This article presents a practice-based conceptual analysis developed from a teaching offered by Khentrul Rinpoche, a Buddhist teacher from Bhutan, at Verus Bonifatius Klinik in Fulda, Germany, on 22 July 2026. The teaching was organised by Singularity Academy under a Memorandum of Understanding between the Kingdom of Bhutan and Singularity Academy; representing Bhutan, Rinpoche taught the Verus Care Group at two of its clinics during 2026—Verus Libori Klinik in Todtmoos in June and Verus Bonifatius Klinik in Fulda in July. Taking the July session, “A Morning for Inner Peace, Compassion and Patience,” as its foundation, and read as a companion to an earlier analysis of the June teaching (Zhang, 2026), the article examines nine interrelated themes from the session—inner versus outer development, inner peace as emotional stability, inner freedom and non-identification, the management of anger, calmness as daily practice, meditation as mental training, attention and the wandering mind, confidence and continuous learning, and compassion and patience in caregiving—and maps each to established constructs in the psychological science of mental health and happiness. These include subjective well-being and hedonic adaptation, the process model of emotion regulation, psychological flexibility and acceptance, the cognitive science of anger and “secondary” suffering, mindfulness-based interventions and their neuroscience, mind-wandering and affective cost, growth mindset and self-efficacy, self-compassion, the clinical value of compassionate care, and the prevention of burnout and compassion fatigue. The analysis is then developed into concrete implications for daily clinical life, including micro-practices for professionals and patients. The article argues that Bhutanese Buddhist contemplative wisdom and the contemporary science of happiness are distinct epistemic systems that nonetheless converge on a shared claim: that durable well-being depends less on external circumstances than on a trainable relationship to one’s own mind. Participant feedback—including reports of a peaceful, strong atmosphere, requests for recurring workshops, and appreciation of the accessible delivery of concepts that psychology typically approaches through extensive theory—is reported as practice-based observation, not empirical evidence. Ethical safeguards for the cautious use of contemplative teaching in clinical settings are outlined.