2026 IJRSE – Volume 15 Issue 1
Available Online: 15 January 2026
Author/s:
Nguyen, Thuy Bao Tran
Gia Dinh University, Vietnam (tiensanho@gmail.com; tranntb@giadinh.edu.vn)
Abstract:
This article proposes an integrative framework for designing a holistic university counseling program by fusing a philosophical model of human nature—the Four-Fold Path of Speyer and Yaphe—with the practical structure of the W. K. Kellogg Logic Model. Grounded in an integrative psycho-philosophical anthropology, the study argues that effective human education must address the psycho-phenomenological complexity of the person: spirit, soul, ego, and psyche. The Four-Fold Path provides the theoretical construct for understanding these dimensions of human nature, while the Logic Model offers an action-oriented method for translating this construct into implementable counseling practices. The article demonstrates how each compass point of the Four-Fold Path can be concretized through targeted activities and measurable outputs, developmental outcomes, and long-term institutional impact using Logic Model principles. A sample Holistic Student Counseling Program is presented to illustrate the model’s applicability in real academic settings. By uniting philosophical depth with empirical consistency, the proposed framework will enable university educators and counselors to devise an effective counseling program, in order to accompany university students in a comprehensive manner that promotes self-awareness, emotional equilibrium, character formation, and existential meaning. The article concludes that this integrated approach provides a philosophically effective foundation for student guidance.
Keywords: Four-Fold Path, Logic Model, fusion of models, holistic counseling program, educational guidance
DOI: https://doi.org/10.5861/ijrse.2026.26004
Cite this article:
Nguyen, T. B. T. (2026). A theoretical fusion of the Four-Fold Path template and the Logic Model: Conceptualizing a holistic human counseling program for university students. International Journal of Research Studies in Education, 15(1), 177-195. https://doi.org/10.5861/ijrse.2026.26004