1. The term life skill could be difined in many ways.

today we will try to look at some of the

main definations of life skills. and we'll try to look at the different components of life
skill. Life skills are something of a buzzword and have been the focus of discussion across
a range of personal and social affairs around the world. but they could be defined as
abilities for adaptive and positive behavior that enable individuals to deal effectively
with the demands and challenges of everyday life according to the world health
organization. generally Life skills are essentially those abilities that help to promote
mental well-being and competence in young people as they face the realities of life.

Life skills include different components. from this components we'll try to look at some of the
main ones. they are presiented as follows:

· Critical thinking - thinking more effectively within curricular subject areas, understanding
the reasoning employed, assessing independently and appropriately, and solving
problems effectively. It involves, as well, improved thinking skills in dealing with real life
problemsin assessing information and arguments in social contexts and making life
decisions.

· Peer pressure resistance – individual‘s abilities and skills to confront negative influences
from his/her group members. This could be relatable as we are college students and
peer pressure is one of the thing that happen to us on a daily basis. There fore we must
have the life skill of resistance to peer pressure.

· Self-confidence – is the degree to which one can rely on his/her ability to perform
certain behavior alone or in public. It is individual‘s trust in his or her own abilities,
capacities, and judgments, or belief that he or she can successfully face day-to-day
challenges and demands

· Self-awareness – knowledge and understanding of one‘s strengthens and weaknesses.

Selfawareness involves monitoring our inner worlds, thoughts, emotions, and beliefs. It
is important, because it is a major mechanism influencing personal development.

· Self-esteem - the degree to which we perceive ourselves positively or negatively; our

overall attitude toward ourselves, which can be measured explicitly or implicitly.

· Interpersonal relationships – the relationships a person have with others persons. They
are social associations, connections, or affiliations between two or more people having
various levels of intimacy and sharing, and implying the discovery or establishment of
common ground.

· Decision-making - Processes involved in combining and integrating available information

 to choose, implement and evaluate one out of several possible courses of actions.

these are the main components of life skiils.

2.The following are the explanations and illustration of the different intrapersonal and
interpersonal skills:

· self-concept: self-concept is the concept the individual has of himself/herself as a

physical, social, and spiritual or moral being. is could also be defined as how we perceive
our behaviors, abilities, and unique characteristics. for example we might consider our
selves as someone that is so calm and as someone that is loved by every person we
meet. that could be considered as self-concept.

· self-awareness: Self-awareness is having a clear perception of your personality, including

strengths, weaknesses, thoughts, beliefs, motivation, and emotions. It is an attribute of
one‘s selfconcept that allows understanding other people‘s attitudes and responses to
them.For example if we have good self awareness we will have clear understanding of
our behaviour rather than thinking something that we are not.

· Self-esteem: Self-esteem refers to an individual's overall self-evaluation. It is the

judgment or opinion we hold about ourselves. It's the extent to which we perceive
ourselves to be worthwhile and capable human beings. for example someone that has a
good self esteem it is not that hard for him to explain what he wants and tell what he is
up to.

· Self-confidence: Self-confidence is the belief in oneself and abilities, which describes an

internal state made up of what we think and feel about ourselves. one must have self
confidence so that he could accomplish what he wants and what he turelu desires.

· Emotional intelligence: refers to the ability to identify and manage one‘s own emotions,
as well as the emotions of others.And also emotional intelligence describes the ability,
capacity, skill, or self- perceived ability to identify, assess, and manage the emotions of
one‟s self, of others, and of groups. People who possess a high degree of emotional
intelligence know themselves very well and are also able to sense the emotions of
others. They are affable, resilient, and optimistic.

· anger management:

Anger is a state of emotion where a person is irritated by block of interests, loss of

possession or threats to personality. Everyone gets angry at times. When people are
angry or annoyed, they may walk away or use a harsh tone of voice. Other times, they
may yell, argue, or start a fight. If you learn to manage, or control your anger, you can
redirect these surges of anger energy to reach your goal. When anger is not controlled,
conflict becomes worse. Dwelling on how angry you are doesn‟t help to defuse your
anger. Instead your anger can build and lead to rage. At this stage, you may no longer be
able to think clearly.

there are different methods of anger management. we'll try to list some the ways. They
are presiented as followes:

· Recognize anger as a signal of vulnerability - you feel devalued in some

way.

· When angry, think or do something that will make you feel more valuable,
i.e., worthy of appreciation.

· Do not trust your judgment when angry. Anger magnifies and amplifies
only the negative aspects of an issue, distorting realistic appraisal.

· Know your physical and mental resources. Anger is more likely to occur
when tired, hungry, sick, confused, anxious, preoccupied, distracted, or
overwhelmed.

· Know that your temporary state of anger has prepared you to fight when
you really need to learn more, solve a problem, or, if it involves a loved
one, be more compassionate.

Therefore, if you are poor at controlling your anger, try to exercise the suggestions given
above whenever you come across with state of anger in your life. After sometime, you
will make them part of your daily behavior and you may not need to remember them.

· Resilience: Is the ability to adapt successfully in the face of adversity, trauma,

tragedy, threats, or severe sources of stress, such as issues with family and
relationships, serious health issues, or difficulties at work and in the financial
world, is known as resilience. It refers to "recovering" after trying events.
Resilience is not some magical quality but it takes real mental work to transcend
hardship. Even after misfortune, resilient people are able to change course and
move toward achieving their goals. Being resilient does not mean that a person
does not experience difficulty or distress. Emotional pain and sadness are
common in people who have suffered major adversity or trauma in their lives. In
fact, the road to resilience is likely to involve considerable emotional distress.
Resilience is not a trait that people either have or do not have. It involves
behaviors, thoughts and actions that can be learned and developed in anyone.
 · coping with dtress: Stressors are unavoidable. As they are coupled with heart
disease, depression, and lowered immunity, we need to learn to cope with the
stress in our lives. There are two ways of dealing with stress: problem focused
and emotion-focused.

Problem focused - when we feel a sense of control over a situation and think we can
change the circumstances or change ourselves, we may address stressors directly, with
problem - focused coping. For example, if our impatience leads to fight our friend, we
may go directly to that friend to work things out.

Emotion-focused - When we cannot handle the problem or believe that we cannot change a
situation, we may turn to emotion-focused coping. If, despite our best efforts, we cannot get
along with that friend, we may reach out to other friends to help address our own emotional
needs.

· critical thinking:Critical thinking is "Purposeful, self-regulatory judgment

which results in interpretation, analysis, evaluation, and inference, as well as
explanation of the evidential, conceptual, methodological, contextual
considerations upon which judgment is based.

· creative thinking: Critical thinking is "Purposeful, self-regulatory judgment

which results in interpretation, analysis, evaluation, and inference, as well as
explanation of the evidential, conceptual, methodological, contextual
considerations upon which judgment is based. And it is also regarded as
intellectually engaged, skillful, and responsible thinking that facilitates good
judgment because it requires the application of assumptions, knowledge,
competence, and the ability to challenge one's own thinking. Critical thinking
requires the use of self-correction and monitoring to judge the rationality of
thinking as well as reflexivity. When using critical thinking, individuals step
back and reflect on the quality of that thinking.

· problem solving: Problems are a central part of human life and it is almost
impossible to avoid it. Most of us have problems that have been posed to
usThere are two classes of problems: those that are considered well defined
and others that are considered ill defined. Well-defined problems are those
problems whose goals, path to solution, and obstacles to solution are clear
based on the information given. For example, the problem of how to
calculate simple simultaneous equation. In contrast, ill-defined problems are
characterized by their lack of a clear path to solution. Such problems often
lack a clear problem statement as well, making the task of problem definition
 and problem representation quite challenging. For example, the problem of
how to find someone to spend our life with is an ill-defined problem.
Therefore Problem solving is a process in which we perceive and resolve a
gap between a present situation and a desired goal, with the path to the goal
blocked by known or unknown obstacles. In general, the problem situation is
one not previously encountered, or where at least a specific solution from
past experiences is not known.

· Decision-making: Decision-making is a selection process where one of two or

more possible solutions is chosen to reach a desired goal. The steps in both
problem solving and decision-making are quite similar. In fact, the terms are
sometimes used interchangeably. which is to mean that when we are making
decisions weare also solving problems of ours. The better decision we make,
the more closer we are to solving our problrms.

3. The following is the brief explanation of some of the acadamic skills and there
demonistrations.

Time management:This is a very important term as it is one of the main problems for a
university student. As obvious it is that time management is very important for us, we
sometimes don't get it and lose so many things because of our poor time management. Time
management is the ability to plan and control how someone spends the hours in a day to
accomplish his or her goals effectively. This involves deal with time between the domains of life:
work, home, social life, and hobbies. It is important to establish clear goals and priorities in
order to set aside non-essential tasks that can waste time, and to monitor where the time
actually goes. Good time management as deciding what someone wants to get out of life and
efficiently per suing these goals. Time management does not mean being busy all the time. It
means using your time the way you want to use it which can include large doses of day
dreaming and doing nothing. Good time management brings with it increasing relaxation, less
stress, more satisfaction and greater accomplishment. There are certain way that we can
manage our time wisely, we'll try to list some of them

· Know how you spend time

· Set priorities

· Use a planning tool

· Get organized

· Schedule your time appropriately

 · Delegate – get help from others

· Stop procrastinating

· Manage external time wasters

· Avoid multi-tasking 10.

· Stay healthy

This next part will be explaining certain skills in test taking, test anxaity and its coping
mechanism.

Out of their experiences, every student practice certain type of test-taking thump rules.
Depending up on what they think right, they prepare themselves for tests and approach the
tests. Similarly, there are no agreed up on test-taking skills among scholars. However, there are
some suggestions that can help students in doing tests. Some of these suggestions are:

2. Attend all classes

3. Take organized and clear lecture notes

4. Plan your study time and set study goals

5. Use SQ3R(Survey, Question, Read, Revise and Recite) study style

6. Use memorizing techniques such as associating difficult material with something you
already know

7. Divide the review material into logical sections and concentrate on one at a time.

8. Organize the information you must remember

9. Know your teacher(e.g., His/her focus areas) and meet with your teacher out of class

10. Make your presence known in class by your courtesy, cooperation and willingness to
learn

11. Ask questions to increase your understanding of course material

12. Make use of tutoring services and student support centers of the college

13. Separate review time from daily assignments

14. Start reviewing systematically and early, not just the night before the test
 15. Practice predicting and answering test questions.

16. Learn test-taking terms and strategies.

17. Examine previous tests to ascertain what you did well and what you did not do so well.

18. Find out what kind of a test it will be: objective, essay, or a combination of both.

19. Find out when and where the test will be given; what you are expected to bring with
you (pens); and what you are allowed to bring with you (dictionary). Get to the test site
early with appropriate materials and do deep breathing exercises to relax. Do not, at this
time, continue to try to study.

20. Get plenty of sleep the night before the exam.

21. Get up early enough to avoid rushing and to eat a healthy breakfast.

22. Tell yourself you will do well - and you will!

when we come to test anxity, we know that it is one of the complications that we get as a
student that passes through so many test through out our acadamic year. in this next part we'll
try to define this term and put some methods to cope with them.

Test anxiety is a negative mood state characterized by bodily symptoms of physical tension and
by apprehension about a test/exam going to take place in the future. It can be a subjective
sense of unease, a set of behaviors (looking worried and anxious or fidgeting), or a physiological
response originating in the brain and reflected in elevated heart rate and muscle tension due to
negative thinking of taking a test. in order to reduce test anxiety, students should exercise
realistic thinking. Realistic thinking means looking at all aspects of a situation (the positive, the
negative and the neutral) before making conclusions. The following are steps of realistic
thinking that can be applied to reduce test-anxiety:

Step 1: Pay attention to your self-talk:

Thoughts are the things that we say to ourselves without speaking out loud (self-talk). We all
have our own way of thinking about things, and how we think has a big effect on how we feel.
When we think that something bad will happen such as failing a test, we feel anxious.

Step 2: Identify thoughts that lead to feelings of anxiety:

It can take some time and practice to identify the specific thoughts that make you anxious. Pay
attention to your shifts in anxiety, no matter how small.

Step 3: Challenge your anxious thinking:

Thinking something does not mean it is true or that it will happen. Often, our thoughts are just
guesses and not actual facts. For example, thinking that you will fail a test does not mean you
will actually fail. Sometimes, our anxiety is the result of falling into thinking traps. Thinking traps
are unfair or overly negative ways of seeing things. Therefore, it is helpful to challenge your
anxious thoughts because they can make you feel like something bad will definitely happen,
even when it is highly unlikely.

Goal setting and it's process:

Goal setting so important in our life as we have to have a goal in order to be successful in life.

Goal setting is like drawing map, which will help individuals to track their development towards
reaching their full potential. It is the process of imagining, planning and implementing the big
picture of one‘s destination. Goal setting gives someone direction and motivation, as well as
increasing satisfaction and self-confidence in their performance. process of goal setting, goals
should be straightforward and emphasize what the individual want to happen in his/her life. The
goal should be specific, measurable, action, realistic and time-bound (SMART).

There are different note taking and study skills, we'll try to explain some of them:

Getting Organized : Before you go to class, you need to have the necessary materials such as
notebooks and pen. Ringed exercise book is usually the most suitable one to have organized
system of note taking. It allows you to place your syllabi in the front, insert handouts by date,
and add notes as needed. It also allows you to remove sections of notes and place them side by
side to create a big picture view of a main points, chapters, or sections. Moreover, in order to
develop good notes, you have to prepare yourself and select the best approach to take notes
during class.

Before Class Effective note taking begins prior to class by creating a framework of reference.
This strategy provides familiarity with terms, ideas and concepts discussed in lecture and leads
to an active role in your own learning. And during class Depending on the type of class and
personal learning style, you will develop your own method of taking notes. Such as Date your
notes  Keep the objective/theme of the class in mind  Record notes in your own words 
Make your notes brief and focus on the pain points  If you fall behind, stop. Make a mark in
your notebook, listen for a few minutes until you feel caught up, then begin taking notes again.
It is better to listen and get the information later.

Study skills: involve strategies used to improve learning and retention of information. Two
examples of study skills include active reading and self-testing.
For example, in my life experience, I use active reading to improve my understanding of course
material. I highlight important information, take notes in the margins, and ask questions as I
read. I also use self-testing to assess my knowledge and understanding of course material. I
create flashcards or practice quizzes to test my memory and understanding of key concepts.

4. Assertiveness is the ability to express oneself in a clear, direct, and respectful manner, while
standing up for one's own rights and beliefs. This involves being confident and self-assured,
while also being considerate of others' needs and feelings.

For example, in my life experience, I have demonstrated assertiveness when expressing my

opinions in group discussions or meetings. I use "I" statements to communicate my thoughts
and feelings clearly, while also being respectful of others' opinions. I am confident in expressing
my own ideas and perspectives, while also being open to constructive criticism and feedback.

Conflict and conflict resolution involve the ability to navigate disagreements and disputes
effectively, while maintaining positive relationships. This involves being able to listen actively,
communicate effectively, and find common ground with others.

For example, in my life experience, I have demonstrated conflict resolution skills in group
projects or team activities. When disagreements arise, I actively listen to others' perspectives
and seek to understand their point of view. I communicate my own thoughts and feelings
respectfully, while also being open to compromise and finding a solution that works for
everyone involved.

Teamwork is the ability to work collaboratively with others towards a common goal. This
involves effective communication, active listening, and a willingness to cooperate and share
responsibility.

For example, in my life experience, I have demonstrated teamwork skills in group projects or
team activities. I communicate clearly and effectively with team members, actively listen to
their ideas and perspectives, and contribute my own knowledge and skills towards achieving
our common goal. I am willing to share responsibility and work collaboratively to ensure the
success of our team.
Handling peer pressure and overcoming risky behaviors involve the ability to resist negative
influences from others, while making positive decisions for oneself. This involves being able to
assert oneself, think critically, and make responsible choices.

For example, in my life experience, I have demonstrated the ability to handle peer pressure and
overcome risky behaviors by setting clear boundaries and making informed decisions. I am
assertive in saying "no" to peer pressure and making choices that align with my personal values
and beliefs. I also think critically about the potential consequences of my actions and make
responsible choices to ensure my own well-being and safety.