Main Article Content
Education students face various challenges and depressive situations from their admission to their practice teaching experience. This case study examined how an institution addressed the issues on mental health and well-being of the students through its policy initiatives and sought to identify which policy alternative is best to address mental health issues and psychological distress among education students. To develop a comprehensive understanding of the institution’s position and ensure trustworthiness of the results, a methodological triangulation was done. Themes were generated from the data collected through document analysis, observations, and interviews. Results revealed the inadequacy of the provisions of the university code and student handbook to address mental health issues of students, the absence of a clear program and school prevention support, and the existence of Waray habits which restrain a proactive approach to solve similar issues. The study concludes that dealing with these issues on a case-to-case basis necessitates the provision of parameters to guide its stakeholders. From among the five policy options analyzed, the study recommended the development of a comprehensive campus-based mental health and well-being program that will ensure students’ mental and emotional preparedness in facing the rigors of their chosen profession.
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
Batas Pambansa Blg. 232 (The Education Act of 1982)
Blanco, C., Okuda, M., Wright, C., Hasin, D., Grant, B., Liu, S., & Olfson, M. (2008). Mental health of college students and their non-college-attending peers: Results from the national epidemiologic study on alcohol and related conditions. Arch Gen Psychiatry, 65(12), 1429–1437. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2734947/
Brown, P. (2016, Setember 22). The invisible problem? Improving students’ mental health. Higher Education Policy Institute (HEPI Report 88). Retrieved from http://www.hepi.ac.uk
Bryer, F. & Signorini, J. (2011). Primary pre-service teachers’ understanding of students’ internalizing problems of mental health and wellbeing. Issues in Educational Research, 21(3), 233-258. Retrieved from http://www.iier.org.au/iier21/bryer.pdf
Celik, M. (2008). Pre-service Efl teachers’ reported concerns and stress for practicum in Turkey. Education and Science, 33(150), 97-109. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.916.8092&rep=rep1&type=pdf
Chaplain, R.P. (2008). Stress and psychological distress among trainee secondary teachers in England. Educ Psychol: Int J Exp Educ Psychol 28:195–209.
CHED Memorandum Order No. 09, Series of 2013
Deasy, C., Coughlan, B., Pironom, J., Jourdan, D., & McNamara, P. (2014). Psychological distress and coping amongst higher education students: a mixed method enquiry. PLoS One. 2014; 9(12): e115193. doi:10.1371/journal.pone.0115193
Denzin, N., & Lincoln, Y. (2000). The discipline and practice of qualitative research. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 1-36). London: Sage Publications.
Garder, S. (2010). Stress among prospective teachers: A review of the literature. Australian Journal of Teacher Education, 35(8), 18-28. Retrieved from http://files.eric.ed.gov/fulltext/EJ910416.pdf
Garlow, S.J., Rosenberg, J., Moore, J.D., Haas, AP., Koestner, B., Hendin, H., et al. (2008). Depression, desperation, and suicidal ideation in college students: Results from the American Foundation for Suicide Prevention College Screening Project at Emory University. Journal of Depression and Anxiety, 25(6), 482-488.
Grzywacz, J.G. & Fuqua, J. (2000). The social ecology of health, leverage points and linkages. Behavioral Medicine 26(3), 101-116.
Horwitz, AV. (2007). Distinguishing distress from disorder as psychological outcomes of stressful social arrangements. Health 11∶273-289. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/17606693
Hunt, J. & Eisenberg, D. (2010). Mental health problems and help-seeking behavior among college students. Journal of Adolescent Health, 46, 3-10.
Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27-35.
Lee, R.B., Maria M.S., Estanislao S., & Rodriguez, C. (2013). Factors associated with depressive symptoms among Filipino university students. PLoS One 8(11): e79825. doi:10.1371/journal.pone.0079825
Lindqvista, H., Weurlanderb, M., Wernersonb, A., & Thornberg, R. (2017). Resolving feelings of professional inadequacy: Student teachers’ coping with distressful situations. Teaching and Teacher Education, 64, 270-279. Retrieved from http://www.sciencedirect.com/science/article/pii/S0742051X1730327X
Marais, P. (2013). Feeling is believing: student teachers’ expressions of their emotions. J Soc Sci, 35(3), 207-216. Retrieved from http://www.krepublishers.com/02-Journals/JSS/JSS-35-0-000-13-Web/JSS-35-3-000-13-Abst-PDF/JSS-35-3-207-13-1474-Marais-P/JSS-35-3-207-13-1474-Marais-P-Tx.pmd.pdf
Morrison, R. & O'Connor, R.C. (2005). Predicting psychological distress in college students: The role of rumination and stress. Journal of Clinical Psychology, 61(4), 447-460.
Parekh, R. (2015, September). Warning signs of mental illness. American Psychiatric Association Report. Retrieved from https://www.psychiatry.org/patients-families/warning-signs-of-mental-illness
Payton, J., Weissberg, R.P., Durlak, J.A., Dymnicki, A.B., Taylor, R.D., Schellinger, K.B., et al. (2008). The positive impact of social and emotional learning for kindergarten to eighth-grade students: Findings from three scientific reviews. Collaborative for Academic, Social, and Emotional Learning. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2874625
Pinder, H. (2008). Navigating the practicum: student teacher perspectives on their learning. Paper presented at the British Educational Research Association Annual Conference, Heriot-Watt University, Edinburgh. Retrieved from http://www.leeds.ac.uk/educol/documents/174930.pdf
Sarmento, M. (2015). A “mental health profile” of higher education students. Procedia - Social and Behavioral Sciences, 191, 12-20. Retrieved from http://www.sciencedirect.com/science/article/pii/S1877042815028669
Serdar Tülüce, H., & Çeçen, S. (2016). Scrutinizing practicum for a more powerful teacher education: A longitudinal study with pre-service teachers. Educational Sciences: Theory & Practice, 16,127-151. Retrieved from http://files.eric.ed.gov/fulltext/EJ1101176.pdf
Stokols, D. (2000). Social ecology and behavioral medicine: Implications for training, practice, and policy. Behavioral Medicine, 26(3), 129-139.
Stokols, D. and K. R. Pelletier (1996). The ecology of work and health, Research and policy directions for the promotion of employee health. Health Education Quarterly, 23(2), 137-159.
Strauss, A. & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks: Sage Publishing.
The 1987 Philippine Constitution
Warwick, I., Maxwell, C., Simon, A., Statham, J., & Aggleton, P. (2006). Mental health and emotional well-being of students in further education - a scoping study. Thomas Coram Research Unit, Institute of Education, University of London. Retrieved from http://eprints.ioe.ac.uk/56/1/Mental_health_in_FE.pdf
Woodward, P. (2006). Putting staff wellbeing higher on the agenda. Independent Education, 36(3), 20-21.
Zins, J.E., Weissberg, R.P., Wang, M.C., & Walberg, H.J. (2004). Building academic success on social and emotional learning: What does the research say? New York: Teachers College Press. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2874625