ALVIN RYAN ALCANTARA DIZON
RESEARCHER- PHD IN PSYCHOLOGY
Psychological Services
Basis of Psychological Services
Mental Health Promotion
Rationale
EMPOYABILITY SKILLS
USAID – “Workforce Connections: Key ‘Soft Skills’ that Foster Youth Workforce Success: Toward a
Consensus across Fields”, Child Trends (2015)
Reference:
Skills to Succeed
Employability
Assessment Tool:
Development of English
Version and Adaptation
Process for the
Philippine Country
Office
Objective of the Study
1. to assess psychological services, mental health literacy, and employability skills;
2. to test if there is a significant difference among the students’ psychological
services, mental health literacy, and employability skills when grouped according to
profile;
3. to test if there is a significant relationship among the students’ psychological
services, mental health literacy, and employability skills; and
4. propose a student development plan to enhance the psychological services,
attain mental health literacy and cultivate the employable skills of the students.
Literature Review
Psychological Services
Literature Review
Mental Health Promotion
Literature Review
Employability Skills
Republic Act No. 0968 in 2017
Methods
Research Design
This research used mixed method using
the sequential explanatory design. In
here the researcher typically connects
the two phases while selecting the
participants for the qualitative follow-up
analysis based on the quantitative
results from the first phase (Creswell et
al. 2007).
Methods
Participants
Respondents
Total Population
Percentage
Sample
Population
Students
31,118
***
380
1. Main Campus I
10,836
35
132
2. Main Campus II
8,425
27
103
3. 1st Autonomous Campus
3,369
11
41
4. 2nd Autonomous Campus
3,190
10
39
5. 1st Extension Campus
119
0
1
6. 2nd Extension Campus
1,001
3
12
7. 3rd Extension Campus
395
1
5
8. 4th Extension Campus
1,061
3
13
9. 5th Extension Campus
1,748
6
21
10. 6th Extension Campus
136
1
3
11. 7th Extension Campus
838
3
10
*** sample population is computed with confidence level of 95% with 5% margin of error
Methods
Demographics
Sex
Age
150
250
200
209
171
100
150
50
100
0
100
16 AND
BELOW
50
17 YEARS 18 YEARS 19 YEARS 20 YEARS
OLD
OLD
OLD
OLD
0
MALE
FEMALE
Number of Siblings
160
140
120
100
80
60
40
20
0
SECOND
THIRD
FOURTH
FIFTH
OTHERS
50
21 AND
ABOVE
YEARS
OLD
0
FIRST
SECOND
Years in College
140
120
100
80
60
40
20
0
FIRST YEAR
FIRST
Birth Order
150
SECOND
YEAR
THIRD YEAR
FOURTH
YEAR
FIFTH YEAR
THIRD
FOURTH
FIFTH
OTHERS
Methods
Instrument
The reliability of PSS was computed through the
assessment of the Student repondents by using
inter-item relaibility or cronbach alpha.
Overall reliability of 0.956.
Individual Interview or Counseling Service with
0.965;
Information and Orientation Service with 0.797;
Appraisal or Testing Service with 0.808; and
Career and Job Placement Sevice with 0.877.
University Activities
Personal and Social Needs and Career or
Vocational Needs scale were 0.872 and 0.881
consecutively.
While the reliability of MHL-S was computed
through the assessment of the Student
respondents by using inter-item reliability or
cronbach alpha as well.
Overall reliability of 0.803
Factor 1; Knowledge of Mental Health
Problems with 0.943;
Factor 2: Erroneous Beliefs/ Stereotypes with
0.848;
Factor 3: First Aid Skills and Help Seeking
Behavior with 0.830; and
Factor 4: Self-help Strategies with 0.954.
*** Note that a reliability coefficient of .70 or higher is considered “acceptable” in social science research.
Methods
Instrument
Respondents/
Direct
Psychological
Services
Individual
Information and
Interview or
Orientation Service
Counseling Service
Students
All VI
Appraisal or
Testing Service
Career and Job
Placement Service
All VI
All VI
All VI
Legend: 4.50 – 5.00 = Extremely Important; 3.50 – 4.49 = Very important; 2.50 – 3.49 = Important;
1.50 – 2.49 = Somewhat Important; 1.00 – 1.49 = Not Important
University Activities/
Respondents
Students
Personal and Social Needs
All PI
Career or Vocational Needs
All PI
The Psychological services in terms of Direct
services were seen as very important by the
respondent. and University activities were
seen as partly implemented by the
respondent.
EFFECTIVE
PSYCHOLOGICAL
SERVICES FRAMEWORK
It is seen from the
results that the
development of
professional
attributes is vital in
the effectiveness of
the Psychological
Services.
Interpersonal
skills
Affective
Domain
Ability to interact and handle
people
Ability to know oneself
Intrapersonal
skills
Development of
Professional
Attributes
Honing of skills and abilities
for Self-improvement
Personality development
Proper decision making
Cognitive
Domain
Thinking skills
Knowledge or awareness of
Employability skills
Knowledge or awareness of
Career development
Respondents/
Mental Health
Literacy for
Students
Factor 1
Factor 2
Factor 3
Factor 4
All A
Some A (2)
Some DA (2)
Some N (4)
All A
All A
3.61-High
3.48- Average
3.79- High
3.79-High
Students
Overall
Composite
Mean
Based from the
assessed data it is
evident that the
student has HIGH
mental health
literacy and the
activities of the
university help them
to attain it as well as
the other services.
Legend: 4.50 – 5.00 = Strongly Agree; 3.50 – 4.49 = Agree; 2.50 – 3.49 = Neutral; 1.50 – 2.49 =
Disagree; 1.00 – 1.49 = Strongly Disagree
Legend for composite mean: 4.50 – 5.00 = Very High; 3.50 – 4.49 = High; 2.50 – 3.49 = Average;
1.50 – 2.49 = Low; 1.00 – 1.49 = Very Low
STUDENTS’ MENTAL
HEALTH LITERACY
FRAMEWORK
It is best for the
University to develop
or establish a wellplanned mental health
promotion that is base
from the Mental
health aptitude of the
students.
Basis of
Mental
Health
Aptitude
Difficulty determining signs and symptoms of
mental illness
Problems of
Mental Health
Promotion
Difficulty knowing the Mental health
practitioners for consultation
Lack of knowledge to Mental health service
Lack of confidence to administer mental
health aid
Status of
Mental
Health
Services
Knowledge of Self-care and Social
support
Knowledge of mental illness effects
Mental Health
Capacity Building
Ability to focus and control one’s mental
status
Training for Mental health preparedness
Promotion of Mental health education and
advocacy
Respondents
/ Direct
Psychological
Services
Positive Selfconcept
Self-control
Social Skills
Communication Skills
Problem
solving
Job Search
Students
High
High
High
High
High
High
Composite
Mean
4.20
4.17
4.28
4.08
4.16
4.00
Legend: 4.50 – 5.00 = Strongly Agree; 3.50 – 4.49 = Agree; 2.50 – 3.49 = Neutral; 1.50 – 2.49 = Disagree;
1.00 – 1.49 = Strongly Disagree
Legend for composite mean: 4.50 – 5.00 = Very High; 3.50 – 4.49 = High; 2.50 – 3.49 = Average;
1.50 – 2.49 = Low; 1.00 – 1.49 = Very Low
It can be infer from the results that the students’ employability skills is high on all factors.
IMPORTANCE OF
EMPLOYABILITY
SKILLS FRAMEWORK
Development of
Emotional
Intelligence is
seen as important
to be employed as
evident on the
responses of the
respondents and
to other related
literatures.
Selfconfidence
Self
Awareness
Accurate Selfassessment
Personal
Competence
Emotional
Self-control
Self-regulation
Development
of Emotional
Intelligence
Learning
orientation
Managing
Conflict
Social
Competence
Building
relationship
Establishing
Influence
Differences among the perceive importance of Psychological Services when
grouped according to profile
Profile Variables
F-value
p-value
Interpretation
Sex
Age
Birth Order
Number of Siblings
0.251
0.617
Not Significant
0.199
0.656
Not Significant
1.257
0.282
Not Significant
1.107
0.356
Years in College
1.053
0.386
Not Significant
Not Significant
Legend: Significant at p-value < 0.05
There is no significant difference among the responses of the students to the importance of the
Psychological services when group according to there profile.
Differences among the assessed level of Mental Health Literacy when grouped
according to profile
Profile Variables
F-value
p-value
Interpretation
Sex
Age
Birth Order
Number of Siblings
6.499
0.011
Significant
1.765
0.185
Not Significant
1.182
0.317
Not Significant
1.300
0.263
Years in College
2.220
0.052
Not Significant
Not Significant
Legend: Significant at p-value < 0.05
There is a significant difference in terms of the responses of the respondents when group
according to their sex, it only implies that gender norms affects the mental health literacy of the
students.
Differences among the perceived importance of Employability Skills when
grouped according to profile
Profile Variables
F-value
p-value
Interpretation
Sex
Age
Birth Order
Number of Siblings
3.486
0.063
Not Significant
0.270
0.603
Not Significant
0.572
0.722
Not Significant
0.769
0.573
Years in College
1.142
0.338
Not Significant
Not Significant
Legend: Significant at p-value < 0.05
There is no significant difference among the assessed employable skills when grouped according
to profile, it only describe that unlike the belief demographic profiles has no effect in the ability of the
individual to develop such skills.
Relationship among the Three Variables
Variables
Psychological Services to Level of
Mental Health Literacy
Psychological Services to Level of
Employability Skills
Level of Mental Health Literacy and
Level of Employability Skills
Legend: Significant at p-value < *0.05; **0.01
r-value p-value Interpretation
0.152** 0.003
Significant
0.145** 0.005
Significant
0.560** 0.000
Significant
Framework of
Psychological Services,
Mental Health Literacy,
Employability Skills of
the Respondents
The result shows that the
student respondents sees the
importance and level of
implementation of psychological
services, and level of mental
heath literacy and employability
skills.
College Students
Psychological
Services
Mental Health
Literacy
Employability Skills
Development of
Professional
Attributes
Basis of
Mental
Health
Aptitude
Development
of Emotional
Intelligence
Affective
Domain
Intrapersonal
Skills
Cognitive
Domain
Interpersonal
Skills
Thinking
Skills
Status of
Mental
Health
Problems of
Mental
Health
Promotion
Mental
Health
Capacity
Building
Personal
Comptence
Self
Awareness
Social
Comptence
SelfRegulation
Building
Relationship
Student Development Plan
University Activities
Personal and Social Needs
Counseling Service:
1. Group counseling
Information and Orientation Service:
1. Seminar on contemporary issues
2. Motivational activities
Appraisal or Testing Service:
1. Pre-admission test and assessment
Student Development Plan
University Activities
Vocational or Career Needs
Counseling Service:
1. Career coaching
Information and Orientation Service:
1. Pre-employment Seminar
Appraisal or Testing Service:
1. Psychological evaluation for pre-OJT
Career and Job Placement
Service:
1. OJT monitoring
2. Graduate tracer
3. Institutional linkages to
Industries.
Student Development Plan
University Activities
Mental Health Action Areas
1. Improve mental health aptitude
2. Develop emotional intelligence
1. The psychological services were seen as very important and partly implemented
by the respondent. It is evident that the student has high mental health literacy
students’ employability skills is high on all factors. Moreover, it is seen from the
results that there is need for the development of professional attributes of the
students. The mental health aptitude of the students is the basis of mental health
literacy and the development of emotional intelligence is seen as important to be
enhance employability skills among students.
2. There is no significant difference on the importance and level of implementation
of the psychological services, and level of employability skills when grouped
according to their profile. There is a significant difference in terms the respondents’
responses to their mental health literacy when grouped according to their sex. It
only implies that gender norms affect the mental health literacy of the students.
3. On the overall assessment is seen that the three variables such as psychological
services, mental health literacy and employability skills were significantly related to
each other. It suggests that an effective psychological services for the students will
help them attain high mental health literacy that will lead to the cultivation of their
employability skills.
4. The Student Development Plan maybe consider psychological services, students’
mental health literacy, and employability skills in order to ensure that the students
will attain their fullest potential and be productive citizen in nation building.
1. The respondents may benefit from the development plan proposed in enhancing their
mental health literacy and employability skills.
2. The school administrators may be evaluate the propose student development manual as
it would promote a holistic development among its served clientele and to improve the
existing services.
3. The OSAS personnel maybe consider adopting the services and activities included in the
proposed plan to help students reach their fullest professional potential.
4. Future researchers may enhance the results of this research by exploring the
opportunities outcome presented.
5. The need for evaluation of the proposed Student Development Plan is suggested through
its implementation and appraisal of its effectiveness.