The Philippines is vulnerable to disasters and suffered from various

natural calamities such as storm, flooding, volcanic eruption and the

recent event the earthquakes in the southern part of the country. That

does not only result to physical injuries and damages of properties but

also psychological harm. Humans normally stressing out about such

situations in life thinking what may happen next finding a way of dealing

with problems no matter how grave those may be. The recent events have

brought problematic responses and trauma especially to the people of

Mindanao who have experienced the continuous shaking. Fellows are in

panic especially the concern parents of students who attended the school.

The setting of the study was at Antipas National High School, one

of the slightly-hit areas of the 6.9 magnitude earthquake, it hit the region

last October 2019. Specifically, the respondents are coming from sections

Newton, Galileo, Einstein, Aristotle and Edison. The research independent

variable is the Natural Disaster (Typhoons and Earthquakes) and the

dependent variable is the Mental Health and Resiliency (Preparedness,

Education and Anxiety).

Disaster

In the Philippines, the degree of interdependence, the need for

cooperation, and for constructing strong social support networks are

important coping mechanisms in cultures faced by continual

environmental uncertainly. It suggested that western developed countries

1
have as much to learn about disaster preparedness, management, and

recovery from non-western countries as the latter do from the former

(Bankoff, 2007). The awareness of people on climate change-related

events has not been always translated to individual actions. This lack of

action was not only because of the low adaptive capacity of people but

also because of their attitude and perception of climate change-related

problems and solutions. The study concluded that the lessons learned

from the disasters like the Typhoon Milenyo experience highlighted the

importance of disaster preparedness among people. It suggested that

since the multi-stakeholder nature of adaptation to climate change implies

that the solution rests not on a single actor but on all affected sectors,

policymakers need to be aware of the barriers to action, and treat policy

options accordingly (Penalba, and Elazequi, 2011). Exposure to disasters

can lead to long-term health effects and risks, such as substance abuse,

insomnia, phobias, amnesia, and anxiety, including Generalised Anxiety

Disorder). Although early warning systems are in place for cyclones,

storms, and floods, which act to decrease the casualty rate, some people

exposed to disaster are impacted psychologically (Ebi, 2010; Norris and

Elrod, 2006). Indirect exposure effects can include vicarious

traumatization and compassion fatigue or burnout (Galea, Nandi, and

Vlahov, 2005; Jones, et al, 2008; Prati, Pietrantoni, and Cicognani, 2011;

Thormar, et al, 2014). Prior experience with a natural hazard can also

influence the ways in which individuals respond to hazards, and hazard

2
risks, physically and psychologically (Anderson-Berry and King, 2005;

Bell, et al, 1990; Comfort, et al, 2010; Coppola, 2015; DiClemente and

Jackson, 2017; Henrich, McClure, and Crozier, 2015; Leiserowitz, 2010;

Loewenstein, et al, 2001; Slovic, et al, 2002; Wachinger, et al, 2013).

Mental Health

Individuals exposed to a disaster were in need of psychological

care to fully recover from the traumatic experience and avoid the

development of symptoms of psychological illnesses. However, it is now

recognized that most individuals show resilient reactions to traumatic

events, capable of recovering by their own means, even if they initially

display symptoms of stress during their coping process (Bonanno, et al,

2006; Bonanno, et al, 2007; Bonanno, 2008; Bourque, et al, 2007; Bryant,

2009; Norris and Elrod, 2006; Pfefferbaum, et al, 2014). Studies by Silver

and Grek-Martin, 2015 have shown that perceived sense of community

can make a disaster experience more tolerable and less threatening. As a

basic part of disaster preparedness, community resilience, including

families should be develop. (Khalili, Harre, and Morley, 2015; Paton and

Jang, 2010; Pfefferbaum, Pfefferbaum, and van Horn, 2014).

Statistical evidence shows that students assessed an individual’s

ability to employ anticipatory coping mechanisms in regards to the

person’s emotional response in a disaster threat situation a study from

Rusiana and Tongol.

3
 The general objective of the study is to determine the long-term

effect of natural disasters to the mental health of Grade 10 students of

Antipas National High School.

Significance of the study

The study is very significant for the following reasons: 1) it would

provide foundations for studies related to the disaster preparedness. 2) it

would be helpful for researchers, students, teachers, parents and the

school head of the institution. The benefits they will receive from the result

of the study student will become strong and healthy minded a research

has shown that a lack of a clear definition of mental preparedness in

disaster risk situations caused an inability to assess mental preparedness

(Eriksen and Prior, 2013). Teachers will handle possible health

consequences of their students. Parents will effectively handle and adopt

healthy approach to natural disasters where their children are involved.

And school heads will be able to monitor, handle and manage the

institutions from health consequences caused by natural disasters. This

research helps to raise awareness of the need for the incorporation in

disaster preparedness policy, training and interventions by governments,

organizations and stakeholders in a regionally and culturally appropriate

manner.

Statement of the problem

4
 The researcher aims to determine the scientific evidences of

preparedness in facing disasters and its effect to the mental health among

Grade 10 students of Antipas National High School, Antipas, Cotabato,

School year 2019-2020.

The researchers sought to answer the following questions:

1. What is the profile of respondents in terms of their:

1.1 Age

1.2 Gender

2. What is the level of preparedness of Grade 10 students of Antipas

National High School in terms in natural disasters?

3. What is the relationship between the levels of disaster preparedness

status of students when analyzed in terms:

3.1 Anxiety

3.2 Resiliency

Scope and Delimitation of the study

This study limits its coverage on the Grade 10 students only. Its

main purpose is to identify the impact of natural disasters to the mental

health of the Grade 10 students and to propose possible solutions

regarding these problem. The beneficiaries of this study are the students,

teachers, parents and school heads.

5
 Proposed Conceptual Framework

Independent Variable Dependent

Natural Disasters
Variable Resiliency and Mental
Health
 Typhoons
 Earthquakes  Preparedness
 Resiliency

Moderating Variable

 Age
 Gender

Explanation of the Framework

Provide the key points under the dependent variable which is

resolving resiliency and mental health through education and

preparedness and solving anxiety of the students. The independent

6
variable is natural disasters such as typhoons and earthquakes these

variable change prior to observation of the behavior, which is the

dependent variable.

Theoretical Framework

Theory of planned behavior by Ajzen, (1991).

The theory of planned behavior can be directly applied in the

domain of disaster risk reduction. The behavior of interest for present

purposes is Disaster Preparedness Behavior. According to Ajzen,

considering DPB (Disaster Preparedness Behavior) as a category of

behaviors, not a single action was studied. The behavioral elements of the

public readiness index (PRI) were used for defining and assessing the

DPB. The validity and reliability of PRI have been shown in previous

studies. It is hypothesized that intentions to do DPB can be predicted from

attitudes, subjective norms, and perceived behavioral control with respect

to the behavior; and that actually doing DPB can be predicted from

intentions and perceptions of behavioral control. The prediction of DPB,

however, depends on the chronological stability of intentions and

perceived behavioral control. If these variables change prior to

observation of the behavior, they can no longer permit accurate prediction.

In addition, precise behavioral prediction also depends on the actual

perceived behavioral control. Only if perceptions of control are reasonably

7
accurate will a measure of this variable improve prediction of behavioral

success.

Research Models on Resilience by Nishikawa,(2006).

The theory suggests that the uniqueness of an individual’s

response to trauma is determined by the particular meaning ascribed to

the trauma. The individual’s experience of self, age, development,

biological, psychological resources, interpersonal experience and

expectations; his or her social, culture and economic background.

This theory emphasizes that each individual has something to do

with his or her developmental perspective and experiences affected in his

or her own unique way. Research model on Resilience, helps to recognize

response to risk or threat that leads to positive mental or physical

outcomes and/ or positive social outcomes and the individual

demonstrates strengthened resilience after enduring hardship. It can use

to help answer the resiliency of students under dependent variable.

Definition of Terms

a. DISASTER- a sudden, calamitous event that seriously

disrupts the functioning of community or society and causes human,

material, and economic or environmental losses.

8
 b. ANXIETY- disorder from a category of mental health

diagnoses that lead to excessive nervousness, fear, apprehension and

worry.

c. RESILIENCY- is the ability to overcome challenges of

trauma, tragedy, personal crisis, life problems and bounce back stronger.

d. DISASTER PREPAREDNESS-refers to measure taken to

prepare for and reduce the effects of disasters.