Thai Journal of Clinical Psychology (Online)

The Effectiveness of Expressive Writing Program on Psychological Resiliency among Undergraduate Students

Natchaphon Sirichainarumitr, Nattasuda Taephant — Wed, 11 Mar 2026 00:00:00 +0700

Objectives: This study aimed to compare resilience scores over time between university students with moderate or higher anxiety scores based on the DASS-42 anxiety subscale criteria who participated in the expressive writing program.

Materials and methods: This research included 40 Thai university students studying at the undergraduate level, aged 18-25 years, and having an anxiety score of at least moderate. They were divided into 3 groups: the experimental group-1, 11 people (n = 11), the experimental group-2, 14 people (n = 14), and the control group, 15 people (n = 15). The research instruments included (1) The Expressive writing program, (2) the anxiety subscale from the Depression, Anxiety, and Stress Scale (DASS-42), and
(3) the Connor-Davidson Resilience Scale (CD-RISC-25). Data were collected in 3 phases: (1) Pretest, (2) Posttest, and (3) 2-week follow-up. The statistical analyses employed were a Repeated measures MANOVA and a Between group MANOVA.

Results: showed that the experimental group-1’s scores on resilience were significantly higher at the post-test and 2-week follow-up than at pre-test (V = .607, F(4,34) = 13.140, p < .001), the experimental group-1 exhibited significantly higher resilience scores than the experimental group-2 and the control group (p < .001).

Conclusion: The expressive writing program effectively increased psychological resiliency in undergraduate students with moderate anxiety.

Effects of the Advance Care Planning Conversation Guide and the e-Learning on Advance Care Planning Self-efficacy among Residents: A Pilot Study

Wed, 11 Mar 2026 00:00:00 +0700

Objectives: (1) To evaluate the effectiveness of the advance care planning conversation guide (ACP-CG) on ACP self-efficacy; (2) To evaluate the effectiveness of the ACP-CG together with the e-Learning on ACP conversation guide (ACP e-Learning) on ACP self-efficacy; (3) To compare ACP self-efficacy between the ACP-CG group and the ACP-CG plus the ACP e-learning; (4) To analyze the barriers and recommendations for planning and developing future advanced care planning research.

Materials and methods: This was a quasi-experimental comparison group pretest-posttest research design. Participants consisted of 13 internal medicine residents who were purposively sampled. They were allocated into experimental group 1 (the ACP-CG only; n = 8) and experimental group 2 (the ACP-CG together with the ACP e-Learning; n = 5). After the intervention, qualitative data were collected from 15 participants who were purposively sampled. The instruments included (1) the ACP-CG (2) the ACP e-learning (3) the advance care planning self-efficacy scale-Thai version (ACP-SE-Thai) (Cronbach's α = 0.928), and (4) the interview record forms. Quantitative data were analyzed using the Wilcoxon signed-rank test and Mann-Whitney U test, while qualitative data were analyzed through content analysis.

Results: (1) The ACP-CG significantly increased residents’ ACP self-efficacy in experimental group 1 (p < 0.05). (2) The combination of the ACP-CG with ACP e-learning significantly increased ACP self-efficacy in experimental group 2 (p < 0.05). (3) There was no significant difference in ACP self-efficacy between the two groups at either baseline phase or at six-month follow-up phase. (4) The planning and development of ACP research included refining research tools, implementing participant follow-up, and facilitating group discussions on ACP.

Conclusion: This pilot study has limitations regarding generalizability and confirmation of the effectiveness
of the ACP-CG and the ACP e-learning. However, it successfully developed the prototype tools that may enhance ACP self-efficacy for residents who lack confidence in conducting ACP. Furthermore, it also resulted in ACPSE-
Thai with very high reliability.

The Effect of a Reading Skill Enhancement Group Program Using the Multisensory Approach on the Reading Ability of Pupils with Specific Learning Disabilities at a Primary School in Songkhla Province

Arisa Benadram, Wattana Prohmpetch — Wed, 11 Mar 2026 00:00:00 +0700

Objectives: This quasi-experimental research aimed to develop and examine the effects of a reading skill enhancement group program for word reading using the concept of multisensory approach learning on the reading ability of pupils with learning disabilities a primary school in Songkhla province.

Materials and methods: The target group consisted of students with learning disabilities who had been diagnosed by a psychiatrist and were enrolled in grades 2-6 of the inclusive education program during the first semester of the 2024 academic year. A total of 12 students voluntarily participated in the study. They were randomly assigned to either the experimental group (n = 6), which received a reading skills enhancement program, or the control group (n = 6). The research instruments included the Thai version of an achievement test with a reliability coefficient of 0.97 and a reading skills enhancement group program based on the multisensory learning concept, which demonstrated a content validity index of 0.81 as evaluated by three experts. Data were analyzed using mean, standard deviation, the Wilcoxon Signed-Rank Test, and the Mann-Whitney U Test.

Results: It was found that, after participating in the program, the experimental group was able to read significantly more words than before, at the 0.05 level. Furthermore, after the program, the experimental group was able to read significantly more words than the control group, at the 0.01 level.

Conclusion: The findings indicate that the group-based reading skills enhancement program can improve word recognition among pupils with learning disabilities. Nevertheless, further research is needed to refine and validate the program.

Validation of the Thai Version of the Interpersonal Confidence Questionnaire among University Students

Wed, 11 Mar 2026 00:00:00 +0700

Objectives: The purpose of this study was to develop and validate the Thai version of the Interpersonal Confidence Questionnaire (ICQ) to assess interpersonal confidence among Thai university students.

Materials and methods: This study employed quantitative research design. The study population was 13,616 undergraduate-students between 18-23 years old studying at Kasetsart University, Sriracha Campus. The authors use a cluster random sampling method and there were 528 respondents. The ICQ was constructed by Novák in 2017, consists of 30 items and comprised of positive and negative items. This develops Thai version of ICQ led to a review of the literature and a number of relevant items were identified to incorporate. To begin with, Bandura’s self-efficacy theory (1977, 1982) is about a person’s beliefs in their abilities and the impact on decisions and efforts in social settings. Next, Leary and Kowalski’s Social anxiety theory (1995) describes how fear of negative evaluation leads to avoiding social contact. In addition, social competence and assertiveness (Anderson-Butcher et al., 2016) emphasize the value of social skills and the ability to work with others. Informed by these frameworks, the ICQ-Thai was reconstructed into three dimensions, still comprising positive and negative items. The methodological approach was structural equation model (SEM) with confirmatory factor analysis (CFA) was used to evaluate structural validity and reliability.

Results: The model demonstrated good fit with the empirical data (χ²/df = 1.666, RMSEA = 0.045, CFI= 0.989). The construct reliability (ρc = 0.878) and average variance extracted (ρv = 0.554) confirmed acceptable convergent validity and internal consistency.

Conclusion: The Thai version of the Interpersonal Confidence Questionnaire (ICQ) was feasible to evaluate interpersonal confidence among Thai university students.

Smartphone Overuse and Child and Adolescent Developmental Problems

Supawadee Charoenwanit, Preeyaporn Prayongkul — Wed, 11 Mar 2026 00:00:00 +0700

Smartphones have a significant impact on people across all generations, including children, adolescents, adults, and the elderly. While everyone uses smartphones as helpful tools in their daily lives, the effects on children and adolescents are particularly concerning. These devices bring not only positive benefits but also numerous negative consequences, especially regarding their development. The potential negative impacts include issues related to physical development, such as difficulties with gross and fine motor skills. Cognitive development may also be affected, potentially leading to attention deficit problems and reduced executive functioning. Additionally, emotional and social development can be compromised, resulting in challenges with emotional regulation, impulsiveness, and struggles in peer and family relationships. All of these factors are essential for ensuring a healthy and fulfilling life for children and adolescents. Therefore, this article aims to provide important information about how smartphone usage affects these developmental areas. The goal is to raise awareness among parents and guardians about the various aspects of this issue, enabling them to supervise their children's smartphone use better and ensure it is appropriate.

Sexual Fetishism: Understanding the Diversity of Sexual Orientation Expressed through Specific Behaviors in the Context of Mental Health

Thanawat Suwan Manee — Wed, 11 Mar 2026 00:00:00 +0700

Nowadays, there is a growing societal and legal acceptance of gender and sexual diversity, particularly in Thailand, where attitudes and policies of a range of gender identities are changing.However, there is still a lack of understanding regarding deeper aspects of sexual orientation. One suchaspect is sexual fetishism, a type of sexual preference that can be found across all gender identities. Itsprevalence, sexual fetishism, remains insufficiently understood. It can be classified as a sexual preferenceor, in rare cases, a psychological condition. This lack of understanding contributes to stigma,discrimination, and stereotypes that all forms of sexual fetishism are psychiatric disorders, resulting inlong-term adverse effects on mental health and quality of life.

The purpose of this review article is to explore and present current knowledge on sexual fetishism, including its definitions, classifications, distinctions from psychiatric disorders, associations with mental health, and the role of psychologists in understanding and providing appropriate care. Additionally, this article aims to enhance social awareness, reduce stigma, and promote acceptance of sexual diversity in its more specific forms, thereby benefiting professionals, scholars, and mental health practitioners, enabling them to provide appropriate and comprehensive care to individuals within this community.