Development of Solution-focused Brief Therapy and Experiential Teaching Instructional Model to Improve Mental Health Literacy of Undergraduate Students
Solution-focused Brief Therapy and Experiential Teaching Instructional Model
The objectives of this research were 1) to examine the factors affecting to improve mental health literacy of undergraduate students in Guangxi Province. 2) to develop the solution-focused brief therapy and experiential teaching instructional model to improve mental health literacy of undergraduate students in Guangxi Vocational University of Agricultural and 3) to study the results of solution-focused brief therapy and experiential teaching instructional model to improve mental health literacy of undergraduate students in Guangxi Vocational University of Agricultural. The population of phase 1 were 205 former students from four majors who study Mental Health Education course in the 1t semester of 2022 academic year and 4 lecturers who were teaching Mental Health Education course from 4 University in Guangxi University, Guangxi Vocational University of Agriculture, Guilin University of Aerospace Technology, Yulin Normal University. Sample group in phase 2 were the confirming on instructional model and sample group in phase 3 were 40 students who enroll in Mental Health Education course in the Fine Arts major of Guangxi Vocational University of Agriculture. The research tools included questionnaires for students, interviews for teachers, Conformity Assessment Form of solution-focused brief therapy and experiential teaching instructional model, lesson-plans using solution-focused brief therapy and experiential teaching instructional model, and "rubric scoring form. The statistics were mean, standard deviation, and frequency, percentage. The results revealed the following. 1. The factors to enhance undergraduate students' mental health literacy of undergraduate students in Guangxi Province were internal and external factors. The former included Student knowledge and experience, student interests, needs and motivations, positive mindset, while the latter involved Teacher's teaching ability, affinity, teaching attitude, interaction with students, and teaching mode, class size, teaching atmosphere, and evaluation. 2. Solution-focused brief therapy and experiential teaching instructional model to improve Mental Health Literacy of undergraduate students include 5 components: 1) Principle and Rationale, 2) Objectives, 3) Contents, 4) Method of teaching & Materials and 5) Evaluation. The model is 100% conformed to utility standards, feasibility standards, propriety standards, and accuracy standards as assessed by 3 specialists. 3. Through experiments, the mental health literacy of undergraduate students has been effectively improved. Data presentation, 82.5% of the students showed good mental health literacy. 95% students' psychological knowledge was effectively improved, most students (92.5%) have achieved a good or excellent level of Self help ability, and 95% students have achieved a good or excellent level of ability to help others. Mental health literacy and its iterns have improved by over 80% (good level). The research hypothesis is valid. Keywords: Solution-focused brief therapy and experiential teaching instructional model; Mental Health Literacy
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