Republic of Philippines

Department of Education
Region VI-Western Visayas

#HappyMe. #HappyWe. #Happy School: A Prototype Psychosocial Activities for Teachers

An innovation Paper to the Evaluation Committee of the Innovation Showdown 2022

Raymund G. Grijaldo

Efegenio Lizares National High School

District of Talisay I

Division of Negros Occidental

October 2022
 I. GENERAL PROGRAM INFORMATION
Program/Activity Title: INTRODUCTION TO MENTAL
HEALTH/SELF-ASSESSMENT/KINDS OF STRESSOR
Program/Activity Description: INTRODUCTION TO MENTAL HEALTH

This activity designed to understand the definition of Mental Health

and its importance in the life of the teacher.

SELF – ASSESSMENT

This activity provides teachers with an opportunity to self-

evaluate, or make judgments about one’s self.

KINDS OF STESSOR

This activity provide ways on how to identify the different

stressors at home and in our workplace.

Prerequisite Programs:
Duration:

Management Level of Program School-Led

Delivery Mode: Formal Face-to-Face
Target Personnel: Number of Participants: 9

Position Male Female Total

Teaching 2 8 10
Non-teaching 2 0 2

Budgetary Requirements: A. LOAD

(sample only)
Day Attende Numbe Budget/pax TOTAL
es r
1
(date 250.00 3,000.00
) Particip 12
2 ants
(date and
) TWG
3
(date
)
4
(date
)
5
(date
)
TOTAL

B. MATERIALS

GRAND TOTAL: 1,540.00

Activity For F3 (in the new normal) only
Requirement: A. Venue Requirements:
 Space: 4.4 m2 x # of attendees
Observance of minimum health protocol like body thermal scanning,
available alcohol, extra face masks and face shields at the entrance

Materials Needed:
Material/Supply(with Quantity Unit Price Total
Specification)
Colored Paper 10 pc. 1.00 10.00
Pentel Pens 10 pc. 36.00 360.00
Cartolina white 2 pc. 10.00 20.00
Coffee 10 packs 8.00 80.00
Angelina Loaf Bread 2 packs 75.00 150.00
Bowl 1 pc 50.00 50.00
cups 10 12.00 120.00
Rice 5 kilos 50.00 250.00
Lechon manok 2 pc 250.00 500.00
GRAND TOTAL 1, 540.00
Source of Fund

Rationale:

The pandemic has not only affected the mental state of students (Cachón-Zagalaz et al., 2020),
since teachers have also accumulated a high level of stress since the beginning of the crisis. Recent
studies have pointed out that during lockdown, teachers have suffered stress from having to adapt (in
record time) in order to provide online classes (Besser et al., 2020). This stress has often been
accompanied by symptoms of anxiety, depression, and sleep disturbance as a consequence of the
increased workload resulting from home teaching.

Teachers encounter different stressors at home and in workplace. It greatly affect the
psychological aspects of the teachers. They seem to be unproductive due to sudden mood swings and
lack of enthusiasm during work hours. In order to lessen the effect of stress to teachers, EFEGENIO
LIZARES NATIONAL HIGH SCHOOL, initiates activities “HAPPY ME, HAPPY WE, HAPPY SCHOOL”
which can help teachers unload their different mental health problems and bring back the PEACE OF
MIND and PEACE OF HEART mantra.

Terminal Objective:
1. To understand the definition of Mental Health and It’s Importance.

2. To be able to understand One’s self and colleagues.

3. To be able to identify the different stressors at home and in workplace.

Enabling Objectives:
At the end of the 5-day training, the participants should have:

1. Understand Mental Health and its importance

2. Knowing one’s self and colleagues.

3. Identify stressors at home and workplace.

End of Program Outputs:

1. Discuss mental health problem openly.

2. Self-Assessment/Mental Health Checklist

3. List of Personal Stressors

Expected Final Outcomes/Success Indicators:

1. Discuss openly mental health problems to others

2. Answered Self-Assessment Checklist

3. List down personal stressors.

Monitoring and Evaluation:

The following M&E Tools will be used during the actual delivery of the F3/virtual activity:
1. Process Observation Checklist
2. End of F3 Evaluation Form (for F3 Interaction)
3. Webinar Tools (for Virtual Interaction)

Session Objectives Session Suggested Activity Duration Expected Output/s

Title/Content /Time
Allotmen
t
Session 1.
1. Understand Active Participation
the definition INTRODUCTION LECTURE during the
of mental TO MENTAL discussion
health. HEALTH
Pictures
2. Know the GAMES Active participation
importance of 1 HOUR during the games
Mental Health
Pictures
Session 2
1. To be able to SELF – RESULT OF SELF
evaluate ASSESSMENT ASSESSMENT
one’s self. CHECKLIST CHECKLIST
SELF - 1 HOUR
2. To ASSESSMENT GAMES Pictures
understand Videos
my colleague
in the
workplace
SESSION 3
1. To be able to Pictures
identify the LECTURE
different
stressors at
home and in KINDS OF 1 hour
workplace. STRESSORS
2. To be able to
distinguish Activity: Identify List of personal
the different personal stressor stressors
kinds
stressors.
III.ACTIVITY MATRIX

Schedule Activity
SESSION 1 AM LECTURE: INTRODUCTION TO MENTAL HEALTH

What is mental health?

Mental health includes our emotional, psychological, and social well-
being. It affects how we think, feel, and act. It also helps determine
how we handle stress, relate to others, and make healthy
choices.1 Mental health is important at every stage of life, from
childhood and adolescence through adulthood.

Although the terms are often used interchangeably, poor mental

health and mental illness are not the same. A person can experience
poor mental health and not be diagnosed with a mental illness.
Likewise, a person diagnosed with a mental illness can experience
periods of physical, mental, and social well-being.

BACKGROUND AND OVERVIEW

The recognition of benefits from a strengthening of the relationship

between general medicine and psychiatry in hospitals has stimulated
interest in extending the coordination of medical and mental health
care to ambulatory primary care. Better coordination of mental health
services with primary care holds a promise of better treatment for
disturbed individuals in the general health care system who are not
referred for specialized mental health care.

The potential benefit of the general health care system to the delivery
of mental health care is illustrated by recent epidemiological findings:
(1) at any one time, 15 percent of the American population suffers
from some form of mental disorder; (2) 21 percent of identifiably
disordered individuals receive specialty mental health services; (3) 54
percent of identifiably disordered individuals are seen only in the
ambulatory general health care sector, 3 percent are in nursing
homes or general hospitals, and 20 percent are in contact with no
recognized health care providers of any kind. 1/

In addition to those with identifiable mental disorders, a great many

patients seen in primary care settings have significant emotional or
behavioral problems expressed as somatic symptoms or personal
distress. The onset of physical illness often is precipitated by
psychosocial stress or elicits maladaptive behavioral responses.
Failure to recognize a correlation of physical and behavioral factors
can impair the restoration of the patient to health. The limitations of
specialty mental health resources, however, would make it difficult for
the mental health sector to absorb high numbers of patients with
mental disorders being seen in the primary care sector. To provide
appropriate care to those who need it, closer ties between mental
health services and general health care should be effected in the
organization of health care delivery, the training of both health
professionals and mental health professionals, and the financing of
health care.

The 1966 Report of the Citizens Commission on Graduate Medical

Education stated the shortage of physicians delivering general
medical care was the leading deficiency of the U.S. medical care
system. The Commission promoted the concept of the “primary
physician” who would “serve as the primary medical resource and
counselor to an individual or family.” 2/ In the more than ten years
since the publication of the report, training of more primary care
physicians has been advanced by legislation and other health policy
decisions. In 1976, the Health Professions Education Assistance Act
(Public Law 94-484) encouraged development of training programs
for ambulatory care-based primary care physicians in order to
increase their number and thereby accomplish certain improvements
in health care for the American people. It was expected that
elimination of certain deficiencies in the health care system (such as
limited comprehensiveness of treatment, disrupted continuity of care,
mal-distribution of physicians, high costs, and overly technical focus
of the medical profession) would be accomplished by the
implementation of this legislation.

Other developments in medical education have indicated a growing

appreciation of the need to train physicians to recognize the role of
psychosocial factors in illness, and of the impossibility of separating
the mental and physical aspects of health care. There are increased
emphases on social and behavioural sciences in medical curricula,
promotion of primary care residency training programs with
psychiatrists and other mental health specialists helping in the design
and collaborative teaching arrangements, and development of
neighbourhood health centers and pre-paid health plans with
psychiatric components.

The President's Commission on Mental Health in its report submitted

to the White House in April, 1978, emphasized a need to strengthen
the working alliance between mental health and the general health
care system:

General health care settings represent an important resource for the

mental health care in the community. There is ample evidence that
emotional stress is often related to physical illness and that many
physical disorders coexist with psychological disorders. While general
health care settings frequently serve as an entry point to the mental
health care system, many millions of persons with some level of
mental disorder are never referred to mental health specialists. They
are cared for by office-based practitioners, in industrial health care
settings, in homes, in general hospital outpatient clinics and
emergency rooms.

While the interdependence of the mental health and general health

system is evident, cooperative working arrangements between health
care settings and community mental health service programs are
rare. If we are to develop a truly comprehensive system of mental
health services at the community level, greater attention must be paid
to the relationship between health and mental health.

Why is mental health important for overall health?

Mental and physical health are equally important components of

overall health. For example, depression increases the risk for many
types of physical health problems, particularly long-lasting conditions
like diabetes, heart disease and stroke. Similarly, the presence of
chronic conditions can increase the risk for mental illness.

How common are mental illnesses?

Mental illnesses are among the most common health conditions in
 the United States.
•More than 50% will be diagnosed with a mental illness or disorder at
some point in their lifetime.3
•1 in 5 Americans will experience a mental illness in a given year.4
•1 in 5 children, either currently or at some point during their life, have
had a seriously debilitating mental illness.5
•1 in 25 Americans lives with a serious mental illness, such as
schizophrenia, bipolar disorder, or major depression.

PM GAMES: COFFEE IN A BOWL

Facilitator show participant a bowl of coffee/chocolates. Each pack of
coffee/chocolate contain paper with words which define Mental
Health. The participant will pick their choice of coffee/chocolate and
read the word it contain. He/she will discuss the word on how he/she
understand it.

Different word/words:
1. emotional
2. psychological
3. social well beings
4. handle stress
5. relate to others
6. make healthy choices

SESSION 2 AM SELF-ASSESSMENT CHECKLIST

SELF – ASSESSMENT CHECKLIST

This tool is intended to help you begin to explore whether the

feelings, thoughts or behaviors you may be experiencing could be
depression. It is not intended to take the place of a professional
evaluation or to serve as a diagnosis. After completing and scoring
this questionnaire, please share the results with a doctor.

Select the best answer for each of the questions below and
refer to the guidelines on the next page for scoring and interpreting
your results.

Over the last two (2) weeks, how often have you been
bothered by any of the following problems (circle your answer from
the choices at right):
 NOT SEVER MORE NEARLY
AT AL THAN EVERY
ALL DAYS HALF THE DAY
DAYS
1. Little interest or
pleasure in doing things. 0 1 2 3
2. Feeling down,
depressed or hopeless. 0 1 2 3
3. Trouble falling or
staying asleep, or 0 1 2 3
sleeping too much.
4. Feeling tired or having
little energy. 0 1 2 3
5. Poor appetite or
overeating 0 1 2 3

6. Feeling bad about

yourself – or that you are 0 1 2 3
a failure or have let
yourself or your family
down.
7. Trouble concentrating
on things, such as 0 1 2 3
reading the newspaper or
watching television.
8. Moving or speaking so
slowly that other people
could have noticed or the 0 1 2 3
opposite being so fidgety Add columns:
or restless that you have
been moving around a lot
more than usual.
9. Thoughts that you
would be better off dead, 0 1 2 3
or of hurting yourself.
10. If you checked off any problems, how difficult have these made it
for you to do your work, take care of things at home, or get along with
other people?
Not difficult at all _________________
Somewhat difficult _________________
Very Difficult _________________
Extremely difficult _________________

Interpretation of Total Score

1-4 Minimal Depression
5-9 Mild Depression
10-14 Moderate Depression
15-19 Moderately Severe Depression
20-27 Severe depression

PM GAMES: Never have I ever

Mechanics:
Each person holds up a hand (or two) and takes a turn sharing a
statement about something they have never done, while saying:
“Never have I ever...” If anyone has done the action, they put down
their finger.
SESSION 3 AM ONSITE SESSION: LECTURE

TYPES OF STRESSORS

There are many kinds of stressors. What makes a stressor a

stressor is our experience of how much demand for
adaptation that an event or situation puts upon us? Some
stressors are different for different people. Print the download
and write down your own examples of different types of
stressors.

• Ripple Effect Stressors: These are stressors that, like a

stone thrown into the water, ripple off in response to a change
or life event. One occurrence can continue to cause other
daily stressors. Example: Divorce. What’s your example?

• Chronic Stressors: These are long-term stressful situations

that have no resolution in sight. Example: Constant deadlines,
overcrowded working conditions. What’s your Example?

• Acute Stressors: These are short-term stressful situations

that will soon be resolved. Example: Car runs out of gas; short
term illness. What’s your example?

• Not Knowing Stressors: These stressors are due to not

knowing the who, what, when, where, or how of a situation.
Example: Traveling in an unfamiliar city; being new on the job
or project. What’s your example?

• Personal or Non-Personal Stressors: These stressors are

caused by things that cannot be controlled. Example: Being
stuck in snowstorm. What’s your example?

• Trigger Stressors: These are reminders of past stress that

produce a renewed stress response. Example: Watching
workmen on a tall building reminds you of your fear of heights.
What’s your Example?

• Daily Hassles: Those minor annoyances that happen daily can add
up to become a big part of your stress load. Example: Concern about
health, weight, or fitness; money; wasting time; being lonely; anxiety
about performance. What’s your example?