Teaching-Learning Theory
Adopting Bandura” ‘s Social Learning Theory (2023), which states that our actions are connected to our learning process, as our model for having faith as a source of understanding the dynamics of mental health, is inevitable. This proposition has an important role in the theory that it is based on observational learning and imitation, whereby not only from their own direct experiences but also by watching the results of other people decide their behavior. However, one can appreciate that for our purposes, this theory is pertinent because it creates an awareness of how faith is relevant to mental health by proposing that faith manifestations and perceptions should be entrusted in their mental health comprehension Eun, B. (2019). Seeing how people in faith, when they face a problem, use their coping mechanisms such as prayer, reading the Bible, and so on is another motivation to introduce these techniques to a student’s own life while considering mental health issues.
Bible Passage or Spiritual Concept
Our chosen biblical passage, Philippians 4:6-7, this fragment captures the crux of faith’s impact concerning mental health. “Do not be anxious about anything but in every situation keep praying and expressing your thanks to God. In your words of supplication and gratitude let God know about your joys and sorrows. He will give you His peace which surpasses one’s comprehension.” Its definitive role in the issue of depression and anxiety is called for as this forms a guiding compass in the complicated networks of spiritual health care to students.
Content
Our teaching plan is designed to cover **the requisite subjects** in the management of depression and anxiety. This includes data-based methods (like the cognitive-behavioral approach, mindfulness exercises, and self-care practices). On the other hand, it is our intervention that is a distinctive point of this approach that involves the deliberate inclusion of faith and spirituality into the therapeutic modalities. Along with the traditional methods, pupils will come to understand the phenomenon of practicing faith-based activities like meditation and prayer well and the support that is reinforced by the faith communities in dealing with mental health challenges. Through this realization of a broad connection of mind, body, and soul, students get a wide variety of understanding about emotional well-being, which builds a bag of diverse tools for providing empathetic and efficient care to their patients.
Teaching Method
The structure of our academic methodology is carefully analyzed to achieve a high level of interest and accomplishment and to provide the scholars with a deep understanding of the overlap between the mental health care and religion domains Khalil et al., (2023). By means of integrating a holistic teaching method, including lectures, group meetings, and practical tutorials, the students will have a comprehensive range of educational materials to choose from. This will offer the basic academic data that underpin approaches of professional practices in dealing with depression and anxiety, thus providing a solid foundation for in-depth investigation. This type of discussion will offer an opportunity for participatory learning. It will be the place where each student shares their understanding, reflections, and personal perspectives and where exchange and dialogue are enriched.
One of the key parts of the learning process is the construction of numerous experiential activities, which will serve to bridge the gap between theory and practice Kuzminov et al., (2019). This will provide the students with the chance to connect what they have learned under the umbrella of the given biblical quote. To illustrate, students are encouraged to give examples of how they gain a measure of comfort, solace, and peace from their faith, even in times of anxiety. This will bring meaning and context to how faith-based coping strategies can be relevant to real-life scenarios. To expand that insight, students will have talks where they will be digging deeper into how a faith-based approach can be used alongside conventional mental health treatments to promote a holistic understanding of the welfare of man.
Assessment
The assessment strategy is drawn up to check not only students’ comprehension level but also their critical ability to deliberate on the psychological and religious connection in both personal and professional fields Ray et al., (2019). Different students will use a reflective journaling activity as a tool to pave their way back to themselves. It will encourage them to travel a rather personal path through their thoughts, emotions, and opinions, which have eventually been formed over the semester. They will be tasked with pondering how the biblical passage Philippians 4:6-7 can illustrate how they have developed an understanding of spirituality and psychological problems and how it influences their views on faith-based techniques of administering mental health care services.
Also, this course will be made to help students think over what it means to apply faith-related approaches in their future work when they are included in the healthcare workforce. When they reflect and re-articulate the complex thoughts and insights in structured forms and journals, they prove not only the level of their ability to synthesize but also the capability to analyze their own beliefs and presuppositions critically and to challenge themselves with the task of redefining the professional role of a believer. The purpose of this evaluation is twofold: it is both a measure of students’ academic achievements but also a drive; it catalyzes personal and spiritual growth by inspiring them to bring the love of compassionate care founded on belief and empathy into their personal lives.
References
Eun, B. (2019). Adopting a stance: Bandura and Vygotsky on professional development. Research in Education, 105(1), 74-88.
Ray, A., Bala, P. K., & Dasgupta, S. A. (2019). Role of authenticity and perceived benefits of online courses on technology-based career choice in India: A modified technology adoption model based on career theory. International Journal of Information Management, 47, 140-151.
Bandura, A. (2023). Social cognitive theory: An agentic perspective on human nature. John Wiley & Sons.
Khalil, M., Prinsloo, P., & Slade, S. (2023). The use and application of learning theory in learning analytics: a scoping review. Journal of Computing in Higher Education, 35(3), 573-594.
Kuzminov, Y., Sorokin, P., & Froumin, I. (2019). Generic and specific skills as components of human capital: New challenges for education theory and practice. Форсайт, 13(2 (eng)), 19-41.
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