‘‘THE IMPACT OF DEPRESSION TO THE PERFORMANCE

OF A STUDENT IN SCHOOL’’

A Research Paper
Presented to:
Ms. Kimberly Ann M. Ng

In Partial Fulfillment
Of the Requirements in
English 10

By:
Cherry Andrea S. Gastardo
John Keizen T. Pascual
Jolina J. Macapagal
Jonas M. Macapinlac
Fitz Carl M. Sanoy
10 – Jeremiah

March 22, 2020

Acknowledgement

The researchers are overwhelmed in all humbleness and gratefulness to acknowledge

their depth to all who have and give helped, support, motivation and prayers that serves a big

help to the researchers to complete and finish this baby thesis.

First, the researchers would like to express their special thanks to Ms. Kimberly Ann M.

Ng, their English professor, for her patience, motivation and for sharing her knowledge. Through

her guidance the thesis finished.

Second, the researchers would like to express their gratitude to their parents for the

never-ending support, love and sacrifice for educating and preparing them for the brighter future.

Last and foremost, praises and thanks to the Lord, for giving guidance, wisdom and

knowledge that serve a big help throughout the research to finish the research successfully.

1.1 Introduction

As the days goes by there is a lot of diseases come that makes the world worry one of this

is depression. It is already included in the world where people live, the number of patient of this

illness is increasing. According to World Health Organization (WHO), estimates that more than

300 million people worldwide suffer from depression. It's also the world's leading cause of

disability. From 2013 to 2016, 10.4 percent of women were found to have depression, compared

with 5.5 percent of men, according to the CDC . The WHO estimates that more than 300 million

people worldwide suffer from depression. It's also the world's leading cause of disability

Depression is a common illness worldwide, with more than 264 million people

affected(1). Depression is different from usual mood fluctuations and short-lived emotional
responses to challenges in everyday life. Especially when long-lasting and with moderate or

severe intensity, depression may become a serious health condition. It can cause the affected

person to suffer greatly and function poorly at work, at school and in the family. At its worst,

depression can lead to suicide. Close to 800 000 people die due to suicide every year. Suicide is

the second leading cause of death in 15-29-year-olds. According to data, most of the affected of

this illness are teenagers. It may lead to suicide because of this it that cause worrisome to people.

There is no exemption when it comes to depression.

Although there are known, effective treatments for mental disorders, between 76% and

85% of people in low- and middle-income countries receive no treatment for their disorder(2).

Barriers to effective care include a lack of resources, lack of trained health-care providers and

social stigma associated with mental disorders. Another barrier to effective care is inaccurate

assessment. In countries of all income levels, people who are depressed are often not correctly

diagnosed, and others who do not have the disorder are too often misdiagnosed and prescribed

antidepressants.

However, depression are described by various regular side effects. These incorporate a

constant miserable, on edge, or "void" temperament, and sentiments of sadness or negativity that

keeps going almost consistently for a considerable length of time. An individual who is

discouraged likewise regularly has sentiments of blame, uselessness, and weakness. They never

again enjoy intrigue or pastimes and exercises that were they are once delighted at as this may

incorporate things like going out with companions or even sex. Sleep deprivation, early-daytime

arousing, and sleeping in are on the whole normal.

The researchers will conduct this research because many of the teenagers experiencing

depression in their life. This research gives information that every readers may know what
depression really are. And why students are not exempted to this that will also rise awareness

because there’s a lot of teenager who killed their life because they are stress and they don’t know

how to handle things such as family problem, romantic relationship, studies and many more.

This research is done and shows data about depression that will help people know and

recognize this problem or illness and become aware of what is happening.

1.2 Background of the Study

“Depression is not a joke. You may see someone smiling but inside they’re dying.”- Vandana

According to Merriam-Webster.com, depression is 1 : an act of depressing or a state of

being depressed: such as a(1) : a state of feeling sad : DEJECTION anger, anxiety, and

depression (2) : a mood disorder marked especially by sadness, inactivity, difficulty in thinking

and concentration, a significant increase or decrease in appetite and time spent sleeping, feelings

of dejection and hopelessness, and sometimes suicidal tendencies bouts of depression suffering

from clinical depression b(1) : a reduction in activity, amount, quality, or force a depression in

trade (2) biology : a lowering of physical or mental vitality or of functional activity c : a pressing

down : LOWERING a depression of the tab key 2 economics : a period of low general economic

activity marked especially by rising levels of unemployment heading towards a depression

periods of economic depression 3 : a place or part that is lower than the surrounding area : a

depressed place or part : HOLLOW The chicken pox left several depressions in her skin. 4

meteorology : LOW entry 2 sense 1b a tropical depression 5a astronomy : the angular distance of

a celestial object below the horizon b mathematics : the size of an angle of depression.
 It is a common but serious mood disorder. It causes severe symptoms that affect how you

feel, think and handle daily activities such as sleeping, eating or working. To be diagnosed with

depression, the symptoms must be present for at least two weeks. Depression was a spiritual or

mental illness rather than a physical one.

Up until now depression is occurring and still being experience by youths. Symptoms

occur most of the day and may include feelings of sadness, tearfulness, emptiness or

hopelessness, angry outburst irritability or frustration even over small matters, loss of interest or

pleasure in most or all normal activities, such as sex, hobbies or sports, slowed thinking,

speaking or body movements, trouble thinking, concentrating, making decisions and

remembering things, anxiety, agitation or restlessness and feelings of worthlessness guilt,

fixating on past failures or self-blame. This symptoms are visible but there are some cases that

people who have this illness keep it by their selves and acting like they are fine but deep inside

they are broken and very sad. Because of this, it really affecting the performance of every

student who experience this.

1.3 Significance of the Study

The research look hard on explaining the impact of depression to the performance of a

student who experiencing this dilemma. Moreover, the results of the study will help the

following:

Students. The result of the study will help the students become knowledgeable about how

depression really affects someone’s behavior and performance in school. Also, they know how to

react and how to be aware of this serious problem.

 Teachers. The result of the study will help the teachers to be more aware and know the

impact to the student why quite some time change the performance of their students so that they

have guidelines that will provide guidance and care to the students. They will become much

sensitive to tell stuffs to that depressed students.

Parents. The result of the study will help the parents of the students to be much aware and

help their child and heal to the illness and survive for the problem they face.

Readers. The result of the study will help the readers to really understand why people do

experience this kind of illness and the impacts that can really affects the performance of a

student.

Future researchers. The result of the study will serve as a reference and guidelines for the

future researches that will take the same studies or any research that is related to the study.

1.4 RRLs (Review of Related Literature)

According to the fall 2007 American College Health Association-National College

Health Assessment ( 1 ), 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 student 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.

 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 ( 2 ). And although the rate of suicide among college

students may have decreased in recent decades ( 3 ), suicide remains the third leading cause of

death among adolescents and young adults ( 4 ). 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

( 5 ). The treatment of depression among college students has been associated with a protective

effect on these students' grade point averages ( 6 ). 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 ( 7 ).

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.
 The databases PsycINFO, MEDLINE, and CINAHL were searched for studies related to

depression among U.S. college students and treatment outcome by using the following terms:

"depression," "college or university or graduate or junior college or community college

students," "colleges," "community colleges," "treatment and prevention," "empirical study," and

"peer reviewed journal." Initially, no limitation was placed on years included in the search.

Eighteen relevant publications were read and analyzed closely for method and content, with

particular focus on location and inclusion criteria of study participants. Studies were eliminated

if participants were students at colleges outside of the United States, if the studies did not have

specific depression criteria for inclusion, or if the students included were at risk of depression but

did not meet criteria for having depression. Nine remaining articles were reviewed further, and it

was decided that the five studies published before 1990 had decreased relevance and would be

excluded from this review in light of the growing availability of selective serotonin reuptake

inhibitor medications since 1990, which substantially changed the treatment of depression among

college students. In addition, the demographic characteristics of U.S. college students may have

changed since the early 1990s, with many college counseling center directors noting a trend in

recent years of an increase in students with serious psychological problems ( 2 ). Only four

articles ( 8 , 9 , 10 , 11 ) remained for this review of depression and treatment outcomes of U.S.

college students.

In 2007 Kelly and colleagues ( 8 ) conducted a nonexperimental 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.

In 2000 Lara and colleagues ( 9 ) conducted a nonexperimental 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.

In 2006 Geisner and colleagues ( 10 ) 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.

In 1993 Pace and Dixon ( 11 ) 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 nondepressed 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

nondepressed. 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.
 The current body of literature on depression and treatment outcomes among U.S. college

students is sparse, and for the four studies we found, varying inclusion and exclusion criteria,

assessment methods, and lengths of treatment make the interpretation of results difficult.

Whereas Kelly and colleagues ( 8 ) and Lara and colleagues ( 9 ) used the Structured Clinical

Interview for DSM-IV to diagnose participants with major depressive disorder, Geisner and

colleagues ( 10 ) and Pace and Dixon ( 11 ) used self-report scales to measure depressive

symptoms for study inclusion and Pace and Dixon excluded students with severe levels of

depressive symptoms. All four studies recruited students

Historically, research on depression vulnerability relied on cross-sectional or two time-

point designs, which provide limited insight into the temporal unfolding of depressive symptoms.

To overcome this limitation, we completed a series of multi-wave, longitudinal studies (spanning

four months to four years) designed to disentangle the time-lagged relationship between

vulnerability factors, stress and subsequent depressive symptoms. This approach highlighted the

within-person relationship between fluctuations in stress and negative affectivity, and thus

provided new insight into the temporal unfolding of depressive symptoms among children of

affectively-ill parents and community samples of adolescents (Auerbach, Eberhart, & Abela,

2010; Auerbach & Ho, 2012; Auerbach, Ho, & Kim, 2014).

Specifically, this work investigated both diathesis-stress and stress generation models of

adolescent depression. The diathesis-stress framework posits that vulnerability factors (i.e.,

diatheses) are dormant in the absence of stress. However, once stress arises, it activates these

factors, thereby increasing the likelihood that vulnerable individuals will experience depression.

In our prospective studies of children and adolescents, we found robust support for several

cognitive diatheses including rumination (Abela, Aydin, & Auerbach, 2007), deficient perceived
control (Auerbach, Eberhart, & Abela, 2010), hopelessness (Abela, Gagnon, & Auerbach, 2007)

and self-criticism (Adams, Abela, Auerbach, & Skitch, 2009). As adolescents are regularly

exposed to interpersonal stressors (Rudolph, 2008), we also examined stress generation models

of depression, which propose that specific vulnerability factors predict relational, or

interpersonal, stressors, that in turn, contribute to adolescent depression. Using this approach, we

found that both cognitive (e.g., self-criticism — Auerbach, Ho, & Kim, 2014) and interpersonal

(e.g., diminished social support — Auerbach, Bigda-Peyton, Eberhart, Webb, & Ho, 2011)

vulnerability factors led to interpersonal stressors, contributing to higher levels of depressive

symptoms over time.

Depression in adolescents is a serious public health concern. Recent epidemiological data

show that approximately 11 percent of youth will experience depression (Avenevoli, Swendsen,

He, Burstein, & Merikangas, 2015), and these episodes are associated with downstream negative

consequences later in adolescence (e.g., academic difficulties, risky behavior engagement,

nonsuicidal self-injury) and adulthood (e.g., lower income levels, higher divorce rates,

suicidality) (e.g., Auerbach, Kim, et al., 2014; Auerbach, Tsai, & Abela, 2010; Avenevoli,

Knight, Kessler, & Merikangas, 2008). Most notably, an alarming 75 percent of individuals

experiencing depression during adolescence will make a suicide attempt in adulthood (Nock,

Green, et al., 2013). Despite these unsettling statistics and associated negative consequences, the

etiological mechanisms contributing to the onset and maintenance of depression in adolescence

remain unclear. To address this key gap, my research uses a multidisciplinary and multimodal

approach to determine why depressive symptoms emerge and how self-injurious and suicidal

behaviors develop in response to depression.

 To date global research on depression has used assessment tools based on research and

clinical experience drawn from Western populations (i.e., in North American, European and

Australian). There may be features of depression in non-Western populations which are not

captured in current diagnostic criteria or measurement tools, as well as criteria for depression

that are not relevant in other regions. We investigated this possibility through a systematic

review of qualitative studies of depression worldwide. Nine online databases were searched for

records that used qualitative methods to study depression. Initial searches were conducted

between August 2012 and December 2012; an updated search was repeated in June of 2015 to

include relevant literature published between December 30, 2012 and May 30, 2015. No date

limits were set for inclusion of articles. A total of 16,130 records were identified and 138 met

full inclusion criteria. Included studies were published between 1976 and 2015. These 138

studies represented data on 170 different study populations (some reported on multiple samples)

and 77 different nationalities/ethnicities. Variation in results by geographical region, gender, and

study context were examined to determine the consistency of descriptions across populations.

Fisher’s exact tests were used to compare frequencies of features across region, gender and

context. Seven of the 15 features with the highest relative frequency form part of the DSM-5

diagnosis of Major Depressive Disorder (MDD). However, many of the other features with

relatively high frequencies across the studies are associated features in the DSM, but are not

prioritized as diagnostic criteria and therefore not included in standard instruments. The DSM-5

diagnostic criteria of problems with concentration and psychomotor agitation or slowing were

infrequently mentioned. This research suggests that the DSM model and standard instruments

currently based on the DSM may not adequately reflect.