LifeSkills Training
Program Description
LifeSkills Training (LST) is a flexible, school-based prevention program focused on substance use and violence prevention. It has three main components: personal self-management (goal-setting, stress reduction, decision-making), social skills (communication, assertiveness, non-aggression), and resistance skills (addressing misconceptions and teaching refusal techniques). LST uses interactive methods like role-play and real-world application. Programs are tailored for elementary (24 sessions), middle (30 sessions), and high school students (10 sessions), as well as middle school parents (7 sessions).
Prevention Category
Practice Level
Strategies
Practice Components
Risk and Protective Factors
Population Age
Populations of Focus
Settings
Parental/Caregiver Involvement
Substance Use Prevention Focus
Recommended Staffing
Empirical Evidence of Impact
| Substance | Substance-Related Behavior | Age | Evidence Strength and Study Populations of Focus |
| Alcohol | Changes in Knowledge, Attitudes, or Beliefs | 7th Grade | Moderate (Rural)1 |
| Alcohol | Reduced Use or Delayed Initiation | 7th-8th Grade | Moderate (Rural, General Population)1-3 |
| Cannabis | Changes in Knowledge, Attitudes, or Beliefs | 7th Grade | Moderate (Rural)1 |
| Cannabis | Reduced Use or Delayed Initiation | 7th-9th Grade | Strong (Urban, Rural, General Population)1-3 |
| Substance Use (General) | Reduced Use or Delayed Initiation | 7th Grade | Strong (Urban, Rural, General Population)1-3 |
| Tobacco | Changes in Knowledge, Attitudes, or Beliefs | 7th Grade | Moderate (Rural)1 |
| Tobacco | Reduced Use or Delayed Initiation | 7th-9th Grade | Strong (Urban, Rural, General Population)1-3 |
| References
1 Botvin, G. J., Griffin, K. W., Diaz, T., et al. (2001). Drug abuse prevention among minority adolescents: Posttest and one-year follow-up of a school-based preventive intervention. Prevention Science, 2, 1–13. https://doi.org/10.1023/A:1010025311161 2 Spoth, R. L., Randall, G., Trudeau, L., Shin, C., & Redmond, C. (2008). Substance use outcomes 5 1/2 years past baseline for partnership-based family school preventive interventions. Drug and Alcohol Dependence, 96, 57–68. https://doi.org/10.1016/j.drugalcdep.2008.01.023 3 Botvin, G. J., Baker, E., Dusenbury, L., Botvin, E. M., & Diaz, T. (1995). Long-term follow-up results of a randomized drug abuse prevention trial in a White middle-class population. Journal of the American Medical Association, 273(14), 1106–1112. https://doi.org/10.1001/jama.273.14.1106 |
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Training and Technical Assistance
Training is highly recommended, but not required for LST. The LST website has many free resources to support implementation, including a planning workbook, fidelity checklists, assessments, and information on how LST aligns with educational learning standards. The website also offers resources to help secure grant funding to purchase LST. LifeSkills staff can provide telephone and online technical assistance, as well as more intensive implementation support options including onsite training and booster workshops, for a fee.
Adaptations
LST has been implemented with youth in all 50 states and in 32 countries. However, the developer advises that to achieve optimal results, LST should be implemented carefully and completely.
Program Costs
Please visit the developer’s website listed above for updated information about implementation costs.
What California Providers Are Saying
What They Like About Life Skills
- The program aligns well with other standards and criteria for school programs.
- The lesson materials provide a solid structure for conducting sessions.
- Evaluation outcomes demonstrate that the program is effective.
- The program is efficient, making it a good fit for implementation in classroom settings.
- The focus on self-esteem, socio-emotional learning, and skill development empower youth and prepare them to handle real-world challenges.
Tips and Recommendations for Implementing Life Skills
- Offering incentives and other supports can facilitate follow-up evaluation activities.
- Ensure that instructors have sufficient time to thoroughly understand the materials and build confidence to deliver the program.
- Be prepared to answer questions that may arise during sensitive conversations, as these are not always addressed in the curriculum.
- The program can be adapted to explore topics more deeply as needed and to create opportunities for students to reflect on the materials discussed.
- Supplementing the materials with information specific to the local population and community trends can make the program more relevant and impactful.
- Materials for younger students may need to be adapted to be more age and culturally appropriate.
- Some of the materials may need to be updated.
Labels
Universal,
Individual,
Education,
Assertiveness Training,
Cognitive Behavioral Strategies,
Goal Setting,
Problem Solving,
Psychoeducation,
Relaxation,
Self-efficacy/self-esteem enhancement,
Skills Training,
Peer Norm Development,
Early initiation of substance use,
Favorable attitudes towards substance abuse,
Negative emotional state,
Positive social orientation (e.g. engaging in health activities, accepting of rules and community values, positive social engagement),
Strong coping skills (e.g. problem-solving skills, ability to stand up for beliefs and values),
Accessibility of substances,
Lack of plans or ambitions for the future,
Norms favorable towards substance use,
Age 6-12, Ages 6-12,
Age 13-17, Ages 13-17,
Age 18-20, Ages 18-20,
General Population, Hispanic,
No parent/caregiver involvement,
Substances User - General, substance use-general, substance use general, general substance use,
School (K-12),
Broader Community/Society, broader community society, broader community-society,
Health/social work counselor, therapist or professional (unlicensed), health social,
Health/social work counselor, therapist or professional (licensed),
Law Enforcement,
Peers,
Mentors,
Community Members,
Prevention Staff,
Teachers/Educators, teachers educators, teachers-educators,