CHAPTER I

THE PROBLEM AND ITS SETTING

Introduction:

Depression covers a wide range of human emotional and clinical state. As a normal mood,
depression is ubiquitous in human existence not to grieve after the loss of a loved one is to make “ less
than human” as a symptom, depression occurs in a wide variety of reactions to stress, medical, and
psychiatric conditions. As a clinical state, the various psychiatric syndromes are usually considered along
with mania as belonging to the affective disorders. 1 Depression has more important implication in SHS
students because of its strong association with physical illness and impaired function, cognitive, decline.
Reduction of moral quality of life and mortality. The amount of stress you experience in a situation will
be determined by your attitude will not only minimize how much stress affect you but also has a direct
correlation to how our bodies respond to diseases. Gaining a deeper understanding of the depression can
help begin the journey to recovery. Taking some time to learn more about the causes and symptoms of
depression will assist you greatly when it comes time to consider methods of treatment. Any treatment for
depression should coincide with a healthy diet and regular sleep schedule. It may sound simplistic, but the
importance of taking care of your body cannot be overstated. There are various methods you could use to
sooth the symptoms of depression. All of us could stand to exercise more often, but exercise is especially
helpful for the depressed mind. It enables you to better handle stress and endorphins least during exercise
give you a mental boast. Aside from the mental health benefits. The centers for disease control and
prevention (CDC) report the physical activity helps you sleep better and night, Yoga is more accessible
form of exercise, because doesn’t require equipment and because many of the moves and poses do not
require much effort. Meditation is a highly effective way of clearing your head and calming your body.
It’s also easy to do, with guided meditations through phone apps, online in text and videos, and in books. 2
Recovery is a journey, not a destination. Bad days will always come, but with well treatment people can
be able to overcome extreme lows. While science has yet to find a cure for mental disorders such as
depression. It is entirely possible to live happy and fulfilling life in spite of it.

Intrinsic sadness is sadness from within and without cause. Intrinsic sadness is pain without
cause. It is without beginning or ending. It is sea you fall into without shore. It typically presents itself in
a clinical sense as depression. In a physiological sense, it’s misfiring (or not firing) neurotransmitters.
Research suggests that a serious deficit of this type (depression) rarely rights itself without proper medical
intervention. Intrinsic sadness is the stuff I feel most of the time in varying degrees thanks through my
bipolar. Luckily most “normal” folk will only experience very limited intrinsic sadness and it’ll probably
lead to just a blue day, and not depression. Extrinsic sadness is the type with which everyone is familiar.
It’s the type of sadness you feel when you hate your job, feel trapped by your marriage, or find out
someone you love has died. It is defined as extrinsic because it has an external source. There is something
you can point to and say – that’s what’s causing my sadness.. There is actually a danger that extrinsic
sadness will turn into intrinsic sadness and finally depression. There is evidence to suggest that if a person
dwells too long in a sadness, no matter how external the source, it can actually lead to full blown
depression. The extrinsic sadness essentially “trains” the neurotransmitters of the brain to behave in a
depressed manor. These people do tend to recover better and more quickly from their depression. People
don’t seem to want to take responsibility for making their own happiness (3).

Depression is a common cold of mental disorders. Most people will be affected by depression in
their lives either directly or indirectly, through a friend of family member. Confusion about depression is
common place. Example with depression is exactly is and what makes it different from just feeling down.
Depression is characterized by a member of common symptoms. These includes a persistent sad,
anxious ,or “empty” mood, and feelings of hopelessness or pessimism that last nearly everyday, for weeks
on end. A person who is depressed also often has feelings of guilt of worthlessness and helplessness.
They no longer take interest or pleasure in hobbies and activities that were one enjoyed; This may include
things like going out with friends. A petite and/or weight loss or overeating weight gain maybe symptoms
of depression in some people. Many others experience decreased energy, fatigue, and a constant feeling
of being “slowed down”. Thoughts of death or suicide are not uncommon in those suffering from severe
depression. Restlessness and irritability among those who have depression is common. A person who is
depressed also has difficulty concentrating, remembering, and trouble making decisions. And sometimes,
persistent physical symptoms that do not respond to traditional treatments ~ such as headaches, digestive
(4)
disorders, and chronic pain may be sign of depressive illness .Family is defined as a domestic group of
people with some degree of kind-ship whether though blood, marriage or adoption. Ideally each child is
nurtured, respected, and grows up to come for others and develop strong and healthy relationships (5).
Family can influence, the personality, behavior, beliefs, and values. Environmental factors such as
biological and social cultural can also influence a child’s personality.

Living in today’s society where intervention of social media is prevalent, we can lessen the
problem about depression by refraining ourselves from or at least lessen our exposure to social media
where negative things, fake news. And cyber bullying is fostering. We should be engaged ourselves more
to activities which is mostly has physical interactions, because having face to face positive
communication is an effective way of reducing stress which leads to depression in one way or another. By
spreading awareness about depression and proper ways of dealing with it and by simple smiling and
spreading the same to other will surely lessen depression

STATEMENT OF THE PROBLEM:

The following questions:

1. What is the profile of the respondents in terms of:

a. Family Status
b. Financial Status
c. Social Status
d. Depression Level
2. What are the intrinsic and extrinsic factors affecting depression of SHS students?
3. What are the possible solutions in order to lessen depression?

Scope and Delimitation

The goal of the study is to know the intrinsic and extrinsic factors affecting senior high school
student’s depression. This research was studied to build strategic action plan to lessen the negative impact
of depression on the senior high school students. The focus of this research is on SHS students of
SLMCS. The respondents of this research include 13 STEM students, 9 ABM students, 16 TVL students,
4 HUMSS and 8 GAS students. The respondents will be asked based on their experiences or knowledge
about depression. In this research they will be given a chance to share their own opinion about the
depression that may cause a severe mental illness to a person. Your participation could help researcher to
better understand the different level or situation of depression.
Significance of the Study:

Teacher – It is important that the teacher must be aware about a student’s depression. S/he is
responsible for the sensitivity that a depressed student might act. S/he must know the
factor that might affect his/her student’s mental and emotional health due to depression.

Parents- Parents are the oblique to take care about their children’s health. They must be the first
one to take much attention about his/her son/daughter well-being. They should be
responsible to understand and help their children and get motivated to overcome what
they’re facing through.

School Staff- The school staff must be knowledgeable about depression. The kind of disorder can
seriously impair a student‘s academic and interpersonal behavior at school. They must
destigmatize and make the illness easier to identify

Classmates- Classmates are the group of people that is one of the important happenings as long as we
still have our school life. Aside from teachers & other faculty staffs classmates every
student’s companion in the whole year. In terms of this kind of situations they must
adjust for their classmate’s condition.

Friends- Friends are what makes our life happier. They are our shoulder to lean on. It’s a must that
they know the struggles that each one of them is facing through.
Definition of terms

Depression - Depression (major depressive disorder) is a common and serious medical illness
that negatively affects how you feel the way you think and how you act.
Fortunately, it is also treatable. Depression causes feelings of sadness and/or a
loss of interest in activities once enjoyed. It can lead to a variety of emotional and
physical problems and can decrease a person’s ability to function at work and at
home.6

Intrinsic - Belonging to the essential nature or construction of a thing, being or relating to a

semiconductor in which in the concentration of charge carries is characteristics of
the material itself instead of content of any impurities it contains. 7

Extrinsic - Refers to that which, coming from outside a thing is not a inherent in its real
nature, often synonyms with extrinsic may note the possibility of a integration of
the external object into the thing to which it is added foreign implies that the
external originally so different that it cannot become assimilated. 8

Anxiety disorder -  An illness that produces an intense, often unrealistic and excessive state of
apprehension and fear. This may or may not occur during, or in anticipation of, a
specific situation and may be accompanied by a rise in blood pressure,
increased heart rate, rapid breathing, nausea and other signs of agitation or
discomfort.9

Dysthymia - is a persistent low mood over a long period of time, even a year or more. It could
described as feeling like you’re living on autopilot. 10

Notes

1. www.link.springer.com/chapter/10.1007%2F978-3-642-69129-4_2
2. www.psycom.net/depression.central.html
3. www.natashatracy.com/mental-illness/depression/depression-intrinsic-extrinsic-sadness/
4. www.psychcentral.com/disorders/depression/introduction-to-depression/
5. www.pamf.org/teen/abc/types/family.html
6. www.psychiatry.org/patients-families/depression/what-is-depression
7. www.merriam-webster.com/dictionary/intrinsic
8. www.collinsdictionary.com/dictionary/english/extrinsic
9. www.webmd.com/depression/depression-glossary#1

10. www.psycom.net/depression.central.html
 Chapter II

REVIEW OF THE RELATED LITERATURE AND STUDIES

This chapter presents collective information of the related literature and studies that were
used in the study. It contains both local and foreign literature and studies as well as the
conceptual framework and paradigm Gap Bridge by the study, synthesis of the state of art and
theoretical framework and paradigm.

Foreign Literature

Adolescence is considered a stressful period due to physical, psychological, sexual

changes and is also influenced by maturity.11 It is a crucial phase in life course of a human, and
the presence of psychiatric disorders such as depression, anxiety, and stress at this stage of life is
a matter of concern. The symptoms of these three disorders can lead to poor academic
performance, lack of communication with friends and family members, substance abuse, feeling
of abandonment, homicidal ideation, and suicidal tendency.12

Depression is the fourth leading cause of all disease, accounting for 4.4% of total burden.
Despite the prevalence and substantial impact of these mental disorders, detection and treatment
in the primary health care setting have been suboptimal. Scant literature is available regarding
the prevalence of depression, anxiety, and stress in adolescents, and none were available for
Manipur. Most of the studies on depression, anxiety, and stress have been conducted on adults.
Hence, the present study was carried out to determine the prevalence of depression, anxiety, and
stress among higher secondary school students of Imphal, Manipur, and to determine the
association between depression, anxiety and stress and selected variables such as gender,
standard, and religion.13 Hamada (2003) says that abnormal nocturnal blood pressure fall in
senile-onset depression with Sub cortical silent cerebral infarction. Results suggest that abnormal
nocturnal blood pressure fall patterns appear to be involved in the development of Sub cortical
cerebral infarction in senile-onset depression.14 While Hamalanien (2005), also said that major
depressive episode related to long unemployment and frequent alcohol intoxication study,
concluded that long time unemployment is associated with increased risk of major depressive
episode. Frequent alcohol intoxication among long term unemployed individuals greatly
increases the risk of depression.15 Stordal (2006), recurrent unipolar major depression and
executive functions, concluded that there is little evidence that unipolar major depression is
uniquely associated with executive dysfunctions.16

However, Gerard Sanacora (2008) psychiatric major conclude that depression increases
level of neurons in the brain, findings reveal that level of neurons in the brain with major
depression had about 30% more nerve cells in regions of the thalamus involved with emotional
regulation& the regions appeared larger in patients with major depression.17

Just 40 years ago, many physicians doubted the existence of significant depressive in
children. However, a growing body of evidence has confirmed that children and adolescents not
only experience the whole spectrum of mood disorders but also suffer from the significant
morbidity and mortality associated with them. Despite the high prevalence and substantial
impact of depression, primary care setting have been suboptimal. Studies have shown that usual
care by primary care physician fails recognize 30-50% of depressed patients (Simon and
Vonkorff, 1995),18 because patients in whom depression goes unrecognized cannot be
appropriately treated, systemic screening has been advocated as a means of improving detection,
treatment, and outcomes of depression.

While improved pediatric diagnosis alone is unlikely to significantly change patient

outcomes, recognize teenagers with depression is the first step on improved depression
management. It affects 2% of pre-pubertal children and 5-8% of adolescents. The clinical
spectrum of the disease can range from simple sadness to a major depressive or bipolar disorder
(son and Kirchner, 2000).19 Studies have found that 3-9% of teenagers meet criteria for
depression at any one item, and at the end of adolescent, as many as 20% of prevalence of
depression. (Zuckerbrotand Jensen, 2006).20

Childhood depression, like the depression of adults can encompass a spectrum of

symptoms ranging from normal responses of sadness and disappointment that may or may not
include evidence of mania (Wolraich et al. 1996, Kovacs et al. 1994, Weller et al. 1996).21

Local Literature
 The Philippines has a total population of 92.3 million that is very young (median age: 23)
and growing at 1.9% annually. In 2009-2010, 2.8 million university students were enrolled in the
country’s 2,247 higher education institutions. Of every 10 Filipino students, 6 and 4 are enrolled
in private and public universities, respectively. Of these students, 26% are enrolled in business,
16% in medicine and allied programs, and 13% each are in engineering, information science and
education. In contrast to their counterparts throughout most of the world, Filipino students
commence their university education at the age of 15 or 16 years.

Filipinos place a high premium on formal education; a university degree is strongly

regarded as a primary requirement for social and economic mobility. In the context of the
collective aspirations of Filipinos to go abroad for lucrative employments, the need for university
education is even more compelling. Individual students are thus pressured to excel or complete a
degree, lest they bring dishonor to their family and friends, and endanger their employment and
life prospects. In this respect, academic-related matters are salient issues for individual students
and in their relationships and conflicts with parents; these, too, can induce higher levels of
depressive symptoms in students.

Researcher’s carried out this study as part of the community engagement activities to
help in the prevention of mental disorders, and subsequently, of suicide among Filipino
university students. The connection between depression and suicide is well-established. The
spate of suicide events among local students had served as the impetus to conceive and
implement this study. There is paucity of data on university student depressive symptomatology
in the Philippines, and in the absence of published relevant articles in indexed journals, little is
understood about depressive symptoms among Filipino university students at the international
level. This survey examined the social and demographic factors associated with higher levels of
depressive symptoms among Filipino university students. The University Student Depression
Inventory (USDI), a newly-developed and psychometrically sound scale with measures on
academic motivation in addition to lethargy and cognition-emotion, was used.

The current findings on the significant associations between the levels of closeness with
parents and peers and depressive symptoms are to be expected; these are within the realm of the
evidence widely reported in other investigations. That most of the Filipino university students
who participated in this study had high closeness levels with their parents and peers is hardly
unexpected. Parents and friends are basic yet very significant primary groups for Filipino
adolescents. Their provisions, including the immediate care, security and support that they
bestow and the secure attachments that they consequently foster, are effective protectors and
buffers of university students against depressive symptoms.

In the absence of high level of closeness of Filipino students with parents, in which the
parent-child relationship would be characterized by communication problems, excessive parental
control, low levels of cohesion, and high levels of conflict in the families, adolescents are bound
to experience depressive symptoms. Without high level of closeness with peers, local students
are also predisposed to be at risk. Students are in a stage when they mostly need their peers for
emotional support. Peer acceptance is important to the growing individual and is therefore
associated with depressive symptoms. Compared to the association of the lack of parental
warmth and acceptance with adolescents’ depressive symptoms, which is largely unidirectional,
the association between depressive symptoms and peer-relational problems tends to be
bidirectional. Filipino students exhibiting depressive symptoms are likely to be spending less
time interacting with their peers and are prone to relate with them aggressively. This interaction
pattern, in turn, is likely to cultivate further peer rejection and neglect.22

Foreign Studies

According to the fall American College Health Association–National College Health

Assessment (2007), a national survey of approximately 20,500 college students on 39 campuses,
43.2% of the students reported “feeling so depressed it was difficult to function” at least once in
the past 12 months. More than 3,200 university students reported being diagnosed as having
depression, with 39.2% of those students diagnosed in the past 12 months, 24.2% currently in
therapy for depression, and 35.8% taking antidepressant medication. Among the students
surveyed, 10.3% admitted “seriously considering attempting suicide” within the past 12 months
and 1.9% actually attempted suicide during that period.23

Although the above data may seem surprising to some, it is not to most mental health
clinicians and administrators at U.S. colleges. According to the 2008 National Survey of
Counseling Center Directors, 95% of respondents believe that there has been a trend in recent
years of an increase in the number of students with serious psychological problems. In 2008, an
estimated 26% of counseling center clients were taking psychiatric medication, up from 20% in
2003, 17% in 2000, and 9% in 1994. 24 And although the rate of suicide among college students
may have decreased in recent decades,25 suicide remains the third leading cause of death among
adolescents and young adults.26

Many college administrators have begun to appreciate the effect that a student's
depression can have on overall functioning in the college community. Depression has been
linked to academic difficulties as well as interpersonal problems at school, with more severe
depression correlated with higher levels of impairment. 27 The treatment of depression among
college students has been associated with a protective effect on these students' grade point
averages.28 In an effort to diagnose and treat early and effectively, and thus decrease the excess
morbidity and risk of suicide associated with depression, some U.S. colleges have even begun to
screen students for depression in the primary care setting.28

There are unique challenges of providing treatment to college students. These challenges
include significant academic pressure in semester-based cycles, extensive semester breaks that
result in discontinuities of care, and heavy reliance on community supports that can be
inconsistent. Given the prevalence and impact of depression on college campuses and the
varying services offered by university mental health centers throughout the United States, there
is a significant need to evaluate successful models of treatment and their related outcomes.29

In 2007, Kelly and colleagues conducted a non-experimental study that recruited from
introductory psychology classes university students with depression who were not currently in
treatment, offering both financial compensation and class credit for research involvement. Sixty
college students (66% Caucasian, 57% female) with major depression were followed for nine
weeks without any treatment to assess for sudden gains (that is, precipitous improvements in
depressive symptomatology), remission of depressive symptoms, and reversal of improvements.
The authors found that 60% of the college students with major depression experienced sudden
gains over the nine weeks of not receiving treatment. However, before the end of the nine-week
observation period, more than half of these sudden gains reversed. At the end of the period of not
receiving treatment, depression was in remission for 20% of the students. The authors concluded
that sudden gains may be part of the natural course of depression for some college students,
irrespective of treatment, and that self-evaluation processes may play an important role in
recovery.30

In 2000 Lara and colleagues conducted a non-experimental study in which undergraduate

students taking psychology classes who had a recent-onset major depressive episode were paid
or received course credit for their research participation. Eighty-four students (51% Caucasian,
86% female) were followed for 26 weeks to assess whether various psychosocial factors
predicted the short-term course of major depression. The authors found that within the 26-week
period of no treatment, 68% of the college students who were initially depressed recovered.
Among those who recovered, 21% relapsed by the end of the 26-week period into another major
depressive episode. Lara and colleagues concluded that college students with depression may
sometimes spontaneously recover and relapse and that harsh discipline in childhood was
significantly associated with higher mean levels of depression at follow-up and relapse but not
with recovery.31

In 2006 Geisner and colleagues conducted a four-week randomized controlled trial of

depression treatment and recruited undergraduates with depression who were enrolled in
psychology courses to participate for course credit. The study enrolled 177 students with
depression (49% Caucasian and 48% Asian, 70% female) who were randomly assigned either to
an intervention group that received personalized mailed feedback or to a control group. The
authors found that depressive symptoms improved for both the intervention and control groups,
but in the intervention condition there was a significantly greater improvement of depressive
symptoms, as measured by the DSM-IV-Based Depression Scale. There was no significant
difference between the intervention and control groups on symptoms measured by the Beck
Depression Inventory (BDI). Geisner and colleagues concluded that an intervention using
personalized mailed feedback may be useful for reducing depressive symptoms among college
students.32

In 1993 Pace and Dixon conducted a four- to seven-week randomized controlled trial to
assess the treatment effectiveness of individual cognitive therapy for college students with
depressive symptoms. Participating undergraduate students earned course credit for their
research involvement. Seventy-four students (100% Caucasian, 81% female) who met strict
criteria for study inclusion were randomly assigned to either a group that received individual
cognitive therapy or a control condition where participants did not receive treatment and were
put on a waiting list for cognitive therapy. Pace and Dixon found that 74% of participants in the
cognitive therapy group (versus 33% in control group) were classified as non-depressed with
BDI scores of less than 10 after four to seven weeks of treatment. At the one-month follow-up,
81% of participants in the cognitive therapy group (versus 64% of control group) were classified
as non-depressed. Outcomes at both time points were statistically significant in favor of
cognitive therapy. The authors concluded that brief individual cognitive therapy may effectively
reduce mild to moderate depressive symptoms as well as depressive self-schemata among
college students.33

Local Studies

The Philippines has a total population of 92.3 million that is very young (median age: 23)
and growing at 1.9% annually. In 2009-2010, 2.8 million university students were enrolled in the
country’s 2,247 higher education institutions. Of every 10 Filipino students, 6 and 4 are enrolled
in private and public universities, respectively. Of these students, 26% are enrolled in business,
16% in medicine and allied programs, and 13% each are in engineering, information science and
education.34 In contrast to their counterparts throughout most of the world, Filipino students
commence their university education at the age of 15 or 16 years.

Filipinos place a high premium on formal education; a university degree is strongly

regarded as a primary requirement for social and economic mobility. In the context of the
collective aspirations of Filipinos to go abroad for lucrative employments, the need for university
education is even more compelling. Individual students are thus pressured to excel or complete a
degree, lest they bring dishonor to their family and friends, and endanger their employment and
life prospects. In this respect, academic-related matters are salient issues for individual students
and in their relationships and conflicts with parents; these, too, can induce higher levels of
depressive symptoms in students.

We carried out this research as part of our community engagement activities to help in
the prevention of mental disorders, and subsequently, of suicide among Filipino university
students. The connection between depression and suicide is well-established.35 The spate of
suicide events among local students had served as the impetus to conceive and implement this
study. There is paucity of data on university student depressive symptomatology in the
Philippines, and in the absence of published relevant articles in indexed journals, little is
understood about depressive symptoms among Filipino university students at the international
level. This survey examined the social and demographic factors associated with higher levels of
depressive symptoms among Filipino university students. The University Student Depression
Inventory (USDI), a newly-developed and psychometrically sound scale with measures on
academic motivation in addition to lethargy and cognition-emotion, was used.

The study investigates the relationship between the personal problems and depression
among college students. Three hundred ninety three (393) first year college students participated
in the study. They ranged in age from 16 to 17 years old. The sample purposively considered
students enrolled across programs: fine arts, business administration, engineering, and arts and
sciences. Descriptive analysis revealed that parents are frequent source of problems for first year
college students. Based on estimated correlation, personal problems and depression are
significantly related. Regression analysis was utilized to determine which of the personal
problems had the most effect on depression and results indicate that problem situations involving
parents were found to be the crucial factor. Of the 393 participants in the study, one hundred
twelve (112) or almost thirty percent (30%) of the first year college students who participated in
the study are suffering from “borderline” to “extreme” levels of depression. Moreover, it was
found that almost half (186 or 47%) of the respondents perceived that they cannot count on
adults (e.g., teachers, guidance counselors, school administrators) at their school for emotional
support. Results of the study highlight the importance of mental health, psychological wellness,
and counseling among adolescents.36
Synthesis of the State of Art

Depression is one the psychological illnesses that people ought to cure and face in an
earlier time before it gets worse and eventually becomes an even bigger problem to an
individual. The ones who are in the stage of adolescents are said to be more vulnerable and prone
to depression.

According to a study in Greece, at ages 12 to 17 they are presenting different kinds of

symptoms that shows a person is depressed. In same country during 2008 and 2011, a subgroup
of youth under 24 years old are actually experiencing depression. Around the globe, the cases of
teenagers who currently experiencing this psychological illness is gradually increasing. The
World Health Organization is fully aware of the phenomena, and they working on how to lessen
those mental disorders, especially depression, and did a coordinated response at a country level.

All we know, sociodemographic factors are just the ones causing depression and setting
aside socioeconomic factors. In United States and Europe, socioeconomic gradients in the life of
adolescents are considered as factors of depression.

In the Philippines, cases of teenagers suffering from depression also increases, not just
because sociodemographic factors, but also because of the socioeconomic. The ways of
treatment and the livelihood of every individual involve money. The lower the socio economic
status, the greater the prevalence of depression.

Gap Bridge by the Study

Depression, also known as major depressive disorder (MDD), is a common illness that
cause a persistent feeling of sadness.

The findings of this research are focused on what might be the problem encountered by
the senior high school students that lead them to depression. The studies will also discuss what
may be the symptoms of being a victim of depression. It will also tackle about the number of
ages that are prone to the illness. The purpose of this study is to investigate brain changes in
adolescents who are currently experiencing depression.
 THEORETICAL PARADIGM
Figure 1.0

Dr. Aaron Beck states that negative thoughts, generated by dysfunctional beliefs are
typically the primary cause of depressive symptoms. A direct relationship occurs
between the amount and severity of someone's negative thoughts and the severity of
their depressive symptoms. In other words, the more negative thoughts you experience,
the more depressed you will become.

Dr. Albert Ellis pointed out that depressed Psychologist Albert Bandura's Social
people's irrational beliefs tend to take the Cognitive learning theory
form of absolute statements. Like Beck, suggested that people are shaped by the
he noted that depressed people tend to: interactions between their behaviors,
ignore positive information, pay thoughts, and environmental events.
Researchers’ Theory
exaggerated attention to negative He pointed out that depressed people's
information, and to engage in Intrinsic and Extrinsic self-concepts are different from non-
factors Affecting Senior
overgeneralization, which occurs when depressed people's self-concepts.
High School Depression
people assume that because some local Depressed people tend to hold
and isolated event has turned out badly, themselves solely responsible for bad
that this means that all events will turn things in their lives and are full of self-
out badly. recrimination and self-blame.

Seligman states that depressed people have learned to be helpless. In other words, depressed
people feel that whatever they do will be futile, and that they have no control over their
environments. Useful as it was for explaining why some people became depressed, the initial
learned helplessness theory could not account for or explain why many people did not become
depressed even after experiencing many unpleasant life events.
THEORETICAL FRAMEWORK

Cognitive theories rose to prominence in response to the early behaviorists' failure to take
thoughts and feelings seriously. The cognitive movement did not reject behavioral principles,
however. Rather, the idea behind the cognitive movement was to integrate mental events into the
behavioral framework. Cognitive Behavioral theories (sometimes called "cognitive theories") are
considered to be "cognitive" because they address mental events such as thinking and feeling.
They are called "cognitive behavioral" because they address those mental events in the context of
the learning theory that was the basis for the pure behavioral theory described above. The rise in
popularity of cognitive behaviorism continues today; it forms the basis of the most dominant and
well-research formed of psychotherapy available today: Cognitive-Behavioral Therapy, or CBT.

Cognitive behavioral theorists suggest that depression results from maladaptive, faulty, or
irrational cognitions taking the form of distorted thoughts and judgments. Depressive cognitions
can be learned socially (observationally) as is the case when children in a dysfunctional family
watch their parents fail to successfully cope with stressful experiences or traumatic events. Or,
depressive cognitions can result from a lack of experiences that would facilitate the development
of adaptive coping skills.

According to cognitive behavioral theory, depressed people think differently than non-
depressed people, and it is this difference in thinking that causes them to become depressed. For
example, depressed people tend to view themselves, their environment, and the future in a
negative, pessimistic light. As a result, depressed people tend to misinterpret facts in negative
ways and blame themselves for any misfortune that occurs. This negative thinking and judgment
style functions as a negative bias; it makes it easy for depressed people to see situations as being
much worse than they really are, and increases the risk that such people will develop depressive
symptoms in response to stressful situations.

Aaron Beck's Cognitive Theory of Depression

 Different cognitive behavioral theorists have developed their own unique twist on the
Cognitive way of thinking. According to Dr. Aaron Beck, negative thoughts, generated by
dysfunctional beliefs are typically the primary cause of depressive symptoms. A direct
relationship occurs between the amount and severity of someone's negative thoughts and the
severity of their depressive symptoms. In other words, the more negative thoughts you
experience, the more depressed you will become. Beck also asserts that there are three main
dysfunctional belief themes (or "schemas") that dominate depressed people's thinking.

If your thinking process was dominated by the negative cognitive triad, however, you
would very likely conclude that your layoff was due to a personal failure; that you will always
lose any job you might manage to get; and that your situation is hopeless. On the basis of these
judgments, you will begin to feel depressed. In contrast, if you were not influenced by negative
triad beliefs, you would not question your self-worth too much, and might respond to the lay off
by dusting off your resume and initiating a job search. Beyond the negative content of
dysfunctional thoughts, these beliefs can also warp and shape what someone pays attention to.
Beck asserted that depressed people pay selective attention to aspects of their environments that
confirm what they already know and do so even when evidence to the contrary is right in front of
their noses. This failure to pay attention properly is known as faulty information processing.
Particular failures of information processing are very characteristic of the depressed
mind. For example, depressed people will tend to demonstrate selective attention to information,
which matches their negative expectations, and selective inattention to information that
contradicts those expectations. Faced with a mostly positive performance review, depressed
people will manage to find and focus in on the one negative comment that keeps the review from
being perfect. They tend to magnify the importance and meaning placed on negative events, and
minimize the importance and meaning of positive events. All of these maneuvers, which happen
quite unconsciously, function to help maintain a depressed person's core negative schemas in the
face of contradictory evidence, and allow them to remain feeling hopeless about the future even
when the evidence suggests that things will get better.37
Bandura's Social Cognitive Theory of Depression

Psychologist Albert Bandura's Social Cognitive learning theory suggested that people are
shaped by the interactions between their behaviors, thoughts, and environmental events. Each
piece in the puzzle can and does affect the shape of the other pieces. Human behavior ends up
being largely a product of learning, which may occur vicariously (e.g., by way of observation),
as well as through direct experience.

Bandura pointed out that depressed people's self-concepts are different from non-
depressed people's self-concepts. Depressed people tend to hold themselves solely responsible
for bad things in their lives and are full of self-recrimination and self-blame. In contrast,
successes tend to get viewed as having been caused by external factors outside of the depressed
person's control. In addition, depressed people tend to have low levels of self-efficacy (a person's
belief that they are capable of influencing their situation). Because depressed people also have a
flawed judgmental process, they tend to set their personal goals too high, and then fall short of
reaching them. Repeated failure further reduces feelings of self-efficacy and leads to depression.

An important psychological concept, which is closely related to Bandura's self-efficacy

idea, is Julian Rotter's concept of locus of control. When people believe that they can affect and
alter their situations, they may be said to have an internal locus of control and a relatively high
sense of self-efficacy. When individuals feel that they are mostly at the mercy of the
environment and cannot alter their situation, they have a external locus of control, and a
relatively low sense of self-efficacy. To extend the above explanation, depressed people tend to
have a external locus of control and a low sense of self-esteem.
Cognitive Theories Of Major Depression - Seligman

In early 1965, psychologist Martin Seligman and his colleagues" accidentally" discovered
an unexpected phenomenon related to human depression while studying the relationship between
fear and learning in dogs. Seligman's study involved watching what happened when a dog was
allowed to escape an impending (and aversive but non-damaging) shock so long as they escaped
from a designated area of their enclosure upon hearing a tone. During the first experiment, the
researcher rang a bell immediately prior to administering a brief slightly unpleasant sensation to
the dog. The idea was that the dog would learn to associate the tone with the shock. In the future,
the dog would then feel fear when it heard the bell, and would run away or show some other
fear-related behavior upon hearing the tone.
During the next part of the experiments, the researchers put the conditioned dog (which
had just learned that hearing the tone is a warning for an upcoming shock) into a box with two
compartments divided by a low fence. Even though the dog could easily see over and jump over
the fence, when the researchers rang the bell and administered the shock, nothing happened (the
dog was expected to jump over the fence.) Similarly, when they shocked the conditioned dog
without the bell, nothing happened. In both situations, the dog simply lay down. Interestingly,
when the researchers put a normal dog into the same box contraption, it immediately jumped
over the fence to the other side.
Apparently, the conditioned dog had learned more than the connection between the tone
and the shock. It has also learned that trying to escape from the shocks was futile. In other words,
the dog learned to be "helpless." This research formed Seligman's subsequent theory of Learned
Helplessness, which was then extended to human behavior as a model for explaining depression.
According to Seligman, depressed people have learned to be helpless. In other words, depressed
people feel that whatever they do will be futile, and that they have no control over their
environments.

Useful as it was for explaining why some people became depressed, the initial learned
helplessness theory could not account for or explain why many people did not become depressed
even after experiencing many unpleasant life events. With further study, Seligman modified the
learned helplessness theory to incorporate a person's thinking style as a factor determining
whether learned helplessness would occur. He suggested that depressed people tended to use a
more pessimistic explanatory style when thinking about stressful events than did non-depressed
people, who tended to be more optimistic in nature.

Other cognitive behavioral theorists suggest that people with "depressive" personality
traits appear to be more vulnerable than others to depression. Examples of depressive personality
traits include neuroticism, gloominess, introversion, self-criticism, excessive skepticism and
criticism of others, deep feelings of inadequacy, and excessive brooding and worrying. In
addition, people who regularly behave in dependent, hostile, and impulsive ways appear at
greater risk for depression.38

Albert Ellis' Cognitive Theory of Depression

Dr. Albert Ellis pointed out that depressed people's irrational beliefs tend to take the form
of absolute statements. Because of these sorts of beliefs, depressed people make unqualified
demands on others and/or convince themselves that they have overwhelming needs that must
(simply must!) be fulfilled. Ellis, well known for his rather acid wit, referred to this tendency
towards absolutism in depressive thinking as "Musterbation."

Ellis also noted the presence of information processing biases in depressed people's
cognitions. Like Beck he noted that depressed people tend to: ignore positive information, pay
exaggerated attention to negative information, and to engage in overgeneralization, which occurs
when people assume that because some local and isolated event has turned out badly, that this
means that all events will turn out badly. For example, depressed people may refuse to see that
they have at least a few friends, or that they have had some successes across their lifetime
(ignoring the positive). Or, they might dwell on and blow out of proportion the hurts they have
suffered (exaggerating the negative). Other depressed people may convince themselves that
nobody loves them or that they always mess up (overgeneralizing).39
 Conceptual Paradigm

INPUT

 Demographic profile: name, age, gender PROCESS

and family status  Survey/Questionnaires

 *Intrinsic and extrinsic factors affecting  interview
senior high school depression  Data collection through
 * how do students come up with the things internet
that could affect their mind regarding these
factors.

OUTPUT
OUTCOME
 Proposed strategies to senior high
 Higher motivation with school based from the level of
the depressed students depression.
to lessen anxiety and
pessimism.

Figure 2.0
Conceptual Framework

The figure 2.0 shows the conceptual paradigm of the study in the perception of SLMCS
students about the intrinsic and extrinsic factors affecting senior high school depression. The
input shows the demographic profile of the affected students and how they overcome depression.
It also shows the intrinsic and extrinsic factor affecting depression of senior high school students.

Process is to be guided by the survey questionnaires to come up with a descriptive result.

The output of this study are proposed strategies to senior high school students based from
depression level. The outcome of the study is about higher motivation for depressed students to
lessen anxiety and pessimism. These formulated strategies will greatly help senior high school
students to improve their way of living and to lessen over thinking.
NOTES

11. Casey BJ, Jones RM, Levita L, Libby L, Pattwell S, Ruberry E, et al. The storm and stress of
adolescence: Insights from human imaging and mouse genetics. DevPsychobiol. 2010;52:225–
35. [PMC free article] [PubMed]

12. Polloc R, Rosenbaum J, Marrs B, Biederman J. Anxiety disorders of childhood: Implications

for adult psychopathology. PsychiatrClin North Am. 1995;18:745–65. [PubMed]

Brooks TL, Harris SK, Thrall JS, Woods ER. Association of adolescents risk behaviors with
mental health symptoms in high school students. J Adolesc Health. 2002;31:240–6. [PubMed]

Gregory AM, Caspi A, Moffitt TE, Koenin K, Eley TC, Poulton R. Juvenile mental health
histories of adults with anxiety disorders. Am J Psychiatry. 2007;164:301–8. [PubMed]

13. Üstün TB, Ayuso-Mateos JL, Chatterji S, Mathers C, Murray CJL. Global burden of
depressive disorders in the year 2000. Br J Psychiatry. 2004;184:386–92. [PubMed]

14. Hamada T.et al, abnormal nocturnal blood pressure fall in senile onset

depression with sub cotrical silent cerebral infarction .Neuro psychology

2003; 47 (4): 187-191.

15. Hamalanien j et al, Major depression relationship with long term

unemployment and frequent alcohol intoxication ,Archives of General

psychiatry 2005; Jun;62 (6): 617-27.

16. Stordal et al . Association between unipolar major depression & executive

functions, journal of the American medical association 2006 ; Jun-18;288 (25):3095 105.

17. www.ched.gov.ph/chedwww/index.php/eng/Information/Statistics. Accessed 25 February

2013.

18. simon G.E, Vonkorff M. Recognition, management, and outcomes of depression in primary
care. Arch Fam Physician.
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20. Zuckerbrot R.A Jensen P.S. imoproving recognition of adolescent depression in primary.
Care Arch Fam Med. 2006;160:694-704.

21. Wolraich M, Felice M.E, DrotarD.The classification of child and adolescent mental
diagnoses in primary care: diagnosis and statistical manual for primary care (DSM-PC) child and
adolescent version.

22. Commission on Higher Education (2010) Higher education enrolment and graduates by
sector, discipline group, sex and academic year: AY 2004/5-AY 2009/10. Quezon City,
Philippines: CHED. Available:
www.ched.gov.ph/chedwww/index.php/eng/Information/Statistics. Accessed 25 February 2013.

23. Lopez AD, Mathers CD, Ezzati M, Jamison DT, Murray CJ. Global and regional burden of
disease and risk factors, 2001: systematic analysis of population health data. Lancet.
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24. Hawton K, van Heeringen K. Suicide. Lancet. 2009;373:1372–81.

Fletcher JM. Adolescent depression and educational attainment: results using sibling fixed
effects. Health Econ. 2008;17:1215–35.

Keenan-Miller D, Hammen CL, Brennan PA. Health outcomes related to early adolescent
depression. J Adolesc Health. 2007;41:256–62.

25. Thapar A, Collishaw S, Pine DS, Thapar AK. Depression in adolescence.Lancet.

2012;379(9820):1056–67.

26. Kessler RC, Avenevoli S, RiesMerikangas K. Mood disorders in children and adolescents: an
epidemiologic perspective. Biol Psychiatry. 2001;49(12):1002–14.

27. Hankin BL, Abramson LY. Development of gender differences in depression: An elaborated
cognitive vulnerability–transactional stress theory. Psychol Bull. 2001;127(6):773.

Ge X, Conger RD, Elder Jr GH. Pubertal transition, stressful life events, and the emergence of
gender differences in adolescent depressive symptoms. Dev Psychol. 2001;37(3):404.
28. Costello EJ, Egger H, Angold A. 10-year research update review: the epidemiology of child
and adolescent psychiatric disorders: I. Methods and public health burden. J Am Acad Child
Adolesc Psychiatry. 2005;44(10):972–86.

Costello EJ, Erkanli A, Angold A. Is there an epidemic of child or adolescent depression? J

Child Psychol Psychiatry. 2006;47(12):1263–71.

29. Lewinsohn PM, Rohde P, Klein DN, Seeley JR. Natural course of adolescent major
depressive disorder: I. Continuity into young adulthood. J Am Acad Child Adolesc Psychiatry.
1999;38(1):56–63.

Hankin BL, Abramson LY, Moffitt TE, Silva PA, McGee R, Angell KE. Development of
depression from preadolescence to young adulthood: emerging gender differences in a 10-year
longitudinal study. J Abnorm Psychol. 1998;107(1):128.

30. Fombonne E. Depressive disorders: time trends; and possible explanatory mechanisms. In:
Rutter M, Smith DJ, editors. Psychosocial disorders in young people: time trends and their
causes. Chichester: Wiley; 1995.

31.Sixty-Fifth-World health Assembly WHA65.4 Agenda item 13.2. 25 May 2012. The global
burden of mental disorders and the need for a comprehensive, coordinated response from health
and social sectors at the country level. Geneva: World Health Organization; 2012.

32. Lazaratou H, Dikeos DG, Anagnostopoulos DC, Soldatos CR. Depressive symptomatology
in high school students: the role of age, gender and academic pressure. Community Ment Health
J. 2010;46(3):289–95.

33. Madianos MG, Gefou-Madianou D, Stefanis CN. Depressive symptoms and suicidal
behavior among general population adolescents and young adults across Greece.Eur Psychiatry.
1993;8(3):139–46.

34. Economou M, Madianos M, Peppou LE, Patelakis A, Stefanis CN. Major depression in the
era of economic crisis: a replication of a cross-sectional study across Greece. J Affect Disord.
2013;145(3):308–14.
35. Skapinakis P, Bellos S, Koupidis S, Grammatikopoulos I, Theodorakis PN, Mavreas V.
Prevalence and sociodemographic associations of common mental disorders in a nationally
representative sample of the general population of Greece. BMC Psychiatry. 2013;13(1):163.

36. Costello EJ, Mustillo S, Erkanli A, Keeler G, Angold A. Prevalence and development of
psychiatric disorders in childhood and adolescence. Arch Gen Psychiatry. 2003;60(8):837–44.

37. Merikangas KR, He JP, Burstein M, Swendsen J, Avenevoli S, Case B, et al. Service
utilization for lifetime mental disorders in US adolescents: results of the National Comorbidity
Survey–Adolescent Supplement (NCS-A). J Am Acad Child Adolesc Psychiatry. 2011;50(1):32–
45.

38. Blazer DG, Kessler RC, McGonagle KA, Swartz MS. The prevalence and distribution of
major depression in a national community sample: The National Comorbidity Survey. Am J
Psychiatr. 1994;151:979–86.

Roberts RE, Roberts CR, Chen YR. Ethnocultural differences in prevalence of adolescent
depression. Am J Community Psychol. 1997;25(1):95–110.

39. www.google.com/amp/s/businessmirror.com.ph/2014/10/12prevalence-of-depression-in-the-
philippines/amp/

40. www.mentalhelp.net/articles/cognitive-theories-of-major-depression-aaron-beck/

41. www.mentalhelp.net/articles/cognitive-theories-of-major-depression-seligman/

42. www.mentalhelp.net/articles/cognitive-theories-of-major-depression-ellis-and-bandura/
 CHAPTER III

RESEARCH DESIGN AND METHODOLOGY

This chapter presents the research design and methodology. It also tackles about research
method, sampling procedures/respondents, data gathering procedures and statistical treatment of
data that were used in the successful result of this research.

Research Design

In order to supply information about the sub-problem, the narrative research of

qualitative research was used since it involves technique in the distribution of survey-
questionnaire. It involves the description, analysis and interpretation of conditions that now
exists. Narrative research is set out by the validation of the audience.1It is a useful part of the
social science investigation, but may not always stand alone for evidence and support for the
conclusions of a report. Whether or not it is a part of a great presentation or whether it is a stand
alone piece of research, it has to be accepted on its own merits as individual experience and the
interpretation of there.

Researchers’ used the narrative survey-questionnaire technique to answer the wonders of

this research. Its main goal is to know the intrinsic and extrinsic factors affecting senior high
school depression.
Respondents

This research used the availability sampling to see proper respondents of the study. The
respondents of this research were the available students from every strands of grades 11 and 12
studying at St. Louise De Marillac College of Sorsogon.

STRAND SECTION No. of respondents in Grade 11

STEM OBEDIENCE 2
FAITH 2
HOPE 2
ABM HUMULITY 2
SIMPLICITY 2
GAS WISDOM 3
TVL FORTITUDE 3
PIETY 3
HUMMS LOVE 2
TOTAL: 20 Respondents

STRAND SECTION No. of respondents in

Grade 12
STEM COURTESY 3
COUNSEL 2
PERSEVERANCE 2
ABM COURAGE 2
CHASTITY 3
GAS TEMPERANCE 3
JUSTICE 2
HUMSS PRUDENCE 2
TVL GENTLENESS 3
LOYALTY 3
UNITY 2
 TRANQUILITY 2
TOTAL: 30 Respondents

This research used availability sampling which could be a great help for researchers’
delivery of the survey-questionnaire. A total of fifty students became the respondents of the
study based on their free time and cooperation. The researchers where not be able to give a
further instruction due to lack of time and lack of cooperation of the other students.

Data Gathering Procedures

In collecting data, the researchers used the normative form because it is best and well
appropriate method to easily come up for the result. The researcher asked first a permission to
the principal to conduct a survey. All of those mentioned choices in the questionnaire were the
product of informal interview to different students and supported by the studies both foreign and
local. The questionnaire we’re strictly examined by the researcher’s adviser. The researcher’s
adviser as well as the principal approved the questionnaire.

The questionnaire has been given to different students by the researchers.

Statistical Treatment of Data

This section of the research show the different statistical tools of the study used to clarify
the data in this qualitative research. In these study, the statistical tools that were used are
frequency count, average, percentage and the rank. The researchers collected tabulated and
engage with the basic statistical tools that were name to interpret the gathered data. The problems
hypothesized in the statement were solved using survey questionnaire.

Statistical tools- The gathered data are critically analyzed to find out the number of students that
have been involved in experiencing depression.
Frequency count- The tool was used in this study to find out the number of students that have
been experience depression.

Percentage The tool was used to show the equivalent of frequency in percentage. The highest
percentage shows the largest number of frequency and the lowest percentage shoes the lowest
frequency.

Rank- In these research the researcher used ranking scale to rank the answer gained from the
respondents.

Mean score- Used to determine the variability of the data based from the results.
 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data gathered. Analysis and interpretation of data were obtained
from the survey conducted from senior high school students which were useful in the production
of the information of this research. Secondary and primary sources of information were
considered for better analysis and interpretation.

I. Profile of the Senior High School Students in Terms of Depression

Students may be particularly vulnerable to depression. Heightened distress during

education is a transitional phenomenon that subsides in most students. Depressive
symptoms become so extreme that it begin to interfere with a student’s ability to function
in school or in social relationship.

In St. Louise de Marillac College of Sorsogon, couple depressed students have

been noted. As observed by the researchers, only half of the respondents experienced
issues regarding depression. Table 1.0 shows the profile of senior high school students in
terms of depression. This signifies that there have been some students suffering from
depression in grades 11 and 12 as stated in the table.
 Table 1.0

Profile of the Selected Senior High School Students in terms of Depression

Depressed/
Grade Level Non-depressed f % R
Depressed 9 18% 4
Grade 11 Non-depressed 11 22% 3
Depressed 16 32% 1
Grade 12 Non-depressed 14 28% 2
Total: 50

Grade 11 has the lesser percentage in terms of senior high school depression with an
average percentage of 18% compared to grade 12 students. However, half of the total number of
respondents coming from grade 11 and 12 are suffering from depression with a total of 25 out of
50 respondents. This signifies that in average, if there are 10 students, 5 of them are depressed.

II. Intrinsic and Extrinsic Factors Affecting Senior High School Depression

Depression, and the variety of ways it manifests itself, is part of a natural emotional response
to life’s ups and downs. This would be a great factor why there are problem to the current status
of students experiencing depression. With this reason, this research was conducted to prevent
them from depression.

Table 2.0 shows the intrinsic and extrinsic factors affecting senior high school
depression. Intrinsic and extrinsic factors were joined together.

Table 2.0
 Intrinsic and Extrinsic Factors Affecting Depression Among Senior High School
Students

Factors Σn % Rank Interpretation

Family 163 10.82% 2 A factor
Expectation
Self 159 10.55% 3 A factor
Expectation
Self 150 9.95% 5 A factor
Discrimination
Envious 141 9.36% 8 A factor
Social 146 9.69% 6 A factor
Relationship
Academic 169 11.21% 1 Always a factor
Preparation
Peer Pressure 141 9.36% 8 A factor
Society’s 152 10.09% 4 A factor
Expectation
Bullying 141 9.36% 8 A factor
Environment 145 9.62% 7 A factor
Total: 1507

Table 2.0 gives the detailed results about the factor why students got depressed.
Along Academic Preparation, students tend to pay high attention to this, ranging a total
frequency of 169 and interpreted as always a factor that affects student’s depression. The
second one is Family Expectation among students. Since senior high school--supposed to be
college level of education already--comes with a lot of difficulties, this become a factor with
a total frequency of 163 and ranked as the second as a factor that may be due to too much
pressure in a student leading to the family’s disappointment if the child failed as what the
family expects the child to be.
 ACTION PLAN

INTRODUCTION: Depression is a disorder that must be addressed by consulting to a

psychiatrist with the help and support of the family. In this regard, attention could
be one of the possible way to keep or prevent them from being depressed. These
proposed action plan will provide reasons for these students to lessen their
depression and anxiety.

This could help lessen the occurrence of depression in particular senior

high school students for this is based from the results of the research that affects
their depression. If this would be given to them in a very high extent, there would
be more reasons for them to avoid negative thoughts and depression may lessen
and be prevented.

RATIONALE: This research was conducted to prevent and lessen depression at the same timeto
give them much reasons to deal with negative thoughts. Being a student has
never been that easy but at the same time, they consider many factors that is
intrinsically and extrinsically related. These are needed to decrease the number of
depressed students of senior high school.

GOALS: To provide students reason to prevent or lessen depression

To decrease depression rate among students of senior high school

To encourage the students to be more practical when it comes to decision making

Motivational Fit

Key/ Results/ Specific Activity Plan Persons Time Budget

Area Objectives Involved Allotment
School Prove to them Give a student School Once in a School
that studying is some activities teachers/ semester expense
not always a that will suit to Admins/ Staff
hard time. It also their interest in
has enjoyments order to
and fum motivate them in
activities. their studies.

Home
Parent/ Family Everyday Parent’s
Improve parent As a parent, you decision
and children must give them
relationship a proper
guidance for
coping different
challenges.
Always tell them
you love and
support them no
Environment matter what
happen. Neighbours/ Everyday
Friends Parent’s
Give them a decision
relaxing
environment for We all must
them to think have a good and
optimistically. positive
surroundings. It
could be a great
help for us to
avoid thinking
negative
thoughts.
 Chapter V

SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter relates summary into findings, findings into conclusion, and conclusion into
recommendation. Related studies and literatures were emphasized, secondary and primary
sources of data were also used to the veracity of this research paper, and other professional
people gave views and points for the successful conclusion and recommendation to come out.

Summary

Depression is one of the common factor that can affect the physical, mental and
emotional behavior of a person. This research was conducted in order to identify the students
who suffered from depression. Facing different challenges can be the first factor of having
depression but considering that there are intrinsic and extrinsic factors that might be related to
the said problem.

This research was conducted to know the intrinsic and extrinsic factors affecting the
senior high school depression, as well as the ways on how to lessen or prevent depression.

Specifically, it answered the following sub problem

1. What is the profile of the respondents in terms of:

a. Family status
b. Financial status
c. Social status
d. Depression level
2. What are the intrinsic and extrinsic factors affecting senior high school depression
3. What are the possible solution in order to lessen depression

Foreign and local literature and studies were given in order to have bases for the study and to
give an in depth analysis of the factors that were included, in the form of survey-questionnaire.
The normative method of research was utilized in the course of this study.
 The study involved 50 senior high school students as the respondents which were
voluntarily given questionnaire but at the same time, some of the respondents were not serious in
terms of answering the questionnaire. Luckily the researcher still collected 50 survey-
questionnaire and that become the respondents of the study. The total number of strand that are
included in this study are 5 strands both grade 11 and 12 but at the same time only 21 sections
had given records. As the researcher were collected 50 survey-questionnaire it became the basis
of the data profiling.

Data collected were treated with statistical tools such as frequency counts, percentage, ranks
and weighted means. After treating the data with statistical tools, interpretation was derived and
findings were made. Through findings, conclusions and recommendations were drawn out.

Findings

The following were the findings of this study:

1. Out of 50 respondents of senior high school students studying at Saint Louise de Marillac
College of Sorsogon half depression percentage of 32% while non-depressed students
were 28%. In addition, grade 11 students were less depressed than grade 12 students
with depression percentage of 185 and 22% of non-depressed.
2. The intrinsic and extrinsic factors affecting them are the academic preparation with the
total frequency of 169 and is interpreted as always a factors affecting depression. The
remaining factors such as family, social and self-expectation, self-discrimination,, social
relationship and environment were interpreted as a factor with a total frequency of 163,
159, 152, 150, 146, and 145 respectively. Envious, peer pressure and bullying were also
considered as a factor with an equal total frequency of 141 which is ranked as the list.
3. Action plan were made to provide students reason to prevent or lessen depression
decrease depression rate among students, encourage them to think positively and make
decisions practically.
Conclusion

Based from the findings of the study, the following conclusions were made:

1. For almost a decade of studying (preparatory, elementary , junior high, senior high) the
researcher conclude that being senior high school students in one of the worst level
education.
2. Intrinsic and extrinsic vary on how depressed students respond to the needs of the
researchers.
3. The depressed students respond to the need of researchers in a varied ways.
4. Some of the depressed students are worried when it comes to their academic
performance
5. The proposed strategic directions address the needs to the depressed students in terms of
accepting different challenges and how to motivate them.

Recommendation

Based from the conclusion of this study, the following recommendation ware made:

1. Students of SLMCS must expose to the proper meetings about depression.

2. Yearly evaluation of the school must be implemented to address other factor affecting
senior high school depression and be implemented into highest extent.
3. Positive ambience and rewards system be properly organized before the start of the
school year.
4. Suggestion box for the students were they can wrote their own ideas on how to improve
the institution.
5. Outside the campus activities.
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1. www.link.springer.com/chapter/10.1007%2F978-3-642-69129-4_2

2. www.psycom.net/depression.central.html

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5. www.pamf.org/teen/abc/types/family.html

6. www.psychiatry.org/patients-families/depression/what-is-depression

7. www.merriam-webster.com/dictionary/intrinsic

8. www.collinsdictionary.com/dictionary/english/extrinsic

9. www.webmd.com/depression/depression-glossary#1

10. www.psycom.net/depression.central.html

11. Casey BJ, Jones RM, Levita L, Libby L, Pattwell S, Ruberry E, et al. The storm and stress of
adolescence: Insights from human imaging and mouse genetics. DevPsychobiol. 2010;52:225–
35. [PMC free article] [PubMed]

12. Polloc R, Rosenbaum J, Marrs B, Biederman J. Anxiety disorders of childhood: Implications

for adult psychopathology. PsychiatrClin North Am. 1995;18:745–65. [PubMed]

Brooks TL, Harris SK, Thrall JS, Woods ER. Association of adolescents risk behaviors with
mental health symptoms in high school students. J Adolesc Health. 2002;31:240–6. [PubMed]

Gregory AM, Caspi A, Moffitt TE, Koenin K, Eley TC, Poulton R. Juvenile mental health
histories of adults with anxiety disorders. Am J Psychiatry. 2007;164:301–8. [PubMed]

13. Üstün TB, Ayuso-Mateos JL, Chatterji S, Mathers C, Murray CJL. Global burden of
depressive disorders in the year 2000. Br J Psychiatry. 2004;184:386–92. [PubMed]

14. Hamada T.et al, abnormal nocturnal blood pressure fall in senile onset
depression with sub cotrical silent cerebral infarction .Neuro psychology

2003; 47 (4): 187-191.

15. Hamalanien j et al, Major depression relationship with long term

unemployment and frequent alcohol intoxication ,Archives of General

psychiatry 2005; Jun;62 (6): 617-27.

16. Stordal et al . Association between unipolar major depression & executive

functions, journal of the American medical association 2006 ; Jun-18;288 (25):3095 105.

17. www.ched.gov.ph/chedwww/index.php/eng/Information/Statistics. Accessed 25 February

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18. simon G.E, Vonkorff M. Recognition, management, and outcomes of depression in primary
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19. Son S.E Kirchner J.T. Depression children and adolescents. Am Fam Med. 1995;4:99105

20. Zuckerbrot R.A Jensen P.S. imoproving recognition of adolescent depression in primary.
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21. Wolraich M, Felice M.E, DrotarD.The classification of child and adolescent mental
diagnoses in primary care: diagnosis and statistical manual for primary care (DSM-PC) child and
adolescent version.

22. Commission on Higher Education (2010) Higher education enrolment and graduates by
sector, discipline group, sex and academic year: AY 2004/5-AY 2009/10. Quezon City,
Philippines: CHED. Available:
www.ched.gov.ph/chedwww/index.php/eng/Information/Statistics. Accessed 25 February 2013.

23. Lopez AD, Mathers CD, Ezzati M, Jamison DT, Murray CJ. Global and regional burden of
disease and risk factors, 2001: systematic analysis of population health data. Lancet.
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24. Hawton K, van Heeringen K. Suicide. Lancet. 2009;373:1372–81.

Fletcher JM. Adolescent depression and educational attainment: results using sibling fixed
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Keenan-Miller D, Hammen CL, Brennan PA. Health outcomes related to early adolescent
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Name: Charlie A. Besabella

Address: Poblacion Bacon District Sorsogon City

Place of birth: Sorsogon Provincial Hospital

Date of birth: February 14, 2000

Nationality: Filipino

Civil status: Single

Education:

Secondary: Rawis National High School

: Poblacion Bacon District Sorsogon City

: June 2014-March 2018

: Grade 7- with honor

: Grade8- with honor

: Grade9- with honor

: Grade10- with honor

Elementary: Bacon East Central School

: Poblacion Bacon District Sorsogon City

: June 2005-March 2014

: Grade 4- 8th honor

: Grade5- 5th honor

: Grade6- 3rd honor

Preparatory: Canda bacon district sorsogon city

: Poblacion Bacon District Sorsogon City

: June 2004-2005
Clubs and Organizations:

Secondary:

BOOK LOVERS CLUB 2016-2017

LEADER SHIP CAMP 2017-2018

MATH WIZARD CAMP 2016-2017

YOUTHFIL CLUB 2017-2018

YES-O CLUB 2015-2018

TREK CLUB 2017-2018

DRUM AND LYRE GROUP 2016-2018

Elementary:

BOY SCOUT 2011-2012

Name: Jhuliana B. Bachiller

Address: Bulabog Sorsogon City

Place of birth: Bulabog Sorsogon City

Date of birth: August 17 2001

Nationality: Filipino

Civil status: Single

Education:

Secondary:

: Rizal Integrated National High School

: Rizal Sorsogon City

: Grade 10- Graduated 2015-2016

Elementary: Patricia Jesalva Delgado Memorial Elementary School

: Bulabog Sorsogon City

: Grade 3- Athlete of the year

: Grade 4- Athlete of the year

: Grade 5- Athlete of the year 6th honor

: Grade 6- Athlete of the year with honor

Preparatory: Patricia Jesalva Delgado Memorial Elementary School

: Bulabog Sorsogon City

: 2006-2007
Clubs and Organizations:

Secondary:

Choir of Rizal Integrated National High School 2012-2013

Choir of Rizal Integrated National High School 2013-2014

Dance club 2014-2015

Name: Nonivie G. Laynes

Address: Boton Casiguran Sorsogon City

Place of birth: Boton Casiguran Sorsogon City

Date of birth: July 8 2001

Nationality: Filipino

Civil status: Single

Education:

Secondary:

: Casiguran Technical Vocational School

: Boton Casiguran Sorsogon City

: Grade 7- with honor June 2014-March 2018

Elementary:

: Boton Elementary School

: Boton Casiguran Sorsogon

: June 2006-March 2014

: Grade 1- 2nd honor

: Grade 2- 10th honor

: Grade 3- 7th honor

: Grade 4- 8th honor

Preparatory: Casiguran Technical Vocational School

: Adovis Casiguran Sorsogon City

Clubs and Organizations:

Secondary:

Filipino club

Elementary:

Drum and Lyre member 2012-2014

Ms. Intrams 2012 -2014

Ms. Fashion Show 2013-2014

Student Pupil Government (SPG) 2012-2014

Awards:

: Grade 1- Most Diligent

: Grade 2- Most Behave

: Grade 3- Best In Filipino

: Grade 4- Best In English

: Grade 5- Most Industrious

: Grade 6- Active DLC member

Name: Jesselle E. Don

Address: Luneta Barcelona Sorsogon

Place of birth: Sorsogon Provincial Hospital

Date of birth: June 23 2002

Nationality: Filipino

Civil status: Single

Education:

Secondary:

: St. Louise De Marillac College of Sorsogon

:Tugos Sorsogon City

:Barcelona National Comprehensive High School

:Poblacion Norte Barcelona Sorsogon

:June 2014-April 2018

: Grade 8 – With Honor

: Grade 9- With honor

: Grade 10- With honor

Elementary:

: Barcelona Central School

: Poblacion Central Barcelona Sorsogon

:June 2008- March 2014

Preparatory:

: Pandacan Day Care Center

: Pandacan Manila

: June 2005- March 2006

:Grace Learning Center

: Poblacion Central Barcelona Sorsogon

: June 2006- March 2007

Clubs and Organizations:

Secondary:

Yes-O Camp Member

2nd Runner Up BNCHS 2017

Elementary:

Star Scout 2010-2011

Baby Queen 2009

Awards:

Grade 1- Most Behave

Most Helpful

Grade 2- Most Industrious

Most Behave

Grade 3- Most Obedient

Name: Ma. Ellan L. Marillosa

Address: San Isidro Castilla Sorsogon

Place of birth: San Isidro Castilla Sorsogon

Date of birth: October 17 2002

Nationality: Filipino

Civil status: Single

Education:

Secondary:

: Milagrosa National High School

: Milagrosa Castilla Sorsogon

: June 2014- April 2018

:DLC member 2016-2017

:Yes-O Camp member 2016-2017

:Music Club Organization 2017-2018

: Intramurals 2017 Badminton 3rd Placer

: Intramurals 2016 Running (200 dash) 2nd placer

Elementary:

: Bucandala Elementary School

: Imus Cavite (June 2007- March 2008

: Grade 1- 7th honor

:Milagrosa Elementary School

: Milagrosa Castilla Sorsogon

:June 2008-March 2014

Preparatory:

: Bucandala Day Care Center

: 5th honor

Clubs and Organizations:

Secondary:

:DLC member 2016-2017

:Yes-O Camp member 2016-2017

:Music Club Organization 2017-2018

: Intramurals 2017 Badminton 3rd Placer

: Intramurals 2016 Running (200 dash) 2nd placer

Name: Syra E. Duque

Address: Sta. Cruz Casiguran Sorsogon

Place of birth: Sta. Cruz Casiguran Sorsogon

Date of birth: August 30 2001

Nationality: Filipino

Civil status: Single

Education:

Secondary:

: Casiguran Technical Vocational School

: Brgy. Adovis Casiguran Sorsogon

: Grade 9- With honor

Elementary:

: Sta. Cruz Elementary School

: Brgy. Sta. Cruz Casiguran Sorsogon

: Grade 1- 2nd honor

: Grade 2- 2nd honor

: Grade 3- 3rd honor

: Grade 4- 2nd honor

: Grade 5- 2nd honor

: Grade 6- Salutatorian

Preparatory:
 : Sta. Cruz Elementary School

: Brgy. Sta. Cruz Casiguran Sorsogon

: June 2005-2006

: 7th honor

Clubs and Organizations:

Secondary:

:Girls Scout Of the Philippines member 2014-2017

:Science Club Member 2015-2017

:Yes-O member 2015-2016

Elementary:

:DLC member 2012-2013

:Yes-O member 2012-2014

:Girls Scout Of the Philippines 2007-2014

Awards

Elementary:

:Best In English

:Best In Science
Name: Samantha Shanele E. Barloso

Address: Bitan-O Sorsogon City

Place of birth: Sorsogon City

Date of birth: October 3, 2001

Nationality: Filipino

Civil status: Single

Education:

Secondary:

: St. Louise De Marillac College of Sorsogon

: Burgos St. Sorsogon City

: Vincentian Youth Camp

: Homemakers Club 2014-2018

: Association of Saint Louise De Marillac 2014-2018

Elementary:

: Bitan-O elementary School

: Bitan-O Sorsogon City

: Grade 2- 4th honor

: Grade 3- 5th honor

: Grade 4- 4th honor

: Grade 5- 6th honor

: Grade 6- with honor

Preparatory:

: Bitan-O elementary School

: Bitan-O elementary School

Clubs and Organizations:

Elementary:

:Girls Scout member 2011-2014

:SPG member

: Yes-O member 2012- 2014

Name: Shinna R. Alindogan

Address: Escuala Casiguran Sorsogon City

Place of birth: Escuala Casiguran

Date of birth: July 14,2001

Nationality: Filipino

Civil status: Single

Education:

Secondary:

: Casiguran Technical Vocational School

: Brgy. Adovis Casiguran Sorsogon

: Grade 9- With honor

: St. Louise De Marillac College of Sorsogon

: Burgos Street, Talisay Sorsogon City

: Vincentian Youth Camp 2018

: Homemakers Club 2017-2018

: Association of Saint Louise De Marillac 2014-2018

Elementary:

: Escuala Elementary School

: Escuala Casiguran Sorsogon City

:June 2007-March 2014

: Grade 1- 3rd honor

: Grade 2- 5th honor

: Grade 3- 5th honor

 : Grade 4- 5th honor

: Grade 5- 5th honor

:Grade 6- 6th honor

Preparatory:

: 4th honor

Awards:

: Girls Scout of the Year

:Artist of the Year

:DLC member 2011-2012

:Tie Dye 4th placer 2014

:Girl Scout Member 2010-2014

:District Yes-O member 2011-2014

:Division Yes-O member 2014

:Division Photo Exhibit 2nd placer 2014

:District Photo Exhibit 1st placer 2014

:Supreme Pupil Government 2013-2014

Name: Julia Frances De Larosa

Address: Flores St. Burabod Sorsogon City

Place of birth: Sorsogon City

Date of birth: July 12,2001

Nationality: Filipino

Civil status: Single

Education:

Secondary:

: St. Louise De Marillac College of Sorsogon

: Burgos Street, Talisay Sorsogon City

: Tourism Promotion NC II Holder

: Institutional Assessment for Tour guiding

Elementary:

: Sorsogon Pilot Elementary School

: Talisay Sorsogon City

: Grade 3- 8th honor

Preparatory:

: Pure culture Daycare

Awards:

:Special award in Society of St. Vincent de Paul

Name: Adeline Gacelo

Address: Buhang Bulusan Sorsogon

Place of birth: Buhang Bulusan Sorsogon

Date of birth: April 18, 2001

Nationality: Filipino

Civil status: Single

Education:

Secondary:

SHS : St. Louise De Marillac College of Sorsogon

: Burgos Street, Talisay Sorsogon City

JHS : Jaime G. Espena National High School

: Buhang Bulusan Sorsogon

Elementary:

: Buhang Elementary School

: Buhang Bulusan Sorsogon

Preparatory:

: Buhang Center

: Buhang Bulusan Sorsogon

Awards:

:DLC Awardee (grade2-grade6)

(grade7-grade10)
 :Palarong bicol (2ND runner up)

:Girl Scout of the Year (2014)

:1st one provincial jamboree at dancalan bulusan (2014)

:Provincial Jamborette at Castilla (2015)

: Provincial Jamborette at Inlagadian (2016)

: Provincial Jamborette at Santa Magdalena (2017)

:1st place monologue District (BULUSAN 2017)

: 2nd place monologue Provincial (PILAR 2017)

:8th place Sabayang Pagbigkas (PILAR 2017)

:6th Asean Scout Jamboree (DAVAO DEL NORTE 2017)

:7th One southern Luzon regional jamboree (Mt. MAKILING 2018