CALICUT UNIVERSITY FOUR-YEAR

UNDERGRADUATE PROGRAMME (CU-FYUGP)

BSc PSYCHOLOGY

Programme B. Sc. Psychology

Course Title Life skill Development
Type of Course MDC -I
Semester I
Academic
100-199
Level
Lecture per Tutorial Practical
Credit Total Hours
Course Details week per week per week
3 3 - - 45
Pre-requisites Nil
The Life Skill Development course equips students with essential tools
and strategies to navigate everyday challenges, fostering self-awareness,
Course
enhanced interpersonal skills, effective communication, and the
Summary
confidence to tackle life's challenges with resilience and adaptability for
lifelong success
Course Outcomes (CO):

Cognitive Knowledge Evaluation Tools

CO CO Statement
Level* Category# used
Demonstrate a profound
Instructor-created
CO1 understanding of different life skills U C
exams
and its significance in daily life
Role-Playing
CO2 Practise life skills U & Ap P
Assessments
Develop and present
Critically Analyse situations and various real-life
illustrate the life skills utilized scenarios / case
CO3 An M
studies/ Analysis of
skills in different life
situations
Develop effective communication
CO4 Ap P Role play
and interpersonal relationship.

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 Compare between problem-focused
CO5 and emotion-focused coping U C Written Assessments
strategies.
Practise stress management in
CO6 Ap P Role play
personal and professional life
Create life skill-based interventions
CO7 C C Discussion
in personal and professional life.
Originate socially sensitive
decisions and solve problems
CO8 C P Discussion
through internalization and
characterization of life skills.
* - Remember (R), Understand (U), Apply (Ap), Analyse (An), Evaluate (E), Create (C)
# - Factual Knowledge(F) Conceptual Knowledge (C) Procedural Knowledge (P)
Metacognitive Knowledge (M)

Detailed Syllabus:

Module Unit Content Hrs Marks

(45) (50)
I Introduction to Life Skills 7 10
1 Life skills- Definition by WHO 2
2 10 Core Life Skills 2
3 Components of life skill 1
4 Significance of Life skills for adolescents and youth 2
II Social Skills 7 12
5 Self-Awareness- Understanding oneself- Importance of Balanced 1
Diet, Exercise, Sleep Hygiene
6 Empathy 2
7 Effective communication and interpersonal relationship 2
8 Assertiveness as a type of communication- Passive communication 2
and aggressive communication
III Cognitive Skills 15 16
9 Critical Thinking 1
10 Creative Thinking Skills - 1
11 Decision making 1
12 Career decision 2
13 Conflict and its types-( Approach- Approach, Avoidance- Avoidance, 2
Approach- Avoidance)
14 Attempts of negotiation 2
15 Problem-solving- Individual Level, Problem-solving- Group level 2

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 16 Barriers to problem solving 2
17 Goal Setting 2
IV Coping skills/ Management skills 7 12
18 Coping with emotion- Significance of Emotional regulation 1
19 Stress- Biological changes associated with stress 2
20 Eustress and Distress, Role of Perception in Stress 2
21 Coping mechanisms- Emotion-focused and problem-focused 2
Time management
V Open Ended Module: Application of life skills for various groups 9
Teachers can decide the application of life skills to any specific groups or organizations
according to the locality or social needs of the college. Students can engage in the activities
designed by the teacher and the teacher will do a continuous assessment of the performance of
the student. An interactive method of teaching can be preferred.
Eg.: Encourage students to craft personal narratives that highlight their experiences,
values, and goals to relate it to life Skills
Share and discuss these narratives in a supportive and constructive environment.
Facilitate activities that allow students to explore their leadership styles and preferences.
Encourage role-playing scenarios to practice and reinforce interpersonal skills.

Suggested activities for different modules( Submit report of any two)

Analysis of skills in different life situations- to identify the usage of life skills and lack
of skills- The teacher or students can select suitable activities to identify and internalize
life skill
Eg. Compare short-term and long-term goals.(Identify life skills used and apply life
skills in analysis, and suggest decisions with self awareness- Impulsive decision- habit
formation etc. -generate discussion)
Analyze a story- for example-the Story of Crocodile and Monkey- relationship
development- Effective Communication- emotional management- quick decision
making- terminating relationship- identified toxicity in relationship etc.- generate
discussion
SWOT analysis- Identify components of toxic relationship quoting examples from
cinema or stories- - Group discussion.
The teacher presents cases for the identification of a lack of empathy and discusses the
need for social inclusion (Eg. Reciprocal relationship between parent and offspring,
teacher and students etc.- Need for empathy from both sides)
Students can identify success stories of social inclusion from their locality and present
them as a seminar.
Develop code of conduct for college/ department- critically analyze based on human
right.
Group discussion of POSH (Prohibition of Sexual Harassment) Act at the workplace-
Prevention, Prohibition and Redressal- Equality and Equity-Discussion On Sexual
Exploitation and the Need For Assertive Communication.
Develop a theme dance on inclusion.
- - to discuss in the class based

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 on Social Skills
Students write project proposals to the government based on efforts for gender justice/
students can analyze school or nursery textbooks in terms of gender.
Module 3
Categorise types of conflicts using examples or list conflicts into different types.
Analyse the difficulty in decision-making according to the complexity of problems-
puzzles, social conflict, personal conflicts etc.
Make group discussions on social problems like causes of population explosion,
increased drug abuse- based on life skills, and life skills applications to prevent
substance abuse on college campuses. Explore hypothetical scenarios to prompt
reflection on the importance of values in decision-making.
Case study analysis on domestic violence- discuss what a UG Student can do as per
their competence.
Students conducting awareness classes on webaholism and internet addiction for school
students
Students cite examples of intolerance from stories or history to become aware of their
cultural biases and assumptions.
Foster an inclusive environment that values diversity and different perspectives.
Module 4
, social anxiety,
Emotional regulation, etc along with generating a discussion.
- list out causes.
How do you manage stress- compare between students- unique ways of managing
stress- discussion
Lifestyle disorders- causes and consequences- collage
Gender differences in expression of emotions- role play
Case analysis of self-harming behaviour- suicidal tendency
Use case studies or simulations to allow students to practice handling challenging
interpersonal situations.
Books and References:

Caproni, P. (2000). Practical coach: management skills for everyday life, the. Prentice Hall Press.
Davis, M., Eshelman, E.R., & MKay, M. (2000). The Relaxation & Stress Reduction Workbook. New
Harbinger Publication, Inc.
Life Skills Education Toolkit for Orphans & Vulnerable Children in India, India (October 2007) ISBN
1-933702-19-2
Schab, L. M. (2022). The Self-esteem Workbook for Teens: Activities to Help You Build Confidence and
Achieve Your Goals. New Harbinger Publications.
Seaward, B.L. (2022). Managing Stress- Skills for Self- care, Personal Resiliency, and Work life Balance
in a rapidly changing world. Jones & Bartlett Learning.
Weiten, W., Dunn, D. S., & Hammer, E. Y. (2018). Psychology applied to modern life- Adjustment in the
21st century, 12th Ed. USA: Cengage learning
American India Foundation (2018). Handbook of activities on life skills. Pealidezin. [Link]
content/uploads/2018/10/Lifeskills-2018a_MAST.pdf

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 Manual.
[Link]
ator%E2%80%99s%[Link]
Ministry of Youth and Sport of the Republic of Azerbaijan. (2019). Basic Life Skills Course Student
Workbook.
[Link]
Life skills on adolescent reproductive health: package of lessons and curriculum materials.
[Link] De Azevedo Hanks, J. (2016). The
assertiveness guide for women: How to communicate your needs, set healthy boundaries, and
transform your relationships. New Harbinger Publications.
Williams, v., &Williams, R. (1996). Life Skills. New York: Three Rivers Press.
[Link]
Websites:
UNESCO - [Link]
UNFPA - [Link]
UNICEF - [Link]
United Nations - [Link]
WHO - [Link]
Additional Reading
Kelly-Plate, J.,& Eubanks,E. (2010). Applying life skills. USA: The McGraw-Hill Companies, Inc.
[Link]

Note: The course is divided into five modules, with four modules together having total 21
fixed units and one open-ended module with a variable number of units. There are a total of
36 instructional hours for the fixed modules and 9 hours for the open-ended one. Internal
assessments (25 marks) are split between the open-ended module (5 marks) and the fixed
modules (20 marks). The final exam, however, covers only the 21 units from the fixed
modules. The 50 marks shown in the last column, distributed over the first four modules, is
only for the external examination.

Mapping of COs with PSOs and POs :

PSO1 PSO2 PSO3 PSO4 PSO5 PO1 PO2 PO3 PO4 PO5 PO6 PO7
CO 1 3 - - - - 2 - 2 3 - 3 -
CO 2 - 2 - - 2 - - - 3 2 - 2
CO 3 - - - - 3 - 3 - - - - -
CO 4 - 3 - - - - - - - - - -
CO 5 1 - - - - - 2 - 1 3 - 3
CO 6 - 2 - - 2 - - - - - - -
CO7 2 - - - - - 3 - - - 2 -

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CO8 - - - - 2 - - 3 2 - - 2

Correlation Levels:

Level Correlation
- Nil
1 Slightly / Low
2 Moderate / Medium
3 Substantial / High

Assessment Rubrics:

Quiz / Assignment/ Quiz/ Discussion / Seminar

Midterm Exam
Programming Assignments (20%)
Final Exam (70%)

Mapping of COs to Assessment Rubrics :

Internal Exam Assignment Project Evaluation End Semester

Examinations
CO 1
CO 2
CO 3
CO 4
CO 5
CO 6
CO 7
CO 8

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