Answer to Question #214894 in English for Gugu

Question

Question 1: Concepts

Discuss each concept below by using the following sub-headings:

- Define the concept by using your own words. Do not copy from the study guide. (4)

- Give an appropriate example from your past, like a school experience, where you have 

observed this concept or the lack of this concept.

How, according to you, can the Life Skills teacher apply this concept in the classroom?

(3)

1.1 life skills (10)

1.2 positive psychology (10)

1.3 “your child is my child” (10)

1.4 positive attachment figures (10)

1.5 sexuality education (10)

TOTAL: [50]

Answer 1

1.1 Life skills.

The term ‘Life Skills’ refers to the skills you need to make the most out of life.

Any skill that is useful in your life can be considered a life skill. Tying your shoe laces, swimming, driving a car and using a computer are, for most people, useful life skills. Broadly speaking, the term ‘life skills’ is usually used for any of the skills needed to deal well and effectively with the challenges of life.

The Basic Life skills provides readily available tools to deal with challenges/demands of daily lives the youth face, from managing their emotions to make an informed decision. It also helps develop children’s personality, talents, and mental and physical abilities, and realize their true potential through learning to know oneself and others, and make effective decisions to live harmonically together in the society. The Education for All (2000) included life skills among the essential learning tool for survival, capacity development and quality life. It also documented that all young people and adults have the “human right to benefit from an education that includes learning to know, to do, to live together.” recognizing the importance of living together as much as acquiring knowledge from an academic environment.

1.2 positive psychology.

“Positive Psychology is the scientific study of human flourishing, and an applied approach to optimal functioning. It has also been defined as the study of the strengths and virtues that enable individuals, communities, and organizations to thrive.” Source: Positive Psychology Institute.

Importance.

The question “what is wrong with people” has guided the thinking of many researchers and dominated countless scientific studies during the 20th century. It is hard to deny that this entails an important question.

In our attempts to answer the question, we have gained more understanding of many illnesses and have developed effective treatments for a wide range of problems.

However, as an inevitable consequence of our focus on the negative aspects of wellbeing and health, such as distress and disease, we developed an almost exclusive attention to pathology.

We believe that science has focused disproportionately on pathology and repair, and devoted relatively little attention to factors that “make life worth living.”

As the 21st century unfolds, however, we are beginning to ask a different question: “What is right about people?”

This question is at the heart of positive psychology, which is the scientific and applied approach to uncovering people’s strengths and promoting their positive functioning.

During the past 14 years, the number of scientific studies on positive psychology has increased tremendously. In addition, countless interventions have been developed to increase people’s wellbeing.

1.3 “your child is my child” 

The concept behind child is my child is to increase the responsiveness of people to nurture children collectively and better their lives without necessary being biological parents to them. For instance, in schools, teachers ensuring that pupils are cared of and remain well-behaved. According to me, life skills teacher can apply this concept in class to help all learners grow up to become responsible people in society. The concept “Your child is my child” is best brought out in our society and especially neighborhoods where someone who knows someone else’s child would not allow him or her to follow a wrong path which they know is not right. This concept can best be used in classrooms by life skills teachers. I’ll is an example to best explain this.

A good example is in the case of girls. The challenges girls face mostly concern their sexuality and especially in their teenage age. A good life skills’ teacher while teaching girls, would be able to guide them the best way possible if he or she would take them as their own. This way, they would stress on the importance of taking care of themselves because if anything happened to them, the impact would also fall on them and therefore the need to avoid this by providing good guidance will benefit their students in the long run.

1.4 Positive attachment figures.

An attachment figure is “a target for proximity-seeking, functions as a “safe haven” in times of need (i.e. he/she reliably offers protection, comfort, support and relief), serves as a “secure base” in a safe environment (i.e. letting the person engage in non-attachment goals and activate other behavioural systems).

1.5 Sexuality education.

Sexuality education aims to develop and strengthen the ability of children and young people to make conscious, satisfying, healthy and respectful choices regarding relationships, sexuality and emotional and physical health. Sexuality education does not encourage children and young people to have sex.

Why do young people need comprehensive sexuality education?

Too many young people receive confusing and conflicting information about relationships and sex, as they make the transition from childhood to adulthood. This has led to an increasing demand from young people for reliable information, which prepares them for a safe, productive and fulfilling life. When delivered well, CSE responds to this demand, empowering young people to make informed decisions about relationships and sexuality and navigate a world where gender-based violence, gender inequality, early and unintended pregnancies, HIV and other sexually transmitted infections (STIs) still pose serious risks to their health and well-being. Equally, a lack of high-quality, age- and developmentally-appropriate sexuality and relationship education may leave children and young people vulnerable to harmful sexual behaviours and sexual exploitation.

CSE plays a crucial role in addressing the health and well-being of children and young people. Applying a learner-centered approach, CSE not only provides children and young people with age-appropriate and phased education on human rights, gender equality, relationships, reproduction, sexual behaviours risks and prevention of ill health, but also provides an opportunity to present sexuality with a positive approach, emphasizing values such as respect, inclusion, non-discrimination, equality, empathy, responsibility and reciprocity.