Academic journal article Indian Journal of Positive Psychology

Life Skills as Predictors of Risk-Taking Behaviour among Prospective Teachers

Academic journal article Indian Journal of Positive Psychology

Life Skills as Predictors of Risk-Taking Behaviour among Prospective Teachers

Article excerpt

Life skills are understood as efficacious tools for empowering the youth to act responsibly, take initiative and take control. It is based on the assumption that when young people are able to rise above emotional impasses arising from daily conflicts, entangled relationships and peer pressure; and develop behaviour such as acquiring the ability to reduce specific risk behavior; then they are less likely to resort to anti-social or high risk behaviors and adopt healthy behaviour that improve their lives in general (World Health Organization, 1997; Nehru Yuva Kendra Sangathan, 2013). Whether the emerging adults are coping with negative emotional states or facing the challenge of regulating the desire to gain new, albeit risky experiences, an overarching concern is how this population understands and addresses emotions of high and low arousal and valence during this developmental period (Rivers, Brackett, Omori, & Sickler, 2013). Defining risk is a controversial issue (Yates, 1992; Trimpop, 1994), as people define risk in different ways. Some people view risk as the probability of losing money, other people view risk as possible loss of crop, damage to buildings and infrastructure, not keeping to a budget or a time constraint. Still, others view risk as potential loss of safety, health and life (Yates, 1992).

It has also been studied in terms of health-risk behaviors which included alcohol and drug abuse often leading to serious health risks such as death, cancers, brain damage, liver damage and health problems (Hodgson, 2000; Aloise-Young, & Chavez, 2002; Brooks, Harris, Thrall, & Woods, 2002; Ôgel Çorapçioglu, Sir, Tamar, Tot, Dogan, Uguz, Yenilmez, Bilici, Tamar, & Liman, 2004; Australian Bureau of Statistics, 2008; Johnson, Eisenberg, Bearinger, Fulkerson, & Sieving, 2014). Therefore, the development of effective interventions to reduce risky behaviors among college students is imperative, and also contingent in part upon identifying the factors that promote and prevent these behaviours (Rivers et al., 2013). Life skills approach is one such intervention which assists young individuals to gain control over their behaviours and take informed decision that can lead to positive values (Sreehari & Nair, 2015).

Individuals with low levels of life skills are known to develop high risk behaviours which lead to long lasting health and social consequences. Many countries across the world have introduced life skills education in the curriculum in special situations (Sharma, 2003). Life skills approach is an interactive educational methodology that focuses on acquiring like communication, negotiation, stress management etc (Sreehari & Nair, 2015). Life skills education is a holistic approach to the development of values, skills and knowledge in the learner, which assists young people to protect themselves and others in a range of risk situations. A life skills approach can be integrated into a variety of settings, including schools. The surrounding social, cultural, political, economic and public health issues need to be reflected, as well as the local environment. It can be delivered as a specific subject or carefully placed within other subjects of the school curriculum, and needs to be sequentially developed and age appropriate. Life skills education needs to provide the opportunity to practice and reinforce psychosocial skills (UNICEF, 2001).

Objectives of the Study

* To study life skills among prospective teachers among prospective teachers.

* To study gender differences in life skills among prospective teachers.

* To study life skills in relation to risk-taking behaviour among prospective teachers.

* To study life skills as predictors of risk-taking behaviour among prospective teachers.


The study was conducted through descriptive method of research.


A stratified random sample of 200 prospective teachers was selected from four private B. …

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