Background: Youth dormitory management in Thailand’s education system reveals evidence of discrimination. This is due to the high deviation in educational policy in aspects such as high cost or budget of educational management with dormitory provision in some programmes, when compared to the lower number of youth who receive the benefits of these programmes. Moreover, some programmes are not fair in the selection criteria and had the objectives that responded only to a specific group of population. Objective: The objectives of the study were to implement a group intervention programme in life skills development for youth in highland rural school dormitories of Omkoi District, Chiang Mai Province, Thailand. Methods: This study used a qualitative research method to recruit and select 30 participants. Semi-structured interviews with open-ended questions were used to collect data from the participants. The thematic analysis method was used for analysing the collected data. Results: The findings revealed three themes: 1. The result of analysing and synthesising the context, 2. the result of developing the model, and 3. the result of the life skills development activity programme for youth who lived in the school dormitories. Conclusion: Further studies would be required in order to compare the situation between rural and urban areas. Furthermore, youth life skills development programmes should be developed in the appropriate contexts. Moreover, the researcher must pay more attention to the society and culture of the target audience in order to achieve development that would be consistent with the area.

Background: Early adolescents may encounter adverse situations that could cause stress and anxiety. To prevent mental health problems and promote mental health, resilience should be promoted in early adolescents. Objectives: The objectives of this study were to develop a resilience program and evaluate the effectiveness of such a programme on the academic problems of Grade 7 students of the Chiang Mai University Demonstration School, Chiang Mai, Thailand. Methods: This quantitative research used a quasi-experimental design, which was a controlled study with a pretest and post-test. The purposive selection was used to choose 70 participants from the Grade 7 students, the academic year 2021 from the Chiang Mai University Demonstration School. The criteria were students who had the lowest resilience inventory score from the student population. The participants were classified with stratified random sampling into the experimental groups (n=35), who received a resilience program through the group’s dynamics once a week for 11 weeks at 60 minutes each time, and the control groups (n=35), who received a resilience knowledge sheet and had a normal life. Two participants in each group withdrew, leaving a total of 33 participants per group. The data were collected by assessing before and after participating in the programme with a general information questionnaire, the Canadian Occupational Performance Measures (COPM), and Resilience Inventory. Descriptive statistical analysis, an independent t-test, and paired t-test were used to analyse the data. Results: This resilience programme had an overall consistency index of 0.78. After treatment, the experimental group and control group had a statistically significant difference in the pretest and post-test resilience scores. (p < 0.01 and p < 0.05). The experimental group had pretest and post-test significant differences in academic performance and satisfaction (p < 0.01), while the control group had no statistically significant difference. There was a statistically significant difference in the post-test academic satisfaction between both groups. (p < 0.01), while academic performance displayed no statistically significant difference. Conclusion: This resilience programme, through the groups’ dynamics could contribute to the resilience, academic performance, and academic satisfaction on academic problems.

The objective of this study was to develop a Resilience Programme through Group Dynamics on Academic Problems among Matthayom Suksa 1 Students at Chiang Mai University Demonstration School. For this, four junior high school students were selected as respondents. The effect of the resilience program was evaluated through a general questionnaire, the Canadian Occupational Performance Measures (COPM), and Resilience Inventory. Further, the resilience program was developed by using cognitive behavioral therapy combined with acceptance and commitment therapy, group dynamics, and resilience according to the concept of Grotberg. The total period of the program was 11 weeks, with 1 session per week lasting for 60 minutes. Results of the study revealed that all the selected respondents had higher academic performance and most of them (75%) had higher academic satisfaction and resilience score. After participating in this program, the samples had a higher average resilience score (114.5) as compared to those before participating in the program (107.5). The results of this study can be concluded that the newly developed resilience program can improve the resilience component in almost all the students. Hence, it can be practiced in junior high school students to manage their academic problems. This program can also be a prototype for developing future resilience programs.