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Manuela Zambianchi, ISIA University Institute, ItalyAbstract
This study presents an adaptation of the Life Skills Education Model developed by the World Health Organization to older adulthood, positioning it at the intersection of Life-Span Psychology, Lifelong Learning and Positive Aging. We introduce the construct of Competent Aging as the outcome of strenghtening life skills in older adults.
Two research-intervention projects were conducted. Project N.1 (N = 6; aged 62-74) focused on Critical Thinking, Decision Making and Interpersonal Relationships. Project N. 2 (N = 15; aged 53-70) targeted Critical Thinking and Creative Thinking.
Both adopted a pre-test /post-test desing and active learning strategies (focus group, role playing, stimulus cases, video clips). Results. Project 1. Repeated-measures Anova revealed a significant reduction in avoidant decision-making style (F= 8.18; p< 0.01; test: M = 3.33; retest M = 2.44; Cohen’s d = 1.51) and significant improvement in Theory of Mind performance (test M = 1.83; retest M = 2.80, Cohen’s d = 1.27). Project 2 showed significant changes in the Alternative Uses task (Guilford), with decreased functional fixedness and increased production of non-usual object uses (usual functions :F = 7.98; p < 0.01; test M = 3.00; retest M = 1.57, Cohen’s d = 1.04. Non usual functions: test M = 1.50; retest M = 2.50, Cohen’s d = 0.82), indicating enhanced creative flexibility. Findings suggest that adapting WHO Life Skills Education Model to later life may reduce maladaptive decision styles, support socio-cognitive functioning and foster creative processes in aging population indicating, althought limited by small sample sizes, potential effectiveness.
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