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Impact in their lives such as lower self esteem

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impact in their lives, such as lower self-esteem. (Shattuck-St.Mary’s Forest City International School, 2018)The burden of mental disorders in the Philippines. There islittle epidemiological evidence on mental disorders in thePhilippines; however, some important data are available. Forexample, 14% of a population of 1.4 million Filipinos withdisabilities were identified to have a mental disorder(Philippines Statistics Authority, 2010). The National StatisticsOffice identified that mental illness is the third most prevalentform of morbidity, however the finding that only 88 cases ofmental health problems were reported for every 100 000 of thepopulation (DOH, 2005) is likely an underestimate of the trueextent of these issues. The 2005 WHO World Health Survey in thePhilippines identified that, of 10 075 participants, 0.4% had adiagnosis of schizophrenia and 14.5% had a diagnosis ofdepression. Of those with a diagnosis of schizophrenia, 33.2% hadreceived treatment or screening in the past 2 weeks, comparedwith 14% of those with a diagnosis of depression. Recent datafrom the Philippine Health Information System on Mental Healthidentified that (from 14 public and private hospitals surveyedfrom 2014 to 2016) 42% of the 2562 surveyed patients were treatedfor schizophrenia. Between 1984 and 2005, estimates for theincidence of suicide in the Philippines have increased from
0.23 to 3.59 per 100 000 in males, and from 0.12 to 1.09 per 100000 in females(Redaniel et al, 2011).The most recent data from 2016 identified an overall suicide rateof 3.2/100 000, with a higher rate in males (4.3/100 000) thanfemales (2.0/100 000) (WHO, 2018). (Lally et al., 2019)According to WINERMAN (2017) college students were experiencinghigh levels of stress and rating their emotional health as fairlypoor. “The American Freshman: National Norms for Fall 2010”survey reveals that the percentage of students reporting good orabove-average emotional health dropped from 55.3% in 2009 to51.9% in 2010. This marks the lowest score since 1985, when thesurvey first posed the question. “How students appraise and copewith their stressors can predict their perceived levels ofstress” (Enns, Eldrige, Montgomery, & Gonzales, 2018, p. 227). Inresponse to stressors, students may employ positive (also knownas adaptive) or negative (maladaptive) coping mechanisms.Adaptive coping mechanisms include seeking social support,acceptance, and positive reappraisal (O’Brien Mathieson, Leafman& Rice-Spearman, 2012). In contrast, maladaptive coping
mechanisms are more self-destructive and include behaviors suchas binge drinking (O’Brien et al., 2012; Maycrant & Houghton,2018). Understanding students’ coping mechanisms is particularlyimportant when college stressors are compounded by a pandemicthat turns the daily lives of individuals upside down.Ky Counseling Center (2021) stated that online classes affect themental health of students, parents, and even teachers. Forindividuals who have existing mental health problems, it mayworsen. Imagine how is it like for a kid to spend hours every dayin front of Zoom without social interaction and playtime withtheir friends. Parents are now acting like teachers and are moreinvolved in their children’s schoolwork. Teachers and professorshave increased workloads and are pressured to deliver qualitylearning without face-to-face classes. There is this newly coinedterm during the COVID era, called “Zoom Fatigue”. The term ZoomFatigue refers to feelings of exhaustion after long Zoom classesor video conference calls. It may not be a formal diagnosis, but

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