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This study was conducted to examine the relationship between the living values and life skills of 883 students in five secondary schools in Hanoi, Ho Chi Minh City and Da Nang. The questionnaire used in the study consists of 42 items reflecting 9 living values (Patriotism, Cooperation, Safety, Happiness, Tolerance, Hardworking, Love -- Respect, Responsible for the future and Honesty) and 23 items reflecting 3 life skills (Autonomy, Problem Solving and Creativity, and Communication). The results show that: The students made a clear expression of the 9 living values and the 3 life skills. The living values and life skills were positively correlated with the Pearson correlation coefficients of from 0.33 to 0.684. The correlation coefficients between living values and life skills expressed by females are higher than those for males. The correlation coefficients between living values and life skills by grade level are positive. This study also showed the need to focus on educating the living values and life skills under the focus of the general education program in Vietnam today. The research provides a scientific basis and evidence that many high secondary schools in Vietnam are focusing on educating only life skills in the past decade will review and adjust their model and approach of life skills education. These practical results help reinforce the approach and educational model for integrated living values and life skills. Many schools, especially five schools of the sample group in Ho Chi Minh City, Da Nang and Hanoi, can immediately adjust their current model of living values and life skills education.

This literature review presents a critical appraisal of the dominant approaches toward the sexuality and relationships of people with acquired brain injury. In particular, we sought to identify and review existing programs focusing on sexuality and relationships which use an educational and/or peer–peer approach. A systematic and comprehensive search of the EBSCOHOST database was conducted within an unlimited time-frame to yield the highest number of relevant results possible, along with hand-searching of key journals and databases. Reports, papers and webpages, documents commonly referred to as 'grey literature' that are not published in peer-reviewed journals, were also hand searched as a part of this review. The database search yielded 862 results, 14 of which were found to be relevant to our research interests. All of the sexuality education programs identified in this review were experienced positively by participants, families, caregivers, and professionals working with people with acquired brain injury. No peer–peer sexuality and relationships programs were identified. However, we found strong support for the use of peer–peer approaches in other programs for people with acquired brain injury. This literature review provides strong support for the development peer–peer sexuality and relationships programs for people with acquired brain injury. However, any future programs would have to overcome the limitations of existing sexuality and relationships programs. [ABSTRACT FROM AUTHOR]