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Appendix H: Session Topics & Learning Objectives The purpose of the Life Skills and Leadership manual is to assist

youth to build personal assets and skills through interactive peer-to-peer learning and practice. Completing the course of activities will engage and prepare them to participate more fully and productively in subsequent training in the Youth Development focus areas of healthy lifestyles, world of work, and civic engagement. Competency(ies): Youth need to have appropriate knowledge, skills, and attitudes in order to: Practice healthy lifestyles and prepare for family life Prepare for the world of work Engage as active citizens Terminal Learning Objective: By the end of the Youth Life Skills and Leadership training, youth will demonstrate increased knowledge and enhanced skills for personal and interpersonal development, goal setting and planning, and leadership and working in teams, in a manner which actively engages them as resources and participants in their own and their communities development. Notes regarding the draft learning objectives:
1. Some of the learning objectives do not include the condition or standard as defined in Peace Corps Training Design and Evaluation guidance. This is intentional for the purpose of the SOW, in order to allow flexibility and creativity for the session writers to propose appropriate session activities. Final learning objectives should contain the four components: learner, performance, condition, and standard, and be submitted with the Instructional Design documentation for consideration by Peace Corps. 2. The outline is not intended to suggest a 1:1 correlation between learning objectives and session activities. Individual session activities in the manual can address multiple learning objectives, and multiple session activities can address the learning objectives. This will allow the Volunteers to select a range of appropriate activities for their respective youth groups to achieve the desired learning objectives.

Suggestion for writers/developers: It might be useful to build the manual around some sort of commonly understood metaphor that is woven throughout the sessions (see the bridge model in the PC/Life Skills Manual). (Examples might be a passport roadmap steering your ship head, heart, hands, etc Unit 1: Personal DevelopmentDevelop internal assets and build soft skills through character and value exploration Sessions/Topics Learning Objectives Sample activities* (these are only intended to provide suggestions, not dictate the activities or content of the

Personal identity and self-esteem

1. In a self-assessment, participants will list at least four personal strengths, or internal assets, and at least two assets they would like to develop more. 2. Using locally available materials, each participant will create a symbol that represents his/her uniqueness and appreciation of himself/herself 3. Following a presentations of Stages of Adolescent Development, participants will describe at least one indicators of physical, cognitive, and psychosocial changes they are experiencing or will experience as they develop. 4. Considering their own strengths, stage of development, and personal concerns, participants will identify at least two strategies for learning and building skills to enhance them. 5. Participants will share with the group at least three personal strengths and assets. 6. Participants will describe characteristics of self-confidence, and at least two examples of language and behaviors that build up confidence or put down confidence. 7. Participants will create at least three affirmations for themselves that they can use to build their selfconfidence. 1. Participants will define positive values and identify at least two important sources of positive values. 2. Participants will identify at least two cultural values important in their community and how they affect their personal values. 3. Participants will identify at least two guiding principles for how they want

sessions) 40 Assets Checklist Stages of Adolescent Development Me Collage, Introduction to Self, A Pat on the Back Whats in a Name Game Guess Who Ten Questions Symbolic Me How do I learn? Self-esteem graffiti Bold Billboard Glory Story Bucket Filler Balloon Burst Bouquet Flower High versus Low

Character building and positive values

The Problem with Excuses Give Me a Smile Showing Respect Courtesy Circle Manners in the Bag The Person I admire Values Checklist Values continuum: Agree/Disagree PACA Filters/Mental

to live and who they want to be. 4. Participants will identify at least one of their filters or at least one element of their mental maps, and compare with their peers. 5. Participants will indentify and describe at least two important influences on their personal values (age, gender, family, community, or culture). 1. Participants will identify at least three Emotional health: positive strategies for different emotions they experience coping with stress and during adolescence or young emotions adulthood. 2. Participants will identify at least one Pet Peeve (Something minor they might see often that makes them mad), and at least one strategy for finding positive alternatives to getting angry. 3. Participants will identify at least three anger management strategies that they can use in their daily lives. 4. Participants will identify at least one lesson learned from difficulties they have encountered and identify at least two positive peers or adults with whom to talk when they have problems. 5. Participants will identify the components of their vision for a healthy, thriving lifestyle and at least two strategies they need to implement in order to achieve it (self care, seeking support, healthy activities).

Maps Values sharing Sex- gender voting

Exploring emotions Discovering Empathy Anger management activities Unfair Game Good, Bad, and Ugly Rest and taking care of You Controlling Stress

Unit 2: Interpersonal DevelopmentPractice soft skills through interactive sessions and apply in real life scenarios 1. Using a self-assessment tool, Communication and Active listening selfinterpersonal assessment participants will consider a list of relationships Role plays with realactive listening skills and identify at life scenarios least one personal strength and one

area for personal improvement. 2. Participants will identify at least five verbal and nonverbal communication behaviors that demonstrate effective listening. 3. In role plays using real life scenarios, participants will demonstrate at least two active listening skills and techniques for giving and receiving feedback. 4. Participants will demonstrate how to transform at least two put down statements into build up statements. Critical thinking, creative thinking and decision making 1. Participants will demonstrate at least one method for identifying problems or priorities, possible causes, proposing possible solutions, analyzing pros and cons of each possible solution, and making decisions consistent with personal values. 2. Participants will demonstrate the ability to think creatively or generate creative solutions for one community or personal priority 3. Participants will demonstrate at least one strategy to access resources, investigate, research, or learn more about a personal or community priority 4. Using role plays or scenarios, participants will identify at least one strategy for turning a problem into an opportunity. 5. In role play scenarios, participants will demonstrate at least two methods of negotiation skills, including how to say no and resist peer pressure. 1. Participants will describe all the steps in problem solving and conflict resolution.

Using I messages Creating assertive messages Persuasion activity Mother-Child Trust Call

Peer Pressure Checklist How To Say No steps/Ways to Refuse Peer pressure skits Holding your ground Responding to persuasion Steps in making a good decision Just Between Us Agree or Disagree? Values voting: behaving consistently with

Problem solving, solution seeking, collaboration, and conflict resolution

Emotion charades Healthy/Unhealthy Expression Hand Push

2. Using role plays or scenarios, participants will identify at least one strategy to turn problems into opportunities, and help participants get to workable solutions in a conflict. 3. In role plays, participants will model at least one adaptive and flexible response to problems; including at least one strategy to deal with praise, setbacks, and feedback. 4. Participants will practice at least one constructive method to handle conflict in friendships without resorting to violence or combative behavior.

Dealing with Problems in Groups Peer Mediation

Unit 3: Goal setting and action planningdemonstrate goal setting, self-directed learning, and planning skills 1. Participants will describe at least Time management: Time management how it can affect tips and tools three things they do now that waste reaching your goal time. 2. Participants will identify at least three things they can do that will help them to use time more effectively and in a manner that helps them make progress on their action plans to achieve their goals. 3. Participants will demonstrate at least one strategy for being a motivated, self-directed learner. Goal setting, the basics 1. Participants will define a personal vision/dream, at least one short- and long-term goals, and action plan, and discuss advantages and disadvantages of setting goals for their lives 2. Participants will write or draw their personal vision of their future, including what it looks like in five years and in ten years. 1. Participants will reflect critically on Pick Your Bag The Me Tree Body Map Dream Quilt 40 before 40: Things I want to accomplish by age 40 Barriers and Solutions

My storyline: setting

short and long term goals

past experiences and articulate at least one example of how they affect future progress 2. Participants will write a futuristic storyline which describes their vision of their lives in the future, and three concrete steps they took to accomplish their vision. 3. Participants will write at least one short-term and one long-term goal, including something they want to accomplish or learn. 1. Participants will write an action plan that (a) describes their goals, (b) assets they have to help them achieve the goals, (c) assets they need to achieve them, (d) how they will get those assets, (e) and how they will measure the achievement of each goal. Goal writing Action planning tools

My action plan: a roadmap to my goals

Unit 4: Teamwork and Leadershipdemonstrate leadership skills, responsible behavior and the ability to work as a team 1. Participants will describe at least Teams and leaders: Keep going the basics All Aboard three leadership styles, and at least two advantages and disadvantages of Human Knot Visionary Toxic River each style Communicator Everybody Up! 2. Participants will identify at least three Across the Great Motivator examples of leaders in their country Planner Divide or community, and list at least three Creative thinker Follow the Leader Role model/exampleLeadership styles qualities of good leaders. setter Stages of group 3. Participants will identify at least one Includer/facilitator strength or advantage of working on a development Progress checker Leadership diverse team that reflects various personalities perspectives, ideas, or members of Pins and Straws different backgrounds. 4. Participants will identify at least one quality of effective leadership that they think they have or that they can develop. 5. Participants will identify different roles of team members, and practice at least one different team member

role than they normally do. Using practical real-life scenarios, participants will identify at least one strategy to leverage the strengths and inspire others to reach a common goal. Team building: how to 1. Participants will practice at least one Team-building apply life skills in a activities leadership role and at least one team setting different team member role than what Group Initiatives they normally do. 2. Participants will demonstrate at least two skills learned from previous sessions. Practicing leadership: developing a group community project 1. Participants will describe the five steps in the project cycle. 2. Participants will identify one community service project, develop an action plan, implement and evaluate the project, and demonstrate at least two behaviors of effective leaders and team members. 3. Using a real life scenario, participants will demonstrate both leadership and teamwork skills in order to accomplish a task or complete a project. 1. Participants will reflect on life skills training and their community project and identify at least three life skills that they have improved. PC V2 PC PDM Project Design and Management

Celebration and reflection

* The Possible Content/Activities listed above includes titles of activities taken from the Life Skills Activity Book, Peace Corps Georgia (2007), Paraguay Youth Action Manual and Life Skills Manual, Peace Corps ICE M0063. Activities cited are examples and representative of others that might also be appropriate for consideration. Assumptions for training setting: Ideally, each session would be scheduled for 1 to 2 hours. Average time for each unit should be 8-10 hours.

Class size will be 10-25 participants Class would take place in a classroom, but depending upon the resources available, the sessions could be conducted in any space deemed suitable by facilitator, program partners, and participants to ensure that the environment is conducive for learning and interactive activities. Technology needs should be minimal, and allow for use of locally available materials, if necessary. While projectors and computers may be available in some cases, the activities should not depend on them. Some activities can be conducted outdoors.

Assumptions about the target participants include the following: The ideal target age of this curriculum would be 12-18 years old. However, many of the skills will be relevant to younger and older youth and as such, the activities should be easily adapted or selected for use with young people as young as ten and as old as 24. Literacy skills: youth will be able to read and write in their local language at 6th grade level. Although participants are not expected to have English fluency, all materials will be provided in English. It will be up to the facilitator(s) to provide translation. There is great diversity among the youth to be trained (socio-economic, urban/rural, at-risk, in-school/out-of-school, education level, work experience, career aspirations). Assumptions about the Volunteers who will use these sessions: Volunteers will provide a coaching or Training of Trainers to co-facilitator/local counterparts as preparation for program roll out. The trainer has understanding of principles and practices in facilitation in order to deliver and adapt the sessions to the local context.

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