Rajanukul Journal

Mental health status from online self-assessments of secondary school students in grades 10-12 preparing for university entrance exams

Sujimon Mungkalarungsi — 2025-09-25

A study project of effectiveness of meditation training to develop brain potential in learning and memory using knowledge of neuroscience and developmental psychology

Sorawich Tammajak — 2025-09-25

The effectiveness of the Bangpoon model program on the quality of life of individuals with intellectual disabilities aged 15-35 Years

Wannapa Prampreda — 2025-09-25

Objectives To examine the effects of the Bangpoon Model program on the quality of life of individuals with intellectual disabilities (ID) aged 15 – 35 years and to compare their quality of life before and after receiving the program.

Materials and Methods This is a quasi-experimental study with a one-group pretest-posttest design. The sample was specifically selected and consisted of individuals with ID aged 15 – 35 years who were inpatient recipients of services at the Rajanukul Institute's Bangpoon Rehabilitation Center for the fiscal year 2021, totaling 15 participants. They received nursing care using the Bangpoon model program to train two skills: 1) Instrumental Activities of Daily Living (IADL) and 2) organic farming skills, over a period of 7 weeks, with 5 days per week and 5 hours per day. Outcomes were assessed before and after the program using
1) the Thai version of the World Health Organization Quality of Life Instrument Short Form (WHOQOL-BREF-THAI) with a reliability coefficient of .84, 2) the Instrumental Activities of Daily Living (IADL) skill assessment, and 3) the organic farming skill assessment, with content validity coefficients of .91 and .83, respectively. Both instruments were validated for inter-rater reliability by three experts, with coefficients of .83 and .88, respectively. Data were analyzed using the Paired Sample t-test and Wilcoxon Signed-Rank test.

Results The quality of life of individuals with ID after receiving the program (Mean = 85.53, SD = 11.13) was significantly higher than those before receiving the program (Mean = 73.20, SD = 10.94). Similarly, the skills in IADL after receiving the program (Mean = 58.13, SD = 18.95) were significantly higher than those before receiving the program (Mean = 73.60, SD = 22.59). Additionally, the organic farming skills after receiving the program (Mean = 46.60, SD = 15.63) were significantly higher than those before receiving the program (Mean = 37.27, SD = 16.33), with statistical significance (p<.001).

Conclusion The Bangpoon Model program is suitable for enhancing the quality of life of individuals with ID aged 15-35 years and can be used as part of nursing care.

The effectiveness of cognitive control training in reducing rumination in adults with major depressive disorder: a systematic review

Thanatchaporn Brown — 2025-09-25

Objectives Cognitive control deficiencies have been identified as an underlying mechanism for rumination. Cognitive control training (CCT) that targets working memory performance hence has potential as a preventative intervention for depression. This systematic review investigates whether CCT reduces rumination in adults with major depressive disorder. The review questions are 1) Is CCT effective in reducing rumination in adults with depression? and 2) Are any changes in rumination linked to training-related changes in executive function?

Materials and Methods The databases Web of Science, MEDLINE, and APA PsycINFO were searched from 2009 to 29 July 2022 using keywords relevant to CCT and depression. Selection criteria were: a) any study measuring rumination before and after CCT in depression; b) adult with formally diagnosed depression; c) CCT strategies used included either the Wells task and adaptive Paced Auditory Serial Addition Task (aPASAT) either alone or in combination. Two raters assessed the quality of each study using the Standard Quality Assessment Criteria tool (QualSyst). The evidence gathered from the included studies are synthesised as summary tables and a narrative summary.

Results From 464 studies, 8 studies were included in the review. There was considerable heterogeneity between studies. Following training, rumination decreased significantly over time; however there were few significant differences between training and active control groups. However, CCT did not appear to have difference effects on self-reported cognitive complaints relative to active control conditions.

Conclusion CCT's benefits develop from before to after training both for rumination and executive function. The limitations of this review are the use of a sole rater in the selection process, and this review focused only on one of several approaches to CCT.

Occupational therapy program development for teacher to improve fine motor and pre wringing skill in people with intellectual disability

ผกาวรรณ สุทธิวงศ์ — 2025-09-25

Objectives This study aimed to develop a program for teachers to screen and enhance fine motor and pre-writing skills in children with intellectual disabilities individually.

Materials and Methods The sample group included 63 children aged 5-14 years with intellectual disabilities who were receiving services at two special development centers in Thailand: The Khlong Toei Community Special Development Center and the Thung Song Hong Community Special Development Center, both under the royal patronage of Her Majesty the Queen. Additionally, 12 teachers from these centers participated in the study. A screening and training program was developed, including fine motor and pre-writing skills based on standardized assessments (PDM-2 and Beery VMI 6), validated for content, and tested for reliability. Teachers were trained to administer this program, including screening and training in essential fine motor and pre-writing skills. Teachers applied these techniques in one-on-one sessions with the children twice a week for 30-45 minutes per session, totaling 24 sessions over a 3-month period. Fine motor and pre-writing skills were assessed before and after the intervention, with data analyzed using Paired T-tests at a significance level of 0.05.

Results Post-intervention, teachers demonstrated improved knowledge in screening and training fine motor and pre-writing skills. Children with intellectual disabilities showed significant improvements in fine motor and pre-writing skills, including fine motor skills, visual-motor integration, and foundational writing skills.

Conclusion The occupational therapy program effectively enhanced fine motor and pre-writing skills in children with intellectual disabilities. Teachers should possess skills in screening, basic fine motor training, and individualized pre-writing skills to support the development of essential skills in these children, thereby helping them reach their full potential in school settings

The result of the Thai single-head (clockwise) consonant writing practice series for children with intellectual disabilities

สุพรทิพย์ ภุมมา — 2025-09-25

Objectives To create and find the effectiveness of the Thai single-head (clockwise) consonant writing practice package for children with intellectual disabilities from aged 6 to 10 years.

Materials and Methods This quasi-experimental research was a one-group pre-test and post-test design by comparing Thai consonant writing skills before and after the intervention. Thirteen children with moderate intellectual disabilities from aged 6 to 10 years who received special education services were purposively selected as the sample group. The tools used in this study were: 1. Thai single-head (clockwise) consonant writing practice series, which included lesson plans, teaching materials, and consonant writing practices. The package was used to teach for 13 weeks; four classes per week, and 45 minutes per class 2. Thai single-head (clockwise) consonant writing skills test. Data analysis involved assessing Efficiency Validation using process efficiency (E1) and outcome efficiency (E2), with criteria of E1/E2 as 80/80. The Wilcoxon Matched Pairs Signed-ranks Test was used for statistical analysis.

Results The Thai single-head (clockwise) consonant writing practice package for children with moderate intellectual disabilities from aged 6 to 10 had Efficiency Validation of 83.06/81.54. The mean score of the children's Thai consonant writing skills after the experiment was significantly higher than before the experiment at the 0.05 significance level.

Conclusion The Thai single-head (clockwise) consonant writing practice package was effective enough to be implemented in the special educational classes for children with moderate intellectual disabilities since it reached the standard of Efficiency Validation and could help them build Thai consonant writing skills.