DECODING THE WHISPERS OF DERPRESSION

Miracel L. Orboc
Clean War Orboc
John B. Visillas

Introduction and Rationale

Depression is a global phenomenon (Hidaka, 2012; Worly, 2006 and

Murrough 2018) which affects more than 264 million people of all ages (WHO 2020).

It becomes the leading cause of disability and is a major contributor to the overall

global burden of disease.

Filipinos were not spared with this dilemma despite being known to be

resilient in facing problems. Punay (2019) cited that the Philippines has one of the

highest cases of depression in Southeast Asia, affecting more than three million

Filipinos. Increasing number of depressed Filipino students were noted by some

authorities (Tomacruz, 2018, Estrada, et.al. 2019 and Magtubo, 2017). This problem

was confirmed in a national survey conducted on the prevalence of mental health

illness and the rise of suicide rates, particularly in adolescents and young people

(Vivas 2020). Usually, the millennials and the Gen Z are easily affected by this

problem (Mendez 2020).

In this pandemic, depression becomes a concern (Uy 2020 and Santiago

2020). The news about a boy who hang himself due to his inability to cope with the

demands of online learning (Calleja (2020) is one example of the rising cases of

Filipino students who are suffering from this emotional problem.

There has been so much literature and studies conducted about depression,

however, it was noted that teachers and parents lack training on how to deal with
depressed students (Dayton, 2015; Figueroa 2013; Daniszewski, 2013). This

becomes a turning point for the researchers to conduct the study in order to come up

with a policy that will institutionalize a school policy on how to deal with students who

are depressed. Hence, the first step to teachers can take to build caring and positive

communities is to assess the current protocol and attitude that exists within the

school (Jones 2015).

The proposed study will provide better understanding on the behavior of

depressed students and on how to deal with them appropriately through the shared

stories of one depressed student of Panabo National High School, his mother, and

his former teacher.

Literature Review

Depression Define
World Health Organization (WHO) defines depression as a common mental

disorder that interferes with daily life; it is associated with sadness, loss of interest,

feelings of guilt, low self-worth, disturbed sleep, appetite, tiredness, and poor

concentration. It can be long-lasting or recurrent (Magtubo 2017).

Bhuvana (2015) classifies depression into three. Mild, moderate, and severe.

It is sometimes difficult to determine who are depressed because some depressed

persons do not show psychotic symptoms.

Symptoms of Depression

Grohol (2020) profoundly discuss depression. According to him, depression is

the common cold of mental disorders — most people will be affected by depression

in their lives either directly or indirectly, through a friend or family member.

 Depression is characterized by a number of common symptoms. These

include a persistent sad, anxious, or “empty” mood, and feelings of hopelessness or

pessimism that last nearly every day, for weeks on end. A person who is depressed

also often has feelings of guilt, worthlessness, and helplessness. They no longer

take interest or pleasure in hobbies and activities that were once enjoyed; this may

include things like going out with friends or even sex. Insomnia, early-morning

awakening, and oversleeping are all common.

Appetite and/or weight loss or overeating and weight gain may be 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 disorders, and chronic pain — may be signs of a depressive

illness.

Causes of Depression
There have been established causes of depression. These include child

trauma (Norton 2017); witnessing fights of parents during childhood (Allison 2005,

Bansal 2019); beating at home and inability to cope up with studies, economic

difficulty, physical punishment and teasing at school (Bansal 2019); cumulative

adverse experiences, including negative life events and early childhood adversity,

together with parental depression and/or non-supportive school or familial

environments, place young people at risk for developing depression (Burns, et.al
2020); interactional difficulties, like parental abuse, parental mental health difficulties

and/or suicidality, and loss of a parent or a loved one through death (Weitkamp,

Klein, and Midgley 2016); insufficient of sleep ( Vick; Elizabeth and Kristina 2016);

family structure (living with or apart of parents); verbal and physical quarrels of

parents; physical punishment of student by his/her parents; preventing from going

outside with companions; history of chronic disease in the student; history of

psychiatry disease in the family; school dropout and sexual abuse (Daryanavard

2010); and cumulative adverse experiences, including negative life events and early

childhood adversity, together with parental depression and/or non-supportive school

or familial environments, place young people at risk for developing depression

(Burns et.al. 2002). With these vast causes of depression, it is expected that some of

our students feel depressed.

Social Media and Depression

The 21st century brings sudden shift not only in education and technological

advancement, but also how people interact with each other and that include our

students. The emergence of social media does not only bring comfort to us, but it

brings underlying side effect in terms of human behavior.

In the study of Schulz (2015) entitled “Social Media Use and Depression in

emerging adults: The Moderating Effect of Parental Support”. She studied the youth

18 – 23 years old living with alcoholic parents. He found out that among these

young people who are depressed, have high level use of social media such as

Facebook, Instagram, snap, and chat users. However, on the study of Baker (2019)

Correlational analyses showed no significant relationship; that is, no social media

platform is more significantly related to anxiety and depression than another.

Moreover, on his study the purpose of using different media platforms were
entertainment purposes; learning or maintaining knowledge of current events via the

news and other media outlets; and sharing or communication.

Nevertheless, another study towards Facebook Usage and Depression Levels

of Selected Filipino College Students by Maglunog and Dy (2019) have found out

that there is a moderate positive association between the number of minutes spent

on Facebook and depression level; and Facebook activities are positively correlated

to depression. Young social media users are encouraged to use it moderately to

avoid negative mental health outcomes. With these findings, students must be

warned for them to be aware of the possible effects of social media in their lives.

Effects of Depression to Students

Jones (2008) on his study “The Effects of Depressed Mood on Academic

Outcomes in Adolescents and Young Adults" with a national representative sample

of students in grades 7 through 12, found out that the more depressed respondent

groups have lower standardized test scores, higher rates of absenteeism, and lower

desire to attend college. These finding is supported by Khurshid (et.al, 2015) on their

study “Effects of Depression on Students’ Academic Performance among students in

all government colleges of Women in Rawalpindi, Pakistan. It was revealed that

depression has a negative effect on students’ academic performance. Besides,

there is also a significant difference between the academic performance of the

students having low, medium, and high level of depression.

The effects of depression among students are not shown only in their

academic performance. Cleofas (2019) on her study “Student Involvement, Mental

Health and Quality of Life of College Students in a Selected University in Manila,

Philippines” found out that there is a significant relationship between involvement in

school organizations with depression. Students who are involved in more

organizations demonstrated lower depression scores.

Other effects of depression also include substance abuse (Ezechukwu 2012);

excessive trust for girls (Mellick 2014) and suicide (Porcalla, 2018).

Failure to address depression

Students with mental health need have been a growing concern, and research

has indicated that approximately 20% of students have some mental health needs;

nevertheless, schools often have not been able to address these issues in a

proactive manner (Figueroa 2013). Schools have not yet addressed depression

appropriately due to lack of awareness; misunderstanding of mental illnesses and

inadequate resources access (Smith 2016), and some depressed students are more

difficult to reach due to less visible symptoms and even manage to succeed

academically (Bisson 2017).

In the Philippines, Mendez (2020) pointed the figures of Filipino who have

depression. Fifteen percent (15%) of them experience critical level of stress; 29%

suffer from anxiety; and 21% suffer from depression. The most alarming is that

“millennials and Gen Zs (in which some of them were high school students) are most

affected” with these mental problems. These figures were supported by Lopega

(2020) on his study “Level of Depression among Selected Senior High School

Students in a State University in Sta. Mesa Manila’ with 1,020 Grade 11 Senior High

school Students ages 16 – 20 years old. He found out that 24.41% were within mild

mood disturbance, 18.72% were with moderate depression, 16.27% were with

borderline, 8.98.% were with severe to extreme depression in which medical and

psychological attention are needed.  According to Lee (et.al 2013) that depression
can be prevented if its symptoms are addressed early and effectively. Prevention

against depression among university students is rare in the Philippines but it is

urgent because of the rising rates of suicide among the group.

Stakeholders coming from various sectors urged the Department of

Education (DepEd) to address one of the biggest problems that confront today’s

young people – mental health (Arevalo 2019). Prior to the opening of classes on

October 5, DepEd strengthened its psychosocial services (Bernardo 2020) to its

stakeholders, teachers, and students as well. Series of Psychosocial Support

and Trainings for parents, teachers, and school heads (Ciriaco 2020). Manual on

Psychosocial Interventions for Secondary School-aged Students During Disasters

and Emergency Situation was given to schools to be integrated in the curriculum with

the hope that it can help in promoting mental health among students especially in

this time of pandemic. However, how to deal with students with depressive

symptoms is overlooked in the process in promoting mental health among schools in

the Philippines.

Depression in School

Crundwell and Killu (2010) presented the characteristics of depression among

adolescents and what it looks like in school.

Characteristics of Depression in What It Looks Like in School

Adolescents

Decreased self-esteem and feelings of Self-deprecating comments

self-worth

Mild irritability Defiance with authority figures, difficulties interacting

with peers, argumentativeness

Negative perceptions of student's past Pessimistic comments, suicidal thoughts

and present

Peer rejection Isolation, frequent change in friends

 Lack of interest and involvement in Isolation and withdrawal
previously enjoyed activities

Boredom Sulking, noncompliance

Impulsive and risky behavior Theft, sexual activity, alcohol or drug use, truancy

Substance abuse Acting out of character, sleeping in class

The above characteristics can create a problem in school if the teacher is

quick to judge that a student is stubborn, defiant and has less interest in class. This

initial reaction of teachers will be attributed to lack of awareness about depression

(Weitkamp, Klein, and Midgley, 2016; Figueroa, 2013; Deacon, 2015; Breuer ,

2016)

Ranttila and Shrestha (2011) also found out in their study the importance of

family, peers, and teachers. They are important individuals for person with

depression for social support. Since students spent at least 6 hours in school, they

should be trained on how to diagnose students with depression. Depressed students

left undiagnosed and treated has a great risk factor for its relapse at adulthood age

(Daryanavard 2010). When depression is recognized early and when professionals

provide treatment, young people can experience improved mood and function better

in school and life. Thus, the stakes are high. School personnel play a pivotal role in

identifying depression—and intervening. Teachers, administrators, and other school

staff must also be knowledgeable about depression because the disorder can

seriously impair academic and interpersonal behavior at school (Hammen &

Rudolph, 2003)
This study is conducted to know the level of depression among the selected Senior
High School, Grade 11students of the Polytechnic University of the Philippines.
Likewise,
this study would help the Office of Counseling and Psychological services develop a
certain
program which will help the student who has emotional problem to have a well-
rounded
personality.
Methods
One thousand twenty (1020) Grade 11 senior students (745 females, 275 males)
aged 16-20 years old participated in the study. They came from the strands of ABM,
ADT,
GAS, HUMMS, STEM, AND TECH VOC., School Year 2017-2018.
This study is conducted to know the level of depression among the selected Senior
High School, Grade 11students of the Polytechnic University of the Philippines.
Likewise,
this study would help the Office of Counseling and Psychological services develop a
certain
program which will help the student who has emotional problem to have a well-
rounded
personality.
Methods
One thousand twenty (1020) Grade 11 senior students (745 females, 275 males)
aged 16-20 years old participated in the study. They came from the strands of ABM,
ADT,
GAS, HUMMS, STEM, AND TECH VOC., School Year 2017-2018.
One thousand twenty (1020) Grade 11 senior students (745 females, 275 males)
aged 16-20 years old participated in the study. They came from the strands of ABM,
ADT,
GAS, HUMMS, STEM, AND TECH VOC., School Year 2017-2018.
One thousand twenty (1020) Grade 11 senior students (745 females, 275 males)
aged 16-20 years old participated in the study. They came from the strands of ABM,
ADT,
GAS, HUMMS, STEM, AND TECH VOC., School Year 2017-2018.
Related Studies

A similar study was done by Valdez and Budge (2012) in Addressing

Adolescent Depression in Schools: Evaluation of an Inservice Training for School

Staff in the United States conducted to 252 staff. These include teachers, principal,

and guidance counselors among five high schools and one middle school in

Wisconsin, USA. There was a significant increase in the skill of teachers in dealing

with depressed students after the seminar. This is the baseline of the present case
study. However, the proposed investigation is looking into how a depressed student

should be dealt with based on the narration of a depressed person himself.

Department of Education (DepEd) is conducting a series of Psychosocial

Support and Training for parents, teachers, school heads and identified DepEd

region and division non-teaching personnel before the of opening of classes for

school year 2020-2021. This was an attempt to equip teachers and parents with

skills in dealing depression (Ciriaco, 2020). However, this program did not

comprehensively equip teachers with the necessary skills on what to do if they

encounter depressed students in their class.

Section 25 of Mental Health Act 2018 states “Educational institutions such as

schools, colleges, universities and technical schools shall develop policies and

programs for students, educators, and other employees designed to raise awareness

on mental health issues, identify and provide support and services for individuals at

risk, and facilitate access, including referral mechanisms of individuals with mental

health conditions to treatment and psychological support.

What is missing with the response of the DepEd in the growing case of

depression is the referral mechanisms of individuals for them to be treated

accordingly. Hoping from this proposed study will be the development of

institutionalized referral mechanism of students who are experiencing depression.

Research Questions
This case study will be guided with the following research questions:

1. What are the changes in your behavior when you go through depression?

2. How do people (teachers and parents) deal with you when you are depressed?

3. How should a depressed person be dealt with?

Scope and Limitation
The proposed case study is focused to clinically diagnosed depressed student

when he was in Grade 11. Aside from him, one of his parents and his teacher will be

interviewed to provide better scenario on his case.

Research Methodology
The proposed investigation will employ qualitative – phenomenological study.

Since it will describe the experiences of clinically diagnosed students of PCNHS.

This will also employ multiple sources of evidence to provide a better understanding

on the case to be studied. This study is anchored on the Mind Theory by David

Premack and Guy Woodruff (1978)   which is social-cognitive skill that involves the

ability to think about mental states, both your own and those of others. It

encompasses the ability to attribute mental states, including emotions, desires,

beliefs, and knowledge (Cherry, 2021)

Sampling
Since this is an phenomenological study, which tries to see the condition of a

depressed student from multiple perspectives, the researchers will employ purposive

sampling technique. The respondents are selected based on his clinical findings, and

the significant others of the student, his teacher, and his mother.

Data Gathering Method

This study will utilize interview as the primary method in gathering the needed

data. I will interview two other persons who are significant to the life of the

depressed student to achieve better understanding on the case.  Multiple sources

are recommended for enhancing the quality of case studies. Corroboration of

findings from more than one data source address the issue of construct validity as

more than one measure is used in assessing issues of interest (Mills et.al. 2010)

Ethical Issues

The proposed study is somewhat sensitive. However, we already informed the

parent of the primary respondent that a pseudonym will be used to protect his

identity as well as the identity of his mother and his adviser. We will email the

informed consent to the respondents before we will conduct the interview for them to

be acquainted with the research protocol and process.

Data Analysis
Data analysis according to Creswell (2009) is an ongoing process involving

continual reflection about the data, asking analytic questions, and writing memos

throughout the study. Qualitative data analysis is conducted concurrently with

gathering data, making interpretation, and writing reports. This will lead the

researchers to analyze the interview collected earlier, writing memos that may

ultimately be included as a narrative in the final report. They will follow the steps in

analyzing the data recommended by Creswell (2009). They will organize and

prepare data for analysis. This will involve transcribing interviews, photocopying of

interview materials, encoding field notes or sorting and arranging the data into

different parts. They will read through all the data to get the general sense of the

information and to reflect on its overall meaning. They will begin the analysis with

the coding process. Coding is the process of organizing the materials into chunks of

segments of texts before bringing the meaning of information. This involves taking

text data or pictures gathered during the data collection, segmenting sentences or

image into categories and labeling those categories with a term, often a term based
on the actual language of the participants. Maykut and Morehouse (1994) provided

them the technique on how to code the data. It is done by writing in the upper right-

hand corner of each page of data, the code for the type of data and the page number

of the data set such as pages of a transcript. For example, the fifth page (5) of a

transcript (T) from an interview with Marie (M) is coded in the top right-hand corner of

the page as T/M-5. Coding process is used to generate a description of the setting or

people as well as categories of themes for analysis. These themes will be used to

shape into a general description of the case to be studied. On this end, the themes

that will emerge from the study will be thoroughly discussed to describe correctly

how teachers should deal depressed students in school.

Time Table
Date Activities

January 2022 Submit of Research Proposal

February 2022 Conduct Interview
March 2022 Encode the Interviews, Analyze Data
May 2022 Submit Research Findings

Plans for Dissemination and Advocacy

Panabo National High School has more than 250 teachers. The results of the

study can be easily disseminated to all teachers of PNHS because the school

conducts an annual research congress every at the end of the school year. Through

this avenue, all teachers will be informed on the preventive measures in dealing with

depressed students. The result of the study and the proposed preventive policies

will also be submitted to the principal for her approval and school – wide

implementation.

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