Fostering Social Skills through Life Skills Intervention among Vulnerable Adolescents

Abstract

This research explores how to support the development of social skills among indigenous adolescent girls during the critical period when social identities are formed.  In light of the distinctive obstacles encountered by tribal adolescent females attributable to cultural, economic, and geographical elements, this study examines the effects of interventions targeting social skills on a sample of twenty-five Paniya tribal girls residing in the Wayanad district of Kerala, India. Researchers used a pre- experimental research design with one group pre-test post-test method, using purposive sampling. The research demonstrated a statistically significant discrepancy (p < 0.001) between the scores obtained prior to and subsequent to the assessment of communication, interpersonal, and empathy skills. The results emphasized the imperative for greater international investment in the education of social skills. The findings of this study hold significant importance for policymakers, educators, social workers, and community leaders who wish to champion curriculum reforms that adequately address the needs of marginalized communities. Through endorsing the proposition of augmented financial resources and placing greater emphasis on social skills education, this research makes a valuable contribution to the progress and well-being of indigenous adolescents across the globe. Additionally, the study underscores the transformative impact that life skills training has on tribal adolescents, specifically in terms of nurturing ongoing progress, improving social interactions, and stimulating positive change. By doing so, it makes a substantial contribution to the advancement of indigenous adolescent girls’ maturity and global empowerment.