By assigning developmentally appropriate tasks to specific life skills, the TLS Model has the potential to greatly improve the possibility of achieving measurable program success in youth development. There is not complete agreement on the specific life skills needed by youth, or on a set of desired behaviors that ensure success in life. It is easier to identify the problem behaviors that occur when the youth do not reach the expected societal goals. By reviewing a number of models proposed by several authors, certain consistent categories of competencies emerged. These categories can be used as the basis of life skill development.
Authors generally agree that life skills are learned through experience.
Life skills often must be practiced over and over before mastery is achieved. Back to the top Justice Statement for ISU Extension Extension programs are available to all without regard to race, color, national origin, religion, sex, age, or disability.