National Psychotrauma Conference 2025

This study explores the lived experiences of World War II survivors from Lipa, Batangas, with a focus on how they found healing and forgiveness in the decades after the war. Using a qualitative descriptive phenomenological approach, the research aimed to capture personal narratives of their experiences and feelings during the war, which include trauma, resilience, healing, forgiveness, and reconciliation. In-depth interviews were conducted with survivors who experienced the Japanese occupation and the atrocities committed in the area. Through text analytics and thematic analysis, six overarching themes were identified: (1) trauma and atrocities experienced during the war, (2) emotional reactions to wartime experiences, (3) coping and survival strategies, (4) changing perceptions toward the Japanese over time, (5) role of family and community in healing, and (6) faith and spirituality as a path to healing. Findings reveal that while wartime memories remain vivid and painful, many survivors have achieved a sense of peace, healing, and forgiveness through faith, family support, and acts of reconciliation. This study contributes not only to war trauma and peacebuilding, but also to Batangas Studies and Philippine Local History, highlighting the effects of war and the healing power of forgiveness in the years that followed.

Abstract. This quantitative study investigates the predictive roles of academic resources and multidimensional student well-being—encompassing psychological, physical, and social dimensions—on academic performance, emphasizing their contribution to post-traumatic recovery among students of City College, a public higher education institution. Guided by the United Nations Sustainable Development Goals (SDGs 3, 4, and 10), the study utilized multiple linear regression analysis (MLRA) on data collected from 166 stratified participants. The model demonstrated strong explanatory power, accounting for 64.6% of the variance in academic performance (R² = 0.65, adjusted R² = 0.64, F = 73.43, p < .001). All four predictors—academic resources (β = 0.21, p = .001), psychological well-being (β = 0.24, p = .001), physical well-being (β = 0.22, p < .001), and social well-being (β = 0.30, p < .001)—showed significant effects, with social well-being emerging as the strongest determinant of academic success and resilience. These results highlight that students’ access to academic resources and holistic well-being collectively enhance engagement, recovery, and performance following trauma. The findings advocate for integrated educational and mental health policies that merge academic support, psychosocial care, and social inclusion to strengthen institutional resilience and promote sustainable student success in higher education.

Keywords: Posttraumatic distress, treatment efficacy, academic performance, student well-being, Sustainable Development Goals.

Dear Sir/Madam,

Attached is the manuscript for Oral Presentation. The title of the study is The Interrelationship Between Spirituality and Resilience Among Nursing Students: A Holistic Approach to Psychotrauma Work.

I am anticipating a favorable response from you.

Resepectfully,
Prof. Gloria Shiela E. Coyoca

Numerous studies have shown the mental health consequences of COVD-19 pandemic. However, there is a scant of literature on the cardinal requirement of these mental health problems - one’s dysfunctionality. The current study responds to this scarcity of studies by looking into the latent factor structure and latent groupings based on the indicators of dysfunctionality and assessed further its associated risk factors. Utilizing a sample of 415 left-behind emerging adult children (LBEAC), the results reveal a well-fitting one-factor structure with 3 latent groups based on the severity levels of dysfunctionality. The data further show a number of risk factors of dysfunctionality in LBEAC amidst the pandemic. Overall, the findings provide the validity of WHO-DAS notion of dysfunctionality and underscore its pragmatic importance in the development of interventions and policies in LBEAC amidst pandemic.

Keywords: Left-behind emerging adult children, mental health, (dys)functionality, risk factors, latent structure, COVID-19 pandemic