unesco.org/
UNFPA - http://www.unfpa.org/
UNICEF - http://www.unicef.org/
United Nations - http://www.un.org/
WHO - http://www.who.int/en/
Additional Reading
Kelly-Plate, J.,& Eubanks,E. (2010). Applying life skills. USA: The McGraw-Hill
Companies, Inc.
https://aif.org/wp-content/uploads/2018/10/Lifeskills-2018a_MAST.pdf

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Note: The course is divided into five modules, with four modules together having total 21
fixed units and one open-ended module with a variable number of units. There are a total of
36 instructional hours for the fixed modules and 9 hours for the open-ended one. Internal
assessments (25 marks) are split between the open-ended module (5 marks) and the fixed
modules (20 marks). The final exam, however, covers only the 21 units from the fixed
modules. The 50 marks shown in the last column, distributed over the first four modules, is
only for the external examination.

Mapping of COs with PSOs and POs :

PSO1 PSO2 PSO3 PSO4 PSO5 PSO6 PO1 PO2 PO3 PO4 PO5 PO6

CO 1 3 - - - - -

CO 2 - 2 - - 2 -

CO 3 - - - - 3 -

CO 4 - 3 - - - -

CO 5 1 - - - - -

CO 6 - 2 - - 2 -
CO7 2 - - - -

CO8 - - - - 2

Correlation Levels:

Leve Correlation
l
- Nil
1 Slightly / Low
2 Moderate / Medium
3 Substantial / High

Assessment Rubrics:

 Quiz / Assignment/ Quiz/ Discussion / Seminar

 Midterm Exam
 Programming Assignments (20%)
 Final Exam (70%)

Mapping of COs to Assessment Rubrics :

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 Internal Exam Assignmen Project Evaluation End Semester Examinations
t

CO 1 ✓ ✓

CO 2 ✓

CO 3 ✓

CO 4 ✓ ✓

CO 5 ✓ ✓

CO 6
CO 7

CO 8

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 Reading Material
Introduction to Life Skills 7
Life skills- Definition by WHO 2
10 Core Life Skills 2
Components of life skill 1
Significance of Life skills for adolescents and youth 2

Activities

 Analysis of skills in different life situations- to identify the usage of life skills and
lack of skills- The teacher or students can select suitable activities to identify and
internalize life skill
Eg. Compare short-term and long-term goals.(Identify life skills used and
apply life skills in analysis, and suggest decisions with self awareness-
Impulsive decision- habit formation etc. -generate discussion)
 Analyze a story- for example-the Story of Crocodile and Monkey- relationship
development- Effective Communication- emotional management- quick decision
making- terminating relationship- identified toxicity in relationship etc.- generate
discussion
 Other life events leading to decision-making can be analyzed in the classroom
 Students can find out similar socio-political events for analysis and discussion
Life skills- Definition by WHO
Life skills refers to a large group of psychosocial and interpersonal skills that promotes
mental wellbeing and that leads to a healthy and productive life.

Health is defined as a “state of complete physical, mental and social well being and not
merely the absence of disease or infirmity.”

Life skills develop competencies and actual behaviors. They result in personal actions,
actions directed to others and actions to change the surrounding environment in a healthy,
safe way.

The World Health Organization (WHO, 1993) defines life skills as “the abilities for adaptive
and positive behavior that enables individuals to deal effectively with the demands and
challenges of everyday life.” WHO (1994) has also identified a core set of life skills for the
promotion and well being of children and adolescents.

10 Core Life Skills

Core Life Skills

1. Problem-solving
2. Decision-making (including goal setting)
3. Critical thinking
4. Creative thinking (including value clarification)
5. Communication skills

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 6. Interpersonal skills (including assertiveness)
7. Self-awareness
8. Empathy
9. Coping with stress
10. Coping with emotions

These are referred to as generic life skills; they help people deal effectively with the demands
and challenges of everyday life.

Components of life skill

(ref: LIFE SKILLS ON ADOLESCENT REPRODUCTIVE HEALTH: PACKAGE OF LESSONS AND CURRICULUM MATERIALS )

WHO categorizes a core set of life skills into the following three components:

A) Thinking skills - include self-awareness, social awareness, goal-setting, problem solving

and decision-making. To be able to think critically, information should be provided in order
to make informed decisions and choices. The skills to think critically can also be developed if
the teenagers are given the opportunity to look at different perspectives of an issue, the pros
and the cons of making one decision over the other and making them realize the negative
consequences of making hasty, unplanned decisions.

B) Social skills - include appreciating/validating others’; working with others and

understanding their roles; building positive relationships with friends and family; listening
and communicating effectively; taking responsibility and coping with stress. Social skills
enable the adolescents to be accepted in society and to accept social norms which provide
foundation for adult social behaviour

C) Negotiation skills- means not only negotiating with others but with oneself as well. For
effectively negotiating with others, one needs to know what one wants in life, is firm on one’s
values and beliefs and can therefore say “no” to harmful behaviour and risky temptations.

UNICEF presents the following components of life skills:

A) the Skills - this involves a group of psycho-social and interpersonal skills (described
above) which are interlinked with each other; e.g., decision making is likely to involve
creative and critical thinking components and values analysis.

B) Content - to effectively influence behaviour, skills must be utilized in a particular content

area or topic. “What are we making decisions about?” Learning about decision making will
be more meaningful if the content is relevant and remains constant. Such content areas as
described above could be drug use, HIV/AIDS/STD prevention, suicide prevention, sexual
abuse, etc. Whatever the content area, a balance of three elements needs to be considered:
knowledge, attitudes and skills.

C) Methods - skills-based education cannot occur when there is no interaction among

participants; it relies on groups of people to be effective (it is difficult to imagine analyzing
values and attitudes if only one individual’s ideas are present). Interpersonal and psycho-

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social skills cannot be learned from sitting alone and reading a book. All three components,
life skills, content and method should all be in place if this approach is to be successful.

Significance of Life skills for adolescents and

youth

End

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