# Life skills > Mediated Wiki article. Canonical URL: https://mediated.wiki/source/Life_skills > Markdown URL: https://mediated.wiki/source/Life_skills.md > Source: https://en.wikipedia.org/wiki/Life_skills > Source revision: 1355185429 > License: Creative Commons Attribution-ShareAlike 4.0 International (https://creativecommons.org/licenses/by-sa/4.0/) Abilities for adaptive and positive behavior **Life skills** have been defined as "abilities for adaptive and positive behavior that enable humans to deal effectively with the demands and challenges of life".[1] This concept is also termed as [psychosocial](/source/Psychosocial) competency.[2] The subject varies greatly depending on [social norms](/source/Norm_(social)) and community expectations but skills that function for well-being and aid individuals to develop into active and productive members of their communities are considered as life skills. ## Enumeration and categorization The [UNICEF](/source/UNICEF) Evaluation Office suggests that "there is no definitive list" of psychosocial skills;[3] nevertheless UNICEF enumerates psychosocial and interpersonal skills that are generally well-being oriented, and essential alongside [literacy](/source/Literacy) and [numeracy](/source/Numeracy) skills. Since it changes its meaning from culture to culture and life positions, it is considered a concept that is elastic in nature. But UNICEF acknowledges social and emotional life skills identified by Collaborative for Academic, Social and Emotional Learning (CASEL).[4] Life skills are a product of synthesis: many skills are developed simultaneously through practice, like [humor](/source/Humor), which allows a person to feel in [control](/source/Locus_of_control) of a situation and make it more manageable in perspective. It allows the person to release fears, anger, and stress & achieve a qualitative life.[5] For example, decision-making often involves critical thinking ("what are my options?") and values clarification ("what is important to me?"), ("How do I *feel* about this?"). Ultimately, the interplay between the skills is what produces powerful behavioral outcomes, especially where this approach is supported by other strategies.[6] ### Core skills The [World Health Organization](/source/World_Health_Organization) in 1999 identified the following core cross-cultural areas of life skills:[7][8] - [decision-making](/source/Decision-making) and [problem-solving](/source/Problem-solving); - [creative thinking](/source/Creative_thinking) (*see also:* [lateral thinking](/source/Lateral_thinking)) and [critical thinking](/source/Critical_thinking); - [communication](/source/Communication) and [interpersonal skills](/source/Interpersonal_skills); - [self-awareness](/source/Self-awareness) and [empathy](/source/Empathy); - [assertiveness](/source/Assertiveness) and [equanimity](/source/Equanimity); and - [resilience](/source/Psychological_resilience) and [coping](/source/Coping_(psychology)) with emotions and coping with [stress](/source/Psychological_stress). UNICEF listed similar skills and related categories in its 2012 report.[3] ### Other examples Life skills [school curricula](/source/School_curricula) designed for [K–12](/source/K%E2%80%9312) often emphasize communications and practical skills needed for successful independent living as well as for developmental-disabilities/special-education students with an [Individualized Education Program](/source/Individualized_Education_Program) (IEP).[9] Life skills can include practical skills which depend on numeracy and literacy and are therefore denied to people who are excluded from these basic rights, such as reading signs and dialing telephone numbers.[10] [Financial literacy](/source/Financial_literacy),[11] [substance abuse prevention](/source/Substance_abuse_prevention), and therapeutic techniques to deal with disabilities such as [autism](/source/Autism), are also examples. ## Skills for work and life Skills for work and life, known as [technical and vocational education and training](/source/Technical_and_vocational_education_and_training) (TVET) comprises education, training and skills development relating to a wide range of occupational fields, production, services and livelihoods. TVET, as part of [lifelong learning](/source/Lifelong_learning), can take place at [secondary](/source/Secondary_school), post-secondary and [tertiary levels](/source/Tertiary_level), and includes work-based learning and continuing training and [professional development](/source/Professional_development) which may lead to qualifications. TVET also includes a wide range of skills development opportunities attuned to national and local contexts. Learning to learn and the development of [literacy](/source/Literacy) and numeracy skills, [transversal skills](/source/Soft_skills) and citizenship skills are integral components of TVET.[12] ## Acquisition Life skills are often taught in the domain of [parenting](/source/Parenting#Skills_and_Behaviors), either indirectly through the observation and experience of the child, or directly with the purpose of teaching a specific skill. Parenting itself can be considered as a set of life skills which can be taught or comes natural to a person.[13] Educating a person in skills for dealing with [pregnancy](/source/Pregnancy) and parenting can also coincide with additional life skills development for the child and enable the parents to guide their children in adulthood. Many life skills programs are offered when traditional family structures and healthy relationships have broken down, whether due to parental lapses, divorce, psychological disorders or due to issues with the children (such as substance abuse or other risky behavior). For example, the [International Labour Organization](/source/International_Labour_Organization) has implemented programs teaching life skills to ex-child laborers and at-risk children in Indonesia to help them avoid and recover from the worst forms of [child labour](/source/Child_labour).[14] Globally there are various courses being run based on the World Health Organization's list supported by UNFPA. In [Madhya Pradesh](/source/Madhya_Pradesh), India, the programme is being run with Government to teach these through Government Schools.[15] In [Afghanistan](/source/Afghanistan), development charity [CAFOD](/source/CAFOD) supports life skills classes for [people without literacy and numeracy skills](/source/Illiteracy). ## Models: behavior prevention vs. positive development While certain life skills programs focus on teaching the prevention of certain behaviors, they can be relatively ineffective. Based upon their research, the Family and Youth Services Bureau,[16] a division of the [U.S. Department of Health and Human Services](/source/U.S._Department_of_Health_and_Human_Services), advocates the theory of [positive youth development](/source/Positive_youth_development) (PYD) as a replacement for the less effective prevention programs. PYD focuses on the strengths of an individual as opposed to the older decrepit models which tend to focus on the "potential" weaknesses that have yet to be shown. "...life skills education, have found to be an effective psychosocial intervention strategy for promoting positive social, and mental health of adolescents which plays an important role in all aspects such as strengthening coping strategies and developing self-confidence and emotional intelligence..."[17] For example, [outdoor education](/source/Outdoor_education) programs such as [Outward Bound](/source/Outward_Bound) typically aim to foster personal and social development and often measure improvement in participants' life effectiveness skills.[18] ## See also - [Adulting](/source/Adulting) - [Attitude](/source/Attitude_(psychology)) - [Emotional intelligence](/source/Emotional_intelligence) - [Emotional literacy](/source/Emotional_literacy) - [Emotional self-regulation](/source/Emotional_self-regulation) - [Gelotology](/source/Gelotology) - [Hope theory](/source/Hope#Hope_theory) - [Impermanence](/source/Impermanence) - [Kindness](/source/Kindness) - [Empathy](/source/Empathy) - [Life skills-based education](/source/Life_skills-based_education) - [Moral development](/source/Moral_development) - [People skills](/source/People_skills) - [Personal boundaries](/source/Personal_boundaries) - [Positive psychology](/source/Positive_psychology) - [RULER](/source/Marc_Brackett#RULER) - [Social intelligence](/source/Social_intelligence) - [Social skills](/source/Social_skills) - [Soft skills](/source/Soft_skills) - [Study skills](/source/Study_skills) - [Theory of multiple intelligences](/source/Theory_of_multiple_intelligences) - [Vocational skills](/source/Vocational_skills) ## Sources This article incorporates text from a [free content](/source/Free_content) work. Licensed under CC BY-SA 3.0 IGO. Text taken from [*Pathways of progression: linking technical and vocational education and training with post-secondary education​*](https://unesdoc.unesco.org/ark:/48223/pf0000265943), UNESCO, UNESCO. UNESCO. ## Further reading Wikimedia Commons has media related to [Life skills](https://commons.wikimedia.org/wiki/Category:Life_skills). Wikiversity has learning resources about ***[Life skills](https://en.wikiversity.org/wiki/Special:Search/Life_skills)*** - [People Skills & Self-Management (free online guide)](https://elguide.cc) [Archived](https://web.archive.org/web/20210602214000/https://elguide.cc/) 2021-06-02 at the [Wayback Machine](/source/Wayback_Machine), Alliances for Psychosocial Advancements in Living: Communication Connections (APAL-CC) - [Reaching Your Potential: Personal and Professional Development, 4th Edition](https://books.google.com/books?id=zPiVUHdeJ-gC) - Andrew J. DuBrin (2016). [*Human Relations for Career and Personal Success: Concepts, Applications, and Skills*](https://books.google.com/books?id=a7B5CwAAQBAJ). Pearson Education. [ISBN](/source/ISBN_(identifier)) [978-0-13-413171-9](https://en.wikipedia.org/wiki/Special:BookSources/978-0-13-413171-9). - [Life Skills: A Course in Applied Problem Solving.](https://files.eric.ed.gov/fulltext/ED049353.pdf), Saskatchewan NewStart Inc., First Ave and River Street East, Prince Albert, Saskatchewan, Canada. ## References 1. **[^](#cite_ref-1)** Taken from [Life Skills Education for Children and Adolescents in Schools](https://iris.who.int/server/api/core/bitstreams/87fe5602-fd22-4d61-8605-26aa6a21f4c8/content) (Report). [World Health Organization](/source/World_Health_Organization). p. 1. [hdl](/source/Hdl_(identifier)):[10665/63552](https://hdl.handle.net/10665%2F63552). Retrieved 17 March 2026. 1. **[^](#cite_ref-2)** Best Thomas, A study on stress and its correlatives with family environment. Retrieved from [ResearchGate](/source/ResearchGate). 1. ^ [***a***](#cite_ref-UNICEF_2012_3-0) [***b***](#cite_ref-UNICEF_2012_3-1) ["Global evaluation of life skills education programmes"](https://web.archive.org/web/20210602213642/https://evaluationreports.unicef.org/GetDocument?fileID=242). *unicef.org* (Evaluation Report). New York: United Nations Children's Fund. 17 November 2016. pp. 8–9. Archived from [the original](https://evaluationreports.unicef.org/GetDocument?fileID=242) on 2 June 2021. Retrieved 29 December 2020. 1. **[^](#cite_ref-4)** ["Skills & Competencies - CASEL"](https://web.archive.org/web/20110513044119/https://casel.org/why-it-matters/what-is-sel/skills-competencies). *CASEL*. Archived from [the original](https://casel.org/why-it-matters/what-is-sel/skills-competencies) on 13 May 2011. Retrieved 10 June 2018. 1. **[^](#cite_ref-5)** ["Do Hasya Yoga"](http://www.webmd.com/mental-health/tc/humor-therapy-topic-overview). *WebMD*. 1. **[^](#cite_ref-unicef_6-0)** ["UNICEF – Search Results"](http://www.unicef.org/search/search.php?q=Life-skills&type=Main). unicef.org. Retrieved 2015-10-20. 1. **[^](#cite_ref-WHO_1999_7-0)** ["Partners in Life Skills Education: Conclusions from a United Nations Inter-Agency Meeting"](https://web.archive.org/web/20180920102852/https://www.who.int/mental_health/media/en/30.pdf) (PDF). *[World Health Organization](/source/World_Health_Organization)*. 1999. Archived from [the original](https://www.who.int/mental_health/media/en/30.pdf) (PDF) on 2018-09-20. Retrieved 2018-07-15. 1. **[^](#cite_ref-FOOTNOTEWHO1993[httpsappswhointirisbitstreamhandle1066563552WHO_MNH_PSF_937A_Rev2pdfsequence1isAllowedypage18_14]:_decision-making_-_problem-solving_creative_thinking_-_critical_thinking_communication_-_interpersonal_relationships_self-awareness_-_empathy_coping_with_-_emotions_and_stressors_8-0)** [WHO 1993](#CITEREFWHO1993), p. [14](https://apps.who.int/iris/bitstream/handle/10665/63552/WHO_MNH_PSF_93.7A_Rev.2.pdf?sequence=1&isAllowed=y#page=18): decision-making - problem-solving creative thinking - critical thinking communication - interpersonal relationships self-awareness - empathy coping with - emotions and stressors. 1. **[^](#cite_ref-PSESD_9-0)** ["Puget Sound ESD – excellence & equity in education | Pre-K-12 Life Skills Curriculum Guide"](https://web.archive.org/web/20120323131440/http://www.psesd.org/index.php?option=com_content&task=view&id=297&Itemid=448). psesd.org. Archived from [the original](http://www.psesd.org/index.php?option=com_content&task=view&id=297&Itemid=448) on 2012-03-23. Retrieved 2015-10-20. 1. **[^](#cite_ref-cafod_10-0)** CAFOD, [Afghanistan crisis update: Two years on from the Taliban's takeover](https://cafod.org.uk/news/emergencies-news/afghanistan-two-years-taliban-rule), published on 9 August 2023, accessed on 17 March 2026 1. **[^](#cite_ref-USA_Funds_Life_Skills_11-0)** [USA Funds Life Skills](http://content.usafunds.org/financial_aid/products/ourproducts/pages/lifeskills.aspx) [Archived](https://web.archive.org/web/20110317045654/http://content.usafunds.org/financial_aid/products/ourproducts/Pages/lifeskills.aspx) 2011-03-17 at the [Wayback Machine](/source/Wayback_Machine) 1. **[^](#cite_ref-12)** UNESCO (2018). [*Pathways of progression: linking technical and vocational education and training with post-secondary education*](https://unesdoc.unesco.org/ark:/48223/pf0000265943). UNESCO. [ISBN](/source/ISBN_(identifier)) [978-92-3-100290-8](https://en.wikipedia.org/wiki/Special:BookSources/978-92-3-100290-8). 1. **[^](#cite_ref-13)** Prinz, Ron (2009). "Behavioral parent training". *Encyclopedia of Human Relationships*. [doi](/source/Doi_(identifier)):[10.4135/9781412958479.n53](https://doi.org/10.4135%2F9781412958479.n53). [ISBN](/source/ISBN_(identifier)) [9781412958462](https://en.wikipedia.org/wiki/Special:BookSources/9781412958462). 1. **[^](#cite_ref-14)** ["Improving Vocational and Life Skills of Ex-Child Labourers and at Risk Children Aged 15 to 17 Years"](https://www.ilo.org/meetings-and-events/improving-vocational-and-life-skills-ex-child-labourers-and-risk-children-0). [International Labour Organization](/source/International_Labour_Organization). 2011-02-01. Retrieved 2026-01-09. 1. **[^](#cite_ref-15)** [Life Skills Education (LSE)](https://lifeskillsumang.in/) 1. **[^](#cite_ref-hhs_16-0)** ["Home | Family and Youth Services Bureau"](https://web.archive.org/web/20020802232527/http://www.acf.hhs.gov/programs/fysb/). acf.hhs.gov. Archived from [the original](https://www.acf.hhs.gov/programs/fysb) on August 2, 2002. Retrieved 2015-10-20. 1. **[^](#cite_ref-17)** Prajapati, Ravindra (2017). ["Significance of Life Skills Education"](https://files.eric.ed.gov/fulltext/EJ1126842.pdf) (PDF). *Contemporary Issues in Education Research*. **10**: 4 – via The Clute Institute. 1. **[^](#cite_ref-Neill_2008_18-0)** Neill, James T. (2008). [*Enhancing life effectiveness: The impacts of outdoor education programs*](https://researchers.westernsydney.edu.au/en/studentTheses/enhancing-life-effectiveness-the-impacts-of-outdoor-education-pro/) (PhD thesis). Australia: University of Western Sydney. Retrieved 20 May 2026.Neill, James T. (2008). [*Enhancing life effectiveness: The impacts of outdoor education programs*](https://researchers.westernsydney.edu.au/en/studentTheses/enhancing-life-effectiveness-the-impacts-of-outdoor-education-pro/) (PhD thesis). Australia: University of Western Sydney. Retrieved 20 May 2026. [World Health Organization. Division of Mental Health](/source/World_Health_Organization) (1993), [*Life skills education for children and adolescents in schools*](https://apps.who.int/iris/handle/10665/63552), [hdl](/source/Hdl_(identifier)):[10665/63552](https://hdl.handle.net/10665%2F63552), [Wikidata](/source/WDQ_(identifier)) [Q114785254](https://www.wikidata.org/wiki/Q114785254), retrieved 2022-10-21 Authority control databases International FAST National United States Latvia Israel Other Yale LUX v t e Nonverbal communication Modalities Physical Blushing Body language / Kinesics Body-to-body communication Facial expression Facial Action Coding System Microexpression Gesture List Speech-independent gestures Haptic communication Imitation Interpersonal synchrony Laughter Oculesics Eye contact Pupil dilation Olfaction Posture Proxemics Speech Affect Emotional prosody Paralanguage Intonation Loudness Prosody Rhythm Stress Tone Voice quality Social context Chronemics Conventions Display rules Habitus High-context and low-context cultures Interpersonal relationship Social norm Other Emoticon / Smiley One-bit message Missed call Silent service code Unconscious Microexpression Non-verbal leakage Multi-faceted Affect display Deception Emotion recognition First impression Intimacy Broader concepts Cognitive academic language proficiency Communication Emotional intelligence Nunchi People skills Semiotics Social behavior Social competence Social cue Social skills Unsaid Further information Disorders Aprosodia Asperger syndrome Autism Fragile X Pervasive developmental disorder not otherwise specified Childhood disintegrative disorder Rett syndrome Dyssemia Nonverbal learning disorder Social (pragmatic) communication disorder Neuroanatomy Limbic system / Limbic lobe Mirror neuron Applications Cold reading Lie detection Freudian slip Poker tell Targeted advertising Technology Computer processing of body language Emotion recognition in conversation Gesture recognition List of facial expression databases Sentiment analysis Key people Ray Birdwhistell Charles Darwin Paul Ekman Related Animal communication Behavioral communication Aggressive Assertive Passive Passive-aggressive Impression management Meta-communication Monastic sign lexicons Verbal communication Manual-tactile verbal Sign language Tactile signing Tadoma Art and literature Mime Mimoplastic art Subtext --- Adapted from the Wikipedia article [Life skills](https://en.wikipedia.org/wiki/Life_skills) by Wikipedia contributors ([contributor history](https://en.wikipedia.org/wiki/Life_skills?action=history)). Available under [Creative Commons Attribution-ShareAlike 4.0 International](https://creativecommons.org/licenses/by-sa/4.0/). Changes may have been made.