Development of Solution-focused Brief Therapy and Experiential Teaching Instructional Model to Improve Mental Health Literacy of Undergraduate Students

Zeng Yuanzhen

Solution-focused Brief Therapy and Experiential Teaching Instructional Model

Mental Health Literacy

Curriculum and instruction

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

Bansomdejchaopraya Rajabhat University. Office of Academic Resources and Information Technology

Nuttamon Punchatree

Areewan Iamsa-ard

Suriya Phankosol

2023

2024-06-07

2024-06-07

2024-06-07

thesis

application/pdf

378.04 Y94D 2023

eng

Bansomdejchaopraya Rajabhat University

Degree of Doctor of Philosophy

Doctoral Degree

Curriculum and instruction

Bansomdejchaopraya Rajabhat University