FAR EASTERN UNIVERSITY

INSTITUTE OF ARTS AND SCIENCES

DEPARTMENT OF PSYCHOLOGY
UNDERGRADUATE STUDIES

COURSE INFORMATION BOOKLET

FIRST SEMESTER
S.Y. 2022-2023

DISASTER MANAGEMENT AND MENTAL HEALTH

PSY1306

Table of Contents
Lecturer..................................................................................................................................2
Course Synopsis.....................................................................................................................2
Course Status.........................................................................................................................2
Course Purposes and Goals....................................................................................................2
FEU’s Core Competencies (FCC)..........................................................................................3
The FEU Student-Centered Teaching and Learning Culture................................................4
Delivery Methods...................................................................................................................5
Assessment Methods..............................................................................................................6
Policy on Plagiarism.............................................................................................................10
Policy on Late Submission....................................................................................................10
Assessment Mapping............................................................................................................11
Reading List.........................................................................................................................13
Scheme of work, tentative dates, and breakdown of grades................................................15
Rubrics.................................................................................................................................16

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Lecturer

Instructor : James Dominic Flores

Office : Psychology Dept
Phone : Upon request
E-mail : [email protected]
Meeting Time and Location : (Sec10) MTh 10:30-12, Engineering bldg. Rm. 903
(Sec 8) WS 4:30-6:00 Alfredo Reyes Hall, 402
Consultation Hours : by appointment

Course Synopsis

This is a 3-unit course offered to BS Psychology program of FEU. This course focuses on the
fundamental concepts of disasters, crisis/disaster management, crisis/disaster management
plan, mental health, and psychosocial support. It also discusses different impacts of disasters on
mental health to individuals, families, and communities. Moreover, this course deals with the
different psychosocial support or interventions delivered during disasters or crises. At the end of
the course, students are expected to appreciate the value of resiliency and post-traumatic
growth as outcomes of crisis and produce a mental health program beneficial during disasters.

Course Status

Credits : 3 units
Total Learning Time : 18 weeks
Course Status : Elective
Pre-requisite : PSY1207; PSY1303

Course Purposes and Goals

This course provides an overview of the impact of disasters on individuals, families, and
communities. Learners will be introduced to psychological disaster management preparedness
and how it can be facilitated. The course seeks to provide learners with understanding the impact
of disasters on mental health, principles in providing psychosocial support, and
fostering resilience and post-traumatic growth among disaster survivors.

Programme Expected Learning Outcomes (PELO)

1. Apply the psychological theories and concepts in the fields of industrial, clinical, and
educational settings.
2. Generate publishable research that can contribute to existing knowledge in the various
fields of psychology.
3. Demonstrate technical competencies in the workplace as a registered psychometrician.

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 4. Advocate for social, environmental responsibility and responsiveness, and moral
uprightness through collaborating with various organizations.
5. Advance the ethical use of digital technology in the practice of the profession.
6. Uphold the ethical standards of industrial, clinical, and educational work settings.
7. Engage in lifelong learning by pursuing higher education studies in psychology.
8. Contribute to the development of various professional, nongovernment and government
organizations through sharing of knowledge and expertise

Course Expected Learning Outcomes (CELO)

Upon completion of the course, learners should be able to:

1. Understand disasters, crisis/disaster management, crisis/disaster management plan, mental

health, and psychosocial support
2. Evaluate the impact of disasters on the individual and community level
3. Analyze psychological responses to crisis/disasters
4. Discuss and simulate different psychosocial support/interventions.
5. Assess possible positive outcomes of crisis/disaster among individuals or communities
6. Design a mental health program useful during crisis/disaster management

FEU’s Core Competencies (FCC)

In addition to the Course Learning Outcomes, students are also expected to demonstrate and
develop the following skills:

FCC 1: Cognitive Knowledge

COGNITIVE 1.1. Critical Thinking
KNOWLEDGE 1.2. Creative Thinking
1.3. Problem Solving Skills
1.4. Life-long Learning

FCC 2: Soft Skills

SOFT
SKILLS 2.1. Digital Literacy
2.2. Communication Skills
2.3. Inter and Intrapersonal skills
2.4. Work ethics
2.5. Values and leadership

FCC 3: Hard Skills

3.1. Office Suites Skills (Word Processing,

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 Spreadsheets, Presentation tools)
HARD 3.2. Photoshop skills with fundamental of designs
SKILLS and photography

FCC 4: Discipline Specific Knowledge

DISCIPLINE 4.1. Scholarship in the specific discipline

SPECIFIC 4.2. Research-based knowledge development
KNOWLEDGE

The FEU Student-Centered Teaching and Learning Culture

FEU practices, advances, and advocates for a learning culture that is student-centered. FEU
affirms the ability of students to produce valuable reactions to, reflections and questions on, and
understandings and appreciations of topics and issues in classroom. As such, the FEU classroom
is set-up in a manner that will best solicit student input and the FEU teacher’s responsibility is to
ensure that the students participate in the generation of ideas rather than be passive recipients of
ideas. FEU and FEU teachers firmly believe that the atmosphere in which learning and
development happen best in an atmosphere where students are co-authors of ideas. The FEU
teachers’ role, therefore in the classroom is to coach and facilitate creation.

The characteristics of a culture of student-centered learning are that it is constructive. Teachers

within a culture of student-centered learning provide opportunities for students to construct
knowledge and guide students in the creation of new knowledge; they see assessment as an
opportunity for learning and formation. It is also relevant and responsive in that ensures that
students are provided activities drawn from authentic and real-life situations that will encourage
students to connect learning with real-life situations. Its atmosphere is one that is democratic in
its insistence on the recognition and respect of the diversity of opinions and ideas and on its
emphasis on an understanding and appreciation of the context upon which these diverse ideas are
born. Student-centered learning values and encourages critical thinking and active learning by
engaging students to ask essential questions and by synthesizing and contextualizing viewpoints.
Students, in this learning environment reflect and ask questions, seek relevance and engage in
scholarly discourse that leads to inferences, insights, and sound positions.

In FEU, student-centered learning is undertaken in a technology-enabled learning environment

that promotes digital literacy. It utilizes technology for more relevant and meaningful learning.
The FEU student, in turn, sees technology as a tool for learning and use it responsibly.

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The student-centered classroom is interdisciplinary, integrative, and interactive. Its teachers
challenge students to interconnect disciplines and relevant issues and to find interconnections
and patterns. The objective of student-centered learning is the development of lifelong learners
and creative thinkers and the cultivation of attitudes and habit that ensure continuous self-
enhancement and knowledge generation. As products of the FEU student-centered experience,
FEU students are models of competent and effective learners and of the continuous quest for
knowledge making.

Delivery Methods

Total Contact Hours : 54 hours / 18 weeks

In reference to the FEU’s Teaching and Learning Philosophy, the following are the acceptable
instructional methods which can be adapted for this course:

The DLECCT Framework

A conceptual understanding on how teaching, assessment, and classroom dynamics must be
approached in FEU. It banks on the University’s aspiration for adaptive excellence: digital
literacy, effective communication, and critical thinking. These are the core competencies that
every FEU student must manifest after completing their academics in the University.

Outcomes-based Learning
This allows the students to be owners and constructors of their own learning by creating artifacts
that solve pressing problems in their respective communities and disciplines.
Project and Problem-based Learning

Inquiry and Collaborative Learning

To instil the value of scholastic independence, cooperative, and cooperative learning must be
part of the class dynamics. Tasks done inside and outside the classroom promote collaboration
and collaboration.

Authentic Assessment and Learning

FEU prioritizes non-traditional assessment approaches such as alternative assessment,
performance-based, and authentic assessment in observing and monitoring students’
performance. With non-traditional assessment, the FEU students also participate in monitoring
their learning progress.

Blended Learning
This allows every class to utilize traditional and non-traditional learning spaces including
classroom, on-line, communities, and industries.
Assessment Methods

1. Grading periods will be limited into two: Preliminary and Final periods. The 18 weeks
will be divided equally. Each of the grading periods will be nine (9) weeks each.
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 2. Assessments in the university are classified into Formative and Summative. The
following are the formative and summative assessments for this course:

Formative Assessment Summative Assessment

 Quizzes  Midterm exam (SA
 Video documentary 1)
(group)  Mental Health
 Simulation of Program (SA2)
psychological
intervention (group)
 Journal critique
 Mental health
program outline
1. Each grading period, the minimum requirement for faculty to accomplish are the
following:
a. Formative Assessment (FA) – 4 midterms – 4 Finals
b. Summative Assessment (SA) – 1 midterm and 1 Finals

2. The calculation for the grades will be based on the formula below:

Midterm (MG) = 50%

Final Grade (FG) = 50%

Total Final Grade (TFG) = 100%

*FA and SA are calculated through averaging.

*The new Grade Point Average (GPA) system will still be used.
*The weight between FA and SA can be changed based on the recommendation of
the committee. However, SA should not exceed 50%.

3. The general passing standard is 50%.

4. Grade Points will be based on the standards below:

Numerical
Written Quality Point Grade Description
Equivalent
Grade

A 4.00 92–100 Provides evidence of:

1. complete and comprehensive mastery of the concepts

and principles of the course;
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 2. outstanding proficiency in analytical, critical and
creative thinking, and problem solving skills; and

3. excellent fluency in oral written and symbolic

communication.

Exhibits an exemplary level of independent and self-

regulatory learning skills. Adheres to the University
policy on academic integrity.

Provides evidence of:

1. full mastery of the concepts and principles of the

course;

2. high proficiency in analytical, critical and creative, and

B+ 3.50 85–91 problem solving skills; and

3. very good fluency in oral, written and symbolic

communication.

Exhibits a high level of independent and self-regulatory

learning skills. Adheres to the University policy on
academic integrity.

Provides evidence of:

1. considerable mastery of the concepts and principles of

the course;

2. significant proficiency in analytical, critical and

creative, and problem solving skills; and
B 3.00 78-84
3. good fluency in oral, written and symbolic
communication.

Exhibits an above average level of independent and self-

regulatory learning skills. Adheres to the University
policy on academic integrity.

C+
2.50 71–77 Provides evidence of:

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 1. intermediate mastery of the concepts and principles of
the course;

2. adequate proficiency in analytical, critical and creative,

and problem solving skills; and

3. Average fluency in oral, written and symbolic

communication.

Exhibits an ample level of independent and self-

regulatory learning skills. Adheres to the University
policy on academic integrity.

Provides evidence of:

1. satisfactory mastery of the concepts and principles of

the course;

2. satisfactory proficiency in analytical, critical and

creative, and problem solving skills; and
C 2.00 64–70
3. acceptable fluency in oral, written and symbolic
communication.

Exhibits a sufficient level of independent and self-

regulatory learning skills. Adheres to the University
policy on academic integrity.

Provides evidence of:

1. elementary mastery of the concepts and principles of

the course;

2. a certain proficiency in analytical, critical and creative,

and problem solving skills; and
D+
1.50 57–63
3. some fluency in oral, written and symbolic
communication.

Exhibits a somewhat low level of independent and self-

regulatory learning skills. Adheres to the University
policy on academic integrity.

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 Provides evidence of:

1. minimal mastery of the concepts and principles of the

course;

2. minimal proficiency in analytical, critical and creative,

and problem solving skills; and
D
1.00 50–56
3. basic fluency in oral, written and symbolic
communication.

Exhibits a low level of independent and self-regulatory

learning skills. Adheres to the University policy on
academic integrity.

Provides evidence of:

1. no mastery of the concepts and principles of the course;

2. no proficiency in analytical, critical and creative, and

problem solving skills; and
F 0.00 Below 50
3. no fluency in oral, written and symbolic
communication.

Does not exhibits independent and self-regulatory

learning skills. Does not adheres to the University policy
on academic integrity.

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Policy on Plagiarism

Anchored on the core values of Fortitude, Excellence and Uprightness, Far Eastern University
(FEU) believes that its students, administration, faculty and staff should demonstrate academic
integrity at all times. Academic integrity means that the members of the entire academic
community adhere to the fundamental values of honesty, hard work, originality, respect and
responsibility. FEU students are expected to always adhere to the highest standards of academic
excellence.

FEU students are expected to demonstrate beliefs, attitudes and behaviors associated with
academic honesty. Thus, all acts of academic dishonesty in FEU are not tolerated. Academic
dishonesty comes largely in two forms: cheating and plagiarism. It is considered a major offense
subject to disciplinary actions if students cheat or plagiarize their work.

Cheating is broadly defined as getting unauthorized help on an assignment, quiz or examination.

The following are considered as acts of cheating:
 Copying from another student during a test or examination, with or without his/her
knowledge;
 Allowing another student to copy his/her work;
 Using unpermitted notes during a test or examination;
 Having in one’s possession written notes or electronic devices during a test or
examination;
 Getting questions or answers from someone else who has already taken a test or
examination;
 Turning in work done by someone else;
 Taking a test or examination for another student;
 Writing or providing an assignment for another student.
 Repeating someone else’s words verbatim without acknowledgement;
 Presenting someone else’s ideas without acknowledgement;
 Paraphrasing, translating, or summarizing someone else’s ideas without
acknowledgement;
 Improperly acknowledging of sources, as with incomplete/imprecise documentation;
 Having one’s work done by someone else or having one’s work substantially revised by
someone else.

Policy on Late Submission

Assignment deadlines must be strictly adhered to as time management is a highly valued

professional skill. Assignments which are submitted late will be penalised as follows:

Submitted one (1) day after deadline - deduct 5% from marks awarded
Submitted two (2) days after deadline - deduct 10% from marks awarded
Submitted three (3) days after deadline - deduct 15% from marks awarded
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Submitted four (4) days after deadline - deduct 20% from marks awarded
Submitted five (5) days after deadline - deduct 50% from marks awarded
For the purpose of assignment submission only, Saturday and Sunday are also counted as
working days.

Assessment Mapping

Assessment Weightage (%) Total Course Learning FEU’s Core

Practical Non- Weight Objectives Competencies
practical Assessed
Formative 100 % 100% CELO 1 FCC1.1
Assessment 1: CELO 2 FCC1.3
Quiz 1 FCC2.1
FCC2.4
FCC4.1
FCC4.2
Formative 100% 100% CELO 2 FCC1.1
Assessment 2: FCC1.2
Journal Critique FCC1.3
FCC1.4
FCC2.1
FCC2.2
FCC3.1
FCC4.1
FCC4.2
Formative 100% 100% CELO 3 FCC1.1
Assessment 3: CELO 6 FCC1.2
MH Program FCC2.1
Outline FCC2.2
FCC2.3
FCC2.4
FCC2.5
FCC3.1
FCC4.1
FCC4.2
Formative 100% 100% CELO 3 FCC1.1
Assessment 4: FCC1.3
Quiz FCC2.1
FCC2.4
FCC4.1
FCC4.2
Formative 100% 100% CELO FCC1.1
Assessment 5: FCC1.2
Video FCC2.1
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Documentary FCC2.2
FCC2.3
FCC2.4
FCC2.5
FCC3.2
FCC4.1
FCC4.2
Formative 100% 100% CELO 5 FCC1.1
Assessment 6: FCC1.2
Journal Critique FCC1.3
FCC1.4
FCC2.1
FCC2.2
FCC3.1
FCC4.1
FCC4.2
Formative 100% 100% CELO 4 FCC1.1
Assessment 7: FCC1.2
PFA Simulation FCC2.1
FCC2.2
FCC2.3
FCC2.4
FCC2.5
FCC3.2
FCC4.1
FCC4.2
Formative 100% 100% CELO 3 FCC1.1
Assessment 8: CELO 4 FCC1.3
Quiz CELO 5 FCC2.1
CELO 6 FCC2.4
FCC4.1
FCC4.2
Summative 100% 100% CELO 1 FCC1.1
Assessment 1 CELO 2 FCC1.3
CELO 3 FCC2.1
FCC2.4
FCC4.1
FCC4.2
Summative 100% 100% CELO 4 FCC1.1
Assessment 2: CELO 5 FCC1.2
MH Program CELO 6 FCC2.1
FCC2.2
FCC2.3
FCC2.4
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 FCC2.5
FCC3.1
FCC4.1
FCC4.2

Reading List

 Reference Books

Hoven, C. W., Amsel, L., V., & Tyano, S. (2019). An international perspective on disasters and
children’s mental health (integrating psychiatry and primary care) (1st ed.). Springer.

Neria, Y., Galea, S., & Norris, F. H. (2009). Mental health and disasters. Cambridge
University Press.

Webber, J., & Mascari, J. B. (2017). Disaster mental health counseling. American Counseling
Association

 Related References

World health organization. (2003). Investing in mental health. https://www.who.int.

https://www.who.int/mental_health/media/investing_mnh.pdf

World health organization. (2013). Psychological first aid: Facilitator’s manual for orienting
field workers. www.who.int.
https://apps.who.int/iris/bitstream/handle/10665/102380/%209789241548618_eng.pdf;jses
sionid=559ADA20CC283742B399EEF36D90E5BC?sequence=1

 Journal Articles

Barak, Y., & Szor, H. (2000). Lifelong posttraumatic stress disorder: Evidence from aging
Holocaust survivors. Dialogues in Clinical Neuroscience, 2(1), 57–62.
https://doi.org/10.31887/DCNS.2000.2.1/ybarak

Camitan, D. S., & Bajin, L. N. (2021). The importance of well-being on resiliency of filipino
adults during the covid-19 enhanced community quarantine: A Necessary Condition
Analysis. Frontiers in Psychology, 12(March). https://doi.org/10.3389/fpsyg.2021.558930

Hayashi, F., Sanpei, M., Ohira, T., Nakano, H., Okazaki, K., Yasumura, S., Nakajima, S., Yabe,
H., Suzuki, Y., & Kamiya, K. (2020). Changes in the mental health status of adolescents
following the Fukushima Daiichi nuclear accident and related factors: Fukushima health
management survey. Journal of Affective Disorders, 260(September 2019), 432–439.
https://doi.org/10.1016/j.jad.2019.09.045
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Hechanova, M. R., Docena, P. S., Alampay, L. P., Acosta, A., Porio, E. E., Melgar, I. E., &
Berger, R. (2018). Evaluation of a resilience intervention for Filipino displaced survivors
of Super Typhoon Haiyan. Disaster Prevention and Management: An International
Journal, 27(3), 346–359. https://doi.org/10.1108/DPM-01-2018-0001

Wang, C., Tee, M., Roy, A. E., Fardin, M. A., Srichokchatchawan, W., Habib, H. A., Tran, B.
X., Hussain, S., Hoang, M. T., Le, X. T., Ma, W., Pham, H. Q., Shirazi, M.,
Taneepanichskul, N., Tan, Y., Tee, C., Xu, L., Xu, Z., Vu, G. T., … Kuruchittham, V.
(2021). The impact of COVID-19 pandemic on physical and mental health of Asians: A
study of seven middle-income countries in Asia. PLoS ONE, 16(2 Febuary), 1–20.
https://doi.org/10.1371/journal.pone.0246824

Yan, S., Yang, J., Ye, M., Chen, S., Xie, C., Huang, J., & Liu, H. (2021). Post-traumatic growth
and related influencing factors in discharged covid-19 patients: A cross-sectional study.
Frontiers in Psychology, 12(May), 1–9. https://doi.org/10.3389/fpsyg.2021.658307

Zhai, H. K., Li, Q., Hu, Y. X., Cui, Y. X., Wei, X. W., & Zhou, X. (2021). Emotional creativity
improves posttraumatic growth and mental health during the COVID-19 pandemic.
Frontiers in Psychology, 12(March), 1–9. https://doi.org/10.3389/fpsyg.2021.600798

Course Outline

Week Date Content

Orientation
 Course outline discussion
1 Aug 15 – 20  Presentation of Reading Materials
 Levelling of Expectations
 Classroom policies
Topic: Types and scope of disasters and understanding basic
2 Aug 22 - Aug 27
crisis/ disaster management and mental health terminologies
3 Aug 29 – Sept 3 Topic: Mental health Law and disaster
Topic: Normal Reactions to Disaster (Biological/ Physical
4 Sept 5 - Sept 10
and Psychosocial, Community level)
5 Sept 12 - Sept 17 Topic: Disaster and mental health among vulnerable groups
Topic: Psychological Response to disaster/crisis (Substance
6 Sep 19 - Sept 24
use and Misuse and Anxiety)
Topic: Psychological Response to disaster/crisis (Acute stress
7 Sept 26 - Oct 1
disorder and PTSD
Topic: Psychological Response to disaster/crisis (Grief,
8 Oct 3 - Oct 8
Depression and Suicide)
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 9 Oct 10 - Oct 15 MIDTERM ASSESSMENT WEEK
10 Oct 17 - Oct 22 Grade consultation
Topic: Mental health and psychosocial support: Psychological
11 Oct 24 – Oct 29
first aid
Topic: Mental health and psychosocial support: Critical
12 Oct 31 - Nov 5
incident stress debriefing
Topic: Post traumatic growth and resiliency after
13 Nov 7 - Nov 12
experiencing disaster
14 Nov 14 - Nov 19 Topic: Finalizing the mental health program
15 Nov 21 - Nov 26 Mental health program consultation
16 Nov 28 - Dec 3 Mental health program consultation
Submission of the mental health program write up and
17 Dec 5 - Dec 10
video presentation
18 Dec 12 - Dec 17 Grade consultation

Scheme of work, tentative dates, and breakdown of grades

Dates Assessment Description/Coverage Breakdown of

Grades
September 17 Formative assessment 1: Coverage: Lesson 1, 2, 5%
Quiz 3
September 24 Formative assessment 2: Critique a journal about 5%
(deadline) Journal Critique the impact of disasters
on mental health
October 1 (deadline) Formative assessment 3: Create a mental health 5%
Mental health program program outline (By
outline group)
October 8 Formative assessment 4: Coverage 5%
Quiz Lesson 4,5,6
October 15 Summative assessment 1: Lesson 1 to 7 20%
Midterm Examination
November 6 Formative assessment 5: 10%
(deadline) Video Documentary:
Possible topics
Ondoy
Pinatubo
July 16 1991 earthquake
Pandemic
Yolanda
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 Tsunami sa SEA
Fukushima
Marawi seige
9 11
Nepal Earthquake

November 12 Formative assessment 6: Critique a journal 5%

(deadline) Journal Critique about the positive
outcomes of disaster
Formative Assessment 7: Create a simulation of a 10%
November 27 Simulation of psychological
(deadline) psychological intervention
intervention
December 3 Formative Assessment 8: Coverage 5%
Quiz
December 9 Summative Assessment 30%
(Submission of the 2: Mental Health
mental health Program
program)
December 10 and 14
(presentation)
Total 100%

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Rubrics

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 Journal Critique Rubric
CRITERIA Poor Fair Good Very Good
0- 1.5 2-2.5 3-3.5 4
Summary Did not provide any Provided few Provided some Provided several
correct salient correct salient correct salient correct salient
findings from the findings from the findings from the findings from the
reading. reading with reading with a few reading with excellent
noticeable gaps in gaps in the discussion.
the discussion. discussion.
Insight Discussed little to no Discussed few Discussed some Discussed excellent
personal and personal and personal and and impressive
professional insights professional professional insights personal and
and analysis of the insights on the on the reading with professional insights
reading reading, but lacks some level of depth on the reading with
depth and meaning great depth and
meaning
Critique Strengths and The strengths and The strengths and The strengths and
weaknesses of all weaknesses of the weaknesses that are weaknesses that
aspects of the study peripheral aspects central to the article include both the
are not at all of the study are the are the only ones central and peripheral
addressed only ones addressed, but the aspects of the article
addressed, but the peripheral aspects of were perfectly
central issue of the study were not scrutinized
concern was not scrutinized.
scrutinized.
Organization Thoughts and ideas Thoughts and ideas Thoughts and ideas Thoughts and ideas
of Thoughts were greatly were somehow were coherent and were perfectly
incoherent and incoherent and organized but can coherent and
disorganized. The disorganized. The still be improved. organized. There is
discussion did not discussion focused There is satisfactory sufficient and
focus on only on very few discussion on outstanding discussion
psychological psychological psychological on psychological
concepts/ issues concepts/ issues concepts/ issues concepts/ issues
relevant to the article relevant to the relevant to the article relevant to the article
article
Mechanics The critique has The ideas presented The critique has The critique is free
substantial with and without minimal grammatical from any grammatical
grammatical and grammatical and and typographical and typographical
typographical errors typographical errors errors that rarely errors that detract the
that render the are the same in detract the analysis analysis of the
submission number/ frequency of the reading. reading.
incomprehensible. that occasionally Followed APA 7th Followed APA 7th ed.
Did not follow APA detract the analysis ed. guidelines in in- guidelines in in-text
7th ed. guidelines in of the reading. text citations and citations and
in-text citations and Followed APA 7th references section references section
references section. ed. guidelines in in- with minimal errors. with no errors.
text citations and
references section
with noticeable
errors.
Total: 20 points
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Guidelines for writing the journal critique:

1. The faculty will assign three (3) journals from which the students can choose from to do
their journal critique on (students will critique only 1 article):
a. Midterm: impact of disaster on mental health
b. Final: positive outcomes of disaster (i.e., resilience and post-traumatic growth)
2. The article to be reviewed should not be older than 5 years (2016)
3. Read and comprehend the chosen article
4. The content of your critique should include the following:
a. A summary highlighting the salient findings of the article
b. Address the strengths and weaknesses of the article in terms of:
Central issues
i. Relevance of topic
ii. Contributions to current body of knowledge and
iii. Future directions of research and practice
Peripheral issues
iv. Extent of literature review
v. Methods (participants, sampling, statistical analysis)
vi. Accuracy of findings and conclusions
c. Provide your personal and professional insights on the article:
i. What could have been done better to produce better results?
ii. How does it change your personal perspective?
iii. How does it affect your future professional practice of psychology?
5. Your submission will be submitted through Canvas and will undergo TurnItIn review for
originality check. The similarity index based on TurnItIn should not exceed 20%
(excluding reference list and title page). A high similarity index will earn demerits from
the total score. A very high similarity index as yielded from TurnItIn will automatically
earn a grade of 0 and will be subject to investigation (see FEU policy’s on plagiarism on
your CIB).

Grading Rubric for Video Documentary

TASK Excellent Good Satisfactory Poor
4 3- 3.5 2- 2.5 0-1.5
CONTENT The video documentary The video documentary The video The video
provided complete provided some relevant documentary provided documentary
information about the information about the only a few information provided little to no
disaster about the facts disaster about the facts about the disaster information about
of the disaster (what of the disaster (what about the facts of the the disaster about the
caused the disaster, caused the disaster, disaster (what caused facts of the disaster
when and where it when and where it the disaster, when and (what caused the
happened). happened). where it happened). disaster, when and
where it happened).
ANALYSIS AND The presenters provided The presenters provided The presenters The presenters did
RELEVANCE excellent analysis of the a good analysis of the provided an analysis not provide an
impact of disaster and impact of disaster and of the impact of analysis of the

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 the response of groups the response of groups disaster and the impact of disaster
using the appropriate using the appropriate response of groups and the response of
psychological concepts psychological concepts with the use of some groups using
and theories. and theories. psychological appropriate
concepts and theories. psychological
concepts and
theories.
ORGANIZATION The documentary was The documentary was The documentary The documentary
excellently organized, organized and there lacked organization was poorly
and there were no dead- were some dead-air with several dead-air organized with a lot
air moments. The flow moments. The flow of moments. The flow of of dead-air
of the documentary was the documentary was the documentary was moments. The flow
systematic, logical, and systematic, logical, and only slightly of the documentary
clearly followed the followed the systematic, logical, was not systematic
guidelines. guidelines. and sometimes and did not follow
deviated from the the guidelines.
guidelines.
TECHNICAL The documentary was The documentary was The documentary was The documentary
QUALITY free from background clear, but there are a not the best quality had tons of
noise, each of the few background noises, and there is background noise,
speakers is perfectly almost all speakers are background noise, each of the speakers
audible. The quality of audible. The quality of only speakers are is inaudible. The
the video was clear. the video recording was audible. The quality of quality of the video
There was proper clear. the video recording recording was
acknowledgement of all There was proper unclear. unclear. There was
the sources of media acknowledgement of There was little to no not proper
and information used. some of the sources of proper acknowledgement of
media and information acknowledgement of the sources of media
used. the sources of media and information
and information used. used.
Total Points: 16

20
Guidelines for Video Documentary

1. The same group for the mental health program will be followed in this assessment
(maximum of 5 members).
2. Identify a disaster that has happened in the Philippines (e.g., typhoon Haiyan,
COVID-19 pandemic, etc.)
3. Research on the impact (psychological, physical, and economic) of the disaster to
individuals, families, and communities as well as the responses of various groups to
the disaster
4. Create a video documentary highlighting the various impact of the disaster (with
extra attention on psychological impact)
5. Apply theories learned in this course and other courses (Theories of
Personality, Sikolohiyang Pilipino, Abnormal Psychology, Counseling and
Psychotherapy, Clinical Psychology, Developmental Psychology, etc.) in analyzing
the impact of and response to the disaster
6. The video documentary should be at least 15 minutes long and a maximum of 30
minutes.
7. Video submissions should be uploaded on an online platform (YouTube,
OneDrive) and only the link will be submitted through Canvas.

The content of the video documentary are as follows:

8. An introduction of the topic (disaster) and the team (host, researchers, technical
team, etc.)
9. A comprehensive report of the facts of the disaster (what happened, what caused
the event, when and where did the disaster occur, how did people respond to the
survivors)
10. An in-depth analysis of the various impact (physical, psychological, economic,
etc.) of the disaster on individuals, families, and communities
11. Provide a conclusion for the documentary (how we can move forward, what can
be done better, highlight positive outcomes, etc.)

Psychological First Aid Simulation [Video Submission]

TASK Excellent Good Satisfactory Poor
4 3- 3.5 2-2.5 0-1.5
INTRODUCTION The simulation The simulation The simulation The simulation
(Establishing provided an provided a provided some provided lacks
Context and excellent good context context regarding context
Rapport) context regarding the the disaster that the regarding the
regarding the disaster that participants disaster that
disaster that the the experienced with the
participants participants unclear details. participants
experienced. experienced experienced
with some The identified with unclear
21
 The identified blurry details. disaster may not details.
disaster is require PFA and
acceptable and The identified the timing of the The identified
the timing of disaster is PFA imparted disaster does
the PFA is acceptable but through the script,not require
appropriate for the timing of is inappropriate for
PFA imparted
the situation. the PFA the situation through the
E.g., when the imparted (gauged on the script, and the
disaster through the timing of the PFA timing of the
occurred and script, is after the disaster,PFA is
when the PFA inappropriate which may be too absolutely
is given was for the late or too soon). inappropriate
clearly situation for the
indicated in the (gauged on the Rapport was barely situation
simulation. timing of the established (gauged on the
PFA after the between timing of the
Rapport was disaster, which facilitator/s and PFA after the
perfectly may be too participants, and disaster, which
established late or too subsequently may be too
between soon). among late or too
facilitator/s and participants. soon).
participants, Rapport was
and established Rapport was
subsequently between not at all
among facilitator/s established
participants. and between
participants, facilitator/s
and and
subsequently participants,
among and
participants, subsequently
but can still be among
improved. participants.
PFA CONTENT: Each Each Each participant Each
SAFETY and participant was participant was given only participant
CALM given plenty of was given some time and was given
time and space adequate time space to share. The rushed time
to share. The and space to facilitator was not and space to
facilitator share. The able to ensure the share. The
excellently facilitator safety and security facilitator
ensured the somehow of the participants absolutely did
safety and ensured the and provided a not ensure the
security of the safety and calm atmosphere. safety and
participants and security of the security of the
22
 provided a calm participants participants
atmosphere. and provided a and provided a
calm calm
atmosphere. atmosphere.
PFA CONTENT: The participants The The participants The
SELF-EFFICACY were able to participants were able to participants
excellently were able to identify only few were unable to
identify their satisfactorily of their personal identify their
personal identify their strengths and personal
strengths and personal positive coping strengths and
positive coping strengths and mechanisms with positive
mechanisms positive the minimal help coping
with the coping and guidance of mechanisms
exceptional mechanisms the facilitator. because there
help and with the was little to no
guidance of the acceptable help and
facilitator. help and guidance of
guidance of the facilitator.
the facilitator.
PFA CONTENT: The facilitator The facilitator The facilitator was The facilitator
CONNECT and was able to was able to only able to was unable to
HELP provide provide some provide a little provide
complete feedback to feedback to the complete
feedback to the the participants (where feedback to
participants participants to get help, offer the
(where to get (where to get help, and support). participants
help, offer help, help, offer (where to get
and support). help, and help, offer
support). help, and
support).
ORGANIZATION The simulation The simulation The simulation The simulation
was excellently was organized lacked was poorly
organized, and but some organization with organized with
the speakers did speakers some speakers speakers
not overlap overlap from overlapping from overlapping
with each other time to time time to time and most of the
and there were and there were there are several time and there
no silent some silent silent moments. were a lot of
moments. The moments. The The flow of the silent
flow of the PFA flow of the PFA was somehow moments. The
was systematic PFA was systematic and flow of the
and clearly systematic and sometimes PFA was not
followed the followed the deviated from the systematic and
guidelines. guidelines. guidelines. did not follow
23
 The flow of the The flow of The flow of the the guidelines.
session felt the session session did not feel The flow of
natural, was somehow felt natural and felt the session did
spontaneous, natural, was scripted. not feel
and did not feel spontaneous, natural, and
scripted at all. and only a few the lines were
had their lines scripted and
memorized. memorized.
TECHNICAL The video The video The video The video
QUALITY recording was recording was recording was not recording had
free from clear, but there the best quality and tons of
background are a few there is background
noise, each of background background noise, noise, each
the facilitators noises, almost few facilitators and facilitator and
and participants all facilitators participants are participant is
can is perfectly and audible. The inaudible. The
audible. The participants quality of the video quality of the
quality of the are audible. recording unclear, video
video recording The quality of and only few recording was
was clear, and the video participants can be unclear, and
the participants recording was identified in the the
can be easily clear, and video. participants
identified in the almost all the cannot be
video. participants easily
can be identified in
identified in the video.
the video.
Total Points: 24

Guidelines for the psychological first aid simulation

1. Divide the class into groups with a maximum of 5 members per group
2. Choose a specific disaster/ crisis to simulate a psychological first aid for survivors
3. Assign at least one facilitator and one co-facilitator for the simulation
4. The rest of the members will be playing the role of survivors
5. Conduct and simulate a virtual psychological first aid session appropriate for the scenario
assigned to you.
6. Record the session, which should last for 10 minutes to 30 minutes
7. Upload the video recording online (i.e., Youtube or OneDrive) and only the link will be
submitted through Canvas

24
 Mental Health Program Rubric
Excellent Good Satisfactory Needs
4 3-3.5 2-2.5 Improvement
0-1.5
Content The interns The interns The interns The interns were
(Title, provided an provided a good provided a title not able to provide
Introduction, excellent and and appropriate that is aligned a good and
Rationale, appropriate title title that is with the contents appropriate title
and that is aligned aligned with the of the program that is aligned with
Objectives of with the contents contents of the but is somehow the contents of the
the program) of the program. program. vague. program.
The rationale The rationale The rationale The rationale
contains contains contains contains little to no
information from information from information from information from
several peer- some peer- few peer- peer-reviewed
reviewed reviewed reviewed journals and did
journals and journals and journals and not provide good
provides provides good provides justification for the
excellent justification for justification for need for the
justification for the need for the the need for the program.
the need for the program. program. The general
program. The general The general objectives of the
The general objectives of the objectives of the program did not
objectives of the program program had follow a SMART
program somehow follow some elements of format (specific,
completely a SMART format a SMART format measurable,
follow a SMART (specific, (specific, attainable,
format (specific, measurable, measurable, realistic, and time-
measurable, attainable, attainable, bound).
attainable, realistic, and realistic, and
realistic, and time-bound). time-bound).
time-bound).
Target The interns were The interns were The interns were The interns were
Group able to identify a able to identify a able to identify a not able to identify
specific specific specific a specific
population/ population/ population/ population/ group
group that is, group that is, group that may that is vulnerable/
indeed, a somehow, a or may not be at-risk population
vulnerable/ at- vulnerable/ at- vulnerable/ at- who need a mental
risk population risk population risk population health/
that needs a that needs a that needs a psychoeducation
mental health/ mental health/ mental health/ program.
psychoeducation psychoeducation psychoeducation Interns were not
program. program. program. able to provide a
25
 Interns were able Interns were able Interns were able description of the
to provide an to provide a good to provide few specific population
excellent and description of the descriptions of they wanted to
detailed specific the specific implement the
description of the population they population they program to.
specific wanted to wanted to
population they implement the implement the
wanted to program to. program to.
implement the
program to.
Modules and The specific The specific The specific The specific
Activities objectives of objectives of objectives of objectives of each
each module and each module and each module and module and the
the activities the activities the activities activities
enumerated were enumerated were enumerated were enumerated were
perfectly aligned aligned with the somehow aligned not at all aligned
with the overall overall objectives with the overall with the overall
objectives of the of the program. objectives of the objectives of the
program. The activities program. program.
The activities were somehow The activities The activities were
were creative and creative and were redundant not at all creative
appropriate for appropriate for and inappropriate and grossly
the target the target for the target inappropriate for
population. population. population. the target
Specific details Specific details Specific details population.
[see general [see general [see general Specific details
instructions # 4] instructions # 4] instructions # 4] [see general
of the program of the program of the program instructions # 4] of
were clearly and were listed down were listed down the program were
excellently listed by the interns by the interns not listed down by
down by the with only a few with several the interns or a lot
interns. details missing. details missing. of details are
missing.
Organization Thoughts and Thoughts and Thoughts and Thoughts and
ideas were ideas were ideas were ideas were greatly
perfectly coherent and somehow incoherent and
coherent and organized but can incoherent and disorganized.
organized. There still be improved. disorganized. The content did
is sufficient and There is The discussion not focus on
outstanding satisfactory focused only on psychological
discussion on discussion on very few concepts/ issues.
psychological psychological psychological
concepts/ issues. concepts/ issues. concepts/ issues.
Writing The program is The program has The ideas The program has
26
 Mechanics free from any minimal presented with substantial
grammatical and grammatical andand without grammatical and
typographical typographical grammatical and typographical
errors that detract errors that rarely
typographical errors that render
the analysis of detract the errors are the the submission
the reading. analysis of thesame in number/ incomprehensible.
reading. frequency that
Followed APA occasionally Did not follow
7th ed. guidelines Followed APA detract the APA 7th ed.
in in-text 7th ed. guidelines analysis of the guidelines in in-
citations and in in-text reading. text citations and
references citations and references section.
section with no references Followed APA
errors. section with 7th ed. guidelines
minimal errors. in in-text
citations and
references
section with
noticeable errors.
Total = 20 points

Guidelines for Mental Health Program

In this assessment, students are tasked to design a mental health program for their chosen at-risk/
vulnerable group/ population that is strongly based on a theoretical framework and is appropriate
for use during disasters.

1. Conceptualize a mental health program based on a theory (e.g., Ryff’s Psychological

Well-being; Kubler-Ross model of grief; PERMA model of happiness; Resilience Theory
Tedeschi & Calhoun’s Post-traumatic Growth; etc.)
2. Identify a specific at-risk/ vulnerable group for whom you will the develop the program
for. Listed below are some examples for vulnerable groups:
a. Poor people
b. LGBT+
c. Children in conflict with the law (CICL)
d. Children in general
e. Elderly people
f. People deprived of liberty (PDL) or prisoners
g. Persons with disability (PWD) e.g. people with special needs, physical illness,
physical injury, mental illness (see RA 7277 or the 1992 Magna Carta for
Disabled Persons)
h. Trauma survivors
3. Using three to five journal articles (3 – 5), provide a rationale that would justify the need
for the mental health program for the chosen population.
27
 4. Identify the general objectives of the program, which the subsequent modules will be
anchored on and will try to achieve
5. Create modules that will cover the aspects of the theory and address the crisis
management cycle.
6. The following should be contained in each module:
a. List down at least three (3) specific objectives that the module aims to achieve at
the end
b. Provide a detailed information about the activities that the participants will
undertake in each module
c. Specify the duration dedicated for each module
d. Enumerate the expected outputs from the participants from each module
e. Indicate the proposed venue for each activity. If the mode of delivery is virtual,
specify the platform to use.
f. Itemize all the materials and equipment that will be used for each module
7. Create a program invitation poster and program flow of the entire program

Program Outline

Program Title
Introduction and theoretical framework
Participants
Rationale
General Objectives
Schematic Diagram of the modules (summary of the modules)
Modules
Specific Objectives
Activities
Duration
Facilitator
Venue
Materials and equipment
Outputs
Summary of modules (in table format: title of module, activities, duration, facilitator)
Sample summary:
Module Activities Duration Facilitator
Module 1:  Lecture  1.5 hours  Student
Personal Wellbeing  Reflective Journal  Every night
Module 2:  Stretching  5 minutes  Fitness instructor
Physical Wellbeing  Workout proper  30 minutes
 Cooldown  10 minutes

Additional notes:
28
1. This is a group activity with a maximum of five (5) members per group. No two groups
will have the same mental health program to create.
2. One group member will be assigned with one module to complete. (e.g., if the group has
5 members, the program should contain 5 modules).
3. The group members will be determined during midterm period. Submission of the outline
will be during the midterm period for the review and approval of the faculty.
4. The target population and theoretical background for the program should be identified
and approved by the faculty assigned during the midterm period.

29