Schools4Health RIVM, the Dutch National Institute for Public Health and the Environment
Lifeskills Dutch: “Levensvaardigheden”
Schools4Health March 20th 2023
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Lifeskills Lifeskills focuses on five social and emotional core competences 1. self-awareness 2. self-management 3. social awareness 4. relational skills 5. making responsible choices 3
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Teachers are trained to give 4 basic lessons (yearly) and various lessons specifically tailored to the needs of the school
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Students learn from and with each other through – Roll playing – Modeling – Discussions
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Primary School – Parents are also involved
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Secondary education 4
Based on G4 model (Ellis 1996)
Event & thoughts = feelings & behaviour
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Our strength lies in the continuity we have developed and the participatory research
Results and successes so far ›
The program has been developed, researched and adapted by and with the target groups (since 1996)
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Flexible character of the intervention.
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Reseach showes thar the more vulnerable children benefit the most.
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Implementation strategy: –
Training of teacher
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Online world with all the guidelines, excercises and more
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Supervision
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Observation
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Evaluation forms
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Contact per mail or phone
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Continuous learning path.
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In secondary school:
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Both effect and process evaluation
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Positive effects on several social and emotional skills (Van de Sande 2022, Gravesteijn 2004)
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80% of the student report that they have learned something; teachers have good experiences with Lifeskills and truly believe it is of added value for the students development.
In primary school: –
Process evaluation shows that students, teachers and parents indicate that the learning effects are of value.
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Lifeskills contributes to several social and demotional skills, particularly in situations where students find it hard to say ‘no’.
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Possibility for adaption/transferability ›
The program has been developed, researched and adapted by and with the target groups using the six phases of participative action research.
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Specific theme lessons can be used based on the needs and development of the students in the class.
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General preconditions: support, motivated school leader, willingness, budget and time.
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General guideline for implementation based on the Healthy School programme in the Netherlands; a whole school approach with the focus on: – Social and physical environment – Education – Policies – Health services
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