A Pastoral Care Model for Enhancing Students’ Well-Being at Secondary Schools Under the Saint Gabriel’s Foundation, Thailand
Abstract
Pastoral Care in secondary education is essential for promoting students' well-being by addressing their physical, emotional, social, and spiritual needs. This study aimed to develop a Pastoral Care Model to enhance students' well-being in secondary schools under the Saint Gabriel's Foundation in Thailand. Employing a mixed-method research approach, the study identified nine key components of student well-being: physical and mental health, emotional health, social health, spiritual health, positive emotions, engagement, relationships, meaning, and accomplishment. Data were collected from 1,322 students, resulting in a response rate of 97.92%. The study revealed the top four priority needs for pastoral care as physical and mental health (PNImodified = 0.1009), emotional health (PNImodified = 0.0973), positive emotion (PNImodified = 0.0806), and meaningfulness (PNImodified = 0.0737). The proposed Pastoral Care Model was developed based on the PERMA framework, spiritual leadership principles, and validated by qualitative expert, leading to the formulation of five implementation frameworks: WISE Mind, CARE Plus, PURPOSE Pathways, BRIDGE Model, and SHINE System. The findings contribute to a culturally responsive and evidence-based pastoral care approach, integrating Catholic educational values with contemporary well-being strategies. This research underscores the importance of a structured, holistic pastoral care model in fostering student resilience, engagement, and overall well-being, ensuring that schools serve as supportive environments for students' personal and academic development.
References
Alexandrova, A. (2017). A philosophy for the science of well-being. Oxford University Press.
Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497- 529. https://doi.org/10.1037/0033-2909.117.3.497
Best, R., Lang, P., Lodge, C., & Watkins, C. (2000). Pastoral Care and Personal-Social Education: Entitlement and Provision. Continuum.
Cher-Brasok, C., Cichosz-Rosney, M., Doney, L., Fulwiler-Volk, D., Gagné, J., & Hunter, M. (2024). The recipe for student well-being. Solution Tree Press.
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper & Row.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-determination in human Behavior. Plenum Press.
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101. https://doi.org/10.1037/0022-3514.92.6.1087
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011).
The impact of enhancing students’ social and emotional learning: A meta-analysis of
school-based universal interventions. Child Development, 82(1), 405-432.
Epstein, J. L. (2011). School, Family, and Community Partnerships: Preparing Educators and Improving Schools. Routledge.
Finnis, J. (2011). Natural law and natural rights (2nd ed.). Oxford University Press.
Fletcher, G. (2016). The philosophy of well-being: An introduction. Routledge.
Frankl, V. E. (1959). Man's search for meaning. Beacon Press.
Fry, L. W. (2003). Toward a theory of spiritual leadership. The Leadership Quarterly, 14(6), 693-727. https://doi.org/10.1016/j.leaqua.2003.09.001
Giacalone, R. A., & Jurkiewicz, C. L. (2003). Handbook of Workplace Spirituality and Organizational performance. M.E. Sharpe.
Gómez-Lobo, A. (2002). Moral reality and the autonomy of ethics. Cambridge University Press.
Griffin, J. (1986). Well-being: Its meaning, measurement, and moral importance. Clarendon Press.
Illingworth, S. (2020). Pastoral Care in Education: A Practical Guide. Routledge.
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525. https://doi.org/10.3102/0034654308325693
Jones, P. (2022). Pastoral care in education for the 21st century. Pastoral Care in Education, 40(3), 360-368. https://doi.org/10.1080/02643944.2022.2099005.
Kotter, J. P. (1996). Leading change. Harvard Business Review Press.
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607-610.
Lam, B. H. (2019). Social support, well-being, and teacher development. Springer Singapore.
MacArthur, J. (1998). Faith works: The gospel according to the apostles. Word Publishing.
Maddock, R. C., & Fulton, R. L. (1998). Motivation, emotions, and leadership: The Silent Side of Management. Quorum Books.
Marland, M. (1974). Pastoral care: Organizing the care and guidance of the individual pupil in a comprehensive school. Heinemann Educational.
Murphy, M. (2001). Natural law in jurisprudence and politics. Cambridge University Press.
Noddings, N. (2005). The challenge to care in schools: An alternative approach to education. Teachers College Press.
O’Neill, S. C. (2021). Pastoral care in education: Contextualizing support for teacher well-being. Pastoral Care in Education, 39(1), 1-16.
https://doi.org/10.1080/02643944.2020.1855672
OECD. (2018). Socio-economic diversity in school and student performance: Relationship between the standard deviation of student socio-economic status in school and student performance. OECD Publishing. https://doi.org/10.1787/9789264073234-graph36-en
Parfit, D. (1984). Reasons and persons. Clarendon Press.
Reave, L. (2005). Spiritual values and practices related to leadership effectiveness. The Leadership Quarterly, 16(5), 655-687. https://doi.org/10.1016/j.leaqua.2005.07.003
Reece, S., Dickerson, J., Kelly, B., McEachan, R. R. C., & Pickett, K. E. (2023). The long-term impact of the COVID-19 pandemic on financial insecurity in vulnerable families: Findings from the Born in Bradford Covid-19 longitudinal study. PLOS ONE. https://doi.org/10.1371/journal.pone.0295064
Roffey, S. (2012). Pupil well-being teacher well-being: Two sides of the same coin?. Educational and Child Psychology, 29(4), 8-17.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. https://doi.org/10.1037/0003-066X.55.1.68
Selwyn, N. (2016). Education and technology: Key issues and debates (2nd ed.). Bloomsbury Academic.
Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well- being. Atria Books.
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5-14. https://doi.org/10.1037/0003-066X.55.1.5
Stone, J., & Mackie, C. (2013). Subjective well-being: Measuring happiness, suffering, and other dimensions of experience. National Academies Press.
UNICEF. (2022). The State of the World's Children 2022: Children, Food and Nutrition. United Nations Children’s Fund.
Walton, G. (2021). Leading Wellbeing in Schools: Pastoral Leadership for Educational Change. Bloomsbury Academic.
Weare, K., & Nind, M. (2011). Promoting mental health of children and adolescents through schools and school-based interventions: Evidence outcomes report of the work package. Health Promotion International, 26(1), 29-69. https://doi.org/10.1093/heapro/dar075
Weist, M. D., Lever, N. A., Bradshaw, C. P., & Owens, J. S. (2012). Handbook of school mental health: Research, training, practice, and policy (2nd ed.). Springer.
Wongwanich, S. (2005). Needs Assessment Research. Chulalongkorn University.
