Development and Driving of Innovations for Enhancing Student Mental Health Based on Buddhist Principles in Secondary Educational Institutions, Nakhon Pathom Province
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Abstract
The purposes of this research article were to: 1) investigate the promotion of student mental health based on psychological principles and Buddhist teachings; 2) design student mental health enhancement activities in secondary educational institutions in Nakhon Pathom Province based on a Buddhist psychology approach; and 3) propose guidelines for developing and driving innovations to enhance student mental health in secondary educational institutions in Nakhon Pathom Province. This study utilized a qualitative research method through in-depth interviews with 9 key informants who were experts in various fields, including educational operational planning, student activity management, student skill training, guidance counseling, process management, Buddhism, student counseling, counseling psychology, and school/developmental psychology. The research instrument was a structured interview form, and the results were presented using descriptive analysis.
The research findings revealed that: 1) The promotion of student mental health based on psychological principles and Buddhist teachings consists of 4 aspects: (1) Knowledge, in which learners must acquire knowledge from watching, listening, reading, and practicing; (2) Attitude, in which learners must have a positive attitude, an open mind, and optimism; (3) Skill, in which learners must possess skills in listening, observation, and communication; and (4) Personality, in which learners must embody the 7 qualities of a good friend (Kalyanamitta); 2) The development of mental health enhancement activities applied the Four Noble Truths, comprising 4 activities: (1) “Opening One’s Heart to a Friend’s Heart” activity (Dukkha), (2) “Connecting Causes, Bridging Hearts” activity (Samudaya), (3) “Companions of the Heart” activity (Nirodha), and (4) “The Path of Nurturing the Heart” activity (Magga). The evaluation results showed that students developed better relationships, demonstrated greater empathy, and were more mindful of their speech; and 3) Driving the innovation was executed through extracting lessons learned and expanding results by enhancing teacher capacity, establishing a peer support system, and building collaborative networks with parents and external organizations to ensure sustainability in student mental health care. The developed activities can be effectively utilized to promote student mental health in educational institutions, helping students gain peer counseling skills and appropriately assist peers facing mental health problems.
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