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STUDENTS
By
12 STEM E – Collins
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Table of Contents
Page No.
CHAPTER I. INTRODUCTION
d. Theoretical Framework/Perspective 34
g. Definition of Terms 38
a. Research Design 39
b. Respondents 40
c. Sampling Design 41
e. Data Analysis 42
REFERENCES 43
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Chapter I
Introduction
Background of the Study
Nowadays, stress is inevitably a part of human life. Anything that challenges and threats
the comfort of a person is considered to be a stressor. Subramani and Kadhiravan (2017) said
that stress, in any form, is unavoidable thus it affects any walks of life especially the students.
When stress builds up, it generates a problem on the mental health and well-being of the student
(Shadi, Peyman, Taghipour, & Tehrani, 2018). According to Adelman and Taylor (1999), mental
health includes the emotional, psychological, and social well-being. It affects how a human
person thinks, feels, and acts. It also helps determine how one handles stress, relate to others, and
make choices. Mental health is important at every stage of life, from childhood and adolescence
through adulthood. Therefore, the Philippine government passed the Republic Act No. 11036 or
also known as the Mental Health Act. One of the purposes of the Mental Health Act is to
enhance the delivery of unified mental health services to people who are in need of the facilities
and amenities. In the status quo, mental health is a serious matter that has been continuously
talked about especially in schools. Numerous schools have been creating programs and seminars
that promote mental health awareness however, some of these programs do not effectively
promote healthy mental state. The purpose of this study is to determine the ways and means of
the school administration in addressing the problems on mental health among senior high school
students.
Reinke and Stormont (2011) stated that there is a direct link between education and
mental health integration in which learning will be advanced when the goal of mental health
includes effective schooling and the goal of effective schools include the healthy functioning of
students. To build a solid foundation for this reciprocal agenda, especially within the recent
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educational reforms, a change in the fundamental framework within which school mental health
is conceptualized is needed. Atkins (2010) proposed a reform in which the change involves
acknowledging a new set of priorities for schools in terms of handling students to address the
issue of mental health. The reform includes the use of naturalistic resources within schools to
implement and sustain effective supports for students’ learning and emotional/behavioral health;
inclusion of integrated models to enhance learning and promote health; attention to improving
outcomes for all students, including those with serious emotional/behavioral needs; and
It is good to consider the fact that school nurses, school doctors, and guidance counsellors
play a vital role in assisting the students with their mental health problems. Schools should
provide mental health services that are in collaboration with other medical systems to guarantee
the students of access to facilities and amenities. Schools may offer a counselling program to
their students. It is the process of assistance and guidance in resolving personal, social, or
counsellor if school-based. Schools may also offer therapy that treats, for example, clinical
depression.
In this research study, the goal of the researchers is to find out how the Ateneo de
Zamboanga University Senior High School Administration in collaboration with the Guidance
Office and the Office of Student Services addresses the issue of mental health among the Senior
High School community especially the grade 11 students. The researchers have seen the
intensified effects of academic stress; however, there is no evident intervention given by the
school administration in collaboration with the Guidance Office and the Office of Student
Services.
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In this study, the researchers would like to stress the importance of school intervention
especially the school administration in collaboration with the guidance office and the office of
student services on the mental health problems of the senior high school students. The
researchers have seen the effects of academic stress however there is no evident intervention
from the school. By identifying the possible ways and means that a school can offer, this study
will be of help to the school administration in enhancing their services regarding the mental
Children have been attending school for some time in their lives; therefore, schools
should be a safe and healthy venue in order for them to grow holistically. Holistical growth
expectations, and physical and moral development. The mentioned aspects are all affected by
one’s mental health. A study conducted by Swick and Powers (2018) found out that
approximately 25% of school age youth face mental and behavioral health challenges. The vast
majority of these youth are insufficiently treated, leaving them vulnerable to negative school
Furthermore, a study conducted by Capp (2015) found out that schools face increasing
demands to support the mental health needs of students and families; some estimate that 80
percent of students receive mental health services at school. Thus, schools face two daunting
challenges: (1) to provide effective mental health support to students and (2) to address how
mental health needs affect other students, teachers, and academic priorities. In line with the said
study, independent school services that do not fit the school organizational chain of command
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gain difficulty with their program. With this, they have to seek help and support from the higher
authorities such as the principal and other school officials to champion their program. If mental
health services are successfully integrated into the program of the school, there should be
health services. The school staff, including the teachers, must be involved in the planning and
implementing of such services. These staff members know very well those students who are in
need of the services. Therefore, there should be collaboration from the teachers up to the highest
possible position that there is, including the guidance offices (Massey, Armstrong, Boroughs, &
Henson, 2005). According to Swick and Powers (2018), a School-Based Support Program can
largely mitigate problems with access to care and can make a positive impact on school
outcomes for youth. Their study on the field describes the consequences of untreated mental
health problems among children, barriers to receiving mental health treatment, and ways student
her mental health. Students with social anxiety are often the ones experiencing challenges in
school therefore needing assistance through mental health services. When a student is being
stressed caused by different factors such as peer pressure and poor speaking in class
presentations, the more they will be needing mental health services. Students who are
experiencing social distress are reported to seek mental health services, however only a few of
In order to enhance the mental health services of a school, school psychologist should
undergo training sessions. High percentage of youth experiences mental health problems, thus
needing the expertise of a school psychologist as a mental health service provider to provide and
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respond to the needs of the students. Didactic and field-based experiences need to be examined
in order to prepare the school psychologist in the near future. There are different ethical issues,
great help in order to provide the best service to the students who are in need (Perfect & Morris,
2011). In addition to this, it has been found out that expanded School Mental Health (SMH)
programs have become prominent, involving community mental health systems and staff
augmenting the programs and services provided by schools and professionals such as school
psychologists and counselors, making the mental health system more accessible and increasing
resources to schools. These programs have been shown to improve access to care for students
and families and, when implemented appropriately, are associated with positive outcomes for
students (“Expanded School Mental Health Services: Development of the Southeastern School
School nurses are aware of their role in the life of students who needs assistance with
mental health problems. They acknowledge this important role and work with the students.
These nurses admitted that they lack confidence and training that concerns the mental health of
the students. Due to these, they have requested more knowledge about inter- and
multidisciplinary cooperation that is concerned with the follow-up of students’ mental health.
According to Perfect and Morris (2011), the need for school psychologists to be mental
health service providers is supported by the fact that a relatively high percentage of youth in
schools experience mental health problems. Although the concept of the school psychologist as a
mental health service provider has been espoused for decades, it has not been until more recent
years that school psychologists have been more clearly included in this role. Perfect and Morris
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(2011) have also identified several key areas in which they believe training is necessary for
school psychologists to provide School Mental Health Services or SMHS. Perfect and Morris
proposed that the next steps are for state agencies and/or professional school psychology groups
to develop a series of task forces to more clearly outline specific competencies associated with
SMHS delivery and types of graduate level courses that school psychologists should take in
order to be prepared to provide SMHS. These task forces should consider which services could
students and school psychologists who are retraining need opportunities to practicetheir skills
under the supervision of qualified school psychologists (or licensed psychologists) who have
The services that are offered by the school in order to cater mental health problems are
not just limited to the involvement of healthcare providers such as nurses, psychologist, and
counsellors. Individual counselling is a primary part in fulfilling the roles of the school social
worker and the students having problems with mental health. The provisions of the individual
counselling are very critical because it has an impact to both of the groups involved in this study.
There are several schools that partnered with other agencies in order to respond to the needs of
the students even better. The collaboration with teachers is an important contributor in the
improvement of students’ mental health problems and this has proven in prior studies.t Support
system is a very important factor in this study. Therefore, school social workers should not only
be the ones providing support to the students, it should be a hand-in-hand job with teachers and
school staff as well. This is possible through collaboration of the two groups (O’Brien, Berzin,
Kelly, Frey, Alvarez, & Shaffer, 2011). According to a study conducted by Atkins and Rodger
(2016), pre-service teacher education in mental health and mental health literacy is essential to
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creating the conditions necessary to support the mental health and wellness of children and youth
in schools. The researchers found out that 45% of teachers report of never having received any
education about mental health, but recognize the importance of this knowledge in meeting the
needs of their students in regular classrooms. The research study also indicates the efficacy of
programs to shift in-service teachers’ knowledge, beliefs and attitudes about mental health, but
there are important reasons— including the efficacy of such efforts—to provide this learning to
teacher candidates in their initial teacher education programs. The researchers recommends the
developing of a mental health literacy course in response to this urgent need with a combination
of content, pedagogy, and opportunity that allows teacher educators to provide candidates with
the best possible foundation to a teaching career. The results showed that teacher education
course on mental health is a valuable response to a need for more knowledge, awareness, and
resources for teacher candidates to support their own and their students’ mental health (Atkins &
Rodgers, 2018).
The study will greatly contribute to benefit the society and the institution of the Ateneo
de Zamboanga University Senior High School given that the study tackles on an important topic
in the status quo which is mental health that concerns their students. This study will provide a
baseline regarding the mental health services delivered in schools to students who have been
Firstly, the result of this study will have a beneficial impact to the student body of Ateneo
de Zamboanga University Senior High School by identifying the ways and processes on how the
school administration address the problem on mental health among their students. Through this,
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the study will be able to assess the effectiveness of how the school administration addresses the
Secondly, the value of this investigation to the school administration is to improve their
services that are in line with the concerns of the student body’s mental state. To be specific, the
Guidance Counseling Department of the Ateneo de Zamboanga University Senior High School
will be able to get the necessary data from the students that can assess their current program
regarding mental health. The study will also be able to give recommendations for further
improvements or additional programs to be made that may help their department to promote
better services for the students. On another perspective, the value of this investigation to the
student body is to improve their way of expressing issues and problems regarding on their mental
health knowing that there are enough and proper services that the school offers them.
Thirdly, the study will be able to provide more information regarding the quality of
mental health services in school as well as the assessment of how the school administration
address mental health problems which may help other schools and influence them to provide
better services for their students as well. The researchers believe that the study is very
detrimental because of the issue of mental health at hand and that it will greatly create an impact
to the students, the institution, and the whole society because of its relevance that can create a
ripple effect.
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Statement of the Problem
1. How does the Senior High School Administration address the problem on mental
2. What kind of services should the school offer for students with mental health
problems?
Theoretical Perspective
Graham (2016) stated that almost all children are attending school for some time in their
lives; therefore, schools should be a healthy avenue to implement collaborative interventions that
aim to improve and develop a child’s mental health and emotional development. There were six
main themes that was identified in this study: (a) Relationship, (b) Current Needs and
Assessment, (c) Interventions, (d) Staff and Parent Development, (e) Coordination of Care, and
(f) Funding and Liability Dynamics. The themes that were developed in this study showed some
similarities and some differences in comparison to the existing literature on mental health
services offered by the schools. The differences included unique models of intervention that is
The study involves the Grade 11 Senior high school students of Ateneo de Zamboanga
University and is conducted solely for identifying how the Ateneo de Zamboanga University
Senior High School Administration addresses the mental health of the said respondents and its
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To gather the needed information, the researchers are only up to collating the necessary
data that will aid them to attain the needed information through a survey-questionnaire as well as
gathered data from the Guidance Councilor regarding their programs about mental health.
done by the SHS Administration regarding mental health and its effectiveness to the Grade 11
students.
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Definition of Terms
Mental Health is defined 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 (World Health Organization, n.d). In
this study, the researchers define mental health as how the World Health Organization defined it.
Dictionary, n.d). In this study, address is used to define the ways and means that the
administration is doing in order to talk about the mental health problems among the senior high
School Administration is defined as the overseers of the daily operations of schools, colleges,
universities, day care centers and preschools. A school administrator’s specific responsibilities
differ between organizations, but often these administrators are an important link between
School Administration Offices is defined as advocates for the students with their communities to
to.
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Chapter II
Methodology
The methodology encompasses and describes the methods to be used in an investigation. It seeks
to identify data gathering methods, sampling techniques, and the locale as to where the study will
be conducted.
Research Design
of observation to gather non-numerical data that are significant to the study (Lambert &
Lambert, 2012). The researchers takes qualitative research because this research is to identify the
ways, services, and processes on how the school administration address the mental health
The research will be conducted within the vicinity of the Ateneo de Zamboanga
University Senior High School, Fr. Eusebio Salvador, SJ Campus located at La Purisima Street,
Zamboanga City. The participants who will be the respondents of the research will be the grade
11 students of the Ateneo de Zamboanga University Senior High School. Respondents must be
currently enrolled in the said school for the academic year 2018 to 2019.
Sampling Technique
The researchers will be utilizing purpsive sampling. Researchers use this in order to
recruit participants who can give in-depth and comprehensive information about the
phenomenon that is being studied. The participants must be part of the Ateneo de Zamboanga
University Senior High School unit specifically the Senior High School Administrators. The
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students that will be chosen to participate in the study must be entitled as a certified student of
the school.
The technique of collecting data is through a survey. In order to conduct a survey, the
1. Make a survey questionnaire for the respondents and have it approved by the teacher and the
school administration.
2. Make a letter for the respondents to read so that they understand fully the said research before
Data Analysis
In doing the data analysis, the researcher must go through the steps as follows:
1. Classifying the data per year level which is Grade 11 and Grade 12.
2. Analyzing the data by categorizing the answers of the respondents in the questionnaire
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Reference List
Adelman, H. S., & Taylor, L. (1999). Mental health in schools and system
Atkins, M.-A., & Rodger, S. (2016). Pre-service Teacher Education for Mental Health and
Atkins, M. S., Hoagwood, K. E., Kutash, K., & Seidman, E. (2010). Toward the
https://link.springer.com/article/10.1007/s10488-010-0299-7
Brice, C., Warner, C. M., Okazaki, S., Ma, P. W., Sanchez, A., Esseling, P., & Lynch, C. (2014).
Social Anxiety and Mental Health Service Use Among Asian American High School
014-0511-1
Capp, G. (2015). Our Community, Our Schools: A Case Study of Program Design for School-
Based Mental Health Services. Children & Schools, 37(4), 241–248. Retrieved from
http://web.a.ebscohost.com/ehost/detail/detail?vid=3&sid=c14b37ac-6c98-4755-
b20049ba81735a5a%40sessionmgr4007&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d
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https://www.tci-thaijo.org/index.php/PRIJNR/article/view/5805/5064
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Massey, O. T., Armstrong, K., Boroughs, M., Henson, K., & Mccash, L. (2005). Mental health
Obrien, K. H., Berzin, S. C., Kelly, M. S., Frey, A. J., Alvarez, M. E., & Shaffer, G. L. (2011).
School Social Work with Students with Mental Health Problems: Examining Different
Perfect, M. M., & Morris, R. J. (2011). Delivering school-based mental health services by school
psychologists: Education, training, and ethical issues. Psychology in the Schools, 48(10),
1049-1063. doi:10.1002/pits.20612
schools: Teacher perceptions of needs, roles, and barriers. School Psychology Quarterly,
26(1), 1.
Shadi, M., Peyman, N., Taghipour, A., & Tehrani, H. (2018). Predictors of the
academic stress and its determinants among students based on the theory of planned
Skundberg-Kletthagen, H., & Moen, Ø L. (2017). Mental health work in school health services
among high school students. Indian Journal of Applied Research. Retrieved from
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Swick, D., & Powers, J. D. (2018). Increasing Access to Care by Delivering Mental Health
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