Southeast Asia has a high prevalence of mental health problems and a low desire to seek professional help. Low treatment rates in LMICs are also reflected in the lack of readily available treatments geared toward students. In developing countries such as Thailand, academic advisors in higher education play another extra role in providing appropriate mental health counseling beyond teaching, researching, and delivering academic advising to their students. This quasi-experimental research aimed to study counseling’s competency of academic advisors in higher education and develop counseling’s competency of academic advisors in higher education. The sample groups used in this study were academic advisors who worked in a Thai university. There were two data collection stages. In stage 1, 250 samples were selected using a multi-stage random sampling technique for examining counseling competency. In stage 2, 60 samples used in the first stage having counseling’s competency score rating from low to moderate were equally divided into two groups (control and intervention). The results in the first stage showed that the total mean score of counseling competency was moderate. In the second stage, the hypothesis-tested result also showed significant differences in counseling competency outcomes in the intervention and control groups. These findings highlight intervention; the Brief Counseling Competency Training Program (BCCTP) could be helpful for reskilling and upskilling academic advisors’ counseling competency, especially attitude dimension, and implicate set friendly services, a sustainable academic advisor network to support and strengthen these competencies.

Background: As the global population ages, including Thailand, health-promoting behaviors (HPBs) have emerged as critical challenges affecting the well-being of community-dwelling older adults. This situation calls for a deeper understanding of the modifiable protective factors involved. The current study aimed to examine the associations between frailty, depression, social support, health literacy (HL), and HPBs among community-dwelling older adults in Thailand.Methods: A cross-sectional study with a convenience sample of 250 older adults was employed. We collected using validated questionnaires—including Tilburg Frailty Indicator, Thai Geriatric Depression Scale, Social Support Scale, Health Literacy Scale, and Health Promoting Behaviors Scale. We analyzed using descriptive statistics and stepwise multiple linear regression. Results: This study involved a total of 250 community-dwelling older adults, with a mean age of 70.41 years. The participants had a mean frailty score of 6.78±1.95, indicating that most were classified as frail (score ≥5) based on the Tilburg Frailty Indicator. They also reported no significant depressive symptoms (3.80±2.62), moderate levels of social support (36.70±4.20), poor health literacy (33.15±2.71), and moderate health-promoting behaviors (101.19±7.67). Health literacy, social support, frailty, depression, and comorbidity conditions were significant predictors of health-promoting behaviors, collectively explaining 80.5% of the variance.Conclusion: These findings emphasize that improved HL, greater social support, reduced frailty, and lower depression scores were associated with healthier behaviors in older adults. Multidisciplinary healthcare teams should consider these factors when designing their intervention strategies to gain a more comprehensive understanding and improve health outcomes.

The mental health issues among undergraduate students have become increasingly recognized as a pressing concern, often impacting their overall well-being over time. Despite escalating scholarly attention to students’ well-being, a significant gap persists in theoretical frameworks and measurement instruments with established benchmarks, remarkably those applicable to the Thai context. This study aims to develop and validate a contextually appropriate well-being instrument for Thai university students, grounded in the PERMA model, which examines five dimensions: positive emotion, engagement, relationships, meaning, and accomplishment. A multistage sampling approach was utilized to enlist 1,080 participants for an online questionnaire incorporating the PERMA well-being scale. The data were examined through confirmatory factor analysis (CFA) and network analysis to assess the structural validity and inter-item correlations. Results from the second-order CFA yielded an excellent model fit with a root mean square error of approximation (RMSEA) of 0.013, with all the constructs significant at p<0.001. In addition, network analysis showed the centrality within constructs. The findings revealed that the PERMA model was indicative of Thai university students’ well-being exhibited robust internal consistency, and significant intra-construct correlations. This contextually relevant instrument yielded valuable insightful information for educators and policymakers in Thailand. This could thus help shape strategies to evaluate and improve student well-being.

The increasing reliance on digital technology in education, accelerated by the COVID-19 pandemic, highlights the urgent need to understand online counseling competencies among secondary school advisory teachers. However, limited empirical evidence exists regarding the structure of these competencies in the Thai educational context. This study aimed to examine the components and validate a model of online counseling competences among secondary school advisory-teachers in Thailand. A total of 400 teachers from the Northeastern region were selected using multistage stratified random sampling. Data were collected through self-reported questionnaires and analyzed using second-order confirmatory factor analysis (CFA). The findings indicate that online counseling competences comprises three components: adaptive online counseling proficiency (AOC), school online counseling ethics (SCE), and secure comprehensive technology-integrated online counseling systems (SCS). The model demonstrated strong fit indices (χ2=76.240, df=70, p-value=0.284, χ2/df=1.089; root mean square error of approximation (RMSEA)=0.015; standardized root mean square residual (SRMR)=0.029; normed fit index (NFI)=0.990; comparative fit index (CFI)=1.000). This model provides a framework to guide training and policy development aimed at enhancing the effectiveness of online counseling services in Thai secondary schools.