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MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION THICH THANH PHUONG FOSTERRING SKILLS TO COPE WITH STRESS FOR BUDDHISTS IN HANOI Major: Theory and history of education Major code: 9.14.01.02 SUMMARY OF PHD DISSERTATION IN EDUCATION SCIENCES HANOI – 2023 WORKS ARE COMPLETED IN HA NOI NATIONAL UNIVERSITY OF EDUCATTION Scientific supervisor: Assoc Prof Dr Nguyen Thi Tinh Prof.Dr Phan Trung Kien Examiner 1: Prof.Dr Nguyen Thi Hoang Yen Examiner 2: Assoc Prof Dr Le Van Hao Examiner 3: Assoc Prof Dr Nguyen Thi Thanh Hong The thesis is defended at the thesis examination council at Ha Noi national university of educattion at … on … Thesis can be found at: National Library, Ha Noi or the Library of Ha Noi national university of educattion SECTION OF WORKS RELATED TO THE AUTHOR'S TOPIC Thich Thanh Phuong (2022), "Improving the effectiveness of organizing forms of fostering stress coping skills for lay Buddhists in Hanoi City", Today's Journal of Teaching and Learning (9), p.90-93 Thich Thanh Phuong (2022), Overview of Research on Stress and Stress Response in the World and in Vietnam, Journal of Educational Equipment (2), pp.373-375 Thich Thanh Phuong, Nguyen Thi Tinh, Hoang Thanh Thuy, The reality of fostering stress coping skills for lay Buddhists in Hanoi vol no (2022): international journal of social sciences Thich Thanh Phuong (2022), The reality of fostering stress coping skills for lay Buddhists in Hanoi city, Education Journal (22), pp 352-357 Thich Thanh Phuong (2022), Some measures to foster skills to cope with stress for lay Buddhists in Hanoi city，Education Magazine, 22 (special issue 12) INTRODUCTUON Rationale of the research Along with the strong development of economy and science, the explosion of information pulls job requirements, the needs in people's lives are becoming more and more diverse, rich, complex and multidimensional impact As economic activities are expanded and diversified, the role and social position of people not only expand in terms of quantity and scope but also change in quality The increasing demands of society mean that it is inevitable that pressures affect life from many sides, making people feel stressed, tired and sometimes even bored with work and life own In Vietnam, the issue of stress is attracting many researchers' attention because of its consequences for adolescents such as stress, depression, aggressive behavior or even suicide The risks that stress can bring to children are not small, affecting their psychological development as adults Stress is also a part of everyone's life, it makes us excited all the time The condition can be overwhelming, causing physical or emotional distress, or both Stress can be the result of problems such as change, personal problems, illness, death of a spouse or friend, separation, divorce, etc being laid off, unemployment, relationships not good with superiors, colleagues here are different types of stress at each stage of life Children face problems from home and school, such as parental discord, pressure from school, poor relationships with teachers and friends When entering college or university, you are faced with choosing a major or worrying about a job after graduation Then marriage and career issues… Therefore, choosing skills to cope with stress is considered an important life skill to have in each person and in some respects, when an individual is able to cope with stress, stress can be a positive factor because stress itself will force the individual to focus on his or her work and respond appropriately For Buddhists, these are the subjects who can face great stress in their studies, professional activities or social relationships because they are young people, mainly students If they have skills in stressful situations, they will have a great role to play in their own work efficiency, and at the same time contribute step by step to help Buddhists themselves have a healthy and optimistic spiritual and daily life In fact, the theoretical research on the ability to cope with stress in general and fostering the ability to cope with stress in particular is an issue that has not been studied in depth, so this is really an issue that needs to be researched the most in modern times The study of stress has attracted the attention of many researchers and has also achieved many achievements in terms of both theory and practice However, research on stress of Buddhists as well as and fostering Buddhists so far has not received much attention Therefore, it is necessary to draw experience on fostering stress coping skills for Buddhists in order to apply research results and ways from a new Buddhist perspective to foster Buddhists that can change perceptions knowledge as well as having the right perspective, self-control and coping with the stress in life Starting from the above theoretical and practical basis, we selected the topic "Strengthening stress coping skills for Buddhists in Hanoi city" to conduct research Research purpose On the basis of theoretical research on fostering stress coping skills for Buddhists and the current situation of fostering stress coping skills for Buddhists in Hanoi city, propose measures to foster stress coping skills for Buddhists in Hanoi city to improve the effectiveness of stress coping skills for Buddhists, helping to reduce negative stress, balance mental health and improve quality of life, live a good life and a beautiful religion 3.Object and subject of the research 3.1 Research object The process of fostering life skills to cope with stress for Buddhists 3.2 Research subject Measures to foster stress coping skills for Buddhists in Hanoi city 4.Scientific hypothesis Buddhists ability to cope with stress in Hanoi is still not high The process of fostering stress coping skills for Buddhists still faces certain difficulties, affecting the quality and effectiveness of training Research tasks 5.1 Building a theoretical basis on stress coping skills and fostering stress coping skills for Buddhists 5.2 Survey, analyze and evaluate the current situation of stress coping skills and foster stress coping skills for Buddhists in Hanoi city 5.3 Proposing measures to foster stress coping skills for Buddhists in Hanoi city and organizing experiments on the feasibility of measures in practice Scope of the research 6.1 Content of the research About stress: The topic is limited to studying the expression of negative stress caused by factors from life directly - Stress coping skills for Buddhists in this study were identified as one of human life skills - Regarding skills to cope with stress: The study is limited to three groups of skills, which are: + Group of skills to identify stressors and stress expressions; + Group of skills to identify options to cope with stress; + Group of skills to implement strategies to cope with stress - About fostering stress coping skills for Buddhists: - The study conducted two case studies to clarify the situation and experiment with measures to foster stress coping skills for Buddhists in Hanoi city 6.2 Research section The research topic is 258 people, of which 196 Buddhists and 62 officials of departments, unions, communes, wards, youth unions, women's unions, management boards of pagodas The research area will be implemented in community learning centers in Hanoi city - Community Education Center - Linh Tien Tu, 63 Bang Liet Street, Hoang Liet Ward, Hoang Mai, Hanoi - Community Education Center, Phu Thuy Village, Phu Thi Commune, Gia Lam, Hanoi - Community Education Center, Trai Moi village, Tien Xuan commune, Thach That, Hanoi - Community Education Center, Phu Dien, Bac Tu Liem, Hanoi - Community Education Center, Cu Khoi Ward, Long Bien, Hanoi However, through the survey of the facilities as well as the training conditions for teaching thematic subjects on Buddhist teachings, there are many factors that are not suitable for practical conditions Therefore, at the proposal of the abbot, it is to send Buddhists to Sung Phuc Pagoda (Sui pagoda) to participate in fostering stress skills This place has sufficient facilities, sound and light, and a pure space that will help students to study smoothly 6.3 Research time The study was carried out from 2018 - 2022 6.4 Subject of taking measures The topic of fostering stress coping skills for Buddhists in Hanoi city according to the approach to education and community development will have many actors participating in the implementation such as: women's unions, youth unions, residential groups, etc local authorities, experts, psychologists, university lecturers, pagodas, monks and nuns In which the main subject to coordinate forces involved in fostering training are experienced and specialized lecturers He is an in-depth subject in the field of fostering stress coping skills and is the abbot of temples Methodology and research methods 7.1 Research methodology 7.1.1 Access to activities; 7.1.2 Systems approach – structure; 7.1.3 Development approach; 7.1.4 Interdisciplinary approach; 7.1.5 Access to Education, 7.1.6 Participate in the public 7.2 Research methods 7.2.1 Theoretical research methods 7.2.2 Practical research methods 7.2.3 Mathematical statistical methods New contributions of the disertation 8.1 Theoretical contributions - The topic complements and enriches the theoretical basis of fostering stress coping skills for Buddhists: concept of Buddhists; characteristics of Buddhists; fostering stress coping skills for Buddhists … and factors affecting the effectiveness of training stress coping skills for Buddhists 8.2 Practical contribution - The topic clarifies the situation of fostering stress coping skills for Buddhists in Hanoi city to propose a system of measures to foster stress coping skills for Buddhists in Hanoi city, in order to improve skills ability to cope with stress for Buddhists in Hanoi city, reduce stress for them, help them have a better life - The system of measures has clearly shown how to foster stress coping skills for Buddhists in Hanoi city, helping the subjects have more scientific basis to carry out training in stress coping skills, contribute to improve stress coping skills for Buddhists in Hanoi city and their quality of life - Research results of the topic can be used as a reference for lecturers in training and fostering Buddhists in localities with similar nature At the same time, it can be used as learning materials for monks and nuns in monasteries and social and community administrators in general, and Buddhists in particular Defended points 9.1 Buddhists stress coping skills are basic and necessary skills in life and include three groups of skills, which are: + Group of skills to identify stressors and manifestations of stress; + Group of skills to identify options to cope with stress; + Group of skills to implement strategies to cope with stress Fostering stress coping skills for Buddhists has practical significance, contributing to improving stress coping skills for Buddhists, minimizing negative stress and improving quality of life 9.2 Buddhists in Hanoi has many different levels of stress They also have skills to cope with stress, but they are only average and weak, so it greatly affects their quality of life, leading to significant consequences for the community and society 9.3 Identify measures to foster stress coping skills for Buddhists in Hanoi city, focusing on developing training content and programs; Training and fostering for officials of organizations, mass organizations, authorities, residential groups and monks and nuns on stress-relieving skills for Buddhists 10 Stucture of the thesis In addition to the introduction, conclusion an recommendations, the thesis consists of chapters Chapter 1: Theoretical basis for fostering skills to cope with stress for Buddhists Chapter 2: The reality of fostering skills to cope with stress for Buddhists in Hanoi city Chapter 3: Measures to fostering skills to cope with stress for Buddhists in Hanoi city CHAPTER 1: THEORETICAL BASIS FOSTERRING SKILLS TO COPE WITH STRESS FOR BUDDHISTS 1.1 Research overview of the problem 1.1.1 Research on coping skills 1.1.1.2 Study abroad Slavin (1991) discovered: People's choice of behavior before having to always change to adapt to new social conditions has created behavioral culture, sometimes it is related to cultural norms culture, rites and customs at the social level Kumarmahi (2007) with his work "Skills to cope with stress", highlighted issues related to coping skills 1.1.1.2 Research in the country Do Van Doat (2011): “Skills to cope with stress in credit-based learning activities of students at Pedagogical University” is a rather elaborate and informative study Do Thi Thu Hong (2008), research "Skills to cope with difficulties in life of junior high school students in Hanoi" asked the question: So, are the learning difficulties here? Are the academic pressures and high expectations of parents? Dao Thi Oanh (2008) with the study "The current state of expression of some emotions and skills to cope with negative emotions in teenagers today" has confirmed Nguyen Thi Minh Hai (2011), with the topic "Stress coping skills of students at Tu Minh Secondary School in Hai Duong city", has not yet pointed out the nature of stress coping skills Nguyen Thi Diem Hang et al (2016) with the topic "The current situation and some solutions to improve the ability to cope with stress for students" stated the situation and proposed solutions to cope with stress of university students study in Quang Binh 1.1.2 Research on fostering skills to cope with stress 1.1.2.1 Study abroad Carpenter, T P., Laney, T., & Mezulis, A (May 2011) studied “Religious responses to stress, and depressive symptoms in adolescents" [62] Kang YS, Choi SY, Ryu E (2009) with the work ‘‘Effectiveness of mindfulness meditation in dealing with stress among nursing students in Korea’’ [65] In 1902, the sermons of William James (1842-1910) were summarized in the work "Varieties of Religious Experience" In 2011, Michael Inzlicht and colleagues published the work "Religion, brain and behavior" Research has shown that brain activity and religious beliefs are closely related 1.1.2.2 Research in the country In 1998, Vu Dung published the work "Psychology of religion", the author has deeply studied the issues: religious beliefs, religious sentiments, religious cults, religious personality [7] In 2008, Ta Quoc Tri and his colleagues "Religious beliefs of Vietnamese caregivers" showed that religious belief plays a very important role in their psychological life [55] In 2014, Nguyen Hong Quang, published the work "Meditation and health", in this study, the author briefly introduced the benefits of meditation and the relationship between meditation and science [43] In 2014, Thich Phung Son published the book "Meditation Vipasana with therapy", with this work, the author presented evidences of the effectiveness of meditation practice to reduce stress and modern diseases [46] ] The work "Breath nourishes meditation therapy" by Zen master Thich Nhat Hanh written in 2015, outlines practical methods to help people practice to achieve peace in the present moment Besides, the work also highlights the value of breathing practice in daily life to help people overcome stress in life [17] 1.2 Stress of Buddhists 1.2.1 Stress 1.2.1.1.The concept of stress Stress is a multilevel concept, approached from physiological, sociological and psychological perspectives “Stress” is derived from the Latin word “Strictia” which means tension, repression, unhappiness… 1.2.1.2 Causes of stress - Physiological - physical causes: - Psychological causes: - Causes from society - family - work: 1.2.2 Buddhists Buddhist concept: A true Buddhist is a person who turns to take refuge in the Three Jewels (Buddha, Dharma, Sangha) plus the form of participating in the Three Refuges Dharma transmission ceremony (taking refuge in the Buddha, taking refuge in the Dharma, and taking refuge in the Dharma Get a raise) The concept of a layperson: Author Tran Kiem Doan commented that: In the classical Eastern social system, a lay person is often defined as a person who has talent but does not participate in politics or engage in world affairs Mai anonymously hidden in the deep mountain with the same cup or field (City: in Si: scholar) [117] 1.2.2.2 Psychological characteristics of Buddhists Buddhists, like many ordinary people, has common human characteristics, which according to Marx is "the sum total of social relationships" In addition, they also have their own characteristics: Young age from 18-25, they live, work, study, live in the spirit of "compassionate - wisdom - courage" of the Buddha's children Buddhists is therefore easily receptive to new things, likes new things, likes to explore and create, has many ambitions, dreams and desires with high ideals + Learning and working activities of Buddhists + Cultural activities + Social charity activities Characteristics of the cognitive level of Buddhists Features of social relations of Buddhists * Relationships in the family: For parents: In Buddhist philosophy, parents are very important, there are many scriptures that talk about motherhood Especially the Vu Lan Sutra, which shows the filial piety of children to their parents even after their death, today, Vu Lan festival has become a traditional holiday not only for Buddhists * Social relationship: Friend: Emotional life: 1.2.3 Stress of Buddhists From the above studies, it can be understood in this topic: Buddhists stress is the psychological stress of a monk but still leads a normal life when facing difficulties in the process of studying and working movement and communication + Physical expression; Cognitive expression; + Emotional expression + Behavioral expression 1.3 Skills to cope with stress of Buddhists 1.3.1 Cope with According to the Vietnamese dictionary, to respond is to respond quickly and promptly to new and unexpected situations: In recent years, the problem of coping has dominated a large amount of research in Western psychology The provision of sufficient information will complete the concept of "response" in order to clarify the meaning of this category in psychology as well as its applicability in society 1.3.2 Skills to cope Coping skills are the application of human knowledge and experience to the selection and application of appropriate methods, to identify the factors that cause fatigue and stress; identify coping options and implement coping strategies to address stresses beyond the individual's threshold and help the individual adapt to the situation 1.3.3 Skills to cope with stress Stress coping skills are the application of knowledge and experience of the subject to identify stressors, stress manifestations, determine stress response options and implement stress coping strategies in order to reduce and transform their own stress (according to Do Van Doat, 2014) [13] 1.3.4 Skills to cope with stress of Buddhists Skill to cope is the application of knowledge and experience of those who practice but still live a normal life in terms of study, work and communication cause stress, manifest stress, identify options to cope with stress and implement coping plans to reduce personal stress in terms of study, work and effective communication * Skill group to identify stressors and stress expression of Buddhists - Concept: The ability to identify stressors is the application of knowledge and experience of Buddhists in the process of studying, working and communicating From there, see the causes of stress and manifestations when suffering from stress This is the first step for Buddhists to control stress as well as have good skills for themselves * Group of skills to identify solutions to cope with stress in study, work and communication of Buddhists - Concept: The ability to identify solutions to deal with stress in study, work and communication is the application of knowledge and experience in mobilizing information sources and documents about solutions cope with From there, analyze the data to make the right decisions to reduce and solve the problem of stress - Manifestation: From the connotation of the above concept, the skill to identify solutions to cope with stress in study, work and communication includes the following component skills: skill in mobilizing information sources, documents on response options; Skill in analyzing response options and decisionmaking skill in choosing response solutions + Ability to mobilize information sources and documents on response solutions Before difficult events in life, each person often has a way to cope and seek outside help These two aspects often complement each other for effective response + Ability to analyze response plans + Ability to make decisions and choose response solutions The decision-making skill to choose response solutions is the last step after a series of gathering, analyzing Success or failure, relief or suffering, deadlock is due to flexibility in decision respectable * Skill group to implement coping strategies to reduce stress and solve stress problems of Buddhists - Concept:The ability to implement coping plans to reduce stress and solve stress problems in study, work and communication is the application of knowledge and experience in operations, demonstrating consistency with established response plans, implementation of response plans and knowing how to manage time when implementing stress response in the process of studying, working and communicating (according to Do Van Doat, 2014) [13] + Ability to consistently implement response plans + Ability to implement response plans The working group demonstrates the response plan with Buddhists own efforts The working group demonstrates the response plan with outside help The working group presents a response plan with negative reactions Working group demonstrates relaxation response plan + Time management skills 1.3.3 Stages of forming skills to cope with stress of lay Buddhists 1.3.4 Criteria for evaluating stress coping skills of lay Buddhists 1.4 Fostering skills to cope with stress for Buddhists 1.4.1 Concept of fostering stress coping skills for Buddhists According to the Dictionary of Education, “retraining is equipping additional knowledge and skills for the purpose of improving and perfecting operational capacity in specific fields” [15] 1.4.2 Components of the process of fostering skills to cope with stress for Buddhists On the basis of understanding and determining the content of the concept of fostering stress coping skills for Buddhists, the goal of the training process is to raise awareness, form attitudes and take appropriate actions stress of Buddhists Raise awareness for Buddhists about ways to deal with stress When Buddhists understands the stress that they have been experiencing, they will have to find ways to relieve or cope with that stress Each Buddhists may have different conceptions of stress and also different ways of dealing with stress Therefore, the essence of the fostering process is to affect their own perception The program and content of fostering stress coping skills for Buddhists is an indispensable element for the process of fostering stress coping skills for Buddhists - Fostering awareness, attitude and behavior for Buddhists about the skill group of identifying stressors and manifestations of stress methods of dealing with stress - Fostering awareness, attitude and behavior for Buddhists about the skill group to implement response plans to reduce stress and solve problems The forces involved in fostering stress coping skills for Buddhists include: - Monks and nuns are professors: - Women's Union: - Youth Union: Local authorities, especially wards and communes, Fatherland Front, residential groups, villages, hamlets - Commune political organizations Other associations: The inspection and evaluation also ensure objectivity, fairness and accuracy in order to increase the efficiency and quality of the training of stress coping skills for Buddhists 1.5 Factors affecting the training of stress coping skills for lay Buddhists 1.5.1 Objective factors Environmental factors objectively affect the training of stress coping skills for Buddhists, environmental factors include natural environment and social environment Social factors need to include economic, cultural, social conditions, policies of the State, localities, mass organizations, etc These policies have a direct impact on skills training activities stress response for Buddhists The economic - cultural - social situation, especially in urban areas, the current explosion of information has a great impact on social life, especially the Buddhists in both positive and negative aspects 1.5.2 Subjective factors People in general have a subjective influence on the activities of fostering skills with stress for Buddhists The human factor here includes: - Lecturers, trainers, pagodas, organizers, people directly involved in skill training - Perceptions and views of leaders and managers about the importance of fostering stress coping skills for Buddhists - Movement activities in the locality, grassroots, and ashrams also have a significant influence on fostering activities - Finally, the family is the most important educational environment of an individual, especially when he is a child, because this is the first and lifelong environment of each person, the main environment that forms the personality of the individual Buddhists have an important role in determining the process of fostering skills to deal with stress Conclusion Chapter CHAPTER 2: THE REARITY OF FOSTERRING SKILLS TO COPE WITH STRESS FOR BUDDHISTS 2.1 An overview of the object and research area 2.1.1 Some details about the research object The project was carried out on 196 Buddhists in Hanoi city With the age from 18 to 25, including 92 males and 104 females, currently students, working people and unemployed Most of the children are from the inner city, some from the suburbs and from the provinces to participate are randomly selected at Buddhist family organizations The study also conducted a survey on 62 people from the following subjects: abbots, monks and nuns, managers of organizations, local authorities, university lecturers, and psychological counselors …is working in Hanoi city Level knowledge Sig (2 tails) N Pearson Correlation 196 0.374** 0.000 196 Pearson 196 196 ** Correlation is significant at 0.01 level (2 tails) 2.4.3 Group of skills to implement strategies to cope with stress in study, work and communication of Buddhists 2.4.3.1 Consistent level skill when implementing Buddhists study, work and communication stress response plans 2.4.3.2 Level of skills in implementing stress response options in study, work and communication of Buddhists 2.4.3.3 Level skills of time management when dealing with stress in study, work and communication of Buddhists 2.4.3.4 Levell skill of Buddhists in implementing stress response options in study, work and communication by handling hypothetical situations 2.5 Current situation of fostering stress coping skills for Buddhists in Hanoi city 2.5.1 Actual situation of implementing the goal of fostering skills to cope with stress of Buddhists in Hanoi Table 2.4 Survey results on the implementation the goal of fostering skills to cope with stress of Buddhists in Hanoi The goal of fostering x̄ Standard deviation Help Buddhists to properly perceive stress and resolve their own conflicts Develop positive stress attitudes for Buddhists Select appropriate stress responses for Buddhists Distinguish positive and negative ways of coping with stress Accurately identify stressors and symptoms of stress 3.67 0.47 3.50 0.66 5.57 0.86 3.75 0.34 3.82 0.91 Mean score 3.66 2.5.2 The current situation of Buddhists selection and implementation content training skills to cope with stress in Hanoi Table 2.5 The actual situation of implementing the content of fostering skills to cope with stress for Buddhists in Hanoi Content Group of skills to identify stressors and manifestations of stress - Skill to identify stressors 11 x̄ Level fits Standard deviation x̄ Level perform Standard deviation 4.0 0.54 3.0 0.25 4.3 0.15 2.9 0.81 x̄ Content Level fits Standard deviation x̄ Level perform Standard deviation - Skill to recognize manifestations of stress 3.8 0.58 3.1 0.51 4.0 0.66 2.76 0.52 - Skill to mobilize information sources document on response solutions 3.9 0.51 2.6 0.22 4.0 0.28 2.7 0.71 - Skill to make decisions and choose response solutions 4.1 0.59 3.0 0.69 Group skillsto implement coping strategies to reduce stress and solve problems Buddhists 3.9 0.33 2.5 0.47 3.8 0.97 2.5 0.21 3.5 0.74 2.7 0.85 4.5 0.29 2.4 0.26 Group skills to identify solutions to stress Buddhists Skill to analyze response plans - Skill to consistently implement response plans -Skill to implement response plans - Skill time management 2.5.3 The current situation of selection and use of methods of fostering stress coping skills for Buddhists in Hanoi city Table 2.6 The level of selection and use of methods of fostering stress coping skills of Buddhists Level select Methods Standard deviation X Situation Lectures Discussion groups 3.1 4.0 3.5 Experience 3.4 0.84 1.00 0.92 Game Case study Questions and Answers 2.5 3.7 3.9 0.39 0.45 0.50 0.70 Other methods 3.0 0.50 Level effective X Standard deviation 4.0 0.12 3.2 0.84 3.9 0.80 4.0 0.64 3.0 0.32 3.5 0.94 3.2 0.49 2.9 0.11 2.5.4 The current situation of selection and use forms of organizing training skill to cope with stress of Buddhists at Hanoi pagodas 12 Table 2.7 The level of implementation and effectiveness of the forms of organization of training courses for Buddhists Level effective Level select TT Forms x̄ Standard deviation Short-term maintenance 3.8 Chemical stage contest 2.4 x̄ Standard deviation 3.2 0.65 0.64 3.0 0.21 Consultation psychological counseling 0.35 3.4 3.5 0.51 Retreat 3.9 Practical experience 3.5 Volunteer activities, volunteer 4.0 0.44 4.0 0.64 0.37 4.1 0.90 0.21 4.2 0.14 Live talk 3.0 Online Courses 3.6 Thematic activities 3.4 0.78 3.7 0.95 0.90 3.1 0.62 0.42 3.0 0.93 10Seminar 0.33 2.7 2.8 0.66 0.16 2.5.5 Actual situation of selection and use of means and facilities to foster skills to cope ưith stress for Buddhists in Hanoi Table 2.8 Assess the level of use and effectiveness of means and facilities for fostering skills with stress Buddhists Level effective Level use Means and facilities 13 Classrooms, halls x̄ Standard deviation 3.7 x̄ 3.4 0.56 Training materials 3.9 Paintings, pictures, models 3.1 Illustrated performance tools 2.5 Computer, projector, speaker 4.2 Standard deviation 0.41 3.2 0.57 0.60 3.5 0.12 0.20 3.0 0.87 0.25 3.9 0.33 0.84 Internet Electronic lectures 3.6 4.0 Google form Book of Buddhist scriptures 3.8 3.5 10 Expense 11 Other means 0.15 3.5 3.3 0.71 0.98 4.1 3.6 0.91 0.24 0.14 0.38 0.60 3.6 3.0 0.49 0.11 2.4 2.7 0.75 0.52 2.5.6 Actual situation of forces participating in training skills to cope with stress Buddhists in Hanoi Table 2.9 Level of participation of forces in fostering skills to cope with stress Buddhists in Hanoi Standard deviation Forces x̄ Group youth Women union 3.7 3.4 Monks and nuns Local government 3.9 3.5 Other socio-political organizations 3.4 Family 3.8 Social community 3.3 Other forces 3.0 0.90 0.62 0.60 0.92 0.66 0.75 0.11 0.44 2.5.7 Current status of testing and evaluating the results of training skills coping with stress for Buddhists in Hanoi Table 2.10 Survey results on inspection and assessment of training skills coping with stress Buddhists Standard deviation Concent assessment x̄ Quality of training courses Level participation Buddhists The change in perception of Buddhists Changes Buddhists attitude and behavior to cope with stress Training plans and programs Methods and means of training Forces participating in training 3.5 0.83 4.0 0.28 3.3 0.95 3.2 0.47 3.5 0.91 3.4 0.69 3.8 0.44 2.6 Current status of the influence of factors on fostering skill to cope with stress for Buddhists in Hanoi Table 2.11 Levels of influence of factors on fostering skill to cope with stress for Buddhists in Hanoi 14 Factors x̄ Standard deviation Natural and social environment Methods, means and forms of training organization 3.62 0.09 4.23 0.72 3.57 0.53 3.5 0.19 3.93 0.22 3.87 0.53 3.9 3.75 0.19 0.43 3.3 0.75 Economic conditions, local culture Local Policy Forces directly involved in training Family Buddhist Cognitive and psychological Buddhist Conditions on facilities and training costs Another factors 2.7 General assessment of the situation 2.7.1 These achievements Basically, Buddhists has a low stress level that is consistent with published domestic and foreign studies Buddhists has a rather diverse expression of stress, in terms of awareness, attitude-emotional and behavioral aspects Buddhists ability to cope with stress is reflected in basic skill groups: Group of skills to identify stressors and stress expressions; Group of skills to identify options to cope with stress; Group of skills to implement strategies to cope with stress Initial survey results show that although Buddhists stress coping skills are not high, some Buddhists have shown relatively good skills, implementing flexible coping methods 2.7.2 Remaining problems Besides the results achieved, the process of fostering stress coping skills for Buddhists also has certain limitations Specifically: There is still a part of Buddhists facing serious stress problems, greatly affecting their study and work Faced with situations in life, many Buddhists not know how to respond flexibly and are passive and rigid, so life is still stuck The training of stress coping skills for Buddhists has not been paid attention and implemented methodically, so the effectiveness is not really high The implementation of training in coping skills to cope with stress for Buddhists has not shown the diversity in content and form Some of the people doing the refresher work have not been trained much, so the professional ability as well as the application of pedagogical methods are still monotonous and not attractive to participants 2.7.3 Cause of existence Firstly, because there is no way to determine the specific training needs of Buddhists Therefore, the training work has not yet ensured the depth and necessity for all Buddhists Buddhists has not had adequate access to stress coping skills training courses Secondly, updating methods and forms of training is not very scientific and monotonous, and has not attracted the regular participation of Buddhists Third, the system of facilities for the training process is still limited, there is a lack of funding to maintain the organization of training courses Fourth, the investment attention of the local government is not synchronized and has not brought high 15 efficiency Fifth, Buddhists itself is not aware of the importance of fostering stress coping skills to overcome worries, stress and events that occur in life Sixth, the life experience of most Buddhists is still limited, because their age and activities have not been expanded Therefore, perception and behavior sometimes not have unity and stability Seventh, the force participating in the training has not been trained and fostered in a methodical manner, and is still limited in terms of organizing and designing scientific and attractive lessons, and pedagogical skills are not high Conclusion of chapter CHAPTER 3: MEASURE FOSTERRING SKILLS TO COPE WITH STRESS FOR BUDDHISTS IN THE HANOI CITY Criteria and scale for assessing stress coping skills of Buddhists 3.1 Evaluation criteria To evaluate the level of stress coping skills of lay Buddhists, the study was conducted according to the criteria of skills, which are: completeness, maturity, flexibility and effectiveness However, in this topic skills are approached in the direction of the ability of action Therefore, we pay more attention to criteria: Proficiency and effectiveness of skills * The adequacy of skills is assessed through levels as follows: - Good level: Fair level: Average level, Weak level, Poor level: - *Skill mastery is assessed through the following levels: - Very good level: This is the highest level of the skill - Good level: The level of proficiency of the skill is relatively good - Average: This is the level of proficiency required for the skill - Weak level: Like the poor level, the mastery of this skill is still limited - Low level: This is the lowest level of the skill Proficiency is still very limited - *Skill flexibility is assessed on the following levels: - Very good level: This is the highest level of levels The flexibility of KN is high - Good level: At this level, the flexibility of skills is relatively high - Average level: At this level, Buddhists already has the necessary flexibility, applies relatively fully, and masters skills in normal operating conditions but is not really mature, unsustainable and has errors Weak level: Limited flexibility Buddhists does not know how to apply manipulation to operating conditions - Very weak level: This is the lowest of the levels - *Effectiveness of skills - Buddhists have a clear orientation in dealing with stress + Be aware of things and how to deal with stressful situations + Analyze the advantages and disadvantages of each component skill + Describe in detail skills to deal with stress in situational exercises + Assessing skills to cope with stress in terms of: time, effectiveness, - Ability to control oneself in stressful situations: + Always master the mind when facing stressful and difficult situations + Control the state of anxiety, tremor, restlessness when facing situations + Do not panic or take actions that adversely affect yourself and those around you - Ability to self-regulate in a positive way in response to stressful events Problem-aware and able to deal with stressful events + Know how to balance your mental state to handle difficult situations + Know how to flexibly use skills to solve problems + Mobilize resources to assist in effective stress management 16 Rating scale To assess stress coping skills in study, work and communication in two contents: The level of understanding and the level of performing manipulations of stress coping skills in study, work and communication followed by lay Buddhists The topic mainly uses the average score to evaluate and combine with the total percentage achieved in each answer The scale is used with levels of descending With this scale, the way to calculate the difference score of each scale is: take the highest score of the scale of minus the lowest score of and divide it by levels of the scale The difference score of each level is 0.80 For the case study a For the questionnaire *Stress rating scale (according to the DASS scale) *Skill level rating scale - Level 4: Fully understand the purpose, content, importance and procedure of the skill (average from 4.20 to 5.00) - Level 3: Fully understand the purpose, content, importance and method of skill implementation (average range from 3.40 to near 4.20) - Level 2: Insufficient understanding of the skill's purpose, content, importance and procedure (average from 2.60 to close to 3.40) - Level 1: Misunderstanding the purpose, content, importance and conduct of the skill (mean average from 1.80 to close to 2.60) - Level 0: Do not understand the purpose, content, importance and conduct of the skill (mean score less than 1.80) *Performance rating scale: Average score from 4.20 to 5.00: Implement good skills; Average average from 3.40 to 4.20: Implement good skills; Average average from 2.60 to close to 3.40: Perform average skills; Average average from 1.80 to close to 2.60: Implement weak skills; Average score less than 1.80: Poor skill implementation * Evaluation scale of factors affecting UP skills - Very influential: points (average score from 4.20 to 5.00) - Big influence: points (average score from 3.40 to 4.20) - Moderate effect: points (mean average from 2.60 to 3.40) - Little effect: points (mean average from 1.80 to 2.60) - Unaffected: point (average less than 1.80) *For open-ended questions: Based on the response situation of the subjects combined with the theory presented in chapter to determine the appropriate groups of answer options For the case study sheet - Correct answer option: points (measurement score from 2.34 to 3.00) - The answer option is more wrong than correct: points (mean average from 1.67 to close to 2.34) - Wrong answer option: point (mean score less than 1.67) 3.1 Principles of proposing measures 3.1.1 Principles of ensuring systematicity 3.1.3 Principles of ensuring practicality 3.1.4 Principles of ensuring feasibility 3.1.5 Principles to ensure effectiveness 3.2 Measures to foster skills to cope with stress for Buddhists 3.2.1 Measure 1: Organize awareness raising for authorities, mass organizations and Buddhists about the meaning and importance of fostering skills to cope with stress 3.2.1.1 The goal of the measure Implement this measure to help Buddhists, government officials, mass organizations such as Women's Union, Youth Union and monks and nuns the work of fostering to raise awareness about the meaning 17 and importance of stress-related behaviors in life, helping Buddhists to have a happy life, promote the development of the community and promote community development society; at the same time, fully aware of the meaning of the training of skills in fostering skills with stress for Buddhists 3.2.1.2 Contents of the measure Organizing activities to increase awareness fully about the meaning and importance of stress training for Buddhists is conducted with the following basic contents: Raise the level of understanding for the Communist Party of Vietnam, monks and nuns, government officials, mass organizations such as the Women's Union, Youth Union, Fatherland Front and staff working in fostering skills with stress for the youth Buddhists on the role of stressors in ensuring a prosperous life, family happiness, and a prosperous society Improve the level of understanding for Buddhists monks and nuns, government officials, mass organizations and staff working in fostering stress management skills for Buddhists about the importance of stress training for Buddhists Improve the level of understanding for Buddhists, monks and nuns, government officials, mass organizations and staff working in fostering stress skills for Buddhists about ways and forms of fostering stress skills for Buddhists 3.2.1.3 How to take the measure Using the media, distributing leaflets, etc., to propagate guidelines and policies of the Party and State on social and family issues, including content related to the effects of stress and Dealing with stress for Buddhists towards family happiness and stability and development of the community and society The Women's Union and Youth Union organized seminars on stress and stress management for Buddhists, attracting the active participation of Buddhists The Women's Union and Youth Union organize activities in a practical way, associated with the community's life, including the content of stress management skills for Buddhists; community activities, residential groups, encouraging the exchange of experiences in dealing with stress among Buddhists Organize contests on stress skills for Buddhists families on major holidays… attracting Buddhists to participate 3.2.1.4 Conditions for taking measures The attention and investment of the Party committee, government, local mass organizations The Women's Union needs to develop and complete a plan to propagate and mobilize the community about the meaning of conflict resolution training for Buddhists The capacity and quality of the staff in charge of this work, especially the positivity, initiative, creativity and high sense of responsibility at work The Buddhists themselves must support the guidelines and policies of the Party and State, the Party committees and local authorities, and the pagoda in the process of building a happy, cultural family, a democratic and cultural society bright; need to actively and actively participate in programs and activities aimed at preserving family happiness Facilities and funding sources for organizing training are guaranteed 3.2.2 Measure 2: Building a process for fostering skills to cope with stress for lay Buddhists 3.2.2.1 Objective of the measure Designing a process for fostering skills to cope with stress for lay Buddhists helps CSPT have skills to cope with stress so that unfortunate consequences not occur and make life more peaceful and happier In addition, based on the process of fostering skills to cope with stress for lay Buddhists, the forces participating in the training will carry out more rigorous training steps, thereby improving the effectiveness of fostering skills to cope with stress for CSPT 3.2.2.2 Content of the measure Table 3.1 Process of fostering skills to cope with stress for CSPT Training process 18 The content selects the steps in the process of fostering skills to cope with stress for CSPT