INNOVATIVE STRATEGIES: STRENGTHENING THE

GLOBAL FILIPINO HELPING PROFESSIONALS IN

FOSTERING COLLEGE STUDENTS' POSITIVE
PSYCHOLOGICAL WELL-BEING THROUGH
SCHOOL-BASED GUIDANCE COUNSELING
PROGRAM PROPOSAL

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 14
Pages: 1147-1152
Document ID: 2023PEMJ1323
DOI: 10.5281/zenodo.10072127
Manuscript Accepted: 2023-3-11
Psych Educ, 2023, 14: 1147-1152, Document ID:2023 PEMJ1323, doi:10.5281/zenodo.10072127, ISSN 2822-4353
Research Article

Innovative Strategies: Strengthening the Global Filipino Helping Professionals in

Fostering College Students' Positive Psychological Well-being Through
School-Based Guidance Counseling Program Proposal
Annie Dinh Maria M. Alfaro*, Carlene O. Mata
For affiliations and correspondence, see the last page.
Abstract
This study explores the positive psychological well-being of college students and the role of school-
based guidance counseling. The research design is a sequential design that involves both screening
(quantitative phase) and interviews (qualitative phase). Based on the quantitative and qualitative
findings, the study identified specific components that anchor the proposed program for promoting
positive psychological well-being among college students. These components are directly informed
by the strengths and areas for improvement identified in the study, as well as the themes extracted
from students' subjective experiences. Moreover, implications were discussed in the study.

Keywords: psychological well-being, strategies, fostering college students, guidance counseling

program proposal

Introduction significance of their proactive and forward-thinking

The prevalence of mental health issues among
university students, as highlighted by various recent
studies (Browne et al., 2017; Eisenberg et al., 2013),
underscores the urgency for effective interventions.
Levecque et al. (2017) revealed that a significant 51%
of graduate students experienced psychological
distress, indicating the alarming extent of the problem.
Evans et al. (2018) further reinforced this severity,
reporting that nearly 40% of graduate students
exhibited symptoms indicative of mental health
challenges. Such findings demand immediate action to
address this pressing issue within the academic setting.
"Innovative Filipino Global Helping Professionals"
hold a critical role in this context. Their innovative
strategies, as demonstrated in the proposed program
aimed at enhancing college students' positive
psychological well-being, target specific challenges
such as autonomy, environmental mastery, and self-
acceptance while simultaneously creating a supportive
and empowering environment. The alignment of these
intervention components with both quantitative and
qualitative findings provides a comprehensive
approach, directly impacting students' mental health
outcomes.
The global perspective of these Filipino professionals
magnifies their potential impact, contributing to the
broader objective of promoting mental well-being
among college students on a global scale. This
alignment with the theme of "Innovative Filipino
Global Helping Professionals" underscores the
approach, solidifying their role as agents of change in
addressing the rising mental health concerns within
university settings. This emphasizes the invaluable
contributions these professionals make in fostering
resilient and thriving college communities.
Moreover, the extensive research conducted within the
academic context highlights a critical issue affecting
both students and academics, as evident in studies like
Barry et al. (2018) and Woolston (2019) for students,
and Gorczynski et al. (2017) for academics. Kessler et
al. (2007) revealed that a significant proportion of
mental illnesses emerge by the mid-20s, rendering
undergraduate university students particularly
vulnerable, as emphasized by Reavley et al. (2012).
International students, as identified by Liu (2009), also
face elevated levels of psychological distress when
studying at American universities.
The innovative strategies outlined in the proposed
program by "Innovative Filipino Global Helping
Professionals" hold considerable significance in
addressing these challenges. By leveraging their
innovative practices and aligning them with research
findings, these professionals provide a tailored
response to the well-recognized, high-risk nature of
undergraduate university students' mental health
challenges. Their proactive approach addresses the
prevalent issues identified in academia, extending their
impact beyond specific mental health challenges to
create an environment that promotes overall well-
being, resilience, and empowerment among college
students. Given the well-established vulnerability of

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Research Article
undergraduate university students and the urgent need
for effective mental health support in academia, the
role of "Innovative Filipino Global Helping
Professionals" is paramount. Their innovative
strategies, rooted in research, position them as
essential contributors to fostering a healthier and more
resilient college community, ultimately shaping the
future well-being of these students on a global scale.
Their ability to address specific challenges while
fostering a supportive environment is vital in
mitigating the mental health issues faced by university
students today.
Methodology
The research design in this case appears to be a
sequential design that involves both screening
(quantitative phase) and interviews (qualitative phase).
This design allows for a more in-depth exploration of
the experiences and perspectives of the 10 students
who qualified for the interviews after the initial
screening using Ryff's Psychological Well-being
Scale. By starting with a quantitative phase to identify
a subset of participants and then following up with
qualitative interviews, this approach provides a
comprehensive understanding of the research question
and allows for a deeper exploration of the topics of
interest.
Data Gathering Procedure
The data gathering process for this study was carefully
designed to comprehensively explore the positive
psychological well-being of college students and the
role of school-based guidance counseling in fostering
it. The procedure consisted of two distinct phases:
screening using Ryff's Psychological Well-being Scale
and qualitative interviews with selected participants.
Screening using Ryff's Psychological Well-being
Scale: The initial phase involved administering Ryff's
Psychological Well-being Scale to a diverse sample of
30 college students. This self-report questionnaire was
chosen for its ability to assess various dimensions of
psychological well-being, such as autonomy, personal
growth, environmental mastery, positive relationships,
purpose in life, and self-acceptance. The students were
asked to respond to the scale's items, providing
insights into their well-being across these dimensions.
The collected responses were meticulously scored
based on the scale's established guidelines, enabling
the calculation of scores for each dimension.
Alfaro & Mata
Selection of Participants for Interviews: Following
the screening phase, the top 10 students with the
lowest scores on the Ryff's scale, indicating a notable
low level of positive psychological well-being, were
selected to participate in qualitative interviews. These
10 students became the focal point of the interview
phase, providing valuable perspectives on their
experiences and well-being.
Qualitative Interviews: The selected participants
engaged in one-on-one semi-structured interviews. The
interviews were thoughtfully designed to delve deeply
into the students' experiences of positive psychological
well-being. The interview guide comprised open-
ended questions, allowing the participants to share
their thoughts, emotions, and reflections. Key topics
covered in the interviews included the specific
dimensions of well-being highlighted by the Ryff's
scale, factors contributing to their well-being,
challenges encountered, and strategies they employed
to maintain their positive mental state. Moreover,
participants were encouraged to express their views on
the role of guidance counseling within the college
environment in fostering their overall well-being.
Materials and Instruments Used:
Ryff's Psychological Well-being Scale: A reliable
and validated self-report questionnaire featuring items
that assessed multiple dimensions of psychological
well-being. The scale's comprehensive nature allowed
for a comprehensive evaluation of participants' well-
being in diverse aspects.
Interview Guide:A well-structured, semi-structured
interview guide was created to guide the qualitative
interviews. It incorporated open-ended questions that
directly aligned with the dimensions measured by
Ryff's scale. Additionally, the guide included prompts
to explore the participants' experiences within the
college environment and their perceptions of the
impact of guidance counseling on their well-being.
Data Analysis
Quantitative Analysis (Screening Phase):
Descriptive statistics were calculated for each
dimension of psychological well-being measured by
the Ryff's scale. These statistics offered a clear
overview of the well-being levels in the sample,
allowing for the identification of the top 10 students
with the lowest scores in the relevant dimensions.
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Research Article
Qualitative Analysis (Interview Phase):The recorded
interviews were transcribed verbatim to ensure a
thorough analysis.A thematic analysis approach was
employed to extract recurring themes, patterns, and
insights from the participants' responses. This
inductive approach allowed themes to emerge
naturally, providing a rich and nuanced understanding
of the students' experiences of positive psychological
well-being and the significance of school-based
guidance counseling in this context.The qualitative
findings were carefully synthesized to offer a
comprehensive perspective on the interplay between
students' well-being and guidance counseling within
the college setting.
By blending quantitative screening with qualitative
interviews, this mixed-methods approach allowed for a
comprehensive exploration of college students'
positive psychological well-being and the pivotal role
of school-based guidance counseling in fostering this
vital aspect of their overall development.
Results and Discussion
Innovative Strategies on Addressing Psychological
Well-being among Selected College Students
(Quantitative Basis).
Table 1.
With this 6-point scale, participants in the study rate
their level of agreement or experience with statements
related to each of the six dimensions of Ryff's
Psychological Well-being Scale. The total score for
each dimension would be calculated based on the sum
of the responses for the statements associated with that
specific dimension. Higher scores within each
dimension would indicate a greater level of well-being
in that particular aspect of psychological functioning.
The assessment of students' psychological well-being,
as measured by Ryff's Psychological Well-being Scale,
reveals both notable strengths and areas for
improvement within the college student population.
Alfaro & Mata
This comprehensive evaluation provides valuable
insights into the dimensions of well-being that are
flourishing, as well as those that require targeted
support. By understanding these strengths and
weaknesses, we can design an innovative intervention
program that effectively addresses students' needs and
fosters their overall well-being.
Strengths
Personal Growth: Students demonstrate a remarkable
inclination towards personal growth and self-
improvement. This strength reflects their dedication to
their academic and personal development, which is a
promising foundation for nurturing their potential and
resilience. Leveraging this commitment to personal
growth, the proposed intervention program can further
empower students to harness their aspirations, set
goals, and continuously evolve.
Positive Relations with Others: The strong presence
of fulfilling and supportive relationships among
students and university members signifies a positive
and nurturing university community. This aspect is
crucial for creating an environment where students feel
valued, understood, and connected. Recognizing this
strength, the intervention program can build upon the
existing supportive network, encouraging collaborative
initiatives and peer mentorship to strengthen the sense
of community.
Purpose in Life: Students' clear sense of purpose and
meaning in their academic journey is a significant
asset. This strong purpose can enhance motivation,
persistence, and a sense of fulfillment. The proposed
program can leverage this existing purpose by aligning
it with broader life goals, helping students connect
their academic pursuits to a meaningful and fulfilling
life path.
Areas for Improvement
Autonomy: The moderate level of empowerment
indicated by the students underscores the need for
additional support in fostering autonomy. Empowering
students to take charge of their academic pursuits and
decision-making processes is essential for their
personal and academic growth. The intervention
program can introduce strategies that promote self-
directed learning, decision-making skills, and the
ability to navigate challenges independently.
Environmental Mastery: The challenges or
limitations suggested by the mean score for
environmental mastery highlight an area that requires
focused attention. Addressing environmental factors,
such as stressors and barriers, is essential to create a
conducive and supportive environment for students'
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Research Article
well-being. The proposed program can explore
methods to reduce environmental stressors, enhance
coping skills, and provide resources to help students
effectively navigate their academic and personal
surroundings.
Self-Acceptance: The relatively low score in self-
acceptance indicates an important area where students
could benefit from improved positive self-regard and
acceptance of their strengths and weaknesses.
Enhancing self-acceptance is crucial for building
resilience, self-confidence, and a healthy self-concept.
The intervention program can incorporate activities
that promote self-compassion, self-awareness, and a
growth mindset, fostering a positive self-image among
students.
Innovative Intervention Approach
The low scores in autonomy, environmental mastery,
and self-acceptance serve as valuable starting points
for designing a comprehensive and innovative
intervention program. By addressing these areas, we
not only target specific challenges but also establish
protective factors that enhance the program's overall
effectiveness. The innovative aspects of the program
can include:
Empowerment Workshops: Empowering students
with the skills and mindset to take charge of their
academic and personal journeys. These workshops can
include goal-setting strategies, time management
skills, and decision-making exercises.
Environmental Resilience Initiatives: Implementing
strategies to mitigate environmental stressors and
create a supportive atmosphere within the university.
This may involve stress management workshops, peer
support networks, and initiatives to enhance the
physical and social environment.
Self-Compassion and Growth Mindset Activities:
Promoting self-acceptance, self-compassion, and
embracing growth opportunities. Activities focused on
building self-esteem, cultivating a positive self-image,
and developing a growth-oriented mindset can be
integrated into the program.
Aligning the intervention program with the identified
weaknesses and protective factors created a holistic
and innovative approach that not only addresses
specific challenges but also strengthens students'
overall psychological well-being. This tailored
program aims to leverage students' existing strengths
while providing the necessary support to navigate the
areas that require improvement, ultimately fostering a
thriving and resilient college community.
Alfaro & Mata
Innovative Strategies on Addressing Psychological
Well-being among Selected College Students
(Qualitative Basis).
The data extracted from the students' significant
statements reveals three prominent themes in the
context of online learning: "Schedule," "Control," and
"Connection." These themes shed light on the
challenges students face in managing their time,
having control over their educational experiences, and
feeling connected to the learning environment.
Schedule: Students express challenges in managing
their time and staying motivated in the online learning
environment. They feel constrained by rigid schedules
and desire more flexibility to accommodate their
personal responsibilities and preferences. These
constraints on their study schedule contribute to
feelings of disempowerment and hinder their ability to
take ownership of their learning journey. The desire
for more control over their study schedule indicates a
need for a learning environment that allows them to
adapt their learning to better suit their individual needs
and pace, which could potentially enhance motivation
and engagement.
Connection: Students express feelings of
disconnection from their classmates and instructors in
the online learning setting. The absence of
opportunities for interaction and collaboration
contributes to a sense of being lost and less engaged
with the learning process. They also mention a lack of
accountability and support, which can lead to
challenges in staying motivated and focused on their
studies. The desire for more opportunities for group
discussions and collaborative activities indicates a
need for meaningful connections and shared learning
experiences. Establishing avenues for interaction and
support can foster a sense of community and create a
more engaging and supportive online learning
environment.
Control: Students express a desire for greater control
over their learning experience. They wish to pursue
topics that interest them, set their own pace of
learning, and receive personalized feedback and
guidance to improve their learning journey. The
perceived restriction in the online environment may
hinder their ability to explore their interests fully and
engage deeply with the course material. Empowering
students with more control over their learning can
enhance their sense of agency and motivation, leading
to a more enriching and fulfilling learning experience.
The themes of "Schedule," "Control," and
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Research Article
"Connection" highlight the importance of providing
students with a flexible, interactive, and supportive
online learning environment. Empowering students
with greater autonomy and fostering connections can
improve their engagement, motivation, and overall
learning outcomes in the virtual educational setting.
Educational institutions should consider these aspects
while designing and implementing online learning
programs to create a positive and empowering
experience for their students.
Data Driven Decision Making
Based on the quantitative and qualitative findings, we
have identified specific components that anchor the
proposed program for promoting positive
psychological well-being among college students.
These components are directly informed by the
strengths and areas for improvement identified in the
research, as well as the themes extracted from students'
subjective experiences. Here is how each component
aligns with the findings:
Empowerment Workshops (Quantitative Basis:
Autonomy, Qualitative Theme: Control):
Quantitative Basis (Autonomy): The moderate level
of autonomy identified in the quantitative data
highlights the need for support in empowering students
to take charge of their academic pursuits. The
empowerment workshops directly address this by
providing students with the skills and mindset to
navigate their educational journey independently.
Qualitative Theme (Control): The desire for greater
control over their learning experience is a key theme
from the qualitative data. Empowerment workshops
align with this theme by enabling students to set goals,
manage their time effectively, and make informed
decisions, thereby enhancing their sense of control in
the online learning environment.
Environmental Resilience Initiatives (Quantitative
Basis: Environmental Mastery, Qualitative Theme:
Connection):
Quantitative Basis (Environmental Mastery): The
challenges or limitations indicated by the mean score
for environmental mastery underscore the need for
environmental resilience initiatives. These initiatives
are designed to address stressors and create a
Alfaro & Mata
supportive atmosphere within the university, directly
targeting the area identified for improvement.
Qualitative Theme (Connection): The theme of
connection emphasizes the importance of a supportive
and engaging environment. Environmental resilience
initiatives contribute to creating a positive and
connected atmosphere by offering stress management
resources, peer support networks, and initiatives that
enhance the physical and social environment.
Self-Compassion and Growth Mindset Activities
(Quantitative Basis: Self-Acceptance, Qualitative
Theme: Control):
Quantitative Basis (Self-Acceptance): The relatively
low score in self-acceptance indicates a specific area
for improvement. Self-compassion and growth mindset
activities are designed to target this aspect, promoting
self-acceptance, positive self-regard, and embracing
growth opportunities.
Qualitative Theme (Control): The theme of control
in the qualitative data relates to students' desire for
autonomy in their learning. Self-compassion and
growth mindset activities contribute to building a
sense of control by fostering a positive self-image,
which is essential for students to confidently navigate
their educational journeys.
Flexible Online Learning Environment (Qualitative
Themes: Schedule, Control, Connection):
Qualitative Themes (Schedule, Control,
Connection): The themes extracted from students'
subjective experiences in the online learning
environment revolve around the challenges of
managing their schedule, seeking more control, and
feeling connected. Creating a flexible online learning
environment directly addresses these challenges by
allowing students to adapt their learning to their
schedules, giving them more control over their
educational experience, and fostering meaningful
connections through interactive features.
Peer Mentorship and Community Building
(Quantitative Basis: Positive Relations with Others,
Qualitative Theme: Connection):
Quantitative Basis (Positive Relations with Others):
The strength of positive relations with others is
leveraged through peer mentorship and community
building. This component builds upon the existing
supportive relationships among students and university
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Research Article
members, contributing to a sense of community and
connection.
Qualitative Theme (Connection): The theme of
connection in the qualitative data aligns with the aim
of peer mentorship and community building. By
facilitating meaningful interactions, group discussions,
and collaborative projects, this component directly
addresses the need for students to feel more connected
to their peers and instructors in the online learning
environment.
By aligning each component of the proposed program
with the specific findings from both the quantitative
and qualitative aspects of the study, the program
exemplifies the innovative spirit of Filipino global
helping professionals. This alignment highlights how
these professionals are not only embracing innovative
strategies but are also deeply attuned to the unique
needs and experiences of college students, both locally
and within a global context. By leveraging evidence-
based insights and addressing the identified strengths
and areas for improvement, the program stands as a
testament to the proactive and forward-thinking
approach that characterizes Innovative Filipino Global
Helping Professionals.The incorporation of
empowerment workshops, environmental resilience
initiatives, self-compassion and growth mindset
activities, a flexible online learning environment, and
peer mentorship/community building reflects the
innovative and holistic mindset of these professionals.
By integrating both quantitative and qualitative data,
the program is designed to create a transformative
educational experience that fosters positive
psychological well-being among college students. It
recognizes the importance of student autonomy,
meaningful connections, and an adaptable learning
environment, all of which contribute to the
overarching goal of enhancing students' overall well-
being. Through this alignment with the theme of
"Innovative Filipino Global Helping Professionals,"
the program not only addresses immediate challenges
but also demonstrates a commitment to empowering
college students to thrive in a rapidly changing and
interconnected world. By embracing innovation and
tailoring interventions to students' unique strengths and
needs, Filipino helping professionals can make a lasting
and positive impact on the well-being of college
students, ultimately contributing to the global landscape
of higher education and mental health support.
Alfaro & Mata
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Affiliations and Corresponding Information
Annie Dinh Maria M. Alfaro
Wesleyan University – Philippines
Carlene O. Mata
Wesleyan University – Philippines
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