CPH Final Paper - Body

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De La Salle Health Sciences Institute

COLLEGE OF MEDICAL LABORATORY SCIENCE
SITUATIONAL ANALYSIS
Background and Nature of the Community
De La Salle Medical and Health Sciences Institute is a well-known institute that caters
to medical and health-allied professionals. It was officially established as a Lasallian school
in the year 1987. The Institute is located in Governor D. Mangubat Avenue, Barangay Burol
Main, Dasmariñas, Cavite.
Currently, the said institution offers a medicine program, eight undergraduate
programs, and the latest addition, the Special Health Sciences Senior High School.
Established in the year 2016, the Special Health Sciences High School offers PUSH or the
Public Understanding of Science in Health. It focuses on Academic-STEM Track blended
with Health-related course. The theoretical foundations and fundamentals of Science in
relation to health programs are mainly highlighted by the Public Understanding of Science in
Health offered by Institution. The curriculum is designed to equip students with the initial
knowledge on becoming a future health-care professional.
As of the academic year 2018-2019, the Special Health Sciences High School has a
total population of 1,083 students composed of 544 in the 11th grade while the remaining 539
are 12th graders. Since the Special Health Sciences Senior High School mainly focuses on
the introduction to healthcare professions, the additional subjects taken include Foundations
to Healthcare, Anatomy and Physiology, as well as Public Health. To add, the Special Health
Sciences High School also offers general education subjects such as Physics, Chemistry,
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and Biology which serve as a background or introduction to the Sciences that will be essential
for their bachelor’s degree. The requirement of all these subjects resulted to a heavy
workload that required the students to allot their time to studying. Besides the quizzes and
exams that are required to be taken, the students also have to create and submit outputs
such as videos, plays, and artworks that consume most of the students’ time.
Summary of Data Relevant to Health
The facilitators catered a section in De La Salle Medical and Health Sciences Institute
- Special Health Sciences Senior High School, specifically section Honorato of the 11th
Graders. There were 45 students who participated in the said program; in which, 29 students
(64%) were female while the remaining 16 students (36%) were males. In line with this, the
age bracket of the class ranged from 16 to 18 years old, specifically, 8 students (23%) were
aged 16 years old, 31 students (69%) were 17 years of age, while the remaining 7 students
(18% ) were of legal age.
The students’ focal point was studying, which implied that none of them were working
part time jobs aside from their studies. All of the participants of the program were regular
students of De La Salle Medical and Health Sciences Institute - Special Health Sciences
Senior High School and were regularly attending the said institution. Also, the participants
showed signs of stress manifested upon close observation of the students; most of which
were filled with stress from course work. This can be seen in some students who were quite
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frantic with their academic load: Students were seen cramming, having mental breakdowns
and some were even seen crying after the grades were posted in their respective portals.
Based on the facilitators’ survey, it was determined that course work was the leading
stressors of the population. Majority perceived academics as stressing while a handful did
not feel as if course work is a burden. Following this concern, still, the majority noticed that
there was an existing health problem in the institution. Most of whom wanted support from
parents and friends as they experience heightened levels of stress.

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PROBLEM IDENTIFICATION AND PRIORITIZATION
Analysis of the Problems
Senior high school students in De La Salle Medical and Health Sciences Institute
were often given tasks that required memorizing terms and formulas, and analyzing and
solving problems. These tasks of the senior high students made their years as a senior high
challenging. They were experiencing difficulties in their studies, coping with academics, and
themselves. To further explain the matter, listed below are the problems that senior high
students experiences based on our study:
Stress. Stresses may cause an individual to become emotional, feeling frustrated
and pressured while on the other hand, stresses may also give motivation and evoke an
individual to be more upholding and persistence in the study in order to reach the optimum
target and achieve further success.
Academic stress, social stress, emotional stress, and financial stress are some of the
common stresses that are experienced by students. Academic stress adversely affects the
overall adjustment of students. There are stressors among students like difficulty in
understanding subject that have been learnt, too much homework, and school schedules
was too packed. Participation in a particularly academically demanding curriculum is
associated with increased perceptions of stress in fact, the manner in which students cope
with stress appears to be related to their emotional well-being. Stress occurs when aspects
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of the environment overwhelm an individual, when too much is expected from and individual
cannot meet their expectations (Desamparadoa, C. et al., 2019).
Sleep Deprivation. One of the signs of stress is sleep problems. When a person is
tired, they are less patient and more easily agitated which can increase stress. Not getting
enough sleep can cause a negative mood, low energy, difficulty concentrating, and a general
inability to function as usual. Stress often impacts on sleep quality and duration. Stress and
lack of sleep can both have severe impact on physical and mental health. Experts
recommend that people aim for 7-9 hours of sleep a night, depending the person’s age and
other factors.
Sleep allows one to be alert, insightful, and sharp. Sleep allows students to properly
solve problems. When students do not get the optimal 8 to 10 hours of sleep that they need,
they lose their ability to succeed academically. Students have trouble retaining information,
coping with stress, and staying focused. These effects can have a serious impact on test
scores and on the grades students receive on class projects and papers. Academics, health,
and safety are fundamental parts of a teenager’s life. Schools are putting all of these vital
components at risk. Sleep deprivation leads to poor academic performance. Sleep
deprivation leads to multiple physical and mental medical issues. Risk for suicide and
depression increase, as well as the risk for diabetes and high blood pressure. Sleep
deprivation is a national epidemic occurring in high school students which can, and must, be
addressed (Gorczynski, P., 2018).

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Unhealthy Lifestyle. Students are characterized by having inadequate eating habits,
along with an unhealthy lifestyle, which, among other factors, can affect the perception they
have of their state of health. Health contributes to general well-being and overall lifestyle. In
order for a person to enjoy a quality of life, good health habits must be achieved because
basic health determines what a person can do.
There are several factors in a person’s lifestyle that can make them healthy or
unhealthy. Basic diet and nutrition aids a person in many different ways. Eating the correct
amount of nutrients is essential for the body to function properly. Basic nutrition is the fuel
that a body needs to operate. A study shows that a high percentage of the students do not
exercise frequently and suffer from increased body weight. Most college students do not care
about eating daily breakfast, their diet is not ideal, commonly consisting of cheap, and quick
meals, snacks, and soft drinks. All easy access to unhealthy foods on campus, contribute to
weight gain (Al-Amari, H. and Al-Khamees, N., 2015).
Alcohol Consumption. Overconsumption of alcohol could affect a student’s quality
of learning and academic performance regardless of its impact on school completion.
Drinking could affect learning through a variety of mechanisms. Recent neurological research
suggest that underage drinking can impair learning directly by causing alterations in the
structure and function of the developing brain with consequences reaching far beyond
adolescence. Negative effects of alcohol use can emerge in areas such as planning and
executive functioning, memory, spatial operations, and attention.

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Although drinking alcohol may seem to provide some relief in the short term, as
stressful events continue long-term, heavy alcohol consumption can lead to medical and
psychological problems and increase the risk of developing alcohol use disorders. Alcohol
use could also affect performance by reducing the number of hours committed to studying,
completing homework assignments, and attending school (Balsa, A., Giuliano, L., and
French, M., 2012).
Exposure to Harmful Chemicals or Injuries. Experiments are often conducted by
senior high students of DLSMHSI and thus, exposure to harmful chemicals is always there.
Since some chemicals may be toxic, it is important to understand how they can affect health.
To determine the risk of harmful health effects from a substance, one must first know how
toxic the substance is, how much and by what means a person is exposed, and how sensitive
that person is to the substance. Not all people are as sensitive to chemicals as others and
therefore do not affected by them in the same way as with other people’s bodies. (Exposure
and health effects of chemicals, 2019).
An important component to ensure children’s safety in school settings is to
understand the prevalence and characteristics of exposure to these acute chemical releases.
It is best that all teachers and students work together to prevent someone from being
exposed to hazardous chemicals (Keeping Kids Safe from Chemical Exposures in School,
2015).
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Problem Prioritization
Number of Positive Respondents

Positive Experiencing Direct
Problems Total
Respondents Adverse Effects
(50%) (50%)
Stress 62 55 92.79%
Sleep Deprivation 38 30 69.16%
Unhealthy Lifestyle 36 19 54.51%
Alcohol Consumption 23 9 37.53%
Exposure to Harmful
8 2 18.75%
Chemicals/Injuries
Table 1. Decision Matrix
As shown in Table 1, two criteria have been used by the facilitators to rule out the
main problem to be solved. This being said, the number of positive respondents who have
stated that they had encountered the given problems as well as the positive respondents who
experienced direct adverse effects, were the two criteria used as basis in order to find the
main problem encountered in school. It should be noted that with each criteria having 50%
weight, stress had the highest score at 92.79%. These numbers were used by the facilitators
as a basis for identifying the main problem or issue of the community.
The facilitators sought to highlight the problem which affected the most number of
people and was severe enough to cause adverse effects to the students, thus the specifically
tailored survey forms. It was found out that the students of the Senior High School Community
were mostly under stress regarding their academic studies. Due to the survey results and the
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sheer effects that stress caused to the students, the facilitators decided that stress was the
focal point of their program.
Priority Health Problem
Figure 1. Problem Tree
Figure 1 shows the breakdown of the problems encountered by the students of the
Senior High School Department, from the root and secondary causes of the problems, up to
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the possible effects – physically, emotionally and mentally to the body. Explaining the figure
shown, stress was the core problem identified and prioritized in the health program. The root
causes, which included school issues, personal concerns, and problems with social life, were
the three major causes of students’ stress. Going deeper, these root causes were believed
to have a secondary cause, on why and how these root causes arrived at a certain point –
which then lead to stress.
The first root cause of stress were known to be issues related to school, followed by
its secondary causes which were divided into two: difficulties in course work and time
management. For the difficulties in course work, this was due to the excessive workload felt
by the students. As for the time management, problems arise mainly due to juggling priorities
when too much workload is given to the students and deadlines are fast approaching, time
management is then altered and affected, as students experience more difficulties in course
work, thus leading to one of the root causes of stress – which is school issues.
As for the second root cause of stress, which was personal concerns, it was also
divided into two secondary cause: financial concerns and family problems. Under the
financial concerns were primarily due to unaffordable tuition fees, due to an expensive
payload. Under family problems were infidelity, thus, having problems with one’s emotional
capacity due to a student’s lack of communication. This then results to the formation of
personal concerns as a root cause of stress.

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For the third root cause of stress, problems with social life was included as it involved
more of the outside relationships and communication, which may also lead to problems. It
was also divided into two: unhealthy relationships and low self-esteem. Furthermore,
unhealthy relationships was formed primarily due to unreliable and toxic friends, who present
only problems and no benefits to an individual, resulting to the creation of more problems
and stress. Moreover, low self-esteem also falls under the topic of stress from social life
because bullying frequently occurs due to an individual’s unusual physique and unusual
habits. Once an individual becomes a victim of bullying, their self-esteem decreases, leading
to stress.
Once the causes of stress were known and shown, stress comes in. When the
concept of stress is felt by the students, the effects will now vary, depending on an individual.
When a person feels stressed, major effects include: (1) loss of sleep, (2) harmful use of
alcohol, (3) unhealthy diet, (4) lack of motivation, and (5) emotional instability. These effects
of stress may only be temporary, depending on the duration of an individual’s stress and their
capability to fully handle and cope with it. However, danger arises when these effects become
long-term, as it can affect the overall well-being of an individual. Loss of sleep may lead to
shorter attention span, thus being unable to concentrate in things, leading to poor
performance in school. As for the harmful use of alcohol and unhealthy diet, it may then lead
to health complications. The lack of motivation and emotional instability may lead to long-
term effects when stress is not avoided.

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Figure 2. Objective Tree
Figure 2 shows the aims of each activity and the program’s specific objectives, that
were interconnected in the study to fully achieve the general objective of the health program.
Explaining the figure, the three boxes on the last row showed the specific objectives. That
being said, the three specific objectives were successfully achieved by the end of the health
program.
On to the second row, the aims were specific as these were made for each activity,
which were exhibited throughout the health program. The activities, included Find Your Pair,
#YouCAN, Color It Out!, and Pop Up! all generated the achievement of the four aims, which
were successfully met as well. The four aims for each activity were as follows: (1)
Camaraderie and trust were established for the Find Your Pair activity, (2) Students were
educated on Stress Management and Coping Mechanisms for the #YouCAN seminar, (3)
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Stress was alleviated for the Color It Out! activity, and (4) Stress and negative thoughts were
released for the Pop Up! activity.
Upon the success of the specific objectives of the health program, along with the
activities’ aims, the general objective of the health program, which was to successfully
educate the Senior High School students on how to recognize and manage the stressors
were met, leading to a successful health program.
Figure 3. Alternative Tree

Figure 3 above tackled the alternative activities’ aims and specific objectives, of the
Stress Fre3 program, until the general objective is reached. Through the specific objectives
and aims for each alternative activity, the general objective was successfully reached.
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Explaining the figure, the three boxes on the last row served as the specific objectives of the
said health program.
After which, to fully attain the specific objectives, the activities’ aims will then be
obtained. The alternative activities included Aromatherapy, which utilizes essential oils and
aroma compounds to fully improve one’s health, both physical and emotional self. Film-
viewing, as a way to reduce stress since it relaxes your brain through visual and audio
imaging, thus, allowing you to live in the perception of the main character of the movie, and
also, through the use of films related to coping mechanisms, viewers can at least get a hint
of what to do in case of stressful works. Lastly, Laughter Therapy was included wherein,
humor was utilized to generally improve a person’s health and well-being, thus, converting
these negative thoughts and stress to a more positive ones and at the same time, the positive
thoughts were enabled.
Furthermore, the following were the aims for each alternative activity: (1) Students
were educated through films related to coping mechanisms in Film-viewing, (2) Students
were able to relax and alleviate stress through relieving scents in Aromatherapy, and (3)
Negative thoughts and stress were replaced with laughter and positive thoughts in Laughter
Therapy. Thus, the occurrence of these alternative activities, along with their aims lead to
successfully reaching the general objective of the health program, which is to fully educate
the Senior High School students on how to recognize and effectively manage stressors.
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PROJECT PLANNING
Background
With the continuous challenges and activities every individual does on a daily basis,
there is no doubt that the occurrence of stress is inevitable. In fact, stress is defined as a
reaction by the body when changes occur (Cleveland Clinic, 2015). The changes brought
about may be due to several factors – including interpersonal, intrapersonal and even the
decisions and actions that an individual does every day. Effects may lead to physical, mental,
and even emotional disturbances.
Normally, when an individual becomes involved in dangerous situations, the
amygdala, which is responsible for an individual’s emotions, survival, instincts, and memory,
sends a signal to the hypothalamus, a small region in the brain responsible for producing the
fight-or-flight response. It then leads to the activation of the sympathetic nervous system and
the adrenal-cortical system. The sympathetic nervous system is the system which utilizes
nerve reactions throughout the body to begin reactions. The adrenal-cortical system, on the
other hand, flows through the bloodstream to aid in the release of the stress hormones. Once
the hypothalamus sends a signal, the effects in the body start to blow up. These may include
feeling tense, becoming more alert and ready. After which, the sympathetic nervous system,
which is responsible for sending impulses to the smooth muscles and glands all throughout
the body, sends a command to the adrenal medulla, thus facilitating the release of the stress
hormones, specifically epinephrine (or the adrenaline) and the norepinephrine (or the
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noradrenaline) throughout the bloodstream. Once released, changes in the body are felt,
which may include an increase in an individual’s heart rate and blood pressure, becoming
more alert than before (Layton, 2005).
Moreover, the process continues, and the hypothalamus releases another hormone,
which is the corticotropin-releasing factor or CRF into the pituitary gland, leading to the
activation of the adrenal-cortical system, which composes the adrenal cortex, responsible for
the production of hormones such as cortisol, which regulates the metabolism of the body and
aids in responding to stressful situations, and the aldosterone, which regulates and controls
the blood pressure. Moving on to the process, the adrenocorticotropic hormone, on the other
hand, which flows through the bloodstream and goes to the adrenal cortex, leading to the
activation of different hormones, preparing the body for the possible threat and dangerous
situations (Layton, 2005).
Once the hormones related to stress are released altogether, notable changes in the
body include an increase in heart rate and blood pressure, dilatation of pupils, constriction of
veins, increase in blood-glucose levels, relaxation of smooth muscles leading to an increase
of oxygen into the blood, and trouble concentrating on doing other tasks since the brain is
only focused on the major event causing the threat.
These stress hormones work in several ways which leads to the changes in the body
under stressful situations. For instance, the release of epinephrine, or adrenaline, leads to
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an increase in heart rate and breathing rate and blood vessel contraction, so that blood flows
directly to the muscles, making the glucose easily used by the muscles. The Cortisol, on the
other hand, which is also known as the main stress hormone, also contributes to the body
under stressful situations. These include increasing the glucose into the bloodstream, thus,
making it more effectively utilized, alterations in the response of the immune system, and
restriction of some of the functions of the body which are not needed when dealing with
dangerous situations, so that the focus is only on the major threat (Klein, 2013).
The term “stress” was introduced by Hans Selye during his medical training at the
University of Montreal during the year 1920. He was known to be one of the pioneers
regarding the concept of stress in research, and also defended this concept by simply
providing arguments that stress had a huge impact to an individual’s health. From his
perspective, he observed and noticed that all patients, no matter what illness they were
suffering from, had something in common – these patients were also suffering from physical
stress. Moreover, Selye proposed that stress was a “non-specific strain” on the body due to
irregularities in the body functions of an individual. He added that the stress these individuals
were feeling resulted to the release of stress hormones. Thus, he named this as the “General
Adaptation Syndrome”, a three-stage theory he proposed wherein there are both short-term
and long-term reactions to stress (Center for Studies on Human Stress, 2017).
The General Adaptation Syndrome Theory proposed by Hans Selye has three
stages. These stages include Stage 1, which is the Alarm Reaction, Stage 2, or the
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Resistance, and Stage 3 or Exhaustion. In the first stage, this is where the “fight or flight”
response takes place. The “fight or flight” response is a response created by the body which
helps an individual survive in dangerous situations. In this stage, the energy of an individual,
which comes from the body systems, including the immune system, are lessened, thus,
leading to increased vulnerability to illness. In the second stage, it is where the body starts
to adapt to the changes brought about by stress - but however, it is not good for the body as
the vulnerability to illness are both increased. The last stage, which is Exhaustion, is the
stage after long-term exposure to a stressor happens. Thus, effects are more severe, leading
to a defect in the immune system, making it less effective, or not, at all. Thus, the whole state
of the body is now affected by stress, which may then lead to several problems - either
physical, mental, or emotional (Center for Studies on Human Stress, 2017).
As mentioned by Mills, H., Reiss, N., and Dombeck, M., stress can be both positive
or negative by nature, depending on how an individual perceives it. In fact, Eustress, or
positive stress can help an individual maintain a positive outlook in life. Moreover, in Eustress,
it usually motivates and focuses on good energy, is known to be short-term, it improves the
performance of an individual - thus increasing the coping abilities of an individual. However,
Distress, or negative stress, has an entirely different meaning. This stress is when an
individual, which experiences continuous challenges in relation to his/her daily actions, does
not feel relief and does not tend to relax anymore due to the environment he/she faces. As a
result, this individual feels more tired and stressed. This type of stress may cause anxiety,
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can either be short-term or long-term, decreases the performance of an individual, thus
leading to mental and physical problems.
Since more individuals are prone to experiencing distress or negative stress due to
failure to coping mechanisms, stress is also linked to diseases which are known to be the
leading causes of mortality. These include: heart diseases, cancer, lung diseases, road
accidents, liver cirrhosis, and suicide. Since stress affects the daily performance of an
individual, abuse of substances can also occur. This may lead to abuse in intake of alcohol,
drugs, and even tobacco - thus, also increasing an individual’s susceptibility to acquiring an
illness or disease (WebMD, 2017).
Stress affects every individual. However, the difference lies on how an individual has
the capacity or capability to handle stress depending on its severity. There are individuals
who can quickly recover from stressful events, however, there are also individuals who may
take a long time to quickly recover from the said events. Stress in daily life felt by millions of
individuals may be routine stress, which is the stress coming from daily activities, which may
include too much pressure from work, school and relative environments, stress brought about
by sudden, negative events which triggers the emotional capacity of an individual, such as
events due to death, losing a job, failed relationships or sudden illnesses, and stress brought
about by traumatic events, which takes a lot of years before fully recovering – affecting the
daily activities of an individual.

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There are known to be 3 types of stress: these are Acute stress, Episodic Acute
stress, and Chronic stress. Acute stress is known to be the common form of stress, which
happens to every individual. Usually, this type of stress is felt when an individual arises in
sudden situations which are new to the body, something deemed as “new and challenging”.
Episodic acute stress is felt by individuals who experience acute stress frequently, and
Chronic stress, which may last for years and long durations. Since chronic stress involves a
major increase in the stress levels of an individual and is long-term, negative effects may
lead to possibly having anxiety, cardiovascular disease, depression, hypertension and a
weakened immune system (Healthline, 2016).
Sources of Stress include emotional, physical and traumatic. Emotional source is
known to be the common source of stress, since it hugely deals with an individual’s everyday
decision making, along with his/her actions. Physical source may be brought about by the
body’s response to stress - which may be not getting too much sleep or getting too much
sleep, or spending too much hours on working that the body feels tired and weary. And
Traumatic source, which may lead to intense pain, coma, or death (Healthline, 2016).
Chronic, or daily stress, can have a huge effect to an individual’s body - which may
then lead to physical symptoms such as dizziness, body pains and aches, headaches,
indigestion or problems related to gastrointestinal tract, increase or loss of appetite, sleeping
problems, increase in heartbeat, tiredness and exhaustion, cold and sweaty palms, and
trembling and shaking of hands. Mental and emotional effects of stress may include problems
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with thinking, personality changes and even behavioral problems. Depression, bipolar and
anxiety disorders may also occur (Healthline, 2016).
Ways to cope up with stress had already been introduced, however increased
knowledge and information regarding the concept of stress management and coping
techniques must be taught to every individual. Healthy ways to deal with stress must be done
- and thus may include eating healthy and well-balanced meals, exercise, giving self a short
break especially when feeling stressed. Since individuals have different techniques to cope
up with stress, one must continually strive to maintain a positive mindset (Scott, 2018).
Rationale and Significance
After distributing the surveys to randomly selected senior high school students, most
of them, 51 out of 64 students (79.69%), responded that they were willing to participate in
the planning portion of the program by answering the survey. Moving forward from there, it
was confirmed that there were indeed problems in DLSMHSI since among the 64
respondents, only 3 students (4.69%) had responded that there was no existing problem in
the school with one respondent who reasoned this was due to proper sanitation. Slightly in
contrast to this, 63 out of 64 (98.44%) students confirmed that they have felt stressed in
school. Stress could have come from different sources; majority of the students felt it from
course work followed by personal concerns and then followed by time management while
peer relationship, although it was still one of the causes of stress among the students, was
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the least common cause of stress among the sample population. Strong social networks of
family, friends, neighbors and/or coworkers were said to have helped improve one’s ability to
cope with life’s stressors on their own. Moreover, students sought out help from their friends
or reached out to teachers or parents to help them through their stressful time. However, the
most common answer with 55 responses (85.94% ) for who students go to for support when
stressed is to their friends followed by parents with 53 responses (82.81%).
Furthermore, according to the data gathered, the most common number of hours
students usually slept was around 5-7 hours since 40 students (62.5%) answered this.
Despite this being said, 54 students (84.38%) still managed to experience staying up all night,
mostly because of course work according to 47 students (73.44%). However, it was shown
that when they stayed up all night or lack enough sleep, it was common for students to feel
more distracted and had a hard time concentrating as reported by 49 students (76.56%).
To add, students had stated that on a regular basis most of them ate three meals a
day, although 8 students (12.5%) said otherwise: 4 students (6.25%) ate only once and 4
other students (6.25%) ate more than three times a day; 52 students (81.25%) further stated
that they usually ate home cooked food. However, on stressful days, the number of students
that ate three times a day dropped from 29 to 19 students (45.31% to 29.69%) while those
who ate more than thrice a day increased significantly from 4 to 29 students (6.25% to
45.31%) and the most common food they consumed more on days like those were snacks
and junk food.

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On the problem of alcohol consumption, most respondents stated that they do not
drink; only 22 students (24.38%) had responded that they drink and 20 out of 22 students
(90.91%) of those who did, only drink 1-2 times a week. All 22 students (24.38%) who stated
they drink had also answered that they had started drinking due to their own choice and
curiosity and only drank during occasions. However, 19 students (86.36%) also said they
consumed alcohol for leisure and close to this, 17 students (77.27%) said it relieved stress,
furthermore, 16 students (72.73%) had said aside from their own curiosity they were
influenced by their peers. Some of the most common effects they had experienced when
consuming alcohol included dizziness, dehydration, and mood changes with 13 responses
(59.09%), 10 responses (45.46%), and 11 responses (50%) stated respectively. Among
those who had been drinking, majority of them never considered seeing a professional about
their alcohol consumption because they don’t drink too often, and only 1 student (4.55%) had
thought about doing so.
Lastly, all of the respondents said they took classes in the laboratory although most
of them, 28 students (43.75%) to be exact, only went there once a week. Among all of the
personal protective equipment required to be worn in the laboratory, the lab gown was usually
the only personal protective equipment students wore since 62 students (96.88%) checked
it on the list of PPE they regularly wore in the lab while on the other hand, gloves and face
masks were only usually worn by 35-36 students (54.69-56.25%) respectively. Furthermore,
within the time that they had taken classes in the laboratory, only 7 of the respondents
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(10.94%) had experienced or seen someone experience an accident which was treated by
first aid and emergency washing.
Based on the data gathered, the most common problem was stress. Due to the fact
that most students had agreed that stress was the most common problem in the school, this
was the main focus of the program. Stress is defined as a common aspect of many different
emotions like anxiety, frustration, anger, worry, fear, sadness and hopelessness. In other
words, the reaction of one’s body and mind to something that causes a change in the
balance. For Senior High School Students, it was common from school works such as
assignments, examinations, experiments, and many more.
The Stress FRe3 program aimed to raise awareness for stress and did so by
educating students and giving them methods to cope with their stress. The program was
organized in a way that captivated students’ attention, with activities before and after each
lecture not only to keep them entertained but also for activities that would help them deal with
stress to be kept in mind, whether it had been through coloring or through popping balloons.
Furthermore, the facilitators and organizers had also kept the program simple so that it was
not too hard to take note of the important topics of the event and so students would have
been able to easily relay the information they had learned and the discoveries they had made
about coping with stress to their guidance counselors, teachers, and even parents. This way,
many others aside from the senior high school students would have also benefited from the
program.
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This being said, the students of the Senior High School community were the direct
participants of the program, therefore they were the primary beneficiaries from the program;
Senior High School students were made more aware of the risks that they put themselves in
when they get too stressed. The students were given various activities aside from lectures
and advice on how to deal with stress to further spread awareness and tips to others.
Furthermore, the program gave guidance counselors an advantage because
students got an idea of what had and had not helped them in easing their stress; in turn,
guidance counselors got more of an idea on how to reciprocate to students’ stress as
individuals.
To add, teachers could also have gained from this as they saw the situations of their
students and found how to adjust when they know their limit for schoolwork when they are
notified by said students. Though the program gave advice on how to stay calm and manage
everything, it was also important to take note students their teachers could be notified if the
given tasks and schedules were too stressful, since professors may have simply been
unaware of the situation, so that any type of mental breakdown as a result mental distress
from the students is avoided.
Lastly, the program benefited the parents of the students; since their children were
made more aware of the mental health risks, they could have told their parents to let them
become more open-minded about possible mental health conditions of their children and
26

would have given them the help if their children needed any guidance in stressful situations
and they could then have been more ease with the situation.
27

Project Description
The Stress FRe3 program consisted of activities which helped the Senior High School
students handle the stress they were currently faced with, and ways to cope up with it. The
said program also contained guided activities which was done easily to alleviate the stress
felt by the students. The following were the activities conducted by the group:
a. Pre-Test
The pre-test or preliminary test was administered before the start of the program. The
test helped the facilitators to determine the students’ baseline knowledge about stress that
they were currently facing.
b. Find Your Pair
Find Your Pair was an icebreaker activity for the group. Through this activity, the
Senior High School students were able to establish friendship and camaraderie among one
another which made them feel safe, secure and confident throughout the whole activity. It
also helped the facilitators along with the students to further get to know one another, as the
aim of this activity was to establish trust and connection to one another. The students were
given a word with a corresponding pair. For 3 minutes, these students were to find the person
who had the corresponding pair. After they had found their pair, they were to race to the
stage together and a short introduction and sharing of unique information was done by the
28

students. The winners of the activity received prizes which were school supplies. The Find
Your Pair activity lasted for a total of 10 minutes.
c. #YouCAN
#YouCAN was a seminar workshop which focused on the definition of stress and
stress management. Through this seminar, the students were able to learn more about the
types of stress they were currently facing. The topics covered in the seminar had helped the
students reduce the stress they were feeling, improved their sleep, and were also able to
reduce the irritability, anxiety and depression. #YouCAN was administered by the two
speakers which came from the Stress Fre3 group. The first speaker tackled and discussed
the concept and nature of stress, which included the different types of stress and the sources
of it. With the topics discussed by the first speaker, the students were able to identify what
they were currently facing.
The second speaker introduced the concept of stress management and ways on how
the students can accomplish it. Moreover, certain coping mechanisms were also taught to
the students. The speaker was able to highlight the importance of being able to cope up with
stress. To add, the second speaker also briefly discussed the effects of stress to the mental
health of the students.

29

Each speaker was given 20-30 minutes to fully discuss their topics. Leaflets which
contained the summary of the topics were distributed at the end of the #YouCAN. A total of
1 hour was allotted for the activity.
d. Color It Out!
The activity, Color It Out!, was an example of art therapy. Art therapy involves the
use of creative techniques such as drawing, painting, collage, coloring, or sculpting. In Color
It Out, the senior high school students were tasked to fill the given pictures with colors, which
helped them express themselves artistically, and let them release the stress they were
experiencing. Throughout the activity, the students used the benefits of art in expressing their
creative side and drawing skills in reducing stress and making themselves feel better.
Creating art is beneficial and alleviates stress in many ways. The activity also served as a
form of distraction as they were able to take their mind off of what’s stressing them, at least
for a few minutes. Furthermore, the students were able to clear their heads when tackling
with their problems again. Through coloring, the students were able to be completely engage
in something to the point of having reached a near-meditative state which carried many
benefits of meditation and relaxation, thus the students felt much less stressed when finished.
The said activity was administered by the facilitators. The students were asked to find
their own personal space within the room, and were given a sheet of paper with an image
30

they colored. The students also received coloring materials such as colored pencils and
crayons. 15 minutes were given to finish the activity.
e. Pop Up!
Pop Up! was an activity which helped the students alleviate the stress they felt all
throughout. Moreover, it was the second activity for health promotion. The activity was an
example of a stress reduction exercise wherein it enabled the students to feel good and
release the negative feelings and stress they felt within.
In the activity, the students were given three pieces of paper and balloons after the
ice breaker activity. They were asked to write their negative thoughts on each piece and
paper to be placed inside the balloon afterwards and it was then collected by the facilitators.
The balloons were filled with air by the facilitators as the first three activities were on-
going. The activity started by dividing the students into three groups. The facilitators then
handed the balloons o the students. The students were given time to pop-up the balloons
using their hands, feet, pin, or simply by sitting on it. All of the stress felt were released with
this stress reduction exercise, thus, making a negative thought turned into a positive one.
This activity filled the mind of an individual with positive thoughts as they were able to release
all kinds of fears, manias, phobias, stress, etc. the said activity lasted for a total of 30 minutes.
31

f. Post-Test
After the program was fully implemented, the post-test quiz were given to the students
to distinguish and compare the difference between the scores of the students during the pre-
test. The test was done in order to measure the effectivity of the program as a whole and
contained the same set of questions as the pre-test. An increase in the scores of the post-
test answered by the Senior High School students has signified that knowledge and
understanding was imparted during the health program, an indication that it was successfully
implemented.
e. Program Evaluation
To further determine whether the implementation of the program had been a success,
evaluation forms from the Academic Quality Management were distributed to the participants.
The given evaluation forms covered a wider scope of the program as to different aspects
including the theme and flow, and the availability and quality of the speakers’ talk.
Furthermore, the sound system, lightings, and ventilation, along with the meals and services
offered were also evaluated to determine the appropriateness of the other aspects related to
the program implemented. Through this, the facilitators were informed of what improvements
to do next.
32

Project Flowchart
33

Figure 4. Flow of Activities
Figure 4 illustrates the successive processes of conducting the activities that were
accomplished by the facilitators during the program with the Senior High School Students.
The diagram shows the chronological order of the program.

34

Starting with the registration along with the pre-test quiz with a given time of ten
minutes, followed by opening of the program which is a short opening prayer lead by one of
our facilitators. A short introduction of the program and start of the activity 1: Find Your Pair
followed, then an ice breaker activity for the students to know each other and for them to be
able to establish connection and trust which lasted for ten minutes followed by announcing
of winners afterwards. Twenty minutes had been given for the activity 2: #YouCan which
discussed stress, the types of stress and sources of it, that allows the student to further
understand it. For the activity 3: Color it up, the facilitators allowed the students to express
their creative side and alleviate the stress they feel which was immediately followed by the
continuation of activity 2, also lead by one of our facilitators which tackles concept stress
management and certain coping mechanisms that lasted for twenty minutes. Conducting of
post-test was up next, which had an allotted time of ten minutes followed by activity 4: Pop
up! for twenty minutes, which enabled the students to release the negative thoughts and
stress. The closing remarks were then done which was immediately followed by a final group
photo opportunity. Distribution of food together with giveaways were the last agenda.
35

Goal and Objectives
a. Goal
The goal of the Stress FRe3 Program was to improve the general well-being of the
students of the Special Health Sciences High School by subjecting the students to activities
that alleviated the direct effects of stress.
b. Objectives
General Objective:
The program aimed to educate the Senior High School students on stress and ways
on how they can cope with it.
Specific Objectives:
At the end of the program, the following have been achieved:
▪ established ways and techniques on how the students can cope up with stress;
▪ progressively enabled the students to regain their composure without having adverse
effects to their studies;
▪ established a strong foothold for students to build up a new and fresh outlook with
reduced stress.
36

PROJECT MONITORING WORKSHEET
Monitoring Worksheet
No. of Activities No. of

Outputs Date Facilitated by:
Conducted Attendees
Establishing trust,
connection, friendship
and camaraderie
among students
Students learning
about the general
concepts of stress
Students learning
how to handle
stressful situations
Fueled the students’
creativity and induce
relaxation to them
Release of
negativities and
frustrations by the
students
Table 2. Monitoring Worksheet of the Stress FRe3 Program
Table 2 above shows the project monitoring worksheet. As shown in the table, there
were five outputs, which included (1) establishing trust, connection, friendship, and
camaraderie among students, (2) students learning about the general concepts of stress, (3)
students learning how to handle stressful situations, (4) fueling the students’ creativity and
induce relaxation to them, and (5) the release of negativities and frustrations of the students.
The five outputs served as a specific guide in meeting the goals and objectives of the Stress
FRe3 Program, which was exhibited through the different activities. Alongside with it was the
37

date, the number of activities conducted, the number of attendees, and the assigned
facilitators for every output, resulting to a fully established an organized program.

38

PROJECT TIMELINE
DATE
Week 2 Week
ACTIVITY Week 1 (April 29 - 3
Week 4 Week 5
(APRIL 23) (May 14) (May 28)
May 3) (May 7)
PREPARATORY PHASE
Brainstorming
Formulation of Letters,
Forms and Survey
Revision of Letters,
Forms and Survey
Courtesy Call to
Stakeholders
Data Collection
Tallying and Data
Analysis
PLANNING PHASE
Title Page
Introduction
Rationale/Background
Project Needs and
Cost
Project Proposal
Defense
PROJECT
IMPLEMENTATION
FINAL DEFENSE
Table 3. Timeline of Activities
Legend: Accomplished
Table 3 above shows the division of activities for the three phases which were
demonstrated all throughout the course of the project implementation. The three phases
39

shown below are the preparatory phase, planning phase, and the final planning output phase.
Moreover, the table shows the chronological sequence of events that were accomplished
throughout the succeeding dates mentioned, which lead to a favorable outcome as regards
to the health program which were implemented. All activities from the first week which
included the preparatory phase, up to the last week, which included the final defense, were
all done successfully according to the assigned date.

40

PROJECT IMPLEMENTATION
Outputs and Activities
No. of Activities No. of

Outputs Date Facilitated by:
Conducted Attendees
Nelson Layag
Cee Arvee De
Establishing trust,
Ocampo
connection,
May 14, Shane Esparas
friendship and 1 45 students
2019 Paula Martinez
camaraderie among
Kathlyn Bartolo
students
Angela Pineda
Sofia Canua
Students learning
May 14,
about the general 1 45 students
2019
concepts of stress Bianca Marquez
Students learning Angela Pineda
May 14,
how to handle 1 45 students
2019
stressful situations
Fueled the students’ Nelson Layag
creativity and May 14, Cee Arvee De
1 45 students
induce relaxation to 2019 Ocampo
them Veronica Cabubas
Shane Esparas
Release of
Kathlyn Bartolo
negativities and May 14,
1 45 students Marck Tañada
frustrations by the 2019
Paula Martinez
students
Danica Gogorza
Table 4. Accomplished Monitoring Worksheet
Table 4 shows the accomplished monitoring worksheet of the group. Expected
outputs were accomplished through the implementation of the activities prepared by the
facilitators. As part of our activity, #YouCAN!, the following outputs such as the students’
learning about the concepts of stress and how to handle it were achieved through the
41

discussion done by the speakers. The first speaker explained the overview the concept of
stress; differentiating its two forms, namely eustress and distress, explaining the natural
response, called Fight or Flight, which occurs when one is in a stressful situation, expounded
on the different types of stress which includes acute, chronic, and prolonged stress.
On the other hand, the second speaker focused on stress management and how to
cope with stress for her discussion; Stress Management is described as a wide spectrum of
techniques and psychotherapies aimed at controlling a person’s level of stress, especially
chronic stress, usually for the purpose of and for the motive of improving everyday
functioning.
42

PROJECT ACCOMPLISHMENTS
General Objective
The program aimed to educate the Senior High School students on stress and ways
on how they can cope up with it.
Activity: #YouCAN
In the activity #YouCAN, the academic community of the Senior High School was
educated through a seminar workshop wherein stress was identified as the main problem
that the students faced.

43

The first part of the seminar covered a brief discussion regarding stress. In addition,
the speaker also discussed how stress might affect the behavioral aspect of an individual.
A pre-test was given to the Senior High School students which served as a
preliminary quiz to identify their baseline knowledge before they fully engaged in a seminar
which tackled about stress.

44

The participants also took a post-test quiz after the completion of the seminar
workshop in order to determine and measure the value and effectiveness of the health
program.
PRE - TEST POST -TEST

AVERAGE SCORE 7.18 8.07
PERCENTAGE INCREASE 12.40%
Table 5. Summary of Scores in Pre-Test and Post-Test
As seen from Table 5, the scores taken from the pre-test resulted to an average score
of 7.18, indicating that the students had prior knowledge about the said topics about Stress,
but however, were not fully known. After the seminar, the post-test quiz was given, and the
average score resulted to 8.07, indicating that the students gained knowledge about the said
topic after the seminar. Thus, an increase of 12.40% with the students’ scores after they had
took the post-test quiz indicates that the students were listening and were able to learn
something from the said seminar workshop.

45

Specific Objective 1
Established ways and techniques on how the students can cope up with stress.
Activity: #YouCAN
In the second half of #YouCAN, various approaches in handling stressful conditions
were discussed, specifically in dealing with their academic works.
The second speaker imparted her own personal experience on the strategies that
she employed in the face of stress.

46

Progressively enabled the students to regain their composure without having adverse
effects to their studies.
Activity: Pop Up!
The activity, “Pop Up!” showed how the students regained their composure by
overcoming stress through popping of balloons.
The students popped the balloons in their own creative way, thus enjoying the
tranquility of the activity.

47

Established a strong foothold for students to build up a new and fresh outlook with
reduced stress.
Activity: Find Your Pair!
The activity showed how the students established a connection with one another as
they searched for their partners.
The trust of the students when they found their matches in the activity, “Find Your
Pair”, was the key in exhibiting a wonderful camaraderie among them.

48

LIMITATIONS
The program’s project implementation had its certain limitations which were
inevitable. These things were beyond the facilitators’ control. The following were the
limitations:
The sample size was limited. The project that was conducted is only limited to one
section of Grade 11 students due to the conflict in class schedule. The participants only
represented a small portion of their whole population. A bigger sample size would have lead
to a wider range and variability of result. Also, it could have provided more accurate and
precise outcomes. The sample size was too small to make a general conclusion about the
effectiveness of the program.
Insufficient time. The time given for the implementation was insufficient. The
schedule for each activity was adjusted so it was able to fit within the allotted time in order to
meet the objectives of the project. The initial estimated time range was longer than the actual
time range that was done for every activity. If there was enough time given, the group could
have created more programs related to their topic. They could have also tackled stress as
well as its management deeper and in more detail.
Lack of resources. Some of the requirements in the activities were not fulfilled due
to the lack of resources. Because of that, the group was not able to invite any professionals
49

that could give their insight about their project to the participants. In line with that, the group
utilized the resources that they have and had an alternatives.
Budget constraints. The group also had budget constraints. As a result, they were
not able to provide the things that they planned initially like the prizes for their games, tokens
for the participants and such. They looked for cheaper options and made sure that it could
also benefit the students.
The participants of the program were different from the respondents of the
survey. Lastly, the results of this program may vary since the participants of the program
was not the same as to the ones whom the survey was given to. The efficiency of the program
would solely be observed on the participants. Each person has their own coping mechanism
when it comes to stress, so results may vary from each participant.

50

RECOMMENDATIONS AND ENDORSEMENT
Although the health program came to a successful end, there were some things which
the program failed to include. Thus to further improve the quality of the Stress FRe3 program
as a whole, from the paper works up to the actual implementation, the following are the
recommendations for the future implementation of related health programs:
Increased number of respondents. There was a need to increase the number of
the respondents who participated in the program due to low response rate and possible bias
in response. If there had been an increase in the number of respondents, the program
conductors could have had much more reliable data, thus having a possibility of more
participants.
Time Extension. The time allotted in the program was too short to achieve the most
desirable effects. Longer duration of activities should be given so that participants will be able
to enjoy more and have a deeper knowledge about the concept of Stress. For instance, there
was a need to finish certain activities within a set amount of time. Due to this reason, some
participants didn't feel full satisfaction for they felt they were racing against the clock.
The respondents should also be the participant. It was highly recommended that
the respondents should also be the participants of the program so that upon collecting the
data, the health program conductors will know the appropriate activities specifically designed
for them.
51

Counselling from professionals. Aside from the talk given by the students, one on
one conversation with professionals such as counseling should also be done to improve the
stress felt by the students, so that they could have let them release all their worries. Receiving
advice from professionals can handle students’ stresses in a right way.

52

REFERENCES
Al-Amari, H. and Al-Khamees, N. (2015) The Perception of College Students about a Healthy
Lifestyle and its Effect on their Health Journal of Nutrition & Food Sciences. Retrieved
from https://www.omicsonline.org/open-access/the-perception-of-college-students-
about-a-healthy-lifestyle-and-its-effect-on-their-health-2155-9600-
1000437.php?aid=63506
Balsa, A., Giuliano, L., and French, M. (2012) The effects of alcohol use on academic
achievement in high school. Economics on Education review. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3026599/#__ffn_sectitle
Desamparadoa, C. Mendozab, S., Minguitoc, T., Monevad, J. (2019) Stress Levels Among
the Senior High School Students in Practical Research 2. International Journal of
Scientific and Research Publications, Volume 9, Issue 1
Exposure and health effects of chemicals (2019) Canada.ca. Retrieved from
https://www.canada.ca/en/health-canada/services/health-effects-chemical-
exposure.html#a2
Freshwater, S. (2018). 3 Types of Stress and Health Hazards. Retrieved from
https://spacioustherapy.com/3-types-stress-health-hazards/
History of stress. (n.d.). Retrieved from https://humanstress.ca/stress/what-is-stress/history-
of-stress/
53

Keeping Kids Safe from Chemical Exposures in School (2015) Centers for Disease Control
and Prevention. Retrieved from
https://blogs.cdc.gov/yourhealthyourenvironment/2015/12/10/keeping-kids-safe-
from-chemical-exposures-in-school/
Klein, S., & Klein, S. (2013, April 19). The 3 Major Stress Hormones, Explained. Retrieved
from https://www.huffpost.com/entry/adrenaline-cortisol-stress-
hormones_n_3112800
Layton, J. (2019, April 05). How Fear Works. Retrieved from
https://science.howstuffworks.com/life/inside-the-mind/emotions/fear2.htm
Paul Gorczynski, P. (2018) More academics and students have mental health problems than
ever before. The Conversation. Retrieved from https://theconversation-
com.cdn.ampproject.org/v/s/theconversation.com/amp/more-academics-and-
students-have-mental-health-problems-than-ever-before-90339
Persky, M. (2018) The Effects of Sleep Deprivation on High School Students. YS Journal.
Retrieved from https://ysjournal.com/the-effects-of-sleep-deprivation-on-high-
school-students/
Scott, E. (2018, November 01). Coping Strategies to Manage Stress Levels. Retrieved from
https://www.verywellmind.com/what-coping-strategies-are-effective-3144562
54

Stress is any change in the environment that requires your body to react and adjust in
response. The body reacts to these changes with physical. (n.d.). The Effects of
Stress on Your Body. Retrieved from https://www.webmd.com/balance/stress-
management/effects-of-stress-on-your-body
Types of Stress. (n.d.). Retrieved from https://www.healthline.com/health/whats-your-stress-
type
Types Of Stressors (Eustress Vs. Distress). (n.d.). Retrieved from
https://www.mentalhelp.net/articles/types-of-stressors-eustress-vs-distress/
What Is Stress? Symptoms, Signs & More. (n.d.). Retrieved from
https://my.clevelandclinic.org/health/articles/11874-stress
55

APPENDICES
Appendix A
Approval Letter to Conduct the Survey

56

Appendix B
Cover Letter
57

Appendix C
Consent Form
58

Appendix D
Survey (Page 1)
59

Appendix D
Survey (Page 2)
60

Appendix D
Survey (Page 3)
61

Appendix E
Approval Letter to Conduct the Health Program

62

Appendix F
Pre-Test Quiz
63

Appendix G
Post-Test Quiz
64

Appendix H
Summary of Answers in the Survey (Page 1)

65

Appendix H

66

Appendix H

67

Appendix H

68

Appendix H

69

Appendix H

70

Appendix H

71

Appendix I
Summary of Pre-Test and Post-Test Scores

72

Appendix J
Registration Form (Page 1)

73

Appendix J
Registration Form (Page 2)

74

Appendix K
Photo Documentation
Some of the selected group members of the Stress Fre3 program during the Courtesy Call
with the Director of the Senior High School, Ms. Vivian Ramirez
The Grade 11 participants answering the pre-test quiz before the health program started.
75

Appendix K
Photo Documentation
A facilitator distributing and sticking the pair of words on the back of each participant for the
ice-breaker activity entitled “Find Your Pair”.
Some of the participants with the words placed on their back, patiently waiting for the “GO”
signal from the hosts to find their pair.

76

Appendix K
Photo Documentation
A glimpse of happiness taken from one of the winners during the “Find Your Pair” ice-
breaker activity as they were being interviewed.
Ms. Angela Pineda, one of the speakers of the #YouCAN seminar workshop sharing some
of the general concepts about Stress.

77

Appendix K
Photo Documentation
Some of the participants creatively expressing their selves during the “Color It Out!” activity.
The creativity continues for each participant as they were able to express themselves
through art and the color of their choice.

78

Appendix K
Photo Documentation
One of the winners from the “Color It Out!” activity proudly showing off her creative and
artistic work.
The second speaker of the #YouCAN seminar workshop, Ms. Ayen Marquez, sharing her
thoughts and insights about ways on how to cope up with stress and deal with stress
management.
79

Appendix K
Photo Documentation
Some of the facilitators showing off their smiles as they prepare and get ready for the “Pop
Up!” activity, the last activity of the health program.
A candid photo of one of the participants laughing during the “Pop Up!” activity.
80

Appendix K
Photo Documentation
A pair of male participants popping off the balloon using a pin, with other participants
happily glancing.
The participants evaluating the health program through the distribution of post-test quiz.
81

Appendix K
Photo Documentation
The participants answering the post-test quiz.
The facilitators of the Stress Fre3 program with the participants and the faculty-in-charge
for the Community & Public Health subject, Prof. Arianne Rose Lim and Prof. Leonardo
Macam.
82

CURRICULUM VITAE
Name: Diana Angela Mae P. Aquino

Nickname: Ayin
Birthdate: May 05, 2000
Address: 268 A Pooc 1 Silang, Cavite
Mother’s Name: Zosima P. Aquino
Father’s Name: Florencio U. Aquino
Sisters’ Name: Flordeliza A. Capagcuan
Myra A. Tengco
Crystel Anne P. Aquino
EDUCATIONAL BACKGROUND
Tertiary Education: De La Salle Medical and Health Sciences Institute,
Dasmariñas, Cavite (2018-present)
Secondary Education: Infant Jesus Academy of Silang, Inc., Silang, Cavite (2012-
2018)
Grade School: Silang Central School, Silang, Cavite (2006-2012)
SPECIAL AWARDS/RECOGNITION
Academic Excellence Award
Grade 12 (S.Y. 2017-2018)
Recognition
President, Lente Club
Grade 10 (S.Y. 2015-2016)
83

Name: Kathlyn F. Bartolo

Nickname: Kath
Birth date: December 17, 1999
Birthplace: Parañaque City
Address: PCS 4 LOT 66, Prague Street, Metrogate Dasmariñas Estates, Cavite
Mother’s Name: Luzviminda F. Bartolo
Father’s name: Louie M. Bartolo
Brothers’ Name: Robert James Dwight F. Flora
Dasmariñas, Cavite (2016 – present)
Secondary Education: Philippine Christian University, Dasmariñas, Cavite
(2012-2016)
Grade School: Philippine Christian University, Dasmariñas, Cavite (2006-2012)
Academic Excellence Award
Grade 10 (S.Y. 2015-2016)
84

Name: Maria Veronica Louise C. Cabubas

Nickname: Nica
Birth date: May 18,1999
Birthplace: Las Piñas City
Address: Blk 6 Lot 24, Woodwinds Village, Molino 6, Bacoor City, Cavite
Mother’s Name: Carolin C. Cabubas
Father’s Name: Dinno Martin R. Cabubas
Brother’s Name: Rafael Levin C. Cabubas
Dasmariñas City, Cavite (2016 – present)
Secondary Education: Woodridge College, Bacoor City, Cavite (2012- 2016)
Grade School: Woodridge College, Bacoor City, Cavite (2006-2012)
University Honors, 1st Semester
A.Y. 2018-2019
With High Honors

A.Y 2016-2017; 2017-2018
Leadership Awardee
A.Y 2018-2019
85

Name: Ma. Sofia Lorraine L. Canua

Nickname: Pia
Birth date: May 28, 1999
Birthplace: Calamba, Laguna
Address: Blk. 5, Lot 2A-2E, Villa Estela Subdivision, Baclaran, Cabuyao, Laguna
Mother's Name: Candida L. Canua
Father's Name: Fernando A. Canua
Brother's Name: Peter Carl Dominic L. Canua
Secondary Education: Canossa Academy, Calamba, Laguna (2012-2018)
Grade School: Canossa Academy, Calamba, Laguna (2010-2012)
Our Lady of Assumption College, Cabuyao, Laguna (2006 – 2010)
86

Name: Cee Arvee D. De Ocampo

Nickname: Arvee
Birth date: June 2, 1999
Birthplace: Nasugbu, Batangas
Address: Lot 27, Block 400, Phase 4, Metrogate Silang Estates, Barangay Biluso,
Silang, Cavite
Mother’s Name: Janneth D. De Ocampo
Father’s Name: Vicente E. De Ocampo
Sister’s Name: Chrysler D. De Ocampo
Tertiary Education: De La Salle Medical and Health Sciences Institute, Dasmariñas,
Cavite (2018 – present)
Secondary Education: New Era University, Central Avenue, Quezon City (2009-
2012)
Grade School: New Era University, Central Avenue, Quezon City (2009-2012)
Holistic Academy Integral Learning, General Mariano Alvarez,
Cavite (2006-2008)
Dean’s Lister, 1st Semester
A.Y. 2018-2019
With High Honors

A.Y. 2017-2018
87

Name : Shane D. Esparas

Nickname : Shane
Birth date : April 22, 1999
Birthplace : Carmona, Cavite
Address : B4 L6, Denniella Executive Homes, Amuntay Rd., Brgy. Zone 3,
Dasmariñas City, Cavite
Mother’s Name : Mirasol D. Esparas
Father’s Name : Noel T. Esparas
Brother’s Name : Sailas D. Esparas
Secondary Education: Oxford Louise Academy of Dasmariñas Inc., Dasmariñas
City, Cavite (2012-2016)
Grade School: Nineveh Academy, General Trias, Cavite (2006-2012)
88

Name: Danica Angelique S. Gogorza

Nickname: Nica
Birthday: February 10, 1999
Birthplace: Parañaque
Address: Blk 5 Lot 3 Montecristo st. Cerritos 1 Subdivision Spv, Molino 3, Bacoor
City, Cavite
Mother's Name: Abigail S. Gogorza
Father's Name: Danilo P. Gogorza
Brother's Name: Angio Dominique S Gogorza
Joshua Andrei S. Gogorza
Tertiary School: De La Salle Medical and Health Sciences Institute - Dasmariñas
City, Cavite (2016 – present)
Secondary School: Marella Christianne Institute - Molino (2012-2016)
Grade School: Marella Christianne Institute - Molino (2010-2012)
Southern Side Montessori School - Muntinlupa City (2006-2010)
NCAE Topnotcher 2016
A.Y. 2015-2016
Outstanding Awardee
A.Y. 2014-2015
89

Name: Julian Alfonso B. Gonzalez

Nickname: Julian
Birth date: September 27, 1999
Birthplace: Muntinlupa, Manila
Address: B7 L2 St. Matthew Street, Phase 4, Sto. Niño Village, Tunasan, Muntinlupa
City
Mother’s Name: Theresa Salud B. Gonzalez
Father’s Name: John Allan S. Gonzalez
Brothers’ Name: John Allan II B. Gonzalez
Jason Andrew B. Gonzalez
Sisters’ Name: Janice Anne G. Sanchez
Julia Alexia G. Tayawa
Secondary Education: San Beda College Alabang, Muntinlupa City, Metro Manila
(2012-2018)
Grade School: Maria Ferrari School, Muntinlupa City, Metro Manila (2006-2012)
90

Name: Nelson Junell C. Layag

Nickname: Nej
Birth date: February 11, 2000
Birthplace: Cavite
Address: Block 20 Lot 2 Brighton Street, Chester Place, Dasmariñas, Cavite
Mother’s Name: Genaline Cinco Layag
Father’s Name: Junell Abarquez Layag
Sister’s Name: Ghenelle Elysse Layag
Tertiary Education: De La Salle Medical and Health Sciences Institute, Dasmariñas,
Cavite (2016 – present)
Secondary Education: Congressional National High School, Dasmariñas, Cavite
(2012-2016)
Grade School: St. Nicholas De Myra, Dasmariñas, Cavite (2006-2012)
91

Name: Bianca Arianna V. Marquez

Nickname: Ayen
Birth date: August 9, 2000
Birthplace: Masantol, Pampanga
Address: Blk 17 Lot 7-8 Bahay Pangarap Subd. Sampaloc IV, Dasmariñas City,
Cavite
Mother’s Name: Mary Ann V. Marquez
Father’s Name: Sammy B. Marquez
Secondary Education: Asian Trinity School, Dasmariñas City, Cavite (2006-2012)
Grade School: Asian Trinity School, Dasmariñas City, Cavite (2006-2012)
A.Y. 2018 - 2019
With Honors
A.Y. 2016-2017; 2017-2018
Recognition of Participation, Research Forum 2018

A.Y. 2017-2018
92

Name: Paula Alexandra H. Martinez

Nickname: Pau
Birth date: December 23,1999
Birthplace: Balayan, Batangas
Address: 133 Palikpikan St. Balayan, Batangas
Mother’s Name: Alona H. Martinez
Father’s Name: Romarico I. Martinez
Brother’s Name: Ralph Emmanuele H. Martinez
Lev Gabriel H. Martinez
Secondary Education: St. Paul College Balayan, Balayan, Batangas (2012- 2016)
Grade School: St. Paul College Balayan, Balayan, Batangas (2006-2012)
A.Y. 2018-2019
Dean’s Lister, 2nd Semester

A.Y 2017-2018
93

Name: Patricia Angela M. Ortaleza

Nickname: Trisha
Birth date: March 3, 2000
Birthplace: Dasmariñas City, Cavite
Address: Blk 17 Lot 14, Acacia Homes, DBB C, Dasmariñas City, Cavite
Mother’s Name: Ma. Gloria Patti M. Ortaleza
Father’s Name: Nelson O. Ortaleza
Brother’s Name: Sean Marvin M. Ortaleza
Secondary Education: De La Salle University Dasmariñas, Dasmariñas City, Cavite
(2012- 2016)
Grade School: Vel Maris School, Inc., Dasmariñas City, Cavite (2006-2012)
DLSMHSI Institutional Sports Fest Volleyball – 3rd Place
A.Y. 2018-2019
DLSMHSI Institutional Sports Fest Beach Volleyball – 3rd Place

A.Y 2018-2019
94

Name: Angela Dominique P. Pineda

Nickname: Angge
Birth date: April 28, 1999
Birthplace: Manila, NCR
Address: 27 Dominador Lim St., BF Inner Circle, PH, VI, Las Piñas
Mother’s Name: Emilie S. Pineda
Father’s Name: Giovanni M. Pineda
Sister’s Name: Gianna Christine P. Pineda
Brother’s Name: Miguel Lorenzo S. Paredes
Naethan Gabrielle S. Paredes
Secondary Education: San Beda College Alabang, Alabang (2012- 2018)
Grade School: Manresa School, Parañaque City (2006-2012)
95

Name: Marck Adriane C. Tañada

Nickname: Yanyan
Birth date: October 8, 2000
Birthplace: Manila Naval Hospital
Address: Blk 17 Lot 10 Zone 1, AFP Housing, Bulihan, Silang, Cavite
Mother’s Name: Yolanda C. Tañada
Father’s Name: Helvin S. Tañada
Sister’s Name: Janine Kae C. Tañada
Brother’s Name: Helvin S. Tañada Jr.
Secondary Education: Bulihan National High School (2014-2018)
Victorious Christian Montessori (2012-2014)
Grade School: Bulihan Elementary School (2005-2012)
LPU’s Post Valentine Choir Challenge - Champion
A.Y. 2018-2019
Philippine Arts and Culture Educators’ Society Inc. Regional Finals - Champion
A.Y 2018-2019
96

Name: Olivia Marie E. Ventura

Nickname: Via
Birth date: August 5, 2000
Birthplace: Biñan, Laguna
Address: Blk 2, Lot 11, Amaretti St., Dolce Vita, Biñan, Laguna
Mother’s Name: Mildred E. Ventura
Father’s Name: Oliver B. Ventura
Sister’s Name: Micah E. Ventura
Michaela E. Ventura
Secondary Education: Canossa School, Biñan, Laguna (2012-2018)
Grade School: La Consolacion College, Biñan, Laguna (2006-2012)
Academic Awardee, 2nd Semester
A.Y. 2016-2017

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1

De La Salle Health Sciences Institute

Background and Nature of the Community

to medical and health-allied professionals. It was officially established as a Lasallian school

Main, Dasmariñas, Cavite.

Currently, the said institution offers a medicine program, eight undergraduate

Public Understanding of Science in Health. It focuses on Academic-STEM Track blended

with Health-related course. The theoretical foundations and fundamentals of Science in

knowledge on becoming a future health-care professional.

De La Salle Health Sciences Institute

Summary of Data Relevant to Health

(18% ) were of legal age.

De La Salle Health Sciences Institute

parents and friends as they experience heightened levels of stress.

De La Salle Health Sciences Institute

PROBLEM IDENTIFICATION AND PRIORITIZATION

Analysis of the Problems

students experiences based on our study:

Stress. Stresses may cause an individual to become emotional, feeling frustrated

target and achieve further success.

was too packed. Participation in a particularly academically demanding curriculum is

De La Salle Health Sciences Institute

cannot meet their expectations (Desamparadoa, C. et al., 2019).

components at risk. Sleep deprivation leads to poor academic performance. Sleep

addressed (Gorczynski, P., 2018).

De La Salle Health Sciences Institute

Unhealthy Lifestyle. Students are characterized by having inadequate eating habits,

basic health determines what a person can do.

weight gain (Al-Amari, H. and Al-Khamees, N., 2015).

Alcohol Consumption. Overconsumption of alcohol could affect a student’s quality

of learning and academic performance regardless of its impact on school completion.

executive functioning, memory, spatial operations, and attention.

De La Salle Health Sciences Institute

French, M., 2012).

Exposure to Harmful Chemicals or Injuries. Experiments are often conducted by

and health effects of chemicals, 2019).

An important component to ensure children’s safety in school settings is to

De La Salle Health Sciences Institute

Number of Positive Respondents

as a basis for identifying the main problem or issue of the community.

De La Salle Health Sciences Institute

focal point of their program.

Priority Health Problem

Figure 1. Problem Tree

De La Salle Health Sciences Institute

which then lead to stress.

personal concerns as a root cause of stress.

De La Salle Health Sciences Institute

term effects when stress is not avoided.

De La Salle Health Sciences Institute

Figure 2. Objective Tree

De La Salle Health Sciences Institute

released for the Pop Up! activity.

were met, leading to a successful health program.

Figure 3. Alternative Tree

De La Salle Health Sciences Institute

said health program.