Various health, education, and youth organisations and adolescence researchers have defined and categorised key skills in different ways. Despite these differences, experts and practitioners agree that the term “life skills” typically includes the skills listed in the preceding definition. To these we have added advocacy skills, because they are important in personal and collective efforts to make a strong case for behaviours and conditions that are conducive to health. (For a case study on advocacy skills, see Section ). The process of categorizing various life skills may inadvertently suggest distinctions among them (see Figure 3). However, many life skills are interrelated, and several of them can be taught.
