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.

Authors:
Manuela Zambianchi, ISIA University Institute, Italy

About the Presenter(s)
Manuela Zambianchi teaches Psychology at the ISIA University Institute in Faenza, Italy, and also at Master in Geropsychology of Padua University.

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