Republic of the Philippines

Department of E ducation
Region V (Bicol)
SCHOOLS DIVISION OF LEGAZPI CITY
Legazpi City
LEGAZPI CITY NATIONAL HIGH SCHOOL
Rawis, Legazpi City

MENTAL HEALTH AND PSYCHOSOCIAL SUPPORT ACTIVITY FOR STUDENTS

May 2023
Name of Proponent SHIELA D. JADIE Current JHS, Guidance
Position/Designation Counselor II
Introduction / In the pursuit of academic excellence, Legazpi City National High
Rationale School proudly embraces a pioneering initiative that transcends
traditional educational paradigms — a comprehensive mental
health and psychosocial support program. As we recognize the
intricate connection between emotional well-being and academic
success, this report endeavors to illuminate the path taken by our
institution in fostering a resilient and supportive environment for our
students.

The decision to embark on this transformative journey is grounded

in our unwavering commitment to nurturing not only the intellectual
capacities of our students but also their emotional and social
development. In acknowledging the unique challenges that
adolescents face, including the prevalence of bullying, we have
designed and implemented a multifaceted program that goes
beyond conventional educational norms. This includes proactive
measures to raise awareness about bullying, robust support
systems for students who experience bullying, and a strong
emphasis on fostering a culture of empathy, respect, and inclusion
among our student body.
Problem Description The decision to embark on a comprehensive mental health and
psychosocial support program at Legazpi City National High
School arises from a recognition of the pressing challenges faced
by our student community. The problem at hand is multifaceted,
encompassing both internal and external factors that impact the
well-being of our students and the overall school environment.

Internal Factors:
 Stigma and Silence:
The prevailing stigma surrounding mental health issues has
resulted in a culture of silence, inhibiting open discussions and
preventing students from seeking the help they may desperately
need. Students may fear judgment or ostracization, leading to the
suppression of their emotions and challenges.
 Lack of Awareness:
A significant portion of the student body may lack sufficient
awareness and understanding of mental health issues, hindering
the creation of a supportive and empathetic community.
Misconceptions and a dearth of knowledge may contribute to the
perpetuation of stigma and ignorance.
 Limited Support Services:
The absence of accessible and dedicated mental health support
services within the school exacerbates the challenges faced by
students dealing with mental health issues. Students may lack a
confidential and reliable outlet for seeking guidance and
assistance.
External Factors:
  Social Pressures:
The external environment, including societal expectations and peer
pressures, contributes to the stressors experienced by students.
Balancing academic demands, extracurricular activities, and
personal relationships may lead to increased levels of stress and
anxiety.
 Community Awareness:
The lack of community-wide awareness about the importance of
mental health contributes to an environment where these concerns
are not prioritized. A broader community understanding is essential
for creating a holistic support network for students.
 Resource Constraints:
Limited resources, both financial and personnel, pose challenges
to the establishment and maintenance of a comprehensive mental
health and psychosocial support program. Adequate training,
infrastructure, and collaboration with external mental health
professionals are crucial but may face resource constraints.

Despite efforts to provide a supportive and nurturing environment,

Legazpi City National High School, like many schools, faces
challenges related to bullying. Bullying is a pervasive issue that
can have serious consequences on the emotional well-being and
academic success of students. It can create a hostile and unsafe
school environment, leading to increased levels of stress, anxiety,
and fear among students.

Moreover, bullying can negatively impact students' self-esteem,

social relationships, and overall mental health. It can hinder
students' ability to concentrate in class, participate in school
activities, and ultimately, achieve their academic potential. Bullying
can also contribute to a culture of silence and fear, where victims
may be reluctant to seek help or report incidents due to fear of
retaliation or stigma.

Addressing bullying requires a multifaceted approach that involves

not only addressing individual incidents but also creating a school
culture that values empathy, respect, and inclusivity. It requires
proactive measures to raise awareness about bullying, educate
students and staff about its impact, and implement effective
strategies to prevent and address bullying behavior.
Goals Goals for the Mental Health and Psychosocial Support Program at
Legazpi City National High School:

Destigmatize Mental Health:

Goal: Challenge and break down the stigma associated with
mental health within the school community.

Establish Comprehensive Support Services:

Goal: Create a robust and accessible mental health support
system within the school.

Promote Holistic Well-being:

Goal: Foster the overall well-being of students by integrating
holistic activities into the school's routine.
 Prevent Bullying:
Goal: Prevent bullying from occurring in the first place. This can be
achieved through education and awareness campaigns that teach
students about the impact of bullying and the importance of
treating others with kindness and respect.

Address Bullying Incidents Effectively:

Goal: Address these incidents promptly and effectively, ensuring
that victims receive the support they need and that perpetrators
understand the consequences of their actions.

Activities
MENTAL HEALTH AND PSYCHOSOCIAL SUPPORT SEMINAR 2023

Morning Session Grade 7 Classes

8:00 – 9:00 AM Artistry
Benevolence
Chastity
9:00 – 10:00 AM Diligence
Effectiveness
Generosity
10:00-11:00 AM Humility
Integrity
Justice
Afternoon Session Grade 8 Classes
1:00 – 2:00 PM Athena
Bellerophon
Chiron
2:00 – 3:00 PM Daedalus
Eros
Galatea
3:00 – 4:00 PM Kronus
Janus
Fates

People Involved Shiela D. Jadie – Guidance Counselor II

Lilia B. Nerbes – SHS Guidance Designate

Time Frame May 2023

Success Indicators Success Indicators for the Mental Health and Psychosocial
Support Program at Legazpi City National High School:

 Increased Awareness and Understanding:

Success Indicator: A measurable increase in the level of
awareness and understanding of mental health issues among
students, faculty, and parents.
Measurement: Conduct pre- and post-program surveys to assess
changes in knowledge, attitudes, and perceptions related to mental
health.

 Reduction in Stigma:
Success Indicator: A noticeable reduction in the stigma associated
with seeking mental health support within the school community.
Measurement: Track the number of reported incidents of
stigmatization, conduct anonymous surveys to gauge students'
perceptions of stigma, and monitor changes in language and
attitudes over time.

 Increased Utilization of Support Services:

Success Indicator: A rise in the utilization of mental health support
services, including counseling and peer support.
Measurement: Record the number of students accessing
counseling services, participation rates in peer support programs,
and the frequency of visits to the dedicated counseling room.

 Improved Resilience and Coping Skills:

Success Indicator: Enhanced student resilience and coping skills,
demonstrated through improved emotional regulation and
decreased stress levels.
Measurement: Conduct assessments of students' self-reported
stress levels, monitor changes in coping mechanisms, and track
participation in activities promoting resilience.

 Positive Changes in Academic Performance:

Success Indicator: Positive correlations between participation in
the mental health program and academic performance.
Measurement: Analyze academic data, such as grades and
attendance records, to identify any positive trends or improvements
among students actively engaged in the mental health initiatives.

 Community Engagement and Support:

Success Indicator: Increased engagement and support from
parents, teachers, and the broader community in mental health
initiatives.
Measurement: Monitor attendance and participation in community
events related to mental health, gather feedback from parents and
teachers, and assess the level of community involvement in
supporting the program.

 Sustainability and Continuous Improvement:

Success Indicator: The establishment of a sustainable program
with a continuous improvement plan in place.
Measurement: Track ongoing participation rates, assess the
effectiveness of implemented strategies through regular
evaluations, and gather feedback for refining and expanding the
program.

 Reduction in Bullying Incidents:

Success Indicator: A significant indicator of success would be a
reduction in the number of reported bullying incidents. This can
indicate that the preventive measures and interventions are
effective in addressing bullying behavior.

 Increased Reporting of Bullying:

Success Indicator: An increase in the number of students and staff
reporting bullying incidents can indicate that there is a greater
awareness of bullying and confidence in the reporting process.

These success indicators are designed to provide measurable

 outcomes and insights into the effectiveness of the mental health
and psychosocial support program at Legazpi City National High
School. Regular monitoring and evaluation will be essential to
ensure that the program remains responsive to the evolving needs
of the school community.

Prepared by:

SHIELA D. JADIE, RGC

Guidance Counselor II

Approved:

JEREMY A. CRUZ, EdD

Principal III