Efficacy of Psychological First Aid Intervention

to Student’s dealing with

Mental Health
Problem

KESHA JEAN B. BRITOS

CRIST MEA GAFATE
JANRY M. BANDIOLA
ROGIEN ESPEDES
Researcher

EMMANUEL SASI JR.

Research Adviser
 CHAPTER I

INTODUCTION

Background of the Study

Many people who suffer from psychological and mental distress,

personal crises and mental disorders are now wide increasing in number due

to lacking of self- esteem and guidance from families. Most of them are the

students who suffer from anxiety and depression due to problem in schools,

peer pressure and bullying. This may result to severe depression and even

suicide.

According to the study by Grubic et al. (2020) the change from offline

to online learning methods with various challenges resulted in increased

stress on students. Furthermore, other studies have also shown that

problematic changes during problematic situation can increase the potential

for symptoms of depression, anxiety, discomfort, trauma and fear (Cao et al.,

2020). Therefore, the psychological supports for students should be

integrated with the educational system (Kousky, 2016). Guidance and

counseling teachers at schools have a strategic role in psychologically

supporting their students to deal with various potential threats during disaster.

Students who are suffering from mental health problem may affect their

psychological aspects as a result of traumatic distress that will lead to

unexpected suicidal tendencies.

There are cases reported of some incidents regarding these issues in

different communities of some students and other out of school youth all over
the country. If this will not be addressed, this may lead to a wide range of

cases and incidents that will happen in the future.

In line with this, the researcher has find something very significant

feature of having an intervention for students dealing with such problem. It is

believed that it is not so easy to deal with such, but with extra care and

understanding will be very significant.

Thus, the study aims to determine the efficacy of using Psychological

First Aid (PFA) as in intervention to students dealing with mental health

problems.

Psychological First Aid (PFA) is one of the vital tools in delivering

interventions to those who have undergone or experienced anxiety and

depression (Shah K, et al. 2020). PFA is critical in ensuring the psychological

recovery of people affected by certain problem, traumatic distress or anxiety.

PFA is a group of skills applied to limit distress and maladaptive behaviors

that could negatively impact the rehabilitation of people from a traumatic

experience.
 Statement of the Problem

This study aims to determine the effectiveness of the psychological first

aid intervention to students dealing with mental health problems.
Specifically, it seeks to answer the following questions:
1. What are the demographic profile of the respondents in terms of:
1.1. age
1.2. gender
2. How mental health problems affects students psychological aspects?
3. How effective is PFA to students who are experiencing mental health
problems?

Objectives of the Study

This study generally aims to determine the demographic profile of the

respondents in terms of age and gender and to determine what gender is
mostly experiencing mental health problems. The research were undertaken
also to identify the effects of mental health problem in students psychological
aspects. Finally, this study aspired to specify the effectiveness of
psychological first aid intervention to students who are experiencing mental
health problem.

Significance of the Study

The result of this study will greatly benefit the following:

Students – the result of the study will help the students overcome mental
health problems since they now have an idea of how PFA is effective.

Parents- they will have an idea about the issue that their child was going
through, and they will be aware that their child is experiencing mental health
issues.

Teachers – they will be knowledgeable on their students’ situations and the

problems they face.
Administration and Staff- this research will provide recommendations and
information on the effectiveness of psychological first aid intervention in
students and how they can help to overcome the students mental health
issue. They can propose programs and activities that will contribute positive
effects on the students.
Future researchers – This study can be a source of information for future
researchers, especially since it widely discusses a mental health issue among
the students. Researchers can help people understand the effectiveness of
psychological first aid interventions.

Scope and Delimitation

This study will focus on the efficacy of psychological first aid

interventions to students dealing with mental health problems. The study's
participants were grade -12 senior high students from Matalam National High
School-Linao. This study will be conducted at MNHS-Linao, Linao, Matalam,
North Cotabato.

The primary subject of this research study will consist of fifty (50)
students enrolled in the academic year 2022-2023 at MNHS-Linao. This paper
will use a descriptive quantitative research method. The researchers surveyed
each of the respondents using a survey questionnaire to obtain their
perspectives. This data collection will be conducted to the randomly selected
senior high students who will represent as the respondents of the study. The
selected students came from different strands to get accurate answers.

Operational Definition of Terms

Psychological First Aid (PFA) - is an evidence informed approach that is

built on the concept of human resilience.

Mental health – state of mental well-being that enables people to cope with
the stress of life, realize their abilities, learn well and work well, and contribute
to their community

Intervention – is the different strategies for attacking a problem.

 CHAPTER II

Review of Related Literature

The entrance to the university marks a period of transition for young

people. Through this transition, students face new challenges, such as

making independent decisions about their lives and studies, adjusting to the

academic demands of an ill-structured learning environment, and interacting

with a diverse range of new people. In addition, many students must, often for

the first time, leave their homes and distance themselves from their support

networks (Cleary et al., 2011). These challenges can affect the mental health

and well-being of higher education students. Indeed, there is evidence that a

strain on mental health is placed on students once they start at the university,

and although it decreases throughout their studies (Macaskill, 2013; Mey and

Yin, 2015), it does not return to pre-university levels (Bewick et al., 2010).

The interest in mental health and well-being in university students has

grown exponentially in the last decades. This is likely due to three interrelated

challenges. First, although university students report levels of mental health

similar to their non-university counterparts (Blanco et al., 2008), recent studies

suggest an increase and severity of mental problems and helpseeking

behaviors in university students around the world in the last decade (Lipson et

al., 2019). Some researchers refer to these trends as an emerging “mental

health crisis” in higher education (Evans et al., 2018). Second, psychological

distress in early adulthood is associated with adverse short-term outcomes,

such as poor college attendance, performance, engagement, and completion

(Antaramian, 2015), and others in the long term, such as dysfunctional

relationship (Kerr and Capaldi, 2011), recurrent mental health problems,

university dropout, lower rates of employment, and reduced personal income

(Fergusson et al., 2007). Third, there is a widespread agreement that higher

education institutions offer unique opportunities to promote the mental health

and well-being of young adults as they provide a single integrated setting that

encompasses academic, professional, and social activities, along with health

services and other support services (Hunt and Eisenberg, 2010). However,

the majority of university students experiencing mental health problems and

low levels of well-being are not receiving treatment (Blanco et al., 2008;

Eisenberg et al., 2011; Lipson et al., 2019) and, while universities continue to

expand, there is a growing concern that the services available to provide

support to students are not developing at an equivalent rate (Davy et al.,

2012).

In response to the increasing volume of cases in mental health

problems among students, there have been several studies that attempts to

address and conduct interventions on how to control and to lessen these type

of case and problem. These studies were aimed by expert researchers which

encompasses on the address mental health problems among students. As

one of the best way to address and conduct intervention to this arising cases

on mental health problems, the term Psychological First Aid (PFA) has been

introduced and been practiced and utilized in some part of the world.

Psychological First Aid

 Psychological first aid is a supportive and practical approach to

individuals exposed to severe stress. This approach differs from the

psychological interpretation in which the events are discussed in details, the

psychotherapy is provided in clinical settings, and the therapies are provided

by professionals. It is a type of support that can be offered by anyone in any

safe place, providing respect and privacy, and protecting the personal

reputation of those affected. Psychological first aid does not assess serious

mental health problems and long-term recovery difficulties of all of the

individuals affected by disaster. It focuses on understanding the reactions of

the individuals who have experienced a disaster or problem and are affected

by it. Psychological first aid is based on the assumption that all people meet

their own basic human needs, and are capable of coping with stressful events

when they can access the necessary support. Hence, empathic and

pragmatic approaches enable individuals to recover by helping to restore their

own coping skills (Kılıç, N. et.al, 2018).

Development of Psychological First Aid

Psychological first aid first emerged in military environments at the end

of World War II. Various methods were used after critical events in the 1970s

and 1980s. Research was carried out on the methods applied in the 1990s,

and the research results revealed that some practices re-traumatized

individuals, and resulted in the development of various psychological

problems, such as post-traumatic stress disorder and major depression in

later life. The MH GAP (Mental Health Gap Action Programme) guideline

development group of the World Health Organization (WHO) evaluated

psychological first aid and psychological interpretation approaches, and

concluded that the psychological first aid approach was more beneficial for

people who had recently experienced a traumatic event. In response to these

findings, traumatic stress research center specialists, including a number of

national and international expert groups from the IASC and Sphere Project,

have created a guideline suitable for all ages, local needs and cultures, in

order to standardize and clarify effective interventions. The WHO translated

this guideline into many languages in 2011. This guideline was translated into

Turkish in 2014 by the Turkish Psychological Counseling and Guidance

Association. The PFA guide was prepared in a flexible structure. The

guideline describes 4 basic principles of PFA application: 1) The techniques to

be applied depend on the results of research on post-traumatic stress. 2) It is

applicable and practical in the field environment. 3) It is suitable for every level

of development and stage in life. 4) It is flexible and can be applied within all

cultures. In line with these basic principles, the WHO (2011) explained the

PFA basic application principles in 3 steps: look, listen and link. “Look”

includes observing the environment in which a disaster takes place, ensuring

the safety of the individuals affected, and tending to the basic needs of the

individuals with serious stress reactions. “Listen” involves listening to the

stated needs and concerns of individuals who are in need of support, and

helping to calm them. “Link” includes ensuring that individuals have access to

basic services and to persons and agencies who can help. All these principles

guide psychological aid providers in how to evaluate a disaster, approach

victims, and provide them with practical support and information. Hobfoll et al.

(2007) described the PFA application techniques in five basic principles that

facilitate a positive adaptation by victims following disasters. These are:

Promote sense of safety, promote calming, promote sense of self– and

collective efficacy, promote connectedness, promote hope. In line with the

principles set by Hobfoll et al., (2007), PFA providers address the urgent

needs of individuals, and try to help them avoid situations and thoughts that

create new trauma. This helps individuals develop a sense of safety and

reduces stress. Some individuals may experience very intense stress after a

disaster. Priority should be given to these individuals to lessen their anxiety

and help restore calm. When individuals believe in their own ability to manage

their feelings and thoughts in stressful situations, their self-efficacy is

increased. Providing social support helps individuals to find practical solutions

in traumas, and increases their collective efficacy. Therefore, facilitating

interpersonal connections is extremely important regarding trauma. Being

hopeful after a disaster enables individuals to normalize their emotional

reactions, recover quickly, and decrease negative thoughts. Brymer et al.

(2006) explained PFA application in 8 basic steps. These are: Contact and

engagement, safety and comfort, stabilization, information gathering: current

needs and concerns, practical assistance, connection with social supports,

information on coping, and linkage with collaborative services.

Psychological First Aid Application Principles and Techniques

The first intervention in psychological first aid should begin with the

arrival of team members at the scene. PFA providers should be aware of the

severity of the catastrophic event, proper security precautions, and support

services and how to access them, and regulations. Each member of the team

must be aware of their own roles before arriving at the scene. This information

reduces the level of stress caused by catastrophic events, enabling PFA

providers to think clearly and calmly and execute effective PFA practices.

While at the scene of the disaster, PFA providers should observe reactions

and interactions of the affected people, and begin to identify those who need

help the most. PFA providers should identify the individuals who are

especially furious and panicked, and those who appear to have aggressive

and impulsive behaviors. PFA providers should identify a special high-risk

group, and provide them with needed assistance, under the guidance of triage

principles. The PFA interventions grouped under 8 steps by Brymer et al

(2006) are described below:

Contact and Engagement:

This action aims to communicate with the individuals affected by

disaster through a non-interventionist, benevolent, kind and compassionate

attitude. The method of communication with the stressed people is very

important. People in crisis situations can be extremely pessimistic, anxious or

confused. Some people may blame themselves for events that take place

during the crisis. Being calm and tolerant helps these stressed people feel

more confident, and helps them feel as though they are understood,

respected, and valued. People who experience a stressful situation may want

to tell their stories. Listening to their stories can provide a great support for

them. However, it is important not to try and force them to describe what

happened. Some people may not want to talk about what happened to them.

However, it is very important to remain silent while with them, and not talk for

a while. Staying silent for a while will give them the time, space and courage

to share their story with you if they wish. At the same time, it may make them
more accepting of help. There is not a lot known about disaster

environments. Therefore, PFA providers should rapidly establish

communication and positive cooperation with the people affected by disaster.

In order to be positive, those making communication should take into account

various individual characteristics, such as culture, age, gender and tradition.

PFA providers should be well informed about when and how to initiate contact

with disaster-stricken individuals, taking into account their readiness. They

should ask for permission to speak and introduce themselves while making

the first contact.

Safety and Comfort:

This basic action involves strategies for providing physical and

emotional relief for individuals by ensuring their safety in a disaster

environment. In this context, it is critical to create emotional comfort and

support for victims. This can assist them in the search for their lost relatives,

provide them with support in case their loved ones have died, help them in the

process of identifying relatives who have died, and help in writing the death

announcements. Also, providing victims with physical comfort, encouraging

them to maintain or renew social relationships, protecting them from possible

traumas, and offering appropriate responses to the sadness and pain which

emerges after trauma are extremely important practices in making individuals

feel secure, both emotionally and physically. Using appropriate approaches

helps to ensure their emotional and physical comfort.

Stabilization:
 This action aims to balance the stressful situations of individuals who

have lost their ability to manage their emotions. When survivors are

emotionally overwhelmed, it is important to help them calm down and try to

reduce their distress. Most individuals may not need stabilization after a

disaster. Because the reactions which are apparent after a disaster are the

reactions accepted as normal. However, when the reaction accepted as

normal turns into uncontrollable physical and emotional reactions, the affected

individuals cannot manage daily life activities. In this case, the psychological

first aid expert tries to help stabilize the victims by addressing their most basic

concerns and problems. Simple stabilization techniques include taking

individuals to a quiet place to comfort them, listening attentively, ensuring

access to the people they look to for help, and not insisting that they talk. If

these methods do not provide emotional and physical relief, urgent referrals

should be made so that individuals can be transferred to the appropriate

institutions.

Information Gathering: Current Needs and Concerns:

Information gathering in psychological first aid is an important practice

that begins with the first contact and continues throughout the whole process.

The process of information gathering in PFA focuses on identifying the most

urgent needs and concerns of the affected individuals. Therefore, PFA

providers should collect information regarding urgent physical and mental

care needs, the nature and severity of events experienced during the disaster,

ongoing dangers and emergencies, any apparent physical or mental

disorders, and medication that must be continued. In addition, information

should be collected about individuals’ thoughts about harming themselves or

others, and substance use history. Also, hearing the individuals’ stories of

trauma and loss is also important in determining their needs in a sensitive

way, and providing effective support services. When PFA providers are

sensitive to the individuals’ needs, they will know how to collect information,

how much information to collect, and to what extent they should ask

questions. They should not ask questions about the details of traumatic event

that may cause more stress for the victims.

Practical Assistance:

This action aims to develop practical solutions by prioritizing victims’

immediate needs and concerns. Immediate and ongoing problems caused by

disasters have a significant impact on victims’ stress levels. Helping

individuals solve their problems, determining their needs, and offering

assistance according to their needs helps them in developing confidence and

restoring hope. This also helps to empower them in dealing with everyday life,

and enables them to display positive behaviors. In addition, having new ideas

about coping can prevent them from feeling defeated, and help they develop

the confidence to succeed again. They will also feel as though they can

control events in their post-traumatic environment. Therefore, in providing

psychological first aid, it is crucial to immediately identify victims’ needs in the

short-run, and to have practical solutions for meeting these needs.

Connection with Social Supports:

 This action aims to enable victims to have access to individuals and

groups that can quickly provide social support. Assistance in contacting

primary support persons or other resources (e.g. family members, friends, and

social assistance agencies) is an important PFA activity. It is known that

individuals with social support in trauma situations recover more rapidly, and

get over traumatic adverse effects more easily. Individuals should be

encouraged to establish social connections that can provide opportunities for

a range of social support activities. These activities can help in practical

problem solving, gaining understanding of their emotions gaining acceptance,

sharing their stories, getting back to feeling normal, and developing the coping

skills needed to deal with traumatic experiences. The most urgent need for

victims is to connect with primary supports such as a spouse, child, mother,

father, and siblings. Victims should contact these family members and friends

by home phone, mobile phone, email and so on. If victims lack primary social

support persons or have no support system, they should be encouraged to

use the supports which are closest and most readily available. In addition,

stress levels in the victims who are far away from their support persons can

be reduced through their reading books and magazines. If the victim is an

elderly person, the care giver should be young enough to provide adequate

care. Families with children are encouraged to spend more time with their

children. Adolescents should be encouraged to engage in group activities,

such as games or sports.

Information on Coping:
 This action aims to provide individuals with information about stress

reactions, teach them stress relief methods, and accelerate their return to

normal life. To achieve this goal, PFA providers should offer the affected

individuals information about stress reactions, about post-traumatic

psychological reactions, and the beneficial as well as harmful ways of coping.

This information is important in helping individuals effectively cope with stress

and problems. The individuals who have developed coping skills increasingly

believe that they can manage stressful events, regardless of severity. This

can affect their self-efficacy in a positive way. Individuals with a high level of

self-efficacy also have a sense of control over stressful events. They can set

achievable goals in the face of adverse events, and they can recover faster.

Stress reactions in individuals may impair their daily functioning. In this case,

it is crucial to immediately offer appropriate services. Ensuring that individuals

can distinguish between positive and negative coping skills helps them to

reduce negative reactions, and improve their situations. Some cases may

require PFA providers to discuss coping methods in detail. In such cases,

PFA providers can educate victims about coping with family problems, and

coping with problems that may develop, as well as anger problems, sleep

disturbance, and alcohol and substance use and abuse.

Linkage with Collaborative Services:

This action aims to ensure that individuals are connected to the

services that can meet their needs. Many individuals may need additional

assistance after a disaster, but their search for help may be impacted

negatively due to their stress and anxiety. In such cases, PFA providers
should help victims connect with relevant services and support persons.

Connecting with aid organizations that can meet victims’ urgent needs and

directing victims to appropriate aid centers can helps to develop the feeling of

hope in these individuals. Personal assistance provided in a timely manner

and establishing the proper communication can help the mental health of the

victims. When PFA providers refer victims to aid organizations, they should

clearly summarize the victims’ needs and problems, in accordance with the

interviews conducted with them. This facilitates the work of the experts at the

aid organization, and prevents individuals from experiencing a new trauma

when they don’t get the help they need. Children and adolescents under the

age of 18 should not be directed to any place without family consent and

knowledge. The referral of elderly individuals should be done in writing, and

must include the names and addresses of individuals and agencies that can

meet their needs. If necessary, referral information is provided in writing to the

person to be referred, and to his or her relatives. When individuals are placed

in an institution, they should be introduced to individuals who will provide help,

and assist in helping them avoid feelings of abandonment and rejection. They

should also be provided with information about the aid process. PFA providers

can maintain contact information and follow-up with individuals to ensure care

continuity.
 Conceptual Framework

Independent Variable Dependent Variable

Psychological First Mental Health

Aid Intervention Problem

Statement of Hypothesis
Ho: There is no significant effect between Psychological First Aid (PFA) and

the students dealing with mental health problems.

Hi: There is significant effect between Psychological First Aid (PFA) and the

students dealing with mental health problems.

 CHAPTER III

METHODOLOGY

This chapter presents the research design, instruments used,

respondents of the study, locale of the study, data gathering procedures and

the statistical treatments used in extracting the data.

Research Design

This study will use a descriptive research design which aimed to

determine the efficacy of Psychological First Aid as an intervention among

students who suffer from mental health problems.

Locale of the Study

The study will be conducted to the grade 12 senior high students of

Matalam National High School-Linao, Linao, Matalam, Cotabato.

Respondents of the Study

The researcher chose the grade – 12 senior high students of Matalam

National High School Linao as the respondents of this study. This was

practical to the researcher since he belonged to this class, would have no

difficulty in talking with his classmates, and would save time, energy, money

and efforts. All students was equally given a chance since their names was

put in a fish bowl.

 Research Instrument

This study will use survey questionnaire adopted from the study of
Pooley,et al. 2020 in order for the researcher to gather and collect data and
information from the respondents, for the study entitled “Efficacy of
Psychological First Aid Intervention to Student’s dealing with Mental Health
Problem.

Data Gathering Procedures

The researchers will seek permission from the office of the Principal to

conduct the study. Upon the approval of request the researchers will

distribute the survey questionnaires to the respondents which will be guided

with instructions to answer the statements. Participants will be given enough

time to answer the questionnaire

Statistical Treatment of Data/Data Analysis

Quantitative analysis will be used in analyzing the data gathered in the

survey to determine the efficacy of Psychological First Aid among students

dealing with mental health problems.

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 Research Questionnaire

Efficacy of Psychological First Aid Intervention to

Student’s dealing with Mental
Health Problem

Part I. Direction: Please fill up the blanks.

Name (optional): ________________________
Age:________
Grade & Section: _______________
Gender:_________

Part II. Direction: Please put a check (✓) in the box that corresponds to your
answer.
No. Statement Always Ofte Sometime Neve
n s r
I am experiencing
1 Frequent worry or tension
2 Fear of many things
3 Feelings of guilt
4 Phobias: unusual fears about specific
things
I am feeling
5 Low self-esteem
6 Sad, hopeless about future
7 Changes in sleep (too much or not
enough)
8 Decreased interest in pleasurable
activities
I have
9 Memory problems or trouble
concentrating
10 Trouble explaining myself to others
11 Problems understanding what others
tell me
12 Intrusive or strange thoughts

Part III. Direction: Please put a check (✓) in the box that corresponds to your
answer.
 SA – Strong agree SD – Strong disagree
A – Agree D - Disagree

No. Statement SA A SD D

1 The goal in providing PFA is to provide an environment of

safety, connectedness, and empowerment.
2 PFA involves helping people meet basic emotional and
physical needs such as: food, shelter and obtaining
emergency medical care.
3 During a traumatic event it is helpful to provide immediate
psychotherapy.
4 Headaches, nausea, dizziness, fatigue, and loss of
appetite are common reactions to stress.
5 Children may feel more secure in a structured environment
(such as school) after a traumatic event.
6 PFA involves listening to people who wish to share their
stories and emotions.
7 Forcing people to share their stories, especially personal
details, comes after assuring safety.
8 Active Listening includes informing the person that “I know
how you feel” and avoiding asking clarifying questions.
9 Factors that make traumatic events less stressful include
preparation and training.
10 Many emotional reactions that would appear unusual in a
stable situation are common and can be anticipated during
a disaster.
11 Effective communications during times of trauma includes
avoiding repeating information.
1 Disasters are more traumatic when they are expected
2 and the cause is known.