Implementing internal quality assurance activities is an indispensable condition to form a quality culture in higher education institutions in Vietnam which contributing to a fundamental and comprehensive renovation of Vietnamese higher education. The purpose of this research was to assess the correlation of internal quality assurance on the formation of quality culture through the types of higher education institution in Vietnam. A group of 222 teachers from 8 higher education institutions (4 public higher education institutions and 4 private higher education institutions) in Ho Chi Minh city participated in the survey. The questionnaire included three groups which are internal quality assurance activities, awareness of individuals, and organizational culture. The results showed that the correlation between internal quality assurance and the formation of quality culture is difference between two types of higher education institutions, in which with autonomy in higher education institution administration, the level of application of guaranteed the internal quality assurance activities is associated with quality culture developing in private higher education institutions higher than public higher education institutions.

Confucianism has become an educational ideology in Vietnam and blended its philosophy with other religious and spiritual doctrines. The current study explores the impact of Confucianism on social and emotional health (SEH), which focuses on the skill-based aspect of Confucian Vietnamese adolescents. A hermeneutic phenomenological study was chosen as an appropriate approach for collecting and interpreting descriptions of 15 Confucian Vietnamese adolescents to explore how these lived experiences have shaped their current perceptions of SEH. We have labeled the two shared common characteristics in the participants' various SEH experiences, including (1) Authentic perception of Confucian philosophy strengthens the self-esteem; (2) Positive practice of the 5-essential human virtues helps establish and maintain healthy, supportive relationships. The two essences reflected the positive impact of Confucianism on SEH of Vietnamese adolescents. The adolescents' SEH experiences are consistent with Confucian philosophy while at the same time not conflicting with other religious doctrines. The findings of this study have broadened our understanding of the applicability of socio-emotional competence models to promote positive psychological development in adolescents, and the feasible goal-setting in counseling and psychotherapy from different psychological theories about the combination of religious and spiritual practices.

Introduction: With the advantage of the restructured education in Vietnam, the social-emotional learning (SEL) framework has been gradually piloting applied into the educational curriculum. However, the SEL integration is only effective in primary school. Methods: This study applied qualitative phenomenological research, which used in-depth interviews with students and core teachers who have experienced SEL from previous studies to explore and explain the SEL integration is not successful at the secondary level. Findings: Four findings showed the current challenges of SEL’s integration in Vietnamese educational curriculum: 1) the incompatibility between the current curriculum and the teachers’ pedagogical capacity; 2) the perceived difficulties in integrating SEL into educational activities; 3) the limited focus on understanding the students’ psychology; and 4) students cannot develop their social-emotional competence. Discussion: When the challenges can be solved, corresponding to the solutions discussed, can the SEL framework be properly integrated into Vietnamese education, as well as designing an integrated continuous SEL-orientated curriculum across school levels, meeting the requirements of the new educational curriculum.

Purpose: Social Emotional Learning (SEL) is a model that positively affects adolescents, particularly high school students. Adolescents experience physical and psychological changes that result in emotional and social-behavior difficulties. SEL improves academic performance, mental health problems, peer relationships, and family relationships. Responsible decision-making is one of the six fundamental skills of the SEL model and plays a crucial role. Methods: This study was founded on a literature review to examine the significance of responsible decision-making. Results: The study then provides a model of activities based on identifying and solving problems to assist students in developing their decision-making skills. Conclusion: The approach presented in this study is comprised of two primary activities: basic activity and practical activity; the study is also providing a seven-step procedure for problem-solving. Students are required to perform the content of the exercises following the instructions, and the implementation of these activities should be performed regularly to increase their effectiveness and competence in making decisions.

Children living in incomplete families have to suffer from more hardships than others including psychological trauma that could never be cured without safe approaches. In this paper, we used the Children Behavior Checklist (CBCL test) by Achenbach to initially filter the incidence of children in incomplete families with psychological trauma, the extent of childhood trauma, and the signs of trauma. Moreover, the Self-esteem scale of Toulouse was also utilized to investigate children's self-esteem and determine the impact of psychological trauma on the self-assessment of children. Based on these tools, the research conducted a correlation analysis of psychological trauma of children in incomplete families through indicators of awareness of, emotions with, and behaviors towards family and social life (self-evaluated by children). The results showed that there are differences in psychological trauma of children in terms of awareness, emotions, and behaviors. The differences allow for a better definition of children's causes, influences, and degrees of psychological trauma. This is the basis for proposing timely filtering solutions and effective psychological support measures for these children.

The correlation between the stress problems and the needs for high school students’ stress counseling in Vietnam is an unspecified issue that deserves attention. This study was conducted to test the hypothesis that there was no correlation between the stress problems and the needs for counseling of high school students in Vietnam. Survey of 1,200 high school students in Vietnam from grades 6 to 12 with questionnaires, the results show that the mean score of stress problems in high school students is 2.67 - corresponding to moderate level. Different levels of learning and living conditions are encountered in different student’s stress problems. The mean score for high school students' stress needs of counseling is 3.18 - corresponding to the optional level. Different levels of education have different needs for stress counseling. There is a strong correlation between high school students' problems and needs for stress counseling. The more problematic high school students experience in stress, the more they need to be counseled on this issue.