The Psychological and Mental Health Awareness

of Grade 12 - Student of Balete High School

CHAPTER 1
THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

STATEMENT OF THE PROBLEM

The research focus is exploring the possible impact when all members of the academic team in a
high school understand mental health concerns experienced by adolescents:

The research questions are:

1) Do mental health services in a high school setting help facilitate students’ academic achievement?
2) Does a focus on mental health issues improve overall health and well- being in high school students?
While looking at the development of the whole child, an adolescent’s time in school is not merely
academic. They are developing socially, physically, and emotionally. Most school districts require 180
days of instruction, which is about half a calendar year. On any given school day, an adolescent will be
processing a myriad of personal experiences, such as communication problems with family or friends,
identity exploration, and hormonal changes. If students feel that school is a safe place to process their
emotions, perhaps the learning will come easier. Conversely, students who have no means to feel heard
often develop problematic or attention seeking behaviors. A student’s grades or academic performance is
only one measure of success; however, a correlation can often be found between a student’s poor
academic performance and his/her need for emotional and mental health support. As this topic is
explored, a theory will be developed regarding the need for and the benefit of mental health services in
high schools.

SCOPE AND LIMITATIONS OF THE STUDY

 This study focuses on the The Psychological and Mental Health Awareness
of Grade 12 - Student of Balete High School (BHS).The data collection will be
conducted to 50 randomly selected students of Grade 12 - Student of Balete
High School.ho will represent the population. This study will not cover other
problems that are not consider as one of the stressors and depressants. Each of
the respondents is given the same questionnaires to answer. The results of this
study will be applicable only to the respondents of this study and will not be
used as a measure to the effects of depression to the academic performance of
the students who do not belong to the population of this study. The main source
of data will be the questionnaire, which is prepared by the researchers.

SIGNIFICANCE OF THE STUDY

This research would be beneficial to the students because they will know the negative effects of
depression in their academic performance. In this study the students can be aware on things that
depression can do to them. This research would also be Beneficial to teachers and administrators because
they will be able to understand the changes of the behavior, perception in life and academic performances
of the students that were engaged to stress and depression. They can easily cope up to the students
attitude. This research would be help to the parents They can know the effects of stress and depression to
their child. The parents knowing the risk of depression they can help to prevent and avoid their child to be
depressed. This research would be beneficial to the future researcher because they can get some
information that might needed in their research and some of their question may possibly be answered by
this research.

This study is important because it will help the following:

1. Balete High School- Balete High School is a public school where the defender conducts their
study where it will be place.
2. The Parents- the parents are the tale and hand of the defender where they are the providers of
need of the defender.
3. Future Research- the future research are the next defender where be able to cope and renovate
this research.
4. Researchers- the researchers organized and create a systematic investigation into something.
5. Contribution to Knowledge- is the sharing of thought and understanding, by contributing ideas
they can make good enough answer.
DEFINITION OF TERMS

1. AWARENESS - in philosophy and psychology is a concept about knowing, perceiving and being
cognizant of events. Another definition describes it as a state wherein a subject is aware of some
information when that information is directly available to bring to bear in the direction of a wide
range of behavioral actions.
2. PSYCHOLOGICAL - mental or emotional rather than physical. After a shock, your problems,
and even your physical pain, stem from psychological sources rather than any bodily ailment.
3. MENTAL HEALTH - state of someone who is functioning at a satisfactory level of emotional
and behavioral adjustment.
 CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents review of the related literatures and studies, the framework of the study.

RELATED LITERATURE

The developmental stage of adolescence and the need for support and mental health services in
school settings is discussed. Adolescent physical, emotional, and social development is explored as it
interacts with a child’s formal education or school setting. Mental health challenges specific to
adolescents are also explored. Studies conducted with high school students and in high school settings
were evaluated based on how they apply to the precious growing up years of adolescence.

FOREIGN LITERATURE
Santrock (2007) 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 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 (2002) suggests the future
of any culture hinges on the effectiveness of this preparation.

A study conducted by Ball (2016) 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 cites “in 2015 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 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 (2016) 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 (2010) 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, 2016). 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 (2012) found regardless of their professional experience or educational 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 (2016) found mental
health concerns can cause a student to have difficulty in school with poor academic performance, even
chronic absenteeism, and disciplinary concerns. Weist (2005) 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, 2005). In a later study, Weist
(2012) 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, 2012).
According to Patel et al. (2015) and Rebello et al. [13] mental health awareness campaigns
that include literacy programmes and awareness interventions have shown fruitful results.
Bamgbade et al. [33] discovered that the mental health knowledge of pharmacy
students improved after the mental illness stigma awareness intervention. This finding was
supported by Lindow et al. [34] who discovered that students' general knowledge on mental
health had increased over time after the “Youth Aware of Mental Health” intervention. Mental
health literacy influences positive help-seeking behaviour [35]. Coles et al. [31] observed that
when adolescents understand mental illnesses better, they are more likely to advocate for help-
seeking. For instance, if adolescents can recognise depression better than social anxiety, then
they will be more likely to recommend individuals with depression to seek help.

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.

LOCAL STUDIES
According to the National Statistics Office (NSO), mental health illnesses rank as the third most
common form of morbidity among Filipinos.8 In the assessment conducted on the Philippine mental
health system, a prevalence of 16% of mental disorders among children was reported.9 With this alarming
number of cases, it is surprising to see how the Philippines is currently responding to this problem. To
date, there are only five government hospitals with psychiatric facilities for children, 84 general hospitals
with psychiatric units, and 46 outpatient facilities from which there are only 11 that are designated for
children and adolescents. Additionally, there are only 60 child psychiatrists practicing in the Philippines,
with the majority of them practicing in urban areas such as the National Capital Region. Hence, children
with mental health problems who are in rural areas have less access to such services.
In addition to the threats of child labor, a study entitled The Hidden Impact of COVID-19 on
Children reported that violence occurred in nearly one-third (32%) of households. Lesser household
incomes were associated with more reports of violence towards children.23 According to UNICEF, the
Philippine government saw a 260% increase in online child abuse reports from March-May. Many victims
are first abused by their parents, who livestream sexual violence for predators in wealthy Western nations.
This occurrence resulted from job and income loss and more time spent at home due to strict quarantine
measures. The abuse in children occurs at an average of 2 years before being rescued.
The Philippine Mental Health Act (Republic Act No. 11036) in 2018 marked a significant milestone for
the country. Previously, the Philippines was among the few nations without dedicated mental health
legislation. This Act seeks to ensure comprehensive and integrated mental health care access while
protecting the rights of those suffering from mental diseases and their families. (Lally et al., 2019).
However, despite recognizing social risk factors for mental health, the strategic plan for the Act primarily
focuses on four pillars: mental health promotion, governance, service delivery, and information and
research. In the Philippines, mental healthcare faces challenges such as inadequate investment, a shortage
of mental health professionals, and underdeveloped community mental health programs. Furthermore,
economic constraints and limited accessibility further impede people's access to mental health
services. Furthermore, stigma prevents Filipinos from seeking therapy (Tuliao & Velasquez, 2014).
This research study asked how mental health services or lack thereof impact a student’s academic
ability and performance, and overall emotional health. The literature indicated negative outcomes for
adolescents who have mental health needs that go unaddressed, and positive outcomes for those who have
the needed support.
 CHAPTER III
RESEARCH METHODOLOGY

RESEARCH DESIGN
Many studies have explored the effects of perinatal mental illness, parenting styles, and situational
behaviors on mental health (Corrigan). These studies have identified a strong relationship between mental
health and social interactions, perceived performance quality after events, and so on (Monforton).
However, is there research that can identify whether pressure to conform to our surroundings affects our
mental health, or if our mental health predicts if we will conform? Past research and a current need to
analyze the prevalence of the topic lead to the question: are individuals with preexisting symptoms of
mental illness more likely/less likely to conform to the attitudes and behaviors of their peers?

SOURCE OF DATA
This chapter describe the procedure and questionnaire materials used for collecting data on
Psychological and Mental Health Awareness of Grade 12 of Balete High School

CONCEPTUAL FRAMEWORK
Figure 1 shows the conceptual framework for input, process and output requirements of the
Psychological and Mental Health Awareness of Grade 12 students of Balete High School.

INPUT PROCESS OUTPUT

Knowledge Requirements Research Design

 Research on the  Preliminary Research PSYCHOLOGICAL AND

background study.  Requirements MENTAL HEALTH
Definition AWARENESS OF GRADE 12
 Planning STUDENTS OF BALETE
 Survey Questionnaire HIGH SCHOOL
Checklist
 Data Gathering
 Implementations

DATA GATHERING PROCEDURE

A letter of request to conduct the study will be presented.. The researcher constructed a questionnaire
checklist, validated by the professor of the subject then the questionnaire checklists are distributed .The
researcher conducts the research in Grade 12 Students of Balete High School through survey, because of
the advantages of the survey method.. The researcher explains to the respondents the importance of their
response to the study. The researcher clarifies some terms to the respondents so that the respondents can
answer the questionnaire with full knowledge of their responsibility as the subject of the study. The
researcher requested the respondents to answer with all honesty. The researcher uses a purposive
sampling, according to !ulueta and "ostales, the sampling units are selected subjectively by the researche,
, the researcher believes that this method is the most appropriate in choosing the sample for the research.
After the respondents answered the questionnaire, the researcher collected and tallied the data for
interpretation. The researcher asks a statistician to help in determining the appropriate statistical tools to
be used and in interpreting the data. )ased on the data the researcher comes up with conclusion and
recommendations for this study.

STATISTICAL STATEMENT
 The goal of researchers is to To collect valid data for statistical analysis, you first need to specify your
hypotheses and plan out your research design that allows allows you to apply your findings beyond your
own sample as long as you use appropriate sampling procedures. And also to aim for a sample that is
representative of the population can inspect them and calculate descriptive statistics that summarize them.