Introduction And Review Of Literature

Mental health is fundamental to good health and quality of life and globally, there has been an increasing recognition of the importance of mental health and wellbeing to overall health (WHO, 2004 & Mental Health Foundation; NIMHE, 2005). Mental health status of an individual encompasses both cognitive and emotional resources, which gets enhanced or depleted throughout the life course. Mental wellbeing is referred to as an individual’s ability to develop their potential, work productively and creatively, build strong and positive relationship with others and contribute to their community (Beddington et al., 2008).

Studies say that mental health status of adolescents can affect their overall wellbeing in both immediate and longer-term goals. WHO says, worldwide up to 20% of adolescents suffer from disabling mental health problems. Furthermore, there are close links between child and adult mental illness – the presence of mental illness during childhood may lead up to 10 times higher costs during adulthood (WHO, 1994 & 2001; Suhrcke et al., 2007).

Young age is critical for laying the foundations for good mental health and wellbeing which in turn affect their path through life and healthy functioning of families and society as a whole. Poor mental health in childhood is associated with increased risk in life and other adverse outcomes in adulthood. Schools, communities and families can make the most of its environment favourable to foster mental health and wellbeing of children and adolescents (Kessler et al., 2005: Kieling C. et al., 2011: Murray, et al., 2008).

Young people are one of the precious resources in every country and play a major role in shaping the future of the nation. It is a period characterized by a time of indecision, despair, and doubt, especially in instances where they are not mentally conditioned and physically prepared to  cope with the changes taking place in and around them. It is a delightful period of life and a period marked by stress and conflict in the family also. According to Erickson, Adolescents are caught up in an identity crisis, one which is not easy to define; they cannot wait, because it is a period which is fleeting (Erickson, 1968).

There are many strategies to improve mental capabilities, some may want to learn and be enlightened about new things; others can be socially active through engaging religious activities or physical activities like sports / games etc. The available literature indicates that life skills training is needed for young people and should be developed in all culture. Evidences suggest that life skills approach promotes social, cognitive, emotional, behavioural and psychological competencies among young people. Early intervention and life skills training would be beneficial for reducing crime and levels of risk factors. It improves productivity, academic performance, motivation, and numerous positive attitudes, social adjustments, healthy life styles, and foster discipline to enhance self awareness and self esteem that reduces high risk behaviour and increase coping skills and resilience to stress and preserve mental health and wellbeing in older age too (Belay Tefera Kibret, 2016 ; Cooper et al., 2009 ; Bhave Swati, 2005).

Teaching life skills and the involvement in peer groups help young people competent to face the realities of life in order to achieve mental health and wellbeing in certain extend. There is good evidence that mental health promotion programs in schools lead to positive mental health, social and educational outcomes among the students (Weare K., Nind M., 2011).

World Health Organization has addressed life skill based education since the 90s, across culture, life skills training is similar in three important ways such as: a) learning of life skills essentially helps to promote mental health and well being and enables one to deal with everyday challenges, b) life skills education enables adolescents to learn and practice skills, as it is based on student centred and activity oriented methodology, and c) life skills education is based on the philosophy that young people should be empowered to take more responsibility for their actions (WHO 1993a, 1994, 1996, 1997; Bhave Swati, 2005; Vranda, 2015; Guardian & MINDS found,2017; WFMH-Report, 2018).

Some studies say that peer group can be an effective and significant influence for good mental health. Healthy friendship is a crucial element in protecting our mental health and wellbeing. Studies say that healthy friendships can play a key role in helping people to lead a healthy and happy life and overcome the isolation that often comes with it. Healthy friendship is effective to maintain psychological wellbeing and it lead to balance one’s mental health status. People with more severe forms of mental illness have smaller social networks than others  and  have more family members  than friends in their social circle (Mental health foundation, 2019). In line with the previous studies, the researcher trying to assess the effectiveness of Life Skill Training and the Influence of Peer group involvement on Mental Health and Wellbeing of young people. The research methodology and the result and findings are given bellow.

Research Methodology

This study was done with the objectives: (a) to study the effectiveness of life skill training on mental health and wellbeing, and (b) to study the influence of peer group involvement on mental health and well being of young people.

Population And Sample

This study was done on a sample of regular school going higher secondary students in Kerala, (between 16 to 19 years of age group), excluding those with any physical or mental illness and those who have had any life skill training. We selected a control group of 360 students and an intervention group of another 360 students, both with equal proportion of boys and girls. Proportionate random sampling was adopted to select the subjects from schools which are different by their offer of co- education or exclusive (gender selective) admission policy. All of them were subjected to mental health and wellbeing assessment at the pre-intervention phase. The intervention group was given life skill training and they were assessed in two follow up periods after three months and six months. The control group was also assessed simultaneously, but they were given life skill training in view of our moral commitment to them, shortly after their final assessment.

Data Collection Method

For this study primary data has been collected and it obtained from July 2017 to January 2019 in three different timelines of pre, post and follow-up intervention.

Tools Used For Data Collection

The following tools were used for data collection in three timelines are: Demographic proforma and Standardized tools of General Health Questionnaire (GHQ-28) and Warwick Edinburg Mental Wellbeing Scale (WEMWS-14).

Ethical And Legal Sanctions

This study was approved by the University Ethics Committee of Assam Don Bosco University. Permission granted from the Regional Deputy Director (Dept. of Higher Secondary Education) and the principals of the concerned schools for conducting the study among the students. Informed written consent was obtained from the participants and their parents prior to the study.