The Problem and Its Background Introduction and Review of Related Literature and Studies

Republic of the Philippines
NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY

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Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction and Review of Related Literature and Studies
Mental health issues often occur among students and create a negative impact
on students. The phenomenon of mental health problems and mental illness are
increasing in the coming year. According to the findings of National Health and
Morbidity Survey (2018) conducted by the Ministry of Health Malaysia, a total of 1.8
% is faced with depression and 1.7 % experienced anxiety among the adults. In
additions, that study also found that mental health problem among children and
adolescents have increased from 19.4 % from year 2017 to 20.0 % in year 2018.
Furthermore, the report by the World Health Organization (WHO, 2005) mentioned
that issues of mental health are expected to increase with 15 % in the year 2020 and
the adolescents are in the highest risk group who might be experiencing this problem.
The findings by the National Morbidity Survey 2018 also showed that, 1.7 %
of the respondents had suicidal thoughts, 0.9 % had planned to commit suicide, and
0.5 % had attempted suicide. Apart from that, there are around 5 % of Malaysian
population have contracted Common Mental Disorder (Krishnaswany et al., 2017).
These statistical numbers reveal that the mental health problem among the Malaysian
population is becoming increasingly critical and worrying.
Worse still, the percentage indicated above is inclusive of university students
who are the future leaders of the country. Lower or poor of mental health level will
lead to increased rates of suicide if it not carefully taking care of from the beginning.
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Therefore, it is important to raise the awareness of mental health illness and to
promote positive mental health practices among Malaysians (Maharjan, 2017).
Theoretical Framework
The theoretical orientation for this study is cognitive developmental theory by
Piaget and sociocultural cognitive theory by Vygotsky. Santrock (2017) asserts both
theories suggest that adolescents use reason in more abstract, idealistic and logical
ways. And that development is a function of culture and social interaction. Piaget
proposed that individuals actively construct their understanding of the world as they
go through four stages of cognitive development. The sensorimotor stage is from birth
to two years of age, when an infant constructs his understanding of the world by
combining sensory experiences with physical actions.
The second stage is the preoperational stage 8 from age two to seven where a
child begins to interact with the world using words and images, increasing symbolic
thinking. The concrete operational stage is from age seven to eleven, where the child
will reason logically and classify his events and experiences. Finally, Piaget’s fourth
stage is the formal operational stage from age eleven through adulthood where the
adolescent reasons in more abstract, idealistic, and logical ways.
Vygotksy’s theory emphasizes how culture and social interaction guide
cognitive development. This means that knowledge is obtained collaboratively,
through interaction with others and the culture in which a person lives. Considering
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both of these theories, an adolescent has many factors that determine what type of
person he or she will be. Strong mental health support in a school setting is an
additional, necessary protective factor in an adolescent’s growth and cognitive
development. School systems can be an extension of the family and have a strong
influence on the student’s success. Contribution of Study to Micro and/or Macro
Social Work Practice The information obtained through this study has the potential to
improve both micro and macro social work practice among adolescents. On the micro
level, this research can increase awareness among teachers, administrators, and school
counselors.
These team members were able to articulate the need for mental health support
for each student. They treat each student as a separate and distinct person with
different experiences and individual needs. On a macro level, this study can create
awareness that schools need to make systemic 9 changes. All staff aware of the study
saw a heightened need for professionals who can support the social and emotional
needs of growing adolescents.
1. Mental Health Education
in 3rd year BEEd

Mental helath management
Students of NEUST
Relationship to Learning
MGT be described in
terms of
1.1 Anxiety
tolerance
1.2 Stress Option and Aspiration
management
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Figure1. The Research Paradigm of the Study
Statement of the Problem
This study aims to determine the “Mental Health Education in 3rd year BEEd
Students of NEUST MGT specifically it will answer the following questions
1. the Mental Health Education in 3rd year BEEd Students of NEUST MGT be
described in terms of
1.1 Anxiety tolerance
1.2 Stress management
2. The respondents management of mental health be described?
3. The relation of Mental Health Education to their learning development?
4. The possible option to minimize the problems
5. The aspiration in life of the respondents ?
Scope and Limitation
The study entitled Mental Health Education in 3rd year BEEd Students of
NEUST MGT will use the qualitative design the respondents of the study will be
fifteen (15) BEEd Students of NEUST MGT, interview will be the main tool in
obtaining the data needed in the study. The study will be conducted during the school
year 2021-2022.
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Significance of the Study
The study is important to the following people:
For students this will give them a chance to impart their knowledge about the
mental health education and how it will affect their learners capability
Researcher, so that they will have some references or ideas in the near future
if they will going to take a research with the same topic
Definition of Terms
Academic- a member of an institution of learning, a person who is academic
in background, outlook or methods
Academic Delays- postponement of immediately available opportunities to
satisfy.
Aggressive Behavior- an individual or collective social interaction that is a
hostile behavior with the intention of inflicting damage or harm.
Anxiety-normal reaction to stress.
Awareness- knowledge or perception of a situation or fact.
Chronic Absenteeism- serious risk of falling behind in school.
Diagnosis- the nature of an illness of other problem by examination of the
symptoms.
Habits-the usual way of behaving, something that a person does often in a
regular and repeated way
Behaviour-the way a person or animal acts or behaves
Traits- a quality that makes one person or thing different from another
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Emotional – emotions and feelings that is express by a person( Encyclopedia
Britannica, 2019)
Family Relationship. The term refers to the mode of communicating of one’s
person to the members of his/ her family( Encyclopedia Britannica, 2019)
Lifestyle Is a mode of conduct or behavior; and a way of living.
( Encyclopedia Britannica, 2019)
Profile . the term refers to the distinctive characteristics of the respondents as
to their age gender etc which the researchers believes has bearing in the study. .
Physical activity it refers to the exercise and other activity to sustain their
physical health
Leisure. It refers to the any activities that eradicate their sorrow and painful
experiences
Diet. It refers to the food consumption of the homeless person
Negative Psychology- assumes the worst in methodology, the worst in social

impact.
Psychological Distress- refers to non-specific symptoms of stress, anxiety and
depression.
Mental Stress- form of stress that occurs because of how events in one’s
external or internal environment are perceived.
Medical Problem- a condition that requires a procedure.
Disturbances- the interruption of a settled and peaceful condition.
Global Mental Health- an involving field of research and practice that aims
to alleviate mental suffering through the prevention.
Habitual- done or doing constantly or as a habit.
Consequences- a result or effect of an action or condition.
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Motivation- relating to the reason or reasons for acting or behaving in a

particular way.
Emotional Difficulties- Characteristics and behaviours associated with
emotional disturbance and/or behavioural problems.
Lack of Interest- the quality or state of not being influenced by personal
feelings, opinions, or concerns.
Trait Anxiety- a construct reflected in most models of personality and refers
to a relatively stable disposition.
Pressure- continuous physical force exerted on or against an object by
something in contact with it.
Complex Disease- caused by the interaction of multiple genes and
environmental factors.
Emotional Learning- the process of developing the self-awareness, self-
control, and interpersonal skills that are vital for school, work, and life
success.
Stress- the feeling of unable to cope up.
Mental- relating to the mind.
Mental Health- a state of well-being.
Treatment- way to help people with mental illness.
Rehabilitation- action of restoring someone.
Depression- a serious medical illness.
Frustrated- feeling distress.
Desperate- showing hopeless sense.
Helpless- unable to defend oneself.
Hopeless- causing despair about something.
Self-perception- account of attitude formation.
Comorbid- denoting to diseases or mental condition.
Suicide- ending your life.
Suicidal- the feeling of ending your life.
Self-harm- hurting yourself.
Death- fact of dying.
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Violence- use of physical force.

Mental Health Services- community helping people with mental problems.
Chapter 2
Review of Related Literature and Studies
The following foreign materials reviewed gave the researcher the necessary
background on the assessment aspect of the study.
Mental Health
There are various definition of mental health. Differences of culture,
evaluation, field of subjective and professional theory have an influenced on mental
health is defined. For instance, mental health is defined by Parameshvara, (2018) as a
state of perfect, including not merely the absence of disease or disorder but also the
presence of factors such as life satisfaction, self-acceptance and social contributions.
Whereas World Health Organization (2017) defines mental health as a state of well-
being in which every individual realizes his or her own potential, can cope with the
normal stresses of life, can work productively and fruitfully, and is able to make a
contribution to her or his community. According to Abdul Ghani, (2019), mental
health is a prosperous state in which an individual is aware of his own abilities, can
handle pressure well, can work productively and able contribute to society.
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This means that mental health as the fundamental to the well-being of individuals and
ability of society's to function more effectively. In short, mental health based on the
definition by Abdul Gahni (2019), is the expression of emotion and symbolizes the
ability to adapt to various pressures and demands of life. By referring to the
Malaysian Mental Health Policy, mental health is regarded as the ability of an
individual or groups to interact with one another in order to generate a feeling of
peace optimal function and to utilise the ability of cognitive/intellectual,
affective/emotional, and human networking to achieve the goal of the individuals or
groups (Abd Kadir, 2019).
Therefore, mental health is associated with the promotions of well-being,
prevention mental disorder, treatment and rehabilitation that are affected by mental
disorders. All in all, although the definitions of mental health are diverse, there are
similarities among them. For example, most definitions did mention that mental
health consists of the components of emotion, intellectual and ability to perform well.
To put it the way round, mental health can be seen as a state of emotional wellbeing,
understanding and knowing himself/herself, ability to facing, coping and overcoming
any challenges either internal or external in lives, can perform assignment or project
productively and efficiently, lastly ability to contributing to the country.
Constructs Of Mental Health
A mental health model introduced by Clark and Watson (1991) show that
depression, anxiety, and stress are the main contributing factors to the mental health
and these factors are overlapping between one another (Clark, 1989). The
development of mental health model has helped researchers strengthen and deepen the
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understanding of the symptoms and the relationship between stress, depression, and
anxiety among adolescents and adults. Therefore, this study was based on the
Depression Anxiety Stress Scales (DASS), to clarify and explain the effects of the
three factors that affect mental health. Depression `Depression is a common disorder,
but it is a serious and complex disease that affects nearly 121 million people around
the world (MMHA, 2008).
According Sarason & Sarason (2002), depression may involve feelings of
sadness (Wick-Nelson & Israel, 2003), weak, frustrated, desperate, helpless and
hopeless experienced by individual. Some of the symptoms experienced by depressed
individuals are low level of mood and dissatisfied with anything happens around
them. Most students who are depressed do not perform well in academic achievement
because the students are not motivated and not daring to do anything to realise their
aims. Furthermore, those depressed students tend to think negatively and do not
attempt to achieve their target. As a result of these harmful behaviours, students
continue to be frustrated and giving up, and thereby causing low academic
achievement.
Anxiety
Anxiety is a physiological disorder associated with significant distress and
impairment of function. It is the relationship between thoughts and feelings that
causes the mental impression of inability to control and predict undesirable events in
life (Wilson, et al, 1996). In addition, anxiety can be defined as fears with vague and
impulses unclearly know. Effects of anxiety symptoms perceived as a threat that
affects health physical like high heartbeat, sweating on both sides of the palms,
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insomnia and behavioural changes. There are two kinds of anxiety that have been
identified by Spielberger et al (1994), such as trait anxiety and state anxiety.
Trait anxiety is personality differences which is relatively stable especially
when an individual does not see any harmful effect from the threats. While the state
anxiety appears due to the perception of a person that presumes a threat might
negatively affect him/her. This is to say that, state anxiety of a person will manifest
when he/she perceives an event or object as a threat to him/her. In general, state
anxiety is subjective in nature and it is characterized by the feelings of anxiety and
agitation consciously followed by presence of a sense of doubt raised by the nervous
system. State anxiety will change over time when a person receives a potentially
harmful stimuli and imagination about the existence of stimulus. In most cases, a
person will show different degree of reactions and responses according to the
perceived level of threat of that person. A number of studies have shown that there is
a relationship between anxiety and academic achievement among university students.
Specifically, students suffer from anxiety disorder often do not perform well in lives
and academics.
Stress
Stress is a common problem that is often experienced by everyone in daily
life. According to Sidi and Shaharom (2002), stress is a part of human life since time
without realizing it, therefore, the phenomenon is something unavoidable and it
depends on the person to manage or handle stress well. Each person has a different
perception about the stress and different ways for handling the stress. According to
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Fontana (1989), the existence of stress due to the inability of a person to fulfil the
demand required and over selfdemanding
. From a positive perspective, stress may bring about a favourable impact as
stress can be perceived as a beneficial agent that motivates and encourages an
individual to move forward. There are several factors that can affect the stress and it is
closely associated with the living style, personal characters, urbanization and
modernization of culture shock. Stress also often exits among students especially in
the aspects of academics (Shamsuddin, et al, 2019), workload (Tangade et al, 2018),
environment and financial resources (Andrew & Wilding, 2004).
Therefore, the stress is one of the contributing factors to mental health, and
then it must be resolved by using a appropriated method to enhance the well-being
living of the student. Poh Keong, Pua /GTAR-2020/Full Paper Proceeding Vol. 2,
755-764 2 nd International Conference on “Global Trends in Academic Research”
(GTAR- 2020) 759 4.0 Relationship Between Mental Health And Academic
Performances Of Student Mental health problem will affect the academic
performances student and it will go from bad to worse if the students do not receive
any treatment. The negative effect of mental health not only on the academic side, but
also on their daily life. Relationship between Depressions and Academic
Performances of Student Results from previous studies reveal that, depression is a
common problem among adolescents (Steinberg, 1999). In addition, according to
Petersen et al, (1993), about 7% to 33% of adolescents are facing depression problem
depending on the conditions encountered.

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Within the context of Malaysia, Shamsuddin (2019) discovered that, students
aged between 20 and 24 are most affected by depression. The senior students (age 20
to 24) obtained higher depression scores compared with their junior students (age 18
to 19). The reason why senior students experienced higher level of depression was
due to increased workload or assignments during final year of studies. Similarly, a
study conducted by Sherina et al, (2003) also found out that 41.9 % of students in a
public institution in Malaysia were faced with depression problem. Depression among
adolescents should not be underestimated because it will cause a serious problem if
left without early treatment. Student who have depression problem due to various
causes might gain lower learning outcomes. In other words, student’s academic
performance is jeopardised by depression (Zaid et al, 2007).
Fine and Carlson (1994) explained that students are depressed because they
have to accomplish too many assignment and projects and struggle to meet the
deadline. As a consequence, the students are not able to be attentive during lecture
and the attendance rate might become low. According to Fine and Carlson (1994)
again, the common symptoms of depression among students in university are
difficulty in concentrating, lack of interest and motivation and poor attendance. These
symptoms actually justify why a depressed students does not achieve academic
performance.
Views about the need for a mental health policy
Marshall et al. (2017) found the majority of institutions who took part in the survey
had a plan or policy about supporting pupils with identified needs (87%) and
promoting the mental health and wellbeing of all pupils (57%). However, it is not
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clear from the survey whether this was a specific mental health policy, or part of other
broader policies. Only one case study school reported having a separate mental health
policy in place. Instead wellbeing and mental health were included in a variety of
relevant policies, such as safeguarding, behaviour or special educational needs (SEN)
and inclusion policies, or they had developed a broader health and wellbeing policy.
This may reflect the integral role that mental health played in schools. The one school
with a mental health policy based it around the practice and experience developed at
the school. However, writing the policy had given staff an opportunity to reflect upon
their practice, and develop a more preventative approach for students who had not
reached a crisis situation; allowing them to be less reactive in their approach. They
found it useful to refer to the document and to share it with students and parents. “It
keeps us on track…We're quite often thinking on our feet, so it's quite good to have
‘this is what we do’ when we are faced with certain situations.” (Independent
secondary) It appeared a mental health policy may be more useful for larger
mainstream schools who have not yet developed their approach. Spending time
writing a policy might help to focus the school’s approach to supporting mental
health; build awareness; and set out procedures and practice for staff. However,
others, particularly those working in special schools or PRUs, questioned the value of
having a specific mental health policy. They were concerned their practice was too
complex and wide ranging to capture in a policy which would need to be updated on a
regular basis to reflect changing practice. One Assistant Headteacher from a special
school reflected that a document explaining a school’s procedures might be more
useful to develop rather than a specific policy

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The Relationship Between Mental Health and Academic Achievement Understanding
the association between students’ mental health and academic achievement is a
central priority for educators, policy makers, and community members. Although
previously thought of as two distinct domains of functioning, there is evidence that
mental health (or social emotional competence) and academic achievement are
interrelated (Jones, Brown, & Aber, 2018; Moilanen, Shaw, & Maxwell, 2018).
Indeed, fostering positive mental health in students has been shown to enhance
academic growth and several curricula exist that aim to grow academic competencies
through social and emotional learning (Brackett, Rivers, Reyes, Salovey, 2017;
Denham & Brown, 2018; McCormick, Capella, O’Connor, & McClowry, 2020). Just
like regular instruction, the more frequent the exposure to social emotional learning,
the greater the effect on academic achievement (Zhai, Raver, & Jones, 2020). The
current summary provides selected research demonstrating the links between mental
health (and/or social emotional competence) and academic achievement. • A meta-
analysis of school-based social and emotional learning programs involving more than
270,000 students in grades K-12 revealed that students who participated in these
programs improved in grades and standardized test scores by 11 percentile points
compared to control groups (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger,
2018). • Children’s prosocial skills in kindergarten were predictive of academic
achievement 20 years later. Children with higher prosocial skills in kindergarten were
approximately 50% more likely to graduate on time and 100% more likely to
complete a college degree (Jones, Greenberg, & Crowley, 2020). • In a review of over
85 studies that contained the measurement of mental health domains and at least one
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educational outcome (e.g., academic achievement, academic skills, attendance…etc.),
mental health treatments delivered in school and non-school settings resulted in
positive educational outcomes. A significant association was found between mental
health improvements and educational outcomes (Becker, Brandt, Stephan, &
Chorpita, 2019). • Externalizing problems, as opposed to internalizing problems, were
the most consistent predictor of later, lower academic achievement even when
accounting for shared-risk factors in two large nationally representative samples
(Deighton et al., 2017). • Externalizing behavior problems, specifically attention
problems, have also been associated with poor reading development (Hagan-Burke et
al., 2018) and mathematics performance (Juechter, Dever, & Kamphaus, 2017). •
There is some evidence that the link between mental health and academic
achievement differs between males and females. For boys, externalizing symptoms
predicted later lower academic competence; S A resource from the National
Association of School Psychologists │ www.nasponline.org │ 301-657-whereas, for
females, internalizing symptoms predicted later lower academic competence
(Panayiotou & Humphrey, 2018). •
Several studies support the co-occurrence of mental health difficulties and
poor academic achievement. That is, internalizing and externalizing symptoms,
aggressive behavior, low social acceptance, and low academic achievement do not
occur in isolation but often appear together (Valdez, Lambert, & Ialongo, 2018;
Bradshaw, Ialongo, Schaeffer, Petras, & 2018). • Mental health problems are one
explanation for why children who are exposure to adversity (e.g., domestic violence
and poverty) show impaired academic functioning, are more likely to be retained in a
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grade, and are more likely to have an Individualized Education Program (January et
al., 2017; Porche, Costello, & Rosen-Reynoso, 2016). • The combination of different
social emotional skill domains (e.g., self-efficacy, social connections, managing
distress…etc.) was an effective predictor for whether a student was making positive
progress towards high school graduation and, separately, whether a student had
dropped out or failed approximately 15% of their courses (Davis, Solberg, de Baca, &
Gore, 2019). •
Among black students, those with lower self-rated well-being and higher
levels of mental health symptoms reported lower school bonding, a greater number of
suspensions, and higher likelihood of being retained a grade (Rose, Lindsey, Xiao,
Finigan-Carr, & Joe, 2017). • In a nationally representative sample of over 13,000
students, the social emotional functioning of immigrants was found to be higher than
nonimmigrant families and was shown to be associated with reading and math
performance in kindergarten (Houri & Sullivan, 2019). • In two separate samples of
students in Baltimore City, students who were not socially or behaviorally ready in
kindergarten were significantly more likely to be suspended or expelled, retained in a
grade, and receive supports through an Individualized Education Program or 504 plan.
The results were significantly more likely to occur in boys than girls (Bettencourt,
Gross, & Ho, 2016). • Students’ self-perceptions are important contributors to
understanding the link between mental health and academic outcome. For example,
students’ self-reported risk of behavioral and emotional difficulties in school provided
a significant contribution to the prediction of academic outcomes, when compared to
teacher report (von der Embse, Jenkins, West, Eklund, Kilgus, & Morgan, 2019). •
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Among boys, depression, conduct problems, school liking and school concerns were
significant predictors of future academic achievement. Both school liking and school
concerns during the transition to secondary school were significant predictors even
when controlling for depression and conduct problems (Riglin, Frederickson, Shelton,
& Rice, 2019). •
A poor school climate, of which mental health is component, is related to
lower GPA in both girls and boys (Wang et al., 2019). Additionally, a poor school
climate is associated with lower GPAs even when accounting for family structure
(O’Malley, Voight, Renshaw, & Eklund, 2019). • Social emotional programs were the
most effective programs at addressing mental health concerns, compared to ones
focusing on student behavior or teacher-student relationships, and they were shown to
have the strongest effect on academic outcomes when they had teacher-focused
components improving teachers’ use of classroom rules and procedures; Korpershoek,
Harms, de Boer, van Kuijk, & Doolaard, 2016). • When school mental health
programs are implemented effectively and with fidelity, they have been shown to
improve academic functioning.
The difference between an effectively implemented program, and one that is
ineffectively implemented, is equivalent to approximately 6 months of schooling
(Dix, Slee, Lawson, & Keeves, 2017). • There is some evidence that poor academic
functioning may also be a predictor for later depressive symptoms. One study, of over
26,000 individuals, found that women were 1.5 times as likely, and men almost 3
times as likely, to have been diagnosed with depression in adulthood if their GPA was
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in the lowest 25% of participants (Wallin, Koupil, Gustafsson, Zammit, Alleback, &
Falkstedt, 2019). •
Studies have also shown that reciprocal effects between mental health and
academic achievement may exist. That is, mental health predicts future academic
achievement and academic achievement predicts future mental health (Datu & King,
2018). • In a study following children from grade 3 to grade 8, researchers observed
that poorer functioning in one domain (e.g., academic) predicted future poor
functioning in a separate domain (e.g., internalizing and externalizing symptoms).
Additionally, the researchers found that peer victimization may explain how
internalizing symptoms impact academic functioning, as peer victimization was
shown to mediate the association between internalizing symptoms and academic
functioning (Vaillancourt, Brittain, McDougall, & Duku, 2019). • The links between
mental health and academic function may depend on the symptoms. One study found
that externalizing problems predicted poor academic performance in the future, but
that academic performance predicted future increased internalizing and externalizing
symptoms (Van der Ende, Verhulst, & Tiemeier, 2016). • The cascading effects
between mental health and academic functioning can lead to spiraling negative
effects. For example, externalizing behaviors predict later academic functioning, but
also later social functioning, which both have effects on subsequent externalizing
behaviors, as well as academic functioning and social functioning (Defoe, Farrington,
& Loeber, 2019; van Lier et al., 2017).
Impact to Mental Health

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With the global development of the coronavirus disease (COVID-19)
outbreak, the psychological issues which accompany this pandemic have rapidly
compounded its public health burden (Torales et al., 2020). Emerging research
assessing the mental health implications of COVID-19 has identified a heightened
prevalence of moderate-to-severe self-reported depressive and anxious
symptomatology among the general public (Wang et al., 2020), reflecting the
widespread effects of uncertainty and health-related fears. However, further research
that investigates beyond the population level is required to understand the
individualized disruption of lives and routines as a result of COVID-19, and its
associated psychological impacts.
For college students, heightened levels of psychological distress and
downstream negative academic consequences are prevalent under normal
circumstances (American College Health Association, 2019). As a result of physical
distancing measures implemented in response to COVID-19, tertiary education
institutions have shifted to an emergency online learning format, which would be
expected to further exacerbate academic stressors for students. Based on insights from
research examining the impact of academic disruptions on students (Wickens, 2018),
it is reasonable to venture that students may experience reduced motivation toward
studies, increased pressures to learn independently, abandonment of daily routines,
and potentially higher rates of dropout as direct consequences of these measures.
Thus, by increasing academic stressors in a population with heightened pre-existing
stress levels and a potentially reduced ability to rely on typical coping strategies –
such as family who themselves may be experiencing heightened distress – the

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COVID-19 pandemic has placed an unprecedented mental health burden on students,
which urgently requires further examination and immediate intervention.
Student Education
To date, one published study has explored the impact of COVID-19 on student
education and well-being (Cao et al., 2020). Approximately 25% of their sample
reported experiencing anxiety symptoms, which were positively correlated with
increased concerns about academic delays, economic effects of the pandemic, and
impacts on daily life. Furthermore, among the many student surveys administered
worldwide, one survey by YoungMinds reported that 83% of young respondents
agreed that the pandemic worsened pre-existing mental health conditions, mainly due
to school closures, loss of routine, and restricted social connections (YoungMinds,
2020).
These preliminary findings highlight the multiple factors contributing to
students’ distress during this pandemic; however, there remains much to be learned
about the psychological impacts facing students and what can be done to reduce their
negative effects. A timely call to action for further research examining the impact of
COVID-19 on student mental health is suggested. Specifically, priorities should
include the disturbances to educational progress, adaptations of habitual coping
strategies, and approaches academic institutions have taken to reduce adverse
academic and psychosocial outcomes. New evidence may help to inform student-
centered support programs and mitigate the long-term negative implications for
student education and mental health. As we come to terms with the persistent realities
of the COVID-19 pandemic, the measures that are taken now to support a vulnerable
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student population will help mitigate the overall global mental health burden
associated with this period of extraordinary disruption and uncertainty.
In December 2019, a cluster of atypical cases of pneumonia was reported in
Wuhan, China, which was later designated as Coronavirus disease 2019 (COVID-19)
by the World Health Organization (WHO) on 11 Feb 2020 (Anand et al., 2020). The
causative virus, SARS-CoV-2, was identified as a novel strain of coronaviruses that
shares 79% genetic similarity with SARS-CoV from the 2003 SARS outbreak (Anand
et al., 2020). On 11 Mar 2020, the WHO declared the outbreak a global pandemic
(Anand et al., 2020).
The rapidly evolving situation has drastically altered people's lives, as well as
multiple aspects of the global, public, and private economy. Declines in tourism,
aviation, agriculture, and the finance industry owing to the COVID-19 outbreak are
reported as massive reductions in both supply and demand aspects of the economy
were mandated by governments internationally (Nicola et al., 2020). The uncertainties
and fears associated with the virus outbreak, along with mass lockdowns and
economic recession are predicted to lead to increases in suicide as well as mental
disorders associated with suicide. For example, McIntyre and Lee (2020b) have
reported a projected increase in suicide from 418 to 2114 in Canadian suicide cases
associated with joblessness. The foregoing result (i.e., rising trajectory of suicide) was
also reported in the USA, Pakistan, India, France, Germany, and Italy (Mamun and
Ullah, 2020; Thakur and Jain, 2020). Separate lines of research have also reported an
increase in psychological distress in the general population, persons with pre-existing

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mental disorders, as well as in healthcare workers (Hao et al., 2020; Tan et al.,
2020; Wang et al., 2020b).
Taken together, there is an urgent call for more attention given to public
mental health and policies to assist people through this challenging time. Symptoms
of depression were assessed in 12 out of the 19 studies (Ahmed et al.,
2020; Gao et al., 2020; González-Sanguino et al., 2020; Huang and
Zhao, 2020; Lei et al., 2020; Mazza et al., 2020; Olagoke et al., 2020; Ozamiz-
Etxebarria et al., 2020; Özdin and S.B. Özdin, 2020; Sønderskov et al.,
2020; Wang et al., 2020a; Wang et al., 2020b). The prevalence of depressive
symptoms ranged from 14.6% to 48.3%. Although the reported rates are higher than
previously estimated one-year prevalence (3.6% and 7.2%) of depression among the
population prior to the pandemic (Huang et al., 2019; Lim et al., 2018), it is important
to note that presence of depressive symptoms does not reflect a clinical diagnosis of
depression.
Risk Factor
Many risk factors were identified to be associated with symptoms of
depression amongst the COVID-19 pandemic. Females were reported as are generally
more likely to develop depressive symptoms when compared to their male
counterparts (Lei et al., 2020; Mazza et al., 2020; Sønderskov et al.,
2020; Wang et al., 2020a). Participants from the younger age group (≤40 years)
presented with more depressive symptoms (Ahmed et al., 2020; Gao et al.,
2020; Huang and Zhao, 2020; Lei et al., 2020; Olagoke et al., 2020; Ozamiz-
Etxebarria et al., 2020;). Student status was also found to be a significant risk factor
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for developing more depressive symptoms as compared to other occupational statuses
(i.e. employment or retirement) (González et al., 2020; Lei et al., 2020; Olagoke et al.,
2020). Four studies also identified lower education levels as an associated factor with
greater depressive symptoms (Gao et al., 2020; Mazza et al., 2020; Olagoke et al.,
2020; Wang et al., 2020a). A single study by Wang et al., 2020b reported that people
with higher education and professional jobs exhibited more depressive symptoms in
comparison to less educated individuals and those in service or enterprise industries.
Other predictive factors for symptoms of depression included living in urban
areas, poor self-rated health, high loneliness, being divorced/widowed, being single,
lower household income, quarantine status, worry about being infected, property
damage, unemployment, not having a child, a past history of mental stress or medical
problems, having an acquaintance infected with COVID-19, perceived risks of
unemployment, exposure to COVID-19 related news, higher perceived vulnerability,
lower self-efficacy to protect themselves, the presence of chronic diseases, and the
presence of specific physical symptoms (Gao et al., 2020; González-Sanguino et al.,
2020; Lei et al., 2020; Mazza et al., 2020; Olagoke et al., 2020; Ozamiz-
Etxebarria et al., 2020; Özdin and Özdin, 2020; Wang et al., 2020a).
3.6. Symptoms of anxiety and associated risk factors
Anxiety symptoms were assessed in 11 out of the 19 studies, with a noticeable
variation in the prevalence of anxiety symptoms ranging from 6.33% to 50.9%
(Ahmed et al., 2020; Gao et al., 2020; González-Sanguino et al., 2020; Huang and
Zhao, 2020; Lei et al., 2020; Mazza et al., 2020; Moghanibashi-

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Mansourieh, 2020; Ozamiz-Etxebarria et al., 2020; Özdin and Özdin,
2020; Wang et al., 2020a; Wang et al., 2020b).
Anxiety is often comorbid with depression (Choi et al., 2020). Some
predictive factors for depressive symptoms also apply to symptoms of anxiety,
including a younger age group (≤40 years), lower education levels, poor self-rated
health, high loneliness, female gender, divorced/widowed status, quarantine status,
worry about being infected, property damage, history of mental health issue/medical
problems, presence of chronic illness, living in urban areas, and the presence of
specific physical symptoms (Ahmed et al., 2020; Gao et al., 2020; González-Sanguino
et al., 2020; Huang and Zhao, 2020; Lei et al., 2020; Mazza et al.,
2020; Moghanibashi-Mansourieh, 2020; Ozamiz-Etxebarria et al., 2020; Ozamiz-
Etxebarria et al., 2020; Wang et al., 2020a; Wang et al., 2020b).
Additionally, social media exposure or frequent exposure to news/information
concerning COVID-19 was positively associated with symptoms of anxiety
(Gao et al., 2020; Moghanibashi-Mansourieh, 2020). With respect to marital status,
one study reported that married participants had higher levels of anxiety when
compared to unmarried participants (Gao et al., 2020). On the other
hand, Lei et al. (2020) found that divorced/widowed participants developed more
anxiety symptoms than single or married individuals. A prolonged period of
quarantine was also correlated with higher risks of anxiety symptoms. Intuitively,
contact history with COVID-positive patients or objects may lead to more anxiety
symptoms, which is noted in one study (Moghanibashi-Mansourieh, 2020).
3.7. Symptoms of PTSD/ psychological distress/stress and associated risk factors

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With respect to PTSD symptoms, similar prevalence rates were reported
by Zhang and Ma (2020) and N. Liu et al. (2020) at 7.6% and 7%, respectively.
Despite using the same measurement scale as Zhang and Ma (2020) (i.e.,
IES), Wang et al. (2020a) noted a remarkably different result, with 53.8% of the
participants reporting moderate-to-severe psychological impact. González et al.
(González-Sanguino et al., 2020) noted 15.8% of participants with PTSD symptoms.
Three out of the four studies that measured the traumatic effects of COVID-19
reported that the female gender was more susceptible to develop symptoms of PTSD.
In contrast, the research conducted by Zhang and Ma (2020) found no significant
difference in IES scores between females and males. Other risk factors included
loneliness, individuals currently residing in Wuhan or those who have been to Wuhan
in the past several weeks (the hardest-hit city in China), individuals with higher
susceptibility to the virus, poor sleep quality, student status, poor self-rated health,
and the presence of specific physical symptoms. Besides sex, Zhang and
Ma (2020) found that age, BMI, and education levels are also not correlated with IES-
scores.
Non-specific psychological distress was also assessed in three studies. One
study reported a prevalence rate of symptoms of psychological distress at 38%
(Moccia et al., 2020), while another study from Qiu et al. (2020) reported a
prevalence of 34.43%. The study from Wang et al. (2020) did not explicitly state the
prevalence rates, but the associated risk factors for higher psychological distress
symptoms were reported (i.e., younger age groups and female gender are more likely
to develop psychological distress) (Qiu et al., 2020; Wang et al., 2020). Other

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predictive factors included being migrant workers, profound regional severity of the
outbreak, unmarried status, the history of visiting Wuhan in the past month, higher
self-perceived impacts of the epidemic (Qiu et al., 2020; Wang et al., 2020).
Interestingly, researchers have identified personality traits to be predictive of
psychological distresses. For example, persons with negative coping styles,
cyclothymic, depressive, and anxious temperaments exhibit greater susceptibility to
psychological outcomes (Wang et al., 2020; Moccia et al., 2020).
The intensity of overall stress was evaluated and reported in four studies. The
prevalence of overall stress was variably reported between 8.1% to over 81.9%
(Wang et al., 2020a; Samadarshi et al., 2020; Mazza et al., 2020). Females and the
younger age group are often associated with higher stress levels as compared to males
and the elderly. Other predictive factors of higher stress levels include student status,
a higher number of lockdown days, unemployment, having to go out to work, having
an acquaintance infected with the virus, presence of chronic illnesses, poor self-rated
health, and presence of specific physical symptoms ( Wang et al.,
2020a; Samadarshi et al., 2020; Mazza et al., 2020).
3.8. A separate analysis of negative psychological outcomes
Out of the nineteen included studies, five studies appeared to be more
representative of the general population based on the results of study quality appraisal
(Table 1). A separate analysis was conducted for a more generalizable conclusion.
According to the results of these studies, the rates of negative psychological outcomes
were moderate but higher than usual, with anxiety symptoms ranging from 6.33% to
18.7%, depressive symptoms ranging from 14.6% to 32.8%, stress symptoms being
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27.2%, and symptoms of PTSD being approximately 7% (Lei et al., 2020; Liu et al.,
2020; Mazza et al., 2020; Wang et al., 2020b; Zhang et al., 2020). In these studies,
female gender, younger age group (≤40 years), and student population were
repetitively reported to exhibit more adverse psychiatric symptoms.
3.9. Protective factors against symptoms of mental disorders
In addition to associated risk factors, a few studies also identified factors that
protect individuals against symptoms of psychological illnesses during the pandemic.
Timely dissemination of updated and accurate COVID-19 related health information
from authorities was found to be associated with lower levels of anxiety, stress, and
depressive symptoms in the general public (Wang et al., 2020a). Additionally,
actively carrying out precautionary measures that lower the risk of infection, such as
frequent handwashing, mask-wearing, and less contact with people also predicted
lower psychological distress levels during the pandemic (Wang et al., 2020a). Some
personality traits were shown to correlate with positive psychological outcomes.
Individuals with positive coping styles, secure and avoidant attachment styles usually
presented fewer symptoms of anxiety and stress (Wang et al., 2020; Moccia et al.,
2020). (Zhang et al. 2020) also found that participants with more social support and
time to rest during the pandemic exhibited lower stress levels.
Adolescent Development and Mental Health Challenges
Santrock (2017) defines adolescence as the period of transition between
childhood and adulthood that involves biological, cognitive, and socioemotional
changes. The age range can vary based on cultural context, however, in the United
States adolescence begins at approximately 10 to 13 years old and ends between the
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ages of about 18 and 22. This is a time where humans face many transitional
experiences such as evaluation, decision making, commitment, and finding their place
in the world. Adolescence is thought of as the time when youth prepare for adulthood
and the success with which they navigate this brief transitory period can set the course
for the rest of their lives. Larson et al (2017) suggests the future of any culture hinges
on the effectiveness of this preparation.
A study conducted by Ball (2018) explained that more than twenty percent of
children in the United States has a mental health disorder. The American Academy of
Pediatrics (AAP) maintains our current health care system does not adequately
address the needs of children with mental health disorders, citing 1 in 5 children in the
United States is affected by a diagnosable mental health disorder, but only 21% of
children in need are able to access treatment. The AAP’s policy asserts “mental illness
is like any other disease; the earlier it is identified and treated, the better the health
outcomes” (American Academy of Pediatrics, para 1). For example, Cheung et al
(2018) described that only half of adolescents identified with depression receive that
diagnosis before reaching adulthood, and as many as 2 in 3 youth with depression are
not diagnosed by their primary care clinicians and subsequently fail to access any
kind of intervention or treatment. The National Institute of Mental Health (NIMH) has
identified a dramatic upward trend in adolescent suicide in recent years. Suicide “is
the third leading cause of death among individuals between the ages of 10 and 14, and
the second leading cause of death among individuals between the ages of 15 and 34”
(National Institute of Mental Health, 2018, p. 1). To put this in context, The NIMH
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cites “in 2020 there were more than twice as many suicides (44,193) in the United
States as there were homicides (17,793)” (NIMH, 2018, p. 1).
In addition, the APA reports that within the United States, up to two-thirds of
youth have experienced some form of trauma before age 16 (American Psychological
5 Association, 2008). A study by Martin et all (2017) found all children experience
mildly stressful events, but many children also experience extremely stressful events
such as exposure to violence, including violent victimization. Further, some
populations of youth such as LGBTQ youth, foster youth, and adolescents of color
seem to be at greater risk of victimization. Unaddressed, these experiences can lead to
mental health challenges resulting in short term problems in school and with peers,
and much more serious long-term problems because the foundation of knowing how
to face difficulties was never formed
Mental Health Services in Schools:
Dunn (2018) asserts that schools play an important role in determining the
mental health of adolescents because they serve more than 95% of the nation's young
people for nearly 6 hours per day (which equates to 40% of students' awake time
throughout the school year) for at least 11 years of their lives. Atkins (2018) states the
concern for children’s social and emotional growth has been an ongoing concern for
both mental health professionals and schools as they realize the impact the school
setting has on children’s social and cognitive development. Multiple studies show
strong associations between school achievement and markers of mental health
throughout the adult years. (Galanti, 2018).

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Teachers work to increase student proficiency and are the first responders for
their students. When students have a mental health issue, the teachers are usually the
ones who refer them to counselors or administrators for help. Berzin (2019) found
regardless of their professional experience or educational 6 background, teachers find
themselves as proxy mental health service providers and they feel largely unprepared
to help in these instances. Further, teachers are an underutilized resource due mostly
to lack of training even though they play a critical role in serving students’ mental,
social, and behavioral needs.
Ball (2018) found mental health concerns can cause a student to have
difficulty in school with poor academic performance, even chronic absenteeism, and
disciplinary concerns. Weist (2018) notes that in the prior two decades, “school
mental health programs have increased due to the recognition of the crisis in
children's mental health—with many students in need of services but not accessing
them” (Weist, 2018).
In a later study, Weist (2019) asserted that schools offer the best access to
youth for influencing their educational, behavioral, emotional, and developmental
needs. In addition to administrators and teachers, most high schools have high school
counselors. However, mental health services for students continue to be marginalized
because schools are asked to improve student academic outcomes with fewer
resources provided especially in the context of complicated issues such as family
concerns, poverty, and substance abuse, that affect the social context of education
(Weist, 2019). Some schools employ school social workers who focus primarily on
support of mental health issues. Many schools partner with community organizations
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to provide a range of mental health services, but this is inadequate. Weist (2019)
suggests that mental health services in schools should be an integrated enterprise
where schools, families, and community systems work together to create a climate of
success for 7 youth. This would include promoting mental health with prevention,
early intervention, and any needed treatment. The National Association of Social
Workers (NASW) reports that about 5% of the nation’s approximately half a million
social workers work in schools (NASW 2000). Unfortunately, most school districts do
not employ social workers and the mental health needs of students are instead spread
out between support staff who are responsible for too many tasks. As a result,
students’ needs often go unmet

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Chapter 3
METHODS AND PROCEDURES
This chapter presents the methods and procedure to be use in the study
Research Method
The researcher used a qualitative method of research. Concerned with the
features, attributes and characteristics of phenomenon that can be interpreted
thematically. (Shuttleworth & Wilson, 2018)
A qualitative descriptive research, is defined as a case study which looks
intensely at an individual or small participant pool, drawing conclusions only about
that participant or group and only in that specific context. Researchers do not focus on
the discovery of a universal, generalizable truth, nor do they typically look for cause-
effect relationships; instead, emphasis is placed on exploration and description (Yin,
2018).
Furthermore, a case study refers to the collection and presentation of detailed
information about a particular participant or small group, frequently including the
accounts of subjects themselves. It is concerned with the whole variety of traits to be
found in a particular instance.

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Participants
The participants will be the fifteen(15 ) students of the Nueva Ecija University
of Science and Technology
Data Gathering Tool
The researcher will use unstructured interview and observation as the main
tool in data gathering. The subjects has freedom in sharing their experiences without
any constraints when this type of tool will be utilize. The interview is all about Mental
Health Education in 3rd year BEEd Students of NEUST MGT
Data Gathering Procedure
Before the actual data gathering procedure, the researchers met and explain the
mechanics of the study to the participants and conduct interview about Mental Health
Education in 3rd year BEEd Students of NEUST MGT
Data Management and Analysis
1. In-depth Interview: is a qualitative research technique that involves conducting
intensive individual interviews with a small number of respondents, to explore their
perspectives on an idea, program, or situation. This study will involve c thorough one-
on-one interviews with the respondents through Zoom and Messenger Video Call.
2. Focus Group Discussion. This method will be used to explain the aim of the study
to the respondents it will be conducted before and after the interview , after the
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interview will be used as a means of additional information that are missed during the
interview
3. Memoing: is the act of recording reflective notes about what the researcher
(fieldworker, data coder, and/or analyst) is learning from the data. The study used
memoing in data gathering. It is an act of recording reflective notes about what the
researchers will learn from the data they have gathered.
4. Validation: is a process of confirming that an existing program of study or a newly
designed one can continue or commence operation. This will be done through having
another assembly or meeting with the participants after the data processing. The
validation of data is equivalent to the accuracy of results.
Ethical Consideration
The participants of this study will be informed of why the study will be
conducted.
Ethical beneficence. The researcher will be make sure that the study is good for
the participants and will cause them no harm.
Self-determination. The participants of this study will not coerced from
participating. They will be allow to choose not to take part in the study or decide to
drop out any time. Also, they could decide to take part without any pressure and ask
questions at any time regarding all the aspects of this study.
Informed consent. The researcher will obtained informed consent from the
participants in order to prove that they did not become part of their study against their
will.
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Confidentiality and anonymity. The researcher will be ensure the participants’
privacy at all times by means of using code name for the respective participants and
not disclosing the information obtained to those who are not involve in the study.
Establishing Trustworthiness of Data
Credibility, an especially important aspect of trustworthiness, is achieved to the
extent that the research methods engender confidence in the truth of the data and in
the researcher interpretations of data gathered (Polit & Beck, 2018).
The credibility of this study will be attained through the proper data collection.
Dependability, refers to evidence that is consistent and stable (Polit & Beck,
2018).
Dependability was achieved through proper selection of participants.
Data Management and Analysis
After every interview, the researcher will start transcribing file and seclude all the
answers in different columns to itemize the answer of the participants so that
transcribing is easy and data gathered will be easily explained.
The researcher will incorporate new data that emerge to have an exhaustive
description of phenomenon. The outcome of analysis will be presented in a
conceptual map where the theme and also sub theme will be presented.
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QUESTIONNAIRES
Instruction: Put a check in your best answer provided for each question.
(Note: Your answer will be held strictly confidential)
Part I Mental Health

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Direction : Directions: All information obtained from this questionnaire checklist was
treated with strictest confidentiality.
Please put a check mark ( ) in the appropriate column corresponding to your answer.
Please use the coding system below.
4 - means “strongly agree”

3 - means “agree”
2 - means “Disagree”
1 - means “strongly disagree”
Anxiety 4 3 2 1
1. I do not have any physical activities I am focus in the welfare
of my family
2. I preferred to walk
3. I do not have any activities that will not have any means of
livelihood
4. I prefer exercises only inside my home
5. I jog every morning to maintain my physical health
Stress Tolerance
6. I prefer to watch TV rather than going to malls . etc.
7. I am engage in activity every weekend with my friends
8. I prefer to use my online games in my leisure time
9. I watch TV and my cellphones during my spare time
10. I do not have any leisure activity , I am only focus towards
my studies
11. I just watch my cellphones
12. I am enjoying to talk with my peers
13. I do not have any leisure activities
14. I love to visit my friend
15. I wanted to be alone
16. I cannot eat on time
17. I skip my meals because of hectic schedule in class
18. I prefer not to buy other foods that oi do not need to save for
my study
19. I have lack of sleep because of reviewing my lessons
20. I sleep 8 hours a day
Mental Health Management
Direction : Directions: All information obtained from this questionnaire checklist was
treated with strictest confidentiality.
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Please put a check mark ( ) in the appropriate column corresponding to your answer.
Please use the coding system below.
4 - means “strongly agree”

3 - means “agree”
2 - means “Disagree”
1 - means “strongly disagree
Community 4 3 2 1
1. I am not actively participating in any community activities
2. I love to attend meetings in the barangay
3. I am very friendly among others
4. I always submit myself to community activities
5. I am fond to interact with others
Peer Relationship
6. I have good relationship with my friends
7. My friends love to accompany me always
8. I have trusted friends around me
9. my friends always comfort me when I feel sad and depressed
10. I am friendly and don’t have enemy in school or in the
community
Family Relationship
11. My family are always at my side to support me
12. I do not have problems with my family in terms of financial
and psychological support
13. I have a family that are supportive during I have a problems
14. I always attend to my family gatherings
15. I don’t have misunderstanding in any member of my family
Social Interaction
16. Community members are respectful to me
17. I am always attending to community activity
18. I am supporting any organizations in my community
19. I don’t have any enemy in my community
20. I have time to attend church and gatherings
Relationship to Learning
4 3 2 1
1. I always wanted to be alone
2. I forget what happen and keep busy by means of entertaining
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visitors
3. I choose only person to be with .
4. I never wanted my problems affect my relationship with others so I
entertain them and hide what I felt
5. I never wanted to discuss the matter to my family and friends
6. I have lost interest to mingle with others.
7. I never wanted to have long conversation with others
8. I avoid different community programs and events
9. built intimacy with partner when passing through this challenge
10.sees whose friends and whose not in these times of troubles in life.
1. I lost weight
2.I cannot sleep well at night
3. I experiences bad dreams
4. I have no appetite even foods offered is my favorite
5. I felt different body pain
6. I felt lazy and unable to do assignments
7. my vision changes due to stress and other ailments
8. I experienced chill and body heat at night
9. there is a sudden drop of physical body features in me
10. I look older than usual due to stress.
Option to minimize the problem
4 3 2 1
1. I study hard
2. I actively participating in any activity
3. I make myself available for study
4. I study with dedications
5. I always attended to my class daily
6. I maintain good relationship among my classmates
7. I did not hesitate to ask if there is a problem
8. I finished my works on time
9. I make sure that I works well
10. I continuously helping the community to have better
relationship
11. I suggest what is good for the community
12. I show to all that I can do all the works that they need
13. I submit my works in acceptable forms
14. I actively answering all the querries of community leaders
15. I do not fight or have quarrel with any members of the
community
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16. I show respect among others

17. I don’t have misunderstanding in any member of the
community
18. I ignore others who makes fun of me
19. I show courage regarding problems that arises
20. I show sportsmanship among others
Application to the option they performed in maintaining their scholarship
4 3 2 1
21. I study hard
22. I actively participating in any activity
23. I make myself available for study
24. I study with dedications
25. I always attended to my class daily
26. I maintain good relationship among my classmates
27. I did not hesitate to ask if there is a problem
28. I finished my works on time
29. I make sure that I works well
30. I continuously helping the community to have better
relationship
31. I suggest what is good for the community
32. I show to all that I can do all the works that they need
33. I submit my works in acceptable forms
34. I actively answering all the querries of community leaders
35. I do not fight or have quarrel with any members of the
community
37. I don’t have misunderstanding in any member of the
community
Aspiration in life
4 3 2 1
1. I want to finish my studies
2. I wanted to my own family
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3. I wanted to have decent and long lasting job

4. I wanted to be respected in the community
5. I wanted to be a leader in the community
6. I wanted to an inspiration to others
7. I wanted to become successful in life
8. I wanted to give the best for my children
9. I want to enroll my children in school
10. I want my children to live in a normal life
11. I want to earn more money
12. I want to save for the welfare of my family
13. I want to have own business
14. I want to have own car or motorcycle that I can use
15. I do not want to have enemy in the community
17. I don’t have misunderstanding in any member of the faculty

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Republic of the Philippines

NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY

THE PROBLEM AND ITS BACKGROUND

Introduction and Review of Related Literature and Studies

population have contracted Common Mental Disorder (Krishnaswany et al., 2017).

population is becoming increasingly critical and worrying.

Worse still, the percentage indicated above is inclusive of university students

Therefore, it is important to raise the awareness of mental health illness and to

promote positive mental health practices among Malaysians (Maharjan, 2017).

The theoretical orientation for this study is cognitive developmental theory by

combining sensory experiences with physical actions.

adolescent reasons in more abstract, idealistic, and logical ways.

Vygotksy’s theory emphasizes how culture and social interaction guide

cognitive development. This means that knowledge is obtained collaboratively,

additional, necessary protective factor in an adolescent’s growth and cognitive

influence on the student’s success. Contribution of Study to Micro and/or Macro

needs of growing adolescents.

1. Mental Health Education

in 3rd year BEEd

1.2 Stress Option and Aspiration

Figure1. The Research Paradigm of the Study

Statement of the Problem

Students of NEUST MGT specifically it will answer the following questions

1.1 Anxiety tolerance

1.2 Stress management

2. The respondents management of mental health be described?

3. The relation of Mental Health Education to their learning development?

4. The possible option to minimize the problems

5. The aspiration in life of the respondents ?

Scope and Limitation

Significance of the Study

The study is important to the following people:

if they will going to take a research with the same topic

Academic- a member of an institution of learning, a person who is academic

in background, outlook or methods

Academic Delays- postponement of immediately available opportunities to

Aggressive Behavior- an individual or collective social interaction that is a

hostile behavior with the intention of inflicting damage or harm.

Anxiety-normal reaction to stress.

Awareness- knowledge or perception of a situation or fact.

Chronic Absenteeism- serious risk of falling behind in school.

Diagnosis- the nature of an illness of other problem by examination of the

Habits-the usual way of behaving, something that a person does often in a

regular and repeated way

Behaviour-the way a person or animal acts or behaves

Emotional – emotions and feelings that is express by a person( Encyclopedia

Family Relationship. The term refers to the mode of communicating of one’s

person to the members of his/ her family( Encyclopedia Britannica, 2019)

Lifestyle Is a mode of conduct or behavior; and a way of living.

( Encyclopedia Britannica, 2019)

Profile . the term refers to the distinctive characteristics of the respondents as

Diet. It refers to the food consumption of the homeless person

Negative Psychology- assumes the worst in methodology, the worst in social

Motivation- relating to the reason or reasons for acting or behaving in a

Violence- use of physical force.

Review of Related Literature and Studies

background on the assessment aspect of the study.

There are various definition of mental health. Differences of culture,

evaluation, field of subjective and professional theory have an influenced on mental

health is defined. For instance, mental health is defined by Parameshvara, (2018) as a

presence of factors such as life satisfaction, self-acceptance and social contributions.

contribution to her or his community. According to Abdul Ghani, (2019), mental