Dechavez January
College of Education, Bicol University, Legazpi, Albay, Philippines.
College of Education, University of the Philippines, Quezon City, Philippines.
Front Public Health. 2024 Nov 18;12:1320406. doi: 10.3389/fpubh.2024.1320406. eCollection 2024.
Despite the focus of studies in other countries that emphasize the significant impact of household and school experiences on child development, in the Philippines, the few studies available tend to focus on the prevalence of suicide cases, bullying, and other school experiences that impact mental health. No explicit studies relate demographic information, relationships and past experiences, personality variables, and household treatment among Filipino students with regard to their own mental wellbeing. Thus, with the primary aim of describing the psychological profile of second-year pre-service teachers taking Bachelor of Technical Vocational Teacher Education for the academic year 2019-20 and to identify possible interventions and propose policy recommendations to promote mental healthcare, wellbeing, and resilience, the Basic Personality Inventory (BPI) results and focus group discussion interview texts were utilized for this investigation. The explanatory sequential mixed methods research was employed to undertake a study of student participants ( = 91) aged 18-35 years (X = 19.9 years, SD = 2.00) using descriptive statistical tools for quantitative data derived from BPI results and textual/thematic analysis (visual and content) for qualitative data. The dominant personality variables reported as areas of weakness were thinking disorder, persecutory ideas, deviation, and self-depreciation. On the other hand, the identified areas of strength were cooperativeness, capacity for self-criticism, cheerfulness, and socially responsible attitudes. Finally, familial relationships/household treatment and previous experiences at home and in school contributed to the respondents' strengths and weaknesses. For this reason, various mental health-related intervention activities, policies, and programs are recommended.
尽管其他国家的研究重点强调家庭和学校经历对儿童发展的重大影响，但在菲律宾，现有的少数研究往往侧重于自杀案例的发生率、欺凌行为以及其他影响心理健康的学校经历。没有明确的研究涉及菲律宾学生的人口统计信息、人际关系和过往经历、个性变量以及家庭治疗与他们自身心理健康之间的关系。因此，为了描述2019 - 20学年攻读技术职业教师教育学士学位的二年级职前教师的心理特征，并确定可能的干预措施并提出促进心理保健、幸福感和恢复力的政策建议，本研究采用了基本人格量表（BPI）结果以及焦点小组讨论访谈文本。本研究采用解释性序列混合方法，对年龄在18 - 35岁（X = 19.9岁，SD = 2.00）的91名学生参与者进行研究，对从BPI结果中得出的定量数据使用描述性统计工具，对定性数据使用文本/主题分析（视觉和内容分析）。报告为弱点领域的主要个性变量是思维障碍、迫害观念、偏差和自我贬低。另一方面，确定的优势领域是合作性、自我批评能力、开朗和对社会负责的态度。最后，家庭关系/家庭治疗以及在家和在学校的过往经历对受访者的优势和弱点都有影响。因此，建议开展各种与心理健康相关的干预活动、政策和项目。
