EFFECTS OF BUDDHIST PSYCHOLOGY ACTIVITIES BY TIBETAN SINGING BOWL MEDITATION AND YONISOMANASIKARA THINKING ON EMOTIONAL INTELLIGENCE OF UPPER PRIMARY SCHOOL STUDENTS

Abstract

The objectives of the study included 1) to study characteristics, values and meanings of Tibetan singing bowl  meditation and Yonisamanasikara, and theory of emotional intelligence development on emotional intelligence of  grade element  students; 2) to develop a series of activities based on Buddhist Psychology by Tibetan singing bowl meditation and Yonisomanasikara thinking on emotional intelligence of  grade element  students; and 3) to present the effects of activities based on Buddhist Psychology by Tibetan singing bowl meditation and Yonisomanasikara thinking on emotional intelligence of grade element  students before and after participating in the activities. The study was a Quasi-Experimental Research, using the Emotional Intelligence Scale of the Department of Mental Health to collect data from 42 grade element students of Senanukhro School, Phoklang Sub-district, Mueang District, Nakhon Ratchasima Province, divided into experimental group 1 of 14 students, experimental group 2 of 14 students and control group of 14 students. The analysis of data used the statistics including Percentage, Mean and Standard Deviation, using One-Way ANOVA to analyze intragroup data, pre-test, post-test and follow-up, and using Two-way ANOVA to analyze the data between the experimental and control groups for comparing the scores of the pre-test, post-test and follow-up periods.

The results of the study were as follows:

1. 1. The characteristics, values and meanings of Tibetan singing bowl meditation and Yonisamanasikara, and theory of emotional intelligence development on emotional intelligence of grade element students included the principles of Tibetan singing bowl meditation and Yonisomanasikara in the ways to stimulate morality, to solve problems (a way of the Four Noble Truths), and to think of true values and artificial values along with bringing the emotional intelligence principles into learning: being good at controlling emotions, understanding others and accepting mistakes – determination, adaptation, assertiveness and happiness as self-satisfaction, self-adjustment and enjoyment with the doctrines including Paratoghosa, Saddham 3, Yonisomanasikara and Wisdom 3.
2. 2. The development of a series of activities based on Buddhist Psychology by Tibetan singing bowl meditation and Yonisomanasikara thinking on emotional intelligence of grade element students encompassed the development of the systematic ways of morality stimulation thinking, problems solution thinking (a way of the Four Noble Truths), and true values and artificial values thinking for creating a series of a series of activities based on

Buddhist Psychology including Paratoghosa, Saddham 3, Yonisomanasikara and Wisdom 3 and psychological theory to impress participants onto the training points for clearly understanding meanings and practices with inspiration as the base of daily life thinking, and for the experiment and follow-up the series of activities included 1) 6 activities of Tibetan singing bowl  meditation and Yonisomanasikara thinking practice for 9 times and 12 weeks, 2) 6 activities of Yonisomanasikara thinking practice for 9 times and 12 weeks, and 3) 4 weeks of the activities experiment for comparing the effects before and after the practice for measuring the emotional intelligence.

1. 3. For the effects of activities based on Buddhist Psychology by Tibetan Singing bowl meditation and Yonisomanasikara thinking on emotional intelligence of grade element  students of Senanukhro School, Phoklang Sub-district, Mueang District, Nakhon Ratchasima Province before and after participating in the activities it found that the emotional intelligence of the experimental group 1 and experimental group 2, and control group before the experiment had not a statistically significant difference, and the emotional intelligence before and after experiment of all groups had a statistically significant difference at the level of .05,  the emotional intelligence of the experimental group 1, experimental group 2, and control group after the experiment had a statistically significant difference at the level of .05, the emotional intelligence of the experimental group 1 being compared during the periods after the experiment was higher in value and more increased in the period of follow-up, the emotional intelligence of the experimental group 2 being compared during the periods after the experiment was higher in value and decreased in the period of follow-up, and the emotional intelligence of the control group being compared during the periods after the experiment was lower in value and more decreased in the period of follow-up.