MENTAL HEALTH AND Nato National High School

PSYCHOSOCIAL SUPPORT January 31, 2022

 1. To have a basic understanding of
how disasters affect mental
health and psychosocial
conditions
2. To have knowledge about
common terminologies used in
disaster management
OBJECTIVES: 3. To understand the concepts of
MHPSS intervention pyramid and
its appropriate interventions
4. To learn basic skills in conducting
Psychological First Aid (PFA)
 TOPIC 1
Disasters and Emergencies: Impact on
Individuals, Families, and Communities
OVERVIEW
This topic discusses the concept of disasters and
emergencies based on existing literature, and how these
events affect the individual, families and communities.
The module seeks to provide the participants with a basic
understanding of how disasters affect the mental health
and psychosocial conditions of affected population,
particularly the at-risk groups.
SESSION 1: Disaster, Emergencies and other Concepts

Learning Outcomes:
● Define disasters and emergencies
● Describe the impact of disasters and emergencies on individuals,
families and communities
The Importance of Understanding (DRRM) Terminologies.
1. Established common language
2. Gain deeper comprehension of the disciplines and capacitate us in the
planning
 • A hazard is “a potentially
damaging physical event,
phenomenon, or human
activity that may cause the
What is loss of life or injury,
hazard? property damage, social
and economic disruption,
or environmental
degradation”.
NATURAL HAZARDS. Naturally-occurring
events or phenomena originating from the
following:

Geological processes: involve the

movement of the earth, soil and tectonic
plates. Examples: volcanic eruptions and
earthquakes.
Hydro-meteorological factors: involve
weather disturbances occurring in the air
or water. Examples: thunderstorms,
tornadoes, coastal storm surges,
hailstorms, La Niña, El Niño.
NATURAL HAZARDS
• Biological phenomena: involve
exposure to pathogenic
microorganisms, toxins and
bioactive substances. Examples:
bird flu, severe acute respiratory
syndrome (SARS) and Ebola
pandemic.
 HUMAN-INDUCED
HAZARDS
Armed conflict: dangerous conflicts between or
among armed groups, tribes, or states, causing
widespread fear and destruction, and forcing many
people to flee to safe places. Examples: terrorist
activities and mass killings.
Everyday hazards and dangers particularly to
children. Examples: items in the home that are
labelled as hazardous, open electrical outlets, and
small toys that may cause choking
DISASTER
RA 10121 (Philippine Disaster Risk Reduction and
Management Act of 2010) defines disaster as a serious
disruption of the functioning of a community or a society
involving widespread human, material, economic or
environmental losses and impacts, which exceeds the ability
of the affected community or society to cope using its own
resources.
It is the result of the combination of: the exposure to a hazard;
the conditions of vulnerability that are present; and
insufficient capacity or measures to reduce or cope with the
potential negative consequences.
 The potential disaster losses when hazards
occur or disaster risk is dependent on the
strength of hazard; and extent of exposure,
vulnerability, and capacity of a community to
DISASTER withstand the onslaught of the hazard.

RISK The relationship may be expressed as

follows:
R = Hazard x Vulnerability x Exposure
Capacity
 The degree to which a community
is likely to experience hazard
events of different magnitude. It
also refers to the physical
location, characteristics and
EXPOSURE population density of a
community that “exposes” it to
hazards.
CAPACITY
The combination of all
the strengths, attributes
and resources available
within a community,
society or organization.
 VULNERABILITY

The characteristics and circumstances of a

community, system or asset that make it
susceptible to the damaging effects of a
hazard. Vulnerability may arise from various
physical, social, economic, and
environmental factors such as poor design
and construction of buildings, inadequate
protection of assets, lack of public
information and awareness, limited official
recognition of risks and preparedness
measures, and disregard for wise
environmental management.
VULNERABLE & These individuals and
MARGINALIZED groups face higher exposure
GROUP
to disaster risk and poverty
including, but not limited to,
women, children, elderly,
differently-abled people, and
ethnic minorities.
EMERGENCY
An unforeseen or sudden occurrence, especially danger,
demanding immediate action. Can emergencies become a
disaster? If a small emergency, when not immediately
attended to, causes and leads to serious disruption to the
functioning of a community, then yes, emergencies can
become a disaster.
ACTIVITY:
 • Materials:
• Scenario sheets, Manila paper, markers, tape and
white board or wall for posting meta cards

• Procedure:
INSTRUCTIONS:
• Form a group. Assign a scenario for each group
(earthquake, typhoon, volcanic eruption,
pandemic ). Distribute the scenarios sheets to
each group.
 • In your respective groups, draw three concentric
circles (follow the format).
• In each circle, write down INDIVIDUAL, FAMILY
and COMMUNITY. We will assign a scenario for
each group.
• We will give you 5 minutes to write down what you
INSTRUCTIONS: think are the impact of the disaster to the
Individual, Family and Community.
• Post the Manila paper on the board/wall. We will
give each group a minute to present a summary of
your outputs.
 MENTAL HEALTH

SESSION 2: A state of well-being in which

Mental Health every individual realizes his or her
own potential, can cope with the
and Disasters normal stresses of life, can work
productively and fruitfully, and is
and other able to make a contribution to her
Concepts or his community, as defined in the
National Guidelines on Mental
Health and Psychosocial Support.
SESSION 2: MENTAL HEALTH and
Mental Health PSYCHOSOCIAL SUPPORT

and Disasters Any type of local or outside

support that aims to protect or
and other promote psychosocial wellbeing
Concepts and/or prevent or treat mental
disorder.
 Everyone who sees a disaster is affected by it.

How people have coped with crises in their past will

GENERAL be a good indicator of how they will handle the

disaster.

PRINCIPLES OF People do not disintegrate in response to disaster.

DISASTER MENTAL
HEALTH Disturbance is transitory.

Disaster relief procedures have been called the

“Second Disaster.”
GENERAL
PRINCIPLES OF
Disaster stress reactions may be immediate or
delayed.

DISASTER MENTAL Informed early intervention can speed up recovery

and prevent serious or long-term problems.

HEALTH The family is the first line of support for

individuals.

Support systems are crucial to recovery.

A disaster can bring out the best and the worst in

people.
 IMPACT PHASE (day 01 to 03)
Getting over the destruction and its effects depend
on the extent. The greater the scope, destruction,
and personal losses associated with the disaster,
the greater the psychosocial effects.
PHASES OF
HEROISM PHASE (impact up to 1 week
DISASTER afterwards)
Struggle to prevent the loss of lives and property
damage, survival; common emotions are fear,
anxiety, and shock.
 HONEYMOON PHASE (2 weeks to 2 months)
Relief efforts lift spirit of survivors; hope of quick
recovery run high; optimism often short-lived. Usual
feelings are euphoria at being alive, gratitude, grief, and
disbelief.
PHASES OF DISILLUSIONMENT PHASE (several months to over a
DISASTER year)
Unexpected delays and failures resulting in frustration,
confusion in the bureaucracy, people starting to rebuild
their own lives and solving their own problems.
Survivors realize they have lots to do by themselves
and their lives may never be the same again.
 REORGANIZATION and RECOVERY PHASE
(several years)
PHASES OF Coordinated individual and community effort to
rebuild and re-establish normalcy; normal
DISASTER functioning is gradually re-established.
Activity
THE
POWER
WALK
 TOPIC 2
The Mental Health & Psychosocial Support (MHPSS) Framework and Concept
MHPSS INTERVENTION PYRAMID
 TOPIC 3
The Mental Health Program in the Philippines
 • Signed on June 20,
2018
• Became effective
on July 5, 2018
• IRR was signed on
January 22, 2019
THE MENTAL HEALTH ACT OF
2018
General Objectives:
1 2
Strengthen effective
leadership and governance
for mental health in
formulating, developing, and
implementing national
policies, strategies and
programs and regulation
relating to Mental Health
(MH)
Develop and establish a
comprehensive and effective
mental health care
responsive to the psychiatric,
neurologic and psychosocial
needs of Filipino people
3 4 5
Protect the rights and Integrate mental health care Integrate strategies
freedom of persons with in the primary health services promoting mental health in
psychiatric, neurologic, and educational institutions,
psychosocial health needs workplace and communities
Defining the terms:
• Mental Health - a state of well-being in which the individual realizes his or her own abilities, can cope with the normal
stresses of life, can work productively and fruitfully, and is able to make a contribution to his or her community”

• Mental Health Condition - refers to neurologic or psychiatric condition characterized by the existence of a
recognizable clinically-significant disturbance in an individual’s cognition, emotional regulation, or behavior that
reflects a genetic or acquired dysfunction

• Mental Health Facility – refers to any establishment, or any unit of establishment, with a primary function of providing
mental health services

• Mental Health Professionals – refer to medical doctor, psychologist, nurse, social worker, guidance counselor or any
other appropriately-trained qualified person with specific skills relevant to the provision of mental health services.
Defining the terms:
• Mental Health Service Provider – refers to any entity or individual providing mental health
services, whether public or private, including, but not limited to, mental health professionals and
workers, social workers and counselors, peer counselors, informal community caregivers, mental
health advocates and their organizations

• Mental Health Workers – refers to a trained person, volunteer or advocate engaged in mental
health promotion, providing mental health support services under the supervision of a mental
health professional.

• Psychosocial Problem - refers to a condition that indicates the existence of dysfunctions in a

person’s behavior, thoughts, and feelings, brought about by sudden, extreme, prolonged or
cumulative stressors in the physical or social environment.
Important highlights:

• Section 24. Mental Health Promotion in Educational Institutions. - Educational Institutions,

such as schools, colleges, universities, and technical schools, shall develop policies and
programs for students, educators, and other employees designed to: raise awareness on
mental health issues, identified and provide support and services for individuals at risk, and
facility access, including referral mechanisms of individual with metal health conditions to
treatment and psychosocial support.

• All public and private educational institutions shall be required to have a complement of
mental health professionals.
Important highlights:

• Section 25. Mental Health Promotion and Policies in the Workplace. -

Employers shall develop appropriate policies and programs on mental
health issues, correct the stigma and discrimination associated with
mental conditions, identify and provide support for individuals with
mental health conditions to treatment and psychosocial support.
 TOPIC 4
The Psychological First Aid (PFA)
What is PFA:
- Comforting someone who in distress and helping them feel safe
and calm.
- Assessing needs and concerns.
- Protecting people from further harm.
- Providing emotional support.
- Helping to provide immediate basic needs, such as food and
water, a blanket or a temporary place to stay.
- Listening to people but not pressuring them to talk.
- Helping people obtain information, services and social support.
PFA is not..
- Something only professionals can do
- Professional counselling
- ‘Psychological debriefing’—PFA does not necessarily
involve a detailed discussion of the event that caused
the distress
- Asking someone to analyse what happened to them
or to put time and events in order
- Although PFA involves being available to listen to
people’s stories, it is NOT about pressuring people to
tell you their feelings and reactions to an event
PFA is for whom:
• NOT everyone who experiences a
crisis event will need or want PFA
• Not everyone needs PFA
• Not everyone who needs PFA
think they need it
• Some who look like they need
PFA might need something a little
more advanced
PFA Action Principle
 ✓ DO’s
✔ Be honest and trustworthy
✔ Respect people’s right to make their
own decisions
✔ Be aware of and set aside your own
biases and prejudices
✔ Make it clear to people that even if
they refuse help now, they can still
access help in the future
✔ Respect privacy and keep the person’s
story confidential, if this is appropriate
✔ Behave appropriately by considering
the person’s culture, age, and gender
✘ DON’Ts
✕ Don’t force help on people, and don’t
be intrusive or pushy
✕ Don’t pressure people to tell you their
story
✕ Don’t share the person’s story with
others
✕ Don’t judge the person for their actions
or feelings
✕ Don’t exploit your relationship as a
helper
✕ Don’t ask the person for any money or
favor for helping them
✕ Don’t make false promises or give false
information
✕ Don’t exaggerate your skills
EMPHATIC
LISTENING:
Communication Skill in
the Context of PFA
 VERBAL (WORDS)
10%

Conduct of
PFA BODY
LAN-

involves:
GUAGE
50%

TONE
OF
VOICE
40%
Non-Verbal
Language
• Be mindful of what is
being said and more
than that is what is
not being said:
• 40% Tone of Voice
• 50% Body Language
Body Language:
• Must be parallel or in agreement with what is being said and
with the situation
Examples:
Movement of the eyes
Facial expression
Placement of hands
Private space
How?
• Be attentive
• Smile, nod, bend head sideways
• Be a sounding board (let them express)
• Don’t ask a lot of questions
• Avoid reacting quickly
• Use encouraging but non-commital
acknowledgements
• Focus on the story being told
How?
• Avoid generic statements:
(Okay lang yan, kaya mo yan!)
• Paraphrasing
• Clarify
• Mirroring
• Reflecting (confirming the emotions
being conveyed)
• Summarizing
• We do not need to use
all these what’s more
important is active,
emphatic listening:

• Pakikinig nang may

pakikilahok
ACTIVITY:
 I am feeling
really
How do you respond to this? scared...

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 I am so confused! I
How about this? don’t know what to do
anymore! :(

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 Para akong
What will you say to your friend? baliw. I keep
crying tapos
tawa ulit.

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 What if the person’s coping strategy
is this one? Daanin na lang sa inuman! Tara!

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 I’m
honestly
What if one’s life is in danger? thinking of
ending my
life...

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