JOSE RIZAL MEMORIAL STATE UNIVERSITY

The Premier University in Zamboanga Del Norte

Main Campus, Dapitan City

“Beyond Bloodlines: Kinship Influence on Female Mayoral Participation in Dapitan City

and Dipolog City”

Presented To
Ms. Chery May M. Oga
In partial fulfillment of the subject
Political Analysis and Research

RESEARCHERS:
Alexa Daquipil
Joy Caermare
Melbapar Mijares
Rena Mae Senina
Sheila Sumambod
MAY 2024
 Chapter I

Problem and Its Scope

The relationship between kinship ties and female political participation among Philippine

mayors presents a significant issue in understanding the dynamics of gender representation in

politics. Recent research indicates that female mayors with kinship ties are notably more likely to

serve as placeholders rather than active political leaders. This phenomenon suggests that these

women may not be fully exercising their political agency, which contributes to a superficial

enhancement in gender representation within local governance. The concern arises that

improvements in female political representation may not lead to meaningful political power for

women but instead perpetuate a cycle where female incumbents rely on familial connections

rather than personal merit or capability.

This research seeks to examine the extent to which kinship ties impact the political

careers of female mayors in the Philippines, focusing on their likelihood of seeking reelection.

Utilizing data from mayors who followed term-limited predecessors between 2004 and 2013, the

study aims to quantify the gender gap in reelection rates and explore the implications of these

findings on the broader landscape of political participation. The research will also analyze

whether female mayors are disproportionately positioned as temporary leaders meant to maintain

political dynasties rather than advocate for substantive changes in their local communities. By

investigating these aspects, the study will highlight the complexities surrounding female political
representation in a system heavily influenced by kinship and familial legacy, thus offering a more

nuanced understanding of women's roles in Philippine politics.

The primary objectives of this study include assessing the frequency at which female

mayors with kinship ties seek reelection compared to their male counterparts and those without

such ties, evaluating the implications of these kinship dynamics on the overall political

participation and representation of women in Philippine local governments, and discussing

potential strategies to empower female politicians to transition from placeholder roles to active

decision-makers within their political landscapes. Through this research, the goal is to contribute

valuable insights into the discourse on gender and political participation in the Philippines,

potentially guiding policy reforms aimed at fostering genuine representation and agency for

women in governance.

Statement of the Problem

The interplay between kinship ties and female political participation among Philippine

mayors reveals a critical concern regarding gender representation in politics. Emerging evidence

suggests that female mayors with familial connections often serve predominantly as

placeholders, thereby limiting their ability to enact substantial political agency. This situation

raises important questions about the authenticity of enhancements in gender representation, as it

appears that such progress does not necessarily translate into meaningful political power for

women. Instead, it fosters a reliance on familial ties rather than individual qualifications or

achievements, thereby perpetuating a cycle of superficial gender inclusivity within local

governance.
 In light of the aforementioned dynamics, this research aims to investigate the degree to

which kinship ties shape the political trajectories of female mayors in the Philippines,

particularly their intentions and likelihood of seeking reelection. The study will analyze data

from mayors succeeding term-limited predecessors between 2004 and 2013 to quantify the

gender disparity in reelection rates. Additionally, it will explore the implications of these findings

on the broader context of political participation, questioning whether female mayors are merely

fulfilling temporary roles intended to uphold political dynasties, rather than actively driving

political agendas that advocate for meaningful changes within their communities.

Ultimately, this research aspires to shed light on the complexities surrounding female

political representation in a political landscape significantly influenced by kinship and familial

legacy. By assessing the frequency with which female mayors with kinship ties pursue reelection

compared to their male counterparts and those devoid of such connections, the study aims to

evaluate the broader implications of these kinship dynamics for political participation among

women in Philippine local governments. Furthermore, it will discuss potential strategies geared

toward empowering female politicians to transition from placeholder roles to authoritative

decision-makers in their political environments. Through this investigation, valuable insights will

be generated, contributing to the ongoing discourse on gender and political participation in the

Philippines, and potentially informing policy reforms that foster authentic representation and

agency for women in governance.

Theoretical Framework

This study is grounded in Kurt Lewin's theory of organizational change, as cited by Hussain et al.

(2018), and addresses the challenges of translating policy into effective school-based mental

health practices. This framework facilitates the recognition, evaluation, and understanding of the

various factors influencing the implementation of mental health policies within educational

settings.

Firstly, Implementation Science is critical to understanding the processes and variables

that affect policy implementation in real-world contexts. This approach provides a systematic

method to assess the effectiveness of interventions, such as those mandated by R.A. 11036. Key

components of this theory include fidelity, which ensures that school mental health programs

adhere to the policy's original objectives and requirements; adaptation, which acknowledges that

schools may modify the rules to fit their unique contexts, potentially impacting program

outcomes; sustainability, which examines the duration over which mental health initiatives can

be maintained in schools; and penetration, which assesses the extent to which these interventions

reach and impact the target population within educational settings.

Secondly, Organizational Change Theory examines how educational institutions

implement changes, highlighting that the unique dynamics, cultures, and structures of schools

can significantly influence the success of new policy implementation. Key aspects of this theory

include readiness for change, which evaluates the school's preparedness to implement new

programs by enhancing staff competency, increasing resource availability, or altering the

institutional culture around mental health; leadership and advocacy, which analyzes how school

leaders and advocates can facilitate and promote the integration of mental health services; and

stakeholder engagement, which explores how various parties, such as parents, teachers, students,

and mental health professionals, participate in and support the implementation process.

Lastly, the Diffusion of Innovations Theory (Dearing & Cox, 2018) enhances the study

by explaining how new ideas, practices, and policies spread within an organization. This theory

helps to understand the implementation—or lack thereof—of mental health policies in schools by

examining factors such as relative advantage, which considers the perceived benefits of mental

health efforts over the current situation; compatibility, which assesses how well the mental health

programs align with the school's curriculum, past experiences, and values; and complexity,

which looks at the perceived difficulty of implementing the initiatives and how this may affect

their adoption and execution.

Using these theoretical approaches, the research will investigate the discrepancies

between policy mandates and actual practices in school-based mental health programs under

R.A. 11036 Chapter 5. The study aims to identify factors that support and hinder this process and

to propose strategies to improve implementation outcomes, ensuring that mental health services

are effectively integrated into educational environments for the benefit of students.

Assumptions

The research study is anchored on the assumption that the guidelines and mandates set

forth in Chapter 5 of Republic Act 11036 also known as the Mental Health Act are both

comprehensive and applicable to the school setting. Educational institutions, especially guidance

counselors and school psychologist, have the power and resources necessary to properly
implement these mental health concepts. Additionally, it is anticipated that these schools have a

well-established mental health framework that may include new policy, and that staff and

students are aware of and open to these kinds of support for mental health. Furthermore, the

implementation of these policies may be thoroughly monitored and evaluated for efficiency

using established mental health outcomes and indicators in the setting of schools. In order to

determine the degree to which these presumptions are correct, this study will investigate the

factors that promote or stop the successful conversion of mental health policy in schools.

Hypothesis

The integration of Chapter 5 of R.A. 11036 into school mental health initiatives

eventually improves the overall mental health outcomes among students in Philippine schools.

Significance of the Study

Policy Developers. They can use the study's findings to refine and implement mental health

policies in schools more effectively, ensuring that legal requirements are met and that students'

mental health needs are addressed.

School Administrators. The study provides insights into best practices and areas for

improvement, helping them to design and implement effective mental health programs within

their institutions.
Teachers and Educators. By understanding the importance of early detection and intervention,

they can better support students facing mental health challenges, ultimately improving student

welfare and academic outcomes.

Guidance Counselors and School Psychologists. The study's findings can help them develop

and refine mental health interventions and support services, making these more effective in

addressing students' needs.

Parents and Guardians. Increased awareness and understanding of the importance of mental

health can empower them to better support their children's mental well-being and advocate for

necessary resources and interventions.

Students. They are the primary beneficiaries, as the study aims to improve mental health

services in schools, leading to a more supportive environment that can enhance their overall

well-being and academic success.

Scope and Delimitation of the study

With the title “From Policy to Practice: Integration of R.A. 11036 Chapter 5 in School

Mental Health Initiatives” is to evaluate how well Chapter 5 of the Mental Health Act of 2018 is

being implemented in Philippine school settings. The study also aims to identify the challenges

associated with implementing these services and offer strategies for effectively integrating

mental health policies into curriculum.

 The aim of this research includes public and private educational institutions. Secondary,

and university schools are included to give a thorough picture of the implementation. The

research attempts to capture a wide range of experiences and practices linked to school mental

health efforts by looking at a variety of schools.

The study particularly examines delimitation in Chapter 5 of R.A. 11036, which deals

with mental health t reatments provided in school settings. This study is limited to the

educational setting, even though the Mental Health Act addresses a broad range of mental health-

related concerns in numerous industries. Other Act chapters that address mental health services

in communities, workplaces, or healthcare settings are not covered by it.

And last, the study’s timeline serves as another boundary. The study will take place over

the course of a school year and provide an overview of Chapter 5 of R.A. 11036 current

implementation status. Since the goal of the study is to give an initial assessment rather than a

long-term review, long-term impacts and changes over multiple years will not be included. On

the basis of this research, future studies could evaluate the development and long-term

effectiveness of mental health efforts in schools.

In conclusion, the study is limited by its focus on educational establishments and its

careful consideration of R.A. Chapter 5. 11036. In order to guarantee that the research offers

broad and relevant insights into the integration of mental health policies in schools within the

Philippine setting certain delimitations are required to maintain a clear and controllable scope.

Definition of Terms

Mental health – a state of psychological well-being where individuals can manage life’s

stresses, maintain productive activities, and make meaningful contributions to their community,
it involves ensuring that school environments support and promote the mental well-being of

students through the implementation of mental health policies as mandated by the Philippine

Mental Health Act.

R.A. 11036 – also known as the Mental Health Act, aims to establish a comprehensive and

integrated mental health care system in the Philippines, ensuring accessible, affordable, and high-

quality mental health services for all. It also seeks to protect the rights of individuals with mental

health conditions and promote mental health awareness and education across various sectors of

society.

Stakeholders – refer to individuals or groups with an interest or investment in the outcomes of a

particular initiative. Stakeholders include students, parents, teachers, school administrators,

mental health professionals, and policymakers involved in implementing and benefiting from the

school mental health programs mandated by the Philippine Mental Health Act.

Integration – refers to the process of incorporating new elements into an existing system to

function cohesively, it involves the systematic incorporation of the provisions and guidelines

from

Chapter 5 of the Philippine Mental Health Act into school-based mental health programs and

practices.

Inadequate – refers to something that is insufficient or lacking in quality, quantity, or

effectiveness, it pertains to the shortcomings or deficiencies in resources, implementation

strategies, or support systems necessary for the effective incorporation of mental health

initiatives in schools as outlined by the Philippine Mental Health Act. Fidelity – the degree to
which the implementation of a program or policy faithfully adheres to its intended design,

guidelines, and objectives. It involves ensuring that the mental health initiatives in schools are

executed precisely as outlined in Chapter 5 of the Philippine Mental Health Act.

CHAPTER II

REVIEW OF RELATED LITERATURE

Mental health disorders are one of the most underestimated aspects that affect a person's

daily life. These disorders cannot be easily perceived by the five senses of a human, yet they can
be categorized as a pandemic because they affect more people than one may think. Mental health

is invisible and silent, and by the time it becomes noticeable, it can often be too late. While we

commonly associate mental health disorders with conditions such as depression, anxiety, and

stress, we often fail to recognize that mental health challenges can also affect individuals who

may appear "insane" or exhibit unusual behavior while walking down the streets. In this chapter,

we will explore the relevant literature and examine the key concepts that underpin this study.

International Studies

According to the 2021 NSDUH Annual National Report, there is an increasing frequency

of mental health conditions among children and adolescents. The report also raises concerns

about the challenges faced by youths and parents in accessing early intervention of mental health

services. Even before the COVID-19 pandemic, studies stipulated that one in five children and

adolescents aged 3–17 years had a mental, emotional, developmental, or behavioral health

disorder Bitsko RH, Claussen AH, Lichstein J, et al. The pandemic has aggravated these

challenges, leading to higher rates of psychological distress, death instinct, and suicide attempts

among youths due to significant losses of primary caregivers, increased social isolation, and

changes in social context resulting from school closures Ma L, Mazidi M, Li K, et al., (2021.)

Consequently, decision-makers have acknowledged the importance of addressing mental health

and wellness early and the value of doing so in schools. Based on Hoover S, and Bostic J (2021),

it is important to recognize that schools play a crucial role in the mental health system of care

and often serve as a primary location for providing mental health support to young people. As

indicated in the study of Duong MT, Bruns EJ, Lee K, et al (2021) children and adolescents,

generally referred to as "youths," spend a significant amount of time in educational settings. This

presents an opportunity for schools to implement mental health promotion and prevention
programs aimed at positively influencing the behavior and mindset of young individuals, and

intervening before mental health issues arise. The available evidence strongly indicates that

implementing mental health promotion and prevention programs within school settings is a

critical component of the overall services spectrum. These initiatives have been proven to be

highly effective in enhancing positive behaviors and outcomes, improving academic success,

fostering competence, and promoting general well-being. Additionally, they have shown success

in reducing negative outcomes, such as the prevalence of mental health conditions, conduct

problems, and school dropout rates (National Research Council and Institute of Medicine, 2009).

By offering these interventions in schools, the reach of mental health services is significantly

expanded, leading to increased access to care among students from underserved populations Ali

MM, West K, Teich JL, et al, (2009.)

An international study has highlighted the current national initiatives in education and

mental health as a unique opportunity to reconsider and enhance models for integrating learning

and behavioral health. Both the Surgeon General's report (US DHSS 1999) and the President's

New Freedom Commission on Mental Health report (2003) advocate for expanding mental

health services for children in schools. Additionally, the No Child Left Behind Act, passed in

2002, prioritized accountability, particularly for academic achievement, and stressed the

increased use of evidence-based programs and teaching methods. It also emphasized the

importance of ensuring "student access to quality mental health care by developing innovative

programs to link the local school system with the local mental health system" (U.S. Department

of Education Office of Elementary and Secondary Education 2002, p. 427). There is significant

federal support for establishing a stronger connection between education and mental health.
 According to the study, a recent comprehensive national survey of school-based mental

health programs has revealed a concerning trend that demands attention and action. The findings

indicate that the vast majority of these programs operate by providing "pull-out" screening and

counseling services for referred children Foster et al., (2005). While these services are

undoubtedly well-intentioned, they are also resource-intensive and often compete with valuable

instructional time. This not only impacts the children receiving these services but also affects the

overall educational environment.

Furthermore, the prevailing "clinic within schools" model, while aiming to provide

support, offers limited opportunities for interdisciplinary collaboration between mental health

providers and educators. The lack of cohesive collaboration between these two vital support

systems is a significant barrier to delivering holistic care and achieving the best outcomes for

students.

It is clear that the current approach, while beneficial for some, falls short of meeting the

needs of the larger population of children requiring mental health services Baker et al., (2006).

This situation demands innovative solutions that prioritize efficient resource allocation,

collaborative working relationships, and an inclusive approach to mental health support within

the school environment. By addressing these issues, we can create a more effective and nurturing

system that ensures the well-being and success of all students.

Moreover, numerous studies have shown that effective teaching methods and classroom

management play a crucial role in determining the future success of children. Additionally, the

influence of children's peers in the school environment is significant, with peer tutoring

programs proving to have strong positive effects on both the learning and behavior of students

Rivera et al., (2006). It is also important to consider the impact of peer norms on achievement
and behavior, and there is an emerging literature on effective strategies to align peer influences

with academic and behavioral goals Farmer and Xie, 2007; Ryan et al., (2004).

According to a study by Nirmita Panchal, Cynthia Cox, and Robin Rudowitz dated

September 6, 2022, the majority of public schools provide mental health services to students,

although it's not clear how many students are using these services. In the 2021-2022 school year,

96% of public schools reported offering at least one type of mental health service to their

students. The most commonly offered services are individual-based interventions such as one-

on-one counseling or therapy (84% of public schools), case management or coordinating mental

health services (70%), and referrals for care outside of the school (66%). Only 34% of schools

provide outreach services, which include mental health screenings for all students. These

screenings are considered a best practice and allow schools to better identify all students with

needs and tailor services to their specific student population. However, many schools do not offer

these screenings often due to a lack of resources, difficulty accessing providers to conduct

screenings, the burden of collecting and maintaining data, and/or a lack of buy-in from school

administrators. Another international study about mental health stipulated that there is an

estimated 12–30% of school-age children suffer from mental illness of sufficient intensity to

adversely affect their education Becker B.E., Luthar S.S. (2020). The vulnerability to mental

illness is highest during childhood and adolescence World Health Organization (2005). Within

the last decade, an increase in diagnoses related to mental ill-health has been noted Olfson M.,

Blanco C., Wang S., Laje G., Correll C.U.(2014). An estimated 50% of all mental illnesses begin

before the age of 14, and three-quarters of mental ill-health occurs before the age of 25 Rutter

M., Moffitt T.E., Caspi A. (2005)

Local Studies
 Every day, countless students within our school are silently fighting cognitive and

emotional struggles due to their mental health issues. Unfortunately, many of these students are

hesitant to seek help due to their fear of being disregarded and judged by individuals who may

not comprehend the depths of their struggles. Thankfully, the Philippine government has

proactively addressed this alarming concern by implementing R.A. 11036, more commonly

known as the "Mental Health Act." This act aims to improve and maintain the health and well-

being of individuals living with mental illness who may be unable to provide consent for

treatment.

With the implementation of this groundbreaking law, the rights and welfare of persons with

mental health needs are now safeguarded. Furthermore, mental health professionals are

supported and enabled to deliver much-needed services to communities, extending even to the

barangay level. This ensures that mental health support is readily accessible to individuals

regardless of their location. The act also highlights the integration of psychiatric, psychosocial,

and neurologic services into various healthcare facilities such as regional, provincial, and tertiary

hospitals. By improving and expanding our mental healthcare facilities, we can better meet the

needs of those seeking assistance.

Recognizing the crucial role of education in promoting mental health, the Mental Health

Act also emphasizes the importance of mental health education in schools and workplaces. This

provision seeks to equip students, educators, and professionals with essential knowledge and

skills to effectively address mental health concerns. By fostering an environment of

understanding, schools and workplaces can create a safe and supportive space for individuals

experiencing mental health challenges.

 The implementation of R.A. 11036 reflects a significant stride toward prioritizing and

addressing mental health issues in the Philippines. With this legislation, individuals living with

mental illness are provided the necessary care and support to enhance their overall well-being.

By promoting mental health education, integrating services, and improving our healthcare

facilities, we are moving towards a more inclusive society that values and prioritizes the mental

health needs of its citizens.

The enactment of R.A. 11036, or the "Mental Health Act," demonstrates the Philippine

government's commitment to tackling the rising mental health concerns in our society. By

securing the rights and welfare of individuals with mental health needs, integrating services, and

promoting mental health education, we are taking significant steps towards creating a more

compassionate and inclusive environment for all. The Mental Health Act is a major milestone in

our collective journey towards prioritizing mental well-being and ensuring that no one feels

alone or neglected in their struggles with mental health.

“This law will secure the rights and welfare of persons with mental health needs, mental

health professionals, provides mental health services down to the barangays, integrate

psychiatric, psychosocial, and neurologic services in regional, provincial, and tertiary hospitals,

improve our mental healthcare facilities and promote mental health education in our schools and

workplaces” – Senator Hontiveros.

There has always been a dearth of epidemiological data on the various mental disorders

in the Philippines.

From the scarce evidence of our existing figures, the National Statistics Office has

identified that mental illness is the third most prevalent cause of morbidity, with as high as 14%
of Filipinos with disabilities recognized to have a mental disorder (Philippines Statistics

Authority, 2010)

There are also data in a selected adult population in our National Capital Region, which

showed that one-third of the study population had experienced mental health problem at least

once in their lifetime and that depression is one of the most prevalent diagnoses, following

specific phobias and alcohol abuse (Department of Health. National Objectives for Health 2012

Manila, Philippines Department of Health:2011–2)

A study in 2019 as cited by the work of Ong, J. A. T., et al. focuses on mapping the issues

arising in tertiary institutes as regards to mental health well-being of the students and employees.

It was found out that there were six perceived sources of mental health issues in the institutes and

these are self-acceptance, culture, financial status, technology, environment and organizational

dilemma. It was also found out that there are three hindrances in promoting the law –

unawareness, anxiety and inactivity. However, there were six perceived activities and solutions

to support mental health law: peer counselling, trainings, social activities, religious activities,

sharing of experiences and research. There is no definite boundary to which we can tell right

away people who suffering from mental health problem (Mental Illness Knows No Boundaries,

2015). Accordingly, the World Health Organization (WHO) stipulated that mental wellness is a

vital and significant component of being healthy and that there can be no health without mental

health because it affects a person's ability to make sound decisions for themselves. According to

WHO (2019), every year close to 800, 000 people take their own life and there are many more

people who attempt suicide. Every suicide is a tragedy that affects families, communities, and

entire countries and has long-lasting effects on the people left behind. Suicide occurs throughout

the lifespan and was the second leading cause of death among 15-29- year-olds globally. The
study conducted in the province of Capiz show that the mental health integration level based on

primary health practices was slightly integrated. On the other hand, there was a highest mean

score of 3.26, interpreted as “Partially Integrated,” on statement that “Primary health workers

choose to refer patients with mental health disorders whom I encounter to rural health

physician.” The result implied that majority of the respondents chose to refer patients with

mental health disorder to rural health physicians because they are believed to be the most visible

and accessible mental health expert in the community Feliciano ATU. (2023). In the study

conducted in the University of Makati, there are students who raised concerns about academic

issues and verbal abuse. The majority of the students want to be assisted with their issues and

concerns. Hence, they are willing to avail of the Academic and Student Services, especially the

Academic Tutorial Lessons, Psychological/Personality Assessment, and Counseling services.

A study by Santos et al. (2019) emphasizes the importance of integrating mental health support

in school settings through the implementation of R.A 11036. The study highlights the need for

comprehensive mental health programs that address the unique challenges faced by students. It

argues that the integration of R.A 11036 in schools can promote early identification and

intervention, reduce stigma, and improve overall well-being among students. However, the study

of Gomez et al. (2020) focus on the significance of teacher training and capacity building in the

successful integration of R.A 11036 in school settings. The study highlights the need for

educators to be equipped with the knowledge and skills to identify and support students' mental

health needs. It argues that investing in teacher training programs can enhance the effectiveness

of R.A 11036 integration and foster a supportive environment for students. Further study has

emphasized the importance of promoting mental health literacy in schools as a key objective of

R.A 11036 integration. The study explores strategies for enhancing students' understanding of
mental health, reducing stigma, and promoting help-seeking behaviors. It argues that by

incorporating mental health education into the curriculum, schools can contribute to the overall

well-being of students and create a supportive environment Reyes et al. (2021). Additionally, a

study in 2017 as cited by Lopez et al. assess the impact of R.A 11036 integration on student well-

being through school-based interventions. The study examines the effectiveness of various

mental health programs implemented in schools and their impact on students' mental well-being.

It emphasizes the positive outcomes of R.A 11036 integration, including improved emotional

resilience, reduced mental health symptoms, and enhanced academic performance. There is also

a stud that focus on addressing bullying and its impact on mental health through the integration

of R.A 11036 in schools. A study that examines the role of R.A 11036 in creating safe and

inclusive school environments, implementing anti-bullying policies, and providing support for

victims of bullying. It argues that R.A 11036 integration can contribute to the prevention of

bullying and the promotion of positive mental health outcomes among students Torres et al.

(2019). Moreover, study by Cruz et al. (2020) discusses the importance of parental involvement

in R.A 11036 integration in schools. The study explores strategies for engaging parents in mental

health initiatives, fostering open communication, and promoting home-school partnerships. It

argues that by involving parents in the implementation of R.A 11036, schools can create a

supportive network that enhances student well-being and strengthens the overall effectiveness of

mental health support. Other explore the impact of R.A 11036 integration on school climate and

the creation of supportive environments for mental health. It investigates changes in school

policies, practices, and attitudes towards mental health following the implementation of R.A

11036. It emphasizes the importance of fostering a positive school climate that promotes mental

well-being, reduces stigma, and encourages help-seeking behaviors among students Garcia et al.
(2019). Ramirez et al. (2021) examine the linkages between R.A 11036 integration and student

academic performance. The study investigates the impact of mental health support services

provided under R.A 11036 on students' cognitive abilities, concentration, and overall academic

achievement. It argues that by addressing mental health needs, R.A 11036 integration can

contribute to improved student outcomes and academic success. Torres et al. (2020) review the

role of school policies in the integration of R.A 11036. The study examines best practices in

developing and implementing policies that support mental health initiatives in schools. It

discusses the importance of clear guidelines for mental health promotion, prevention, and

intervention, as well as the involvement of stakeholders in policy development and

implementation processes.

Based on our review of the literature on the integration of R.A 11036 in school settings,

we have gained valuable insights that directly relate to our study on "From Policy to Practice:

Integration of R.A. 11036 Chapter 5 in School Mental Health Initiatives." The findings and

arguments presented in the reviewed articles provide a solid foundation for our research and

highlight the significance of the study within the existing academic discourse.

The literature review underscores the importance of integrating mental health support in

schools through the implementation of R.A 11036, which aligns perfectly with the focus of the

study. The study aim to explore the practical implementation of Chapter 5 of R.A. 11036 in

school mental health initiatives, building upon the need for comprehensive mental health

programs that address the unique challenges faced by students.

 Moreover, the literature review emphasizes the crucial role of various stakeholders,

including teachers, school counselors, parents, and peer support programs, in the successful

integration of R.A 11036. In this study we plan to investigate the involvement and collaboration

of these stakeholders in implementing Chapter 5 in school mental health initiatives, considering

the challenges they face and exploring strategies to enhance their capacity to support student

mental well-being.

Furthermore, the literature review highlights the significance of promoting mental health

literacy, creating supportive environments, and addressing issues such as bullying and academic

performance within the context of R.A 11036 integration. These aspects will be central to my

study, as I delve deeper into how Chapter 5 can be effectively utilized to promote mental health

literacy, foster a positive school climate, address bullying, and improve academic outcomes.

Additionally, the review emphasizes the need for clear school policies that support mental

health initiatives. In my study, I will examine the existing policies and practices in schools and

evaluate their alignment with Chapter 5 of R.A 11036. This will allow me to identify gaps and

make recommendations for policy improvements, facilitating the integration of Chapter 5 in

school mental health initiatives.

Overall, the literature review has provided me with a comprehensive understanding of the

integration of R.A 11036 in school settings. Its relevance to my study is evident, as it establishes

the context and significance of my research, guides the focus of my study, and provides a basis

for exploring the practical implementation of Chapter 5 in school mental health initiatives. By

building upon the insights and gaps identified in the literature review, my study aims to

contribute to the field by bridging the gap between policy and practice in promoting mental well-

being among students.

 Chapter III

Research Methodology

Research Design

This study adopts a qualitative narrative analysis approach to examine how R.A. 11036

Chapter 5, also known as the Mental Health Act, is integrated into school mental health

initiatives at Jose Rizal Memorial State University-Main Campus. Narrative analysis is well-

suited for this research as it allows for an in-depth exploration of the experiences and perceptions

of educators, administrators, and mental health professionals involved in implementing the law.

By focusing on the stories and experiences of the respondents, this approach provides a rich

understanding of how the policy is translated into practice within the school setting.

Research Environment

The research was conducted at Jose Rizal Memorial State University-Main Campus

(JRMSU), a prominent higher education institution recognized for its commitment to fostering a

holistic learning environment. This university was specifically chosen as the research

environment due to its proactive approach in addressing mental health issues within the

academic community.

JRMSU has been at the forefront of integrating mental health policies, particularly those

outlined in R.A. 11036 Chapter 5, into its educational and institutional framework. The

university’s leadership has demonstrated a strong commitment to promoting mental health

awareness and providing necessary support systems for students, faculty, and staff. This makes
JRMSU an ideal setting for this study, as it offers a rich and relevant context to explore how

national mental health policies are being translated into actionable programs and initiatives

within a school setting.

Furthermore, the university's diverse population of students, educators, and mental health

professionals creates a dynamic environment for examining the multifaceted challenges and

successes of implementing R.A. 11036. The varied experiences and perspectives within the

JRMSU community provide valuable insights into the practical aspects of policy integration,

making the campus a microcosm for understanding broader issues related to school mental health

initiatives.

By conducting the research in this environment, the study aims to gain a comprehensive

understanding of how JRMSU is operationalizing mental health policies, the impact of these

efforts on the school community, and the lessons that can be learned for broader application in

other educational institutions.

Research Respondents

The respondents for this study were selected using purposive sampling. The sample

includes key stakeholders involved in the implementation of school mental health initiatives at

the university, including administrators, guidance counselors, faculty members, and mental

health professionals. A total of 12 respondents participated in the study, representing a diverse

range of roles and perspectives. This diversity ensures a comprehensive understanding of how

R.A. 11036 Chapter 5 is operationalized within the school context.

Research Instrument
 A self-made questionnaire was developed to guide the narrative interviews. The

questionnaire was designed to elicit detailed stories and reflections on the integration of R.A.

11036 Chapter 5 into the university’s mental health programs. It included open-ended questions

that encouraged respondents to share their experiences, challenges, and perceptions related to the

implementation of mental health policies.

Data Gathering Procedure

Data collection was carried out through in-depth narrative interviews with the selected

respondents. Each interview was conducted in a semi-structured format, allowing respondents to

narrate their experiences in a natural and unstructured manner. The interviews were recorded

with the consent of the participants and subsequently transcribed for analysis. The researcher

ensured that each interviewee had the opportunity to fully express their thoughts and

experiences, with follow-up questions used to clarify and deepen the discussion where necessary.

Ethical Considerations

The research adhered to strict ethical standards to protect the rights and dignity of the

respondents. Informed consent was obtained from all participants prior to the interviews, with

the purpose and scope of the research clearly explained. Participants were informed of their right

to withdraw from the study at any point without penalty. The confidentiality of the respondents

was maintained through the use of pseudonyms, and all data was securely stored to prevent

unauthorized access. Additionally, the researcher took care to ensure that the discussion of

mental health-related topics was handled sensitively, with support resources made available to

participants if needed.

Data Collection
 Data collection involved the recording and transcription of the narrative interviews. The

researcher also took detailed field notes during the interviews to capture non-verbal cues and

contextual information that might enrich the analysis. Respondents were given the opportunity to

review and verify their transcribed narratives to ensure accuracy and authenticity. This process

helped to ensure that the collected data faithfully represented the respondents' experiences and

perspectives.

Data Analysis

The transcribed narratives were analyzed using narrative analysis techniques. The

researcher first familiarized herself with the data by reading through the transcript multiple

times. The narratives were then segmented into key themes and patterns that emerged across the

different stories. The analysis focused on understanding how respondents constructed their

narratives around the implementation of R.A. 11036 Chapter 5, identifying common challenges,

successes, and strategies used in integrating the law into school practices. Special attention was

given to the language used by respondents and the meanings they attached to their experiences,

providing a deeper understanding of how the policy is perceived and enacted in the university

setting.

Open-ended Questionnaire

This questionnaire is designed to capture comprehensive narratives from respondents,

focusing on their experiences, challenges, and perceptions related to the implementation of R.A.

11036 Chapter 5 in school settings.

1. Can you describe your role in the implementation of mental health initiatives in Jose Rizal

Memorial State University-Main Campus (JRMSU-MC) under R.A. 11036 Chapter 5?

 - How did you become involved in this process?

2. What steps does your JRMSU-MC take to document and report compliance with R.A. 11036

Chapter 5?

- Can you share any specific challenges you've faced in this process?

3. Could you provide an example of a situation where JRMSU-MC struggled to meet the

reporting requirements of R.A. 11036 Chapter 5?

- How did you address or attempt to overcome these challenges?

4. In your opinion, how effectively are the guidelines of R.A. 11036 Chapter 5 being

implemented in JRMSU-MC’s mental health programs?

- What specific factors contribute to or hinder this effectiveness?

5. How do you perceive the variation in the implementation of R.A. 11036 Chapter 5 across

JRMSU’s campuses?

- Can you share examples of both successful and less successful implementations?

6. From your perspective, what are the main challenges schools face when trying to integrate

R.A. 11036 Chapter 5 into their mental health programs?

- How do these challenges affect the overall success of the initiatives?

7. What feedback have you received from students about the mental health programs

implemented under R.A. 11036 Chapter 5?

- Can you provide specific examples of how students have reacted to these initiatives?
8. How do students in JRMSU-MC perceive the effectiveness of the mental health initiatives in

supporting their needs?

- Are there any particular areas where students feel their needs are not being adequately

addressed?

9. What suggestions have students made to improve the mental health programs in JRMSU-MC?

- How have these suggestions been received or acted upon?

10. How familiar are you and your colleagues with the requirements of R.A. 11036 Chapter 5?

- What training or resources have you received to help understand and implement the Act?

11. How confident do you feel in implementing the guidelines of R.A. 11036 Chapter 5 in

JRMSU-MC?

- What factors contribute to this level of confidence or lack thereof?

12. What do you believe are the key facilitators that have helped your school implement mental

health initiatives effectively under R.A. 11036 Chapter 5?

- Can you share examples of practices or resources that have been particularly successful?

13. What are the main barriers that your school has encountered in fully integrating mental health

services as required by R.A. 11036 Chapter 5?

- How have these barriers impacted the effectiveness of your school’s mental health programs?

14. Based on your experience, what recommendations would you make to improve the

implementation of R.A. 11036 Chapter 5 in schools across JRMSU campuses?

- What specific changes or support would be most beneficial?

15. How do you think the government, educational institutions, and other stakeholders can

collaborate more effectively to ensure the successful implementation of mental health policies in

schools?

- Are there any strategies or partnerships that you think could enhance the effectiveness of

these initiatives?
References

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Dearing, James & Cox, Jeffrey. (2018). Diffusion Of Innovations Theory, Principles, And

Practice. Health Affairs. 37. 183-190. 10.1377/hlthaff.2017.1104.

DOI:10.1377/hlthaff.2017.1104

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(2024). Assessing the Evidence Base for School-Based Promotion and Prevention

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Atkins, M. S., Hoagwood, K. E., Kutash, K., & Seidman, E. (2010). Toward the integration of

education and mental health in schools. Administration and policy in mental health, 37(1-

2), 40–47. https://doi.org/10.1007/s10488-010-0299-7

Feliciano ATU. (2023). Integration of mental health in primary care: insights for enhanced

program delivery, Eur. J. Med. Health Sci., 5(5), 145-152.

https://doi.org/10.34104/ejmhs.023.01450152

Richter A, Sjunnestrand M, Romare Strandh M, Hasson H. Implementing School-Based Mental

Health Services: A Scoping Review of the Literature Summarizing the Factors That

Affect Implementation. Int J Environ Res Public Health. 2022 Mar 15;19(6):3489.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8948726/
Samaniego, Rene M. M.D.,*. Mental Health Legislation in the Philippines: Its Beginnings,

Highlights, and Updates. Taiwanese Journal of Psychiatry 36(2):p 51-58, Apr–Jun 2022. |

DOI: 10.4103/TPSY.TPSY_13_22

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ppines__its.1.aspx

CHAVEZ, M.A.B., MARASIGAN, A.C., Mental Health Issues among Selected Junior High

School in a Selected Sectarian School, pp. 21 -30 3

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 APPENDIX A

Questionnaire

Name (optional): Age:

Position:

1. Can you describe your role in the implementation of mental health initiatives in Jose Rizal

Memorial State University-Main Campus (JRMSU-MC) under R.A. 11036 Chapter 5?

- How did you become involved in this process?

2. What steps does your JRMSU-MC take to document and report compliance with R.A. 11036

Chapter 5?

- Can you share any specific challenges you've faced in this process?
3. Could you provide an example of a situation where JRMSU-MC struggled to meet the

reporting requirements of R.A. 11036 Chapter 5?

- How did you address or attempt to overcome these challenges?

4. In your opinion, how effectively are the guidelines of R.A. 11036 Chapter 5 being

implemented in JRMSU-MC’s mental health programs?

- What specific factors contribute to or hinder this effectiveness?

5. How do you perceive the variation in the implementation of R.A. 11036 Chapter 5 across

JRMSU’s campuses?

- Can you share examples of both successful and less successful implementations?

6. From your perspective, what are the main challenges schools face when trying to integrate

R.A. 11036 Chapter 5 into their mental health programs?

- How do these challenges affect the overall success of the initiatives?

7. What feedback have you received from students about the mental health programs

implemented under R.A. 11036 Chapter 5?

- Can you provide specific examples of how students have reacted to these initiatives?

8. How do students in JRMSU-MC perceive the effectiveness of the mental health initiatives in

supporting their needs?

- Are there any particular areas where students feel their needs are not being adequately

addressed?

9. What suggestions have students made to improve the mental health programs in JRMSU-MC?
 - How have these suggestions been received or acted upon?

10. How familiar are you and your colleagues with the requirements of R.A. 11036 Chapter 5?

- What training or resources have you received to help understand and implement the Act?

11. How confident do you feel in implementing the guidelines of R.A. 11036 Chapter 5 in

JRMSU-MC?

- What factors contribute to this level of confidence or lack thereof?

12. What do you believe are the key facilitators that have helped your school implement mental

health initiatives effectively under R.A. 11036 Chapter 5?

- Can you share examples of practices or resources that have been particularly successful?

13. What are the main barriers that your school has encountered in fully integrating mental health

services as required by R.A. 11036 Chapter 5?

- How have these barriers impacted the effectiveness of your school’s mental health programs?

14. Based on your experience, what recommendations would you make to improve the

implementation of R.A. 11036 Chapter 5 in schools across JRMSU campuses?

- What specific changes or support would be most beneficial?

15. How do you think the government, educational institutions, and other stakeholders can

collaborate more effectively to ensure the successful implementation of mental health policies in

schools?

- Are there any strategies or partnerships that you think could enhance the effectiveness of

these initiatives?