Psychological and Social Skills Education Activities, Creating a Friendly and Healthy Educational Environment

3.3.2.1.2. Psychosocial skills education activities, creating a friendly and healthy educational environment

Faced with strong changes in cultural and social life and the emergence of many problems in schools, since the 2010-2011 school year, the Ministry of Education and Training has issued a policy to integrate life skills education into the general education program to aim for a "safe, healthy, and friendly" school environment.

Life skills refer to the ability of each individual to perform their functions well and participate effectively in activities in daily life. However, not every individual, although they have certain skills, knows how to use them effectively in life, so life skills education is a purposeful and planned process to help individuals form their own abilities and know how to apply those skills well to cope with challenges in life. For students in general, the reason why they are addicted to the internet comes from many reasons, in which it can be said that their lack of experience and lack of education to equip them with life skills are also one of the risks leading to that.

Table 3.8. Level of implementation of psycho-social skills education activities

Content

Implementation level (%)

Average

Teaching life skills to students: communication skills, psychological crisis handling skills, group living skills, and interpersonal skills.

use internet etc.

2.3

4.3

17.5

47.9

28.0

3.95

Organize competitions; cultural activities such as singing, dancing, drama,

poetry, extracurricular activities

3.1

10.1

23.7

48.2

14.8

3.61

Average score

3.87

Maybe you are interested!

(Source: Survey results 2017 - 2020)

Regarding the level of implementation, the results in Table 3.8 show that the content of Life skills education for students addicted to the Internet: communication skills, skills to handle psychological crises

Psychology, group living skills, and internet usage skills were assessed by students with relatively high scores (Average = 4.01), equivalent to relatively high performance. Specifically, 49.8% of students answered at a high level and 28.8 chose a very high level, only 2.3% said that performance was at a very low level. This is also the content that teachers who are also in charge of school social work believe that performance is at a relatively high level to help students reduce internet addiction (Average = 3.91) (See Appendix 5.2). For students who are addicted to the internet, developing skills not only helps them cope with negative psychological emotions (anger, sadness, craving, resistance), but also importantly, helps them acquire the necessary skills to stop addiction and prevent relapse in the future. For example, NVCTXHTH helps students addicted to the internet develop skills to cope with cravings, for example: focusing on thinking about a certain problem; writing a diary; relaxing or refusing skills "Thank you! But I'm busy today", ... Overall, the above results show that schools have paid great attention to developing skills for students in general and students addicted to the internet, thereby helping students reduce the risk of internet addiction and relapse. Talking to students, they said: 'almost every flag-raising ceremony at the beginning of the week, the principal and the youth union secretary mentioned the phenomenon of online game addiction among young people. The teachers advised students on many issues such as not staying up too late to play games; paying attention to studying when going to school, prohibiting students from using phones during class hours, ...' (PVS, TTV, Nam, 14 years old, Nhon Binh Secondary School).

In addition to organizing the above activities, teachers who are part-time social workers in schools also actively organize competitions; artistic activities such as singing, dancing, drama, poetry, extracurricular activities for students in general and students addicted to the internet to form necessary psychological and social skills. Evaluating the content of these activities, 42.4% of surveyed students said that the implementation was at a high level and 21.8% at a very high level. Compared to the opinions of students, teachers who are part-time social workers assessed the implementation at this level as relatively low (average = 2.20) because the implementation of these contents are activities of a general nature for youth union movement activities, not organized for activities to help students reduce internet addiction. Cultural, sports, entertainment activities, etc. in schools actively contribute to helping students addicted to the internet reduce the amount of time they spend on the internet. At the same time, they have the opportunity to interact and participate in group activities with many other students, thereby helping them improve their psychological life; seeing the value of real life compared to having to live in a virtual space.

,4.30

,4.20

,4.10

,4.00

,3.90

,3.80

,3.70

,3.60

,3.50

,3.40

,3.30

4.24

3.85

3.82

3.87

3.66

3.72

Secondary School

Quang Nhon

Medium

Secondary School

Ghenh Rang

Secondary School

Nhon Hai Van Canh

An Secondary School

Meaning

Average

Regarding the level of implementation of psycho-social education activities among schools, the results of chart 3.5 show that Quang Trung Secondary School is the school that implements activities at a very high level (Average = 4.24), the schools also have similar average scores and fluctuate at a high level of implementation (Average from 3.66 to 3.87).

Chart 3.5. Level of implementation of psycho-social skills education activities among schools

(Source: Survey results 2017 - 2020)

Regarding the form and subject of implementation, through practical research and interviews with cadres and teachers who are part-time social workers in schools, it can be seen that the methods of organizing life skills education and psychological skills for students in general and students addicted to the Internet in schools are quite diverse. For example, integrating life skills education into subjects such as civic education, literature, history, etc.; coordinating with departments and branches such as the Center for Social Work and Social Affairs of Binh Dinh province, the Department of Education and Training to organize communication activities, training for students and cadres and teachers on topics related to psychological and social skills education; Directly organizing sports, arts and related competitions for students in general; Applying information technology in management and organization of activities. The implementation of life skills education for students addicted to the Internet is implemented by schools not only based on teachers who are part-time social workers in schools but also with the combination of cadres and other teachers in schools.

Regarding the effectiveness of the activities, the survey results from chart 3.6 show that students believe that the content of the activity "Educating life skills for students: communication skills, psychological crisis handling skills, group work skills, internet usage skills" is the most effective (Average = 3.90). Meanwhile, teachers who are also social workers have achieved the highest results in implementing the content " Organizing competitions; cultural activities such as singing, dancing, drama, poetry, extracurricular activities" (Average = 3.80), while the content " Educating life skills for students: communication skills, psychological crisis handling skills, group work skills, internet usage skills" is very ineffective (Average = 2.24). Many staff and teachers who also work as social workers in schools believe this is due to their lack of experience and counseling skills, lack of training in this field, and some students who are addicted to the internet are not really focused on activities.

4.5

3.5

Average

2.5

1.5

0.5

INTERNET ADDICTED STUDENTS NVCTXH TH

3.94

3.6

2.24

3.8

Teaching life skills to students: communication skills, psychological crisis handling skills, group living skills, internet usage skills, etc.

Organize competitions; cultural activities such as singing, dancing, drama, poetry, extracurricular activities

Figure 3.6. Effectiveness of psycho-social skills education activities

(Source: Survey results 2017 - 2020)

Thus, organizing the above activities plays an important role in helping students addicted to the Internet form important skills to deal with negative emotions, limit time spent online, have opportunities to interact with friends and participate in recreational activities to improve their psychological life to gradually give up bad habits of using the Internet. However, through research, it is shown that the implementation of psychological and social skills content is not really diverse, only general in nature for students in the whole school and there are no specific activities for addicted students.

Internet; the frequency of activities is not much, mainly carried out according to the predetermined time frame from the beginning of the school year; staff implementing life skills education for students also have many cultural teaching jobs, they have not been trained much in social work knowledge in consulting and advising students.

3.3.2.2. Intervention activities, advocacy, connection and introduction of social support service resources help students reduce internet addiction and recover and develop.

3.3.2.2.1. Consulting and advising activities for students addicted to the internet

In intervention and therapy activities for students showing signs of internet addiction, consultation and advice are activities used by social workers not only to help students improve aspects related to the psychological/spiritual and social fields, but also to provide students with knowledge about the negative consequences of internet addiction; ways and solutions to reduce internet addiction; and to advise on information related to laws and policies on internet use of the Party and State, etc.

Table 3.9. Level of implementation of consulting and counseling activities for students addicted to the internet

Content	Implementation level (%)					Average
Content	1	2	3	4	5	Average
1	Counseling on the harmful effects of addiction internet, online games	2.3	5.4	31.5	53.7	7.0	3.58
2	Consulting on methods and skills to effectively quit internet and online game addiction fruit	16.3	15.6	44.0	19.8	4.3	2.80
3	Counseling on psychological and spiritual issues	1.9	3.9	21.0	56.4	16.7	3.82
4	Health care advice	12.1	21.4	43.6	21.0	1.9	2.79
5	Advice on issues related to love you, love	11.3	31.5	38.1	18.3	0.8	2.66
6	Counseling helps improve relationships with family	7.4	21.0	56.4	14.0	1.2	2.81
7	Advice on laws, rules and regulations regulations regarding internet use	1.2	3.9	22.6	65.0	7.4	3.74
8	Advice on addiction treatment centres internet addiction, online games	3.5	14.8	67.3	14.4	0.0	2.93
9	Average score						3.14

Note: Very low = 1; Low = 2; Medium = 3; High = 4; Very high = 5

(Source: Survey results 2017 - 2020)

Regarding the level of implementation, according to the responses of internet addicted students from table 3.9,

It can be seen that the content related to the psychological and spiritual counseling activities for students addicted to the Internet by school staff was evaluated with the highest average score (Average = 3.82), equivalent to the implementation at a high level in helping students addicted to the Internet. Of which, 56.4% considered it a high level and 16.7% were implemented at a very high level in counseling students. This is an important content in the activity of helping students addicted to the Internet to eliminate psychological pressures such as anxiety, guilt, self-esteem, etc. that arise from the process of using the Internet, thereby helping them to stabilize their spirit and health, knowing how to mobilize their own potential to carry out the process of changing their Internet addiction behavior in a positive direction.

Another activity that is also considered to be implemented at a high level by internet-addicted students is “ Advice on laws, rules and regulations related to internet use , average score is 3.74”, in which 65% of students said that they always receive advice from NVCTXHTH. Currently, there are many documents issued by relevant ministries such as the Ministry of Culture, Sports and Tourism; Ministry of Education and Training; Ministry of Public Security, ... providing legally binding regulations such as age, time of internet use, content that young people are not allowed to use; documents guiding how to educate against the harmful effects of unhealthy online games, ... are very important contents, but many internet-addicted students themselves do not understand this. Therefore, it is necessary for secondary schools in Binh Dinh province to pay special attention to implementing legal advice, rules and regulations to help addicted students realize the legal constraints so that they can change their thinking and adjust their internet usage behavior in a more positive direction.

Not only being counseled on psychological life, legal advice, internet addicted students are also regularly " Consulted on the harmful effects of internet and online game addiction" by NVCTXHTH . Specifically, 53.7% of students answered that the activity was performed at a high level. If psychological counseling helps addicted students stabilize their mental state to perform well their social functions, then counseling on the harmful effects of internet addiction is a treatment method that directly affects the awareness of students with internet addiction behavior. Once awareness is raised, thinking changes, and students themselves realize the consequences of overusing the internet, they will gradually change their internet usage behavior in a direction that is beneficial to themselves. According to student TVĐ (grade 9, Ghenh Rang Secondary School): "I have known how to use the internet since I was in primary school, I mainly go online to play games. On average, on days off from school, I usually play from 3 to 5 hours a day. The teacher knows that I play a lot of games, so sometimes she meets me privately and talks to me about it.

The effects of playing too much games on health, behavior, and academic performance. Every time I receive advice from my teacher, I feel that it is very useful and I have tried to gradually reduce my gaming to focus on studying" (D.LT, Nam, 14 years old).

Compared to the responses of students addicted to the internet, teachers who are also social workers in the school assessed the implementation of "Health care consultation" for students addicted to the internet at the highest level (average = 3.72) (See Appendix 5.2). Health care consultation is necessary to help students addicted to the internet know how to adjust their living hours, eating habits, etc. to limit malnutrition in the body due to the consequences of spending too much time on the internet. In the remaining consultation contents such as consultation to improve relationships with family; issues related to friendship, love and consultation on support centers for internet addiction, online games, both groups of subjects assessed the implementation at an average level.

Comparing the level of implementation of consulting and advisory activities between schools, the results from chart 3.7 show that the implementation of this activity is at an average level. The highest is Ghenh Rang Secondary School (Average = 3.32) and the lowest is Nhon Hai Secondary School (Average = 3.32).

3.25

3.2

3.22

3.15

3.1

3.05

2.95

2.9

2.85

3.17

3.16

3.08

3.09

2.99

Secondary School

Quang Trung

Secondary School

Nhon Binh Ghenh

sunshine

Secondary School

Nhon Hai

Van Secondary School An Secondary School

Soup

Meaning

Average

= 2.99). The ANOVA test showed that there was no statistically significant difference between the level of implementation of consulting and advising activities for internet-addicted students among secondary schools in the study sample (p = 0.52 > 0.05) (See Appendix 5.4).

Chart 3.7. Level of implementation of consultation and advisory activities between schools

(Source: Survey results 2017 - 2020)

Regarding the implementation method, to carry out consultation and counseling activities for students addicted to the internet, school staff have implemented them based on many different methods.

Table 3.10. Students' opinions on forms of counseling and consultation for students addicted to the internet

Form

Opinion feedback	% case
SL	% case
Direct consultation for each student	46	17.9
Direct consultation for large groups of students	99	38.5
Media consultation: Loudspeakers school bar, mobile phone	84	32.7
Family Counseling	69	26.8
Other forms of consulting	48	18.7
There is no form of consultation.	57	22.2

(Source: Survey results 2017 - 2020)

In particular, according to the responses of students addicted to the Internet, the form of Counseling for many groups of students accounts for the highest percentage (38.5%), followed by Counseling through the media: School loudspeakers, television, ... (32.7%); Counseling through the student's family (26.8%). Other forms that are less commonly applied are Direct Counseling for each student (17.9%); other forms (18.7%) and 22.2% of students said that there was any form of counseling applied.

Regarding the subjects involved in implementation, it can be seen that consulting and consulting activities have been implemented such as psychological counseling, legal counseling, rules and regulations related to internet use; the harmful effects of internet addiction for internet-addicted students, ... in many rich and diverse forms. These are activities with a clear social work nature, however, these activities are mainly carried out by staff and teachers who are part-time social workers in schools, so these activities are still vague and lack depth. This is shown in the fact that the implementation is only carried out when internet-addicted students encounter difficulties, they come to consult themselves, then the part-time social workers carry out, meaning that the activities are taking place passively. Moreover, the consultation is also carried out monotonously, with the nature of giving advice without providing ways for students to eliminate negative thoughts and emotions. According to the male student: "Sometimes I also feel stressed and pressured due to

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