positive mental health BMI leader training program. This evaluation framework encompasses four key levels, namely reaction,

learning, behavior, and results. This study also investigated differences between individuals with and without a social work

background, with a focus on the outcomes of training. Three foundational dimensions, namely interpersonal support intimacy

(befriend, B), mindfulness stability mastery (mindfulness, M), and self-worth meaning (identity, I), were used to develop a

robust group counseling approach to nurturing three essential positive mental health skills.

A total of 47 seed teachers participated in this study and completed an intensive 8-unit training program. The program

included both theoretical and practical elements to ensure a holistic and well-rounded learning experience. Multiple assessments

were conducted at several critical stages, namely, before training, during training, after training, and after the implementation of

the counseling program. Evaluations were conducted using tools such as surveys focused on mental health BMI; questionnaires

targeting patient health, specifically depression; supervisor assessments; and detailed focus group interviews.

A train-the-trainer model was used as the primary training program to enhance positive mental health BMI. The curriculum

used in this study emphasized solution-focused counseling techniques as crucial to achieving transformative change. This

approach to group counseling is structured into eight operational steps; it served as a systematic and structured means of

implementing the positive mental health BMI group counseling program. This program is divided into three levels: an

introductory level (2 hours) that includes understanding mental health BMI self-management; a beginner level (6 hours) that

includes experiential learning in three dimensions of happiness (i.e., befriending, mindfulness, and identity); and an advanced

level (6 hours) that includes relationship transformation, mindfulness regulation, identity, and value meaning. These sessions are

designed to foster psychological health intelligence related to essential elements of happiness, including interpersonal support,

mindfulness, and identity.

Each unit of the program, which was heavily based on a solution-focused counseling approach, followed a carefully crafted

sequence of steps. The first step involves engaging in warm-up activities designed to set the tone for the group to establish

an environment conducive to open communication and collaboration. The second step involves brief lectures and sharing

of success experiences, in which participants view lectures and are encouraged to share their success experiences related to psychological health BMI themes. This step enables fostering of a mutual understanding among group members and creates a supportive learning atmosphere. The third step involves the implementation of self-assessment through mental health BMI,

in which the participants engage in self-assessment activities to gauge their current levels of psychological health indicators.

The fourth step involves setting goals for managing mental health BMI, in which participants receive assistance with setting

personalized goals. The fifth step involves determining the order and methods of mental health BMI, with the participants

guided in determining the sequence and methods necessary for effectively managing their mental health BMI. The sixth step

involves evaluating individual levels of confidence in managing mental health BMI. These confidence levels are evaluated to

ensure that the participants feel empowered and capable of implementing strategies for managing their mental health BMI.

The seventh step involves self-assessment of mental health BMI. The session concludes with the participants engaging in selfassessment

to prepare for subsequent discussions and reflections. The final step involves selection of mental health BMI-related

goals for daily life experiences, in which the participants select specific goals related to interpersonal support, mindfulness, or

identity. This approach can promote self-management efficacy and instill self-belief through uplifting techniques.

Overall, the research findings underscore the positive effect of the training program on the psychological health of both

the seed teachers and the participating students. The program had positive effects across all four levels of training evaluation—

reaction, learning, behavior, and results. Notably, some disparities were observed in terms of mental health, program

implementation, and course participation between individuals with and without a social work background, particularly those

who had passed or not passed training.

This comprehensive study serves as a valuable contribution to the field of positive mental health training, offering insights

into the complex dynamics of training effectiveness and the influence of social work backgrounds on outcomes. The research

methodology integrates dimensions of interpersonal support, mindfulness, and self-worth and provides a deep understanding

of the complex nature of positive mental health. Overall, the study’s use of diverse assessment tools, including surveys,

questionnaires, supervisor assessments, and focus group interviews, enriched the evaluation process and captured a holistic view

of the program’s impact.

The structure of the training program, which follows a train-the-trainer model, emphasizes the importance of equipping

educators with the skills necessary to promote positive mental health. Strategically integrating solution-focused counseling

techniques and the dimensions of happiness of befriending, mindfulness, and identity is a useful approach to meeting the diverse

requirements of students. The three-phase program design, which convers topics spanning from understanding self-management

to relationship transformation and value meaning, provides a progressive and comprehensive educational journey.

Each unit of the program involves eight operational steps, and therefore, the program provides a systematic and participantcentered

approach that ensures engagement, understanding, and practical application of mental health management strategies.

The activities of this program included warm-up activities, success experience sharing, self-assessment, goal setting, and

confidence evaluation creates a supportive and empowering learning environment. Integrating these steps aligns with best

practices in adult education, promoting active participation, reflection, and goal-oriented learning.

The research findings revealing positive effects across reaction, learning, behavior, and results emphasize the potential of

the training program to enhance psychological well-being. The disparities observed between individuals with and without a

social work background add an extra layer of complexity to the study, highlighting potential areas for targeted interventions

or customization based on participants’ professional backgrounds. These insights contribute to the ongoing discourse on

customization of mental health interventions to meet the diverse requirements of participants.

In conclusion, this extensive evaluation provides a thorough understanding of the effectiveness of the training program and

its implications for positive mental health. The research methodology, program structure, and evaluation process collectively

contribute to a comprehensive understanding of the complex interplay between training, mental health outcomes, and

individual backgrounds. This study not only advances this field but also provides practical insights for educators, trainers, and

policymakers involved in designing and implementing mental health training programs. The complex approach and empirical

evidence presented in this study lay the foundation for future studies and interventions aimed at promoting positive mental

health in diverse educational and professional settings.

Given that approximately 50% of the seed teachers completed the training program, this study proposes several directions

for developing subsequent training programs and ensuring broader dissemination of information. These include specializing

future training programs, gaining a deeper understanding of trainee motivations and expectations, systematic planning of course content and grading criteria in the progressive stages, completing a methodical compilation of materials that align with phased curricular objectives, and implementing training through a diverse range of promotional strategies.