STUDENT’S PERCEPTION TO STIGMA ON STRESS MANAGEMENT IN

TAGKAWAYAN NATIONAL HIGH SCHOOL

A Research Proposal

Presented to

The Faculty of Tagkawayan National High School

Senior High School Department

In Partial Fulfillment of the Requirements

For Practical Research 1

Balangue, Renjer Owen B.

Garcia, Aliyah Georgia P.

Joven, Marianne Shanley L.

Mabilangan, John Alexis G.

Pica, Charina J.

Recio, Vince Conrad

Salumbides, Dirk Owen L.

STEM
 DEDICATION

With all the years of academic effort, achievement, and challenges,

this piece of work is entirely dedicated to our Father in Heaven,

to our dearest parents, to all the people who have always

believed in us, to the people who are being

stigmatized. Thank you for being Our

guiding light and unwavering

support.
ACKNOWLEDGEMENT

This study was done with the hard work and patience of the researchers through the help of the

persons whose encouragement and support helps the researchers not to give up and pursue more. The

researchers would like to extend their gratitude and deepest appreciations to the following persons that are

behind the success of this study.

To the research instructor, Johnlerey Tobias Erandio, the researchers appreciate your dedication

and patience with them, you have taught great things and the researchers learned a lot from you;

To the respondents, who willingly participated and answered the questions. The researchers really

appreciated their time and effort to answer;

To the Principal, Gelyn D. De Castro, for her approval in conducting this study;

To the dearest parents, the researchers appreciate the moral and financial support that you have

given, for the love that you endlessly show;

To the very supportive friends, for inspiring the researchers as they go on with the research, for not

letting them down and not letting them give up;

To all the people whose names are not mentioned, the researcher also expresses their gratefulness;

Above all, to Lord Jesus Christ, for the privilege and supervision that you gave throughout this

study, the researchers could not make it without you.

 TABLE OF CONTENTS

Page

Title Page………………………………………………………..………………….…………….i

Dedication……………………………………………………………………………………..…ii

Acknowledgement…………………………………………………………………..…………...iii

Table of Contents………………………………………………………………………………..iv

List of Tables…..………………………………………………………………………………...vi

List of Figures…………………………………………………………………………………...vii

Abstract………………………………………………………………………………………….viii

Curriculum Vitae……………………………..………………………………………………....viiii

Chapter 1 – The Problem and its Setting

Introduction…………………………………………………………………………

Statement of the Problem………………………………………………………….,

Theoretical Framework………………………………………………………………

Conceptual Framework………………………………………………………………

Significance of the Study…………………………………………………………….

Scope and Delimitation………………………………………………………………

Definition of Terms…………………………………………………………………..

Chapter 2 – Review of Related Literatures and Studies

Related Literature…………………………………………………………………..
 Related Studies……………………………………………………………………..

Chapter 3 – Methodology

Research Design……………………………………………………………………

Research Locale……………………………………………………………………

Subjects of the Study………………………………………………………………

Population and Sampling………………………………………………………….

Research Instrument………………………………………………………………

Data Gathering Procedure………………………………………………………...

Chapter 4 – Presentation, Analysis, and Interpretation of Data

Chapter 5 – Summary, Conclusions, and Recommendation

Summary…………………………………………………………………………

Findings…………………………………………………………………………..

Conclusions………………………………………………………………………

Recommendation…………………………………………………………………

Reference Sited

Appendices
 LIST OF TABLES

Table Page

1. Demographic Profile of the Repondents…………………………………………………………….31

2. Students’ perception to stigma surrounding stress management……………………………………….32

3. Students’ common stereotypes or misconceptions about stress managements…………………………33

4. Statement about stigma surrounding stress management affects the students’ willingness to discuss or

address their own stress levels……………………………………………………………………….…34

5. Students’ experiences about managing their stress……………………………………………...……..35

6. Someone being stigmatized for managing their own stress………………………………..…………..36

7. Social stigma attached to stress management…………………………………………………..………37

8. People react when someone discloses that they manage their own stress………………………..…….38

9. Students’ response about the media portrayals regarding stress management…………………………39

10. Students’ advice on how to reduce stigma towards stress management……………………….………40

11. Students’ answers about stress management is a serious matter……………………………… ……..41

 List of Figures

Figures Page

1. Theoretical Framework……………………………………………………………………18

2. Conceptual Framework……………………………………………………………………20
 ABSTRACT

Stress among students is a prevalent concern that can have a significant negative impact on their

academic performance, mental health, and overall well-being. However, the perception of stigma

surrounding stress management might prevent students from seeking help and support. This practical

research study aims to explore the students' perception of stigma related to stress management in

Tagkawayan National High School (TNHS). Students (6) were randomly chosen to spend 30 minutes

answering the questions. Specifically, we aimed to examine students' beliefs, attitudes, and experiences

related to seeking help for stress management, and identify potential factors that contribute to stigma

perception. Students expressed concerns about being labeled as weak or incapable if they sought help for

stress-related issues. However, it was also observed that students who had positive experiences with seeking

help or who had a supportive social network were less likely to perceive stigma. Factors contributing to

stigma perception included societal expectations and peer influence. This practical research study highlights

the importance of addressing stress management in educational settings and emphasizes the need for targeted

interventions and awareness campaigns to address negative perceptions associated with seeking help for

stress among the students in Tagkawayan National High School (TNHS).

Keywords: Stress, perception, stigma, stress management, mental health, seeking help, experiences.
 Curriculum Vitae

ALIYAH GEORGIA P. GARCIA

Phone Number: 09077095898

Email Address: garciaaliyahgeorgia@gmail.com
Address: Brgy. Poblacion Tagkawayan, Quezon

Birthday: August 21, 2006

Age: 16

EDUCATIONAL BACKGROUND
Elementary
 TAGKAWAYAN CENTRAL ELEMENTARY SCHOOL (Tagkawayan, Quezon)
Kindergarten
Grade 1- 6 (2012-2018)

Secondary
 OUR LADY OF LOURDES ACADEMY (Tagkawayan, Quezon)
Grade 7-10 (2018-2022)
 TAGKAWAYAN NATIONAL HIGH SCHOOL (Tagkawayan, Quezon) Grade 11 STEM (2022-
2023)
 TAGKAWAYAN NATIONAL HIGH SCHOOL (Tagkawayan, Quezon)
Grade 11 STEM (2022-2023)
 RENJER OWEN B. BALANGUE

Phone Number: 09817700362

Email Address: renjerowen@gmail.com
Address: Brgy. Munting Parang Tagkawayan, Quezon

Birthday: August 05, 2006

Age: 16

EDUCATIONAL BACKGROUND
Elementary
 TALON 3 ELEMENTARY SCHOOL ADMIRAL LAS PINAS CITY
Grade 1-2 (2012- 2014)
 TALON ELEMENTARY SCHOOL LAS PINAS CITY
Grade 3-5 (2014-2017)
 TABASON ELEMENTARY SCHOOL (Tagkawayan, Quezon)
Grade 6 (2017-2018)

Secondary
 TABASON NATIONAL HIGH SCHOOL (Tagkawayan, Quezon)
Grade 7-10 (2018-2022)
 TAGKAWAYAN NATIONAL HIGH SCHOOL (Tagkawayan, Quezon)
Grade 11 STEM (2022-2023)
 MARIANNE SHANLEY L. JOVEN

Phone Number: 09815699987

Email Address: jovenmarianne.olla@gmail.com
Address: Brgy. Magsaysay, Tagkawayan, Quezon

Birthday: October 19, 2005

Age: 17

EDUCATIONAL BACKGROUND
Elementary
 MARICK ELEMENTARY SCHOOL (Cainta, Rizal)
Kindergarten (2009-2010)
 IEMELIF LEARNING CENTER (Tagkawayan, Quezon)
Preparatory (2011-2012)
 TAGKAWAYAN CENTRAL ELEMENTARY SCHOOL (Tagkawayan, Quezon)
Grade 1- 6 (2012-2018)

Secondary
 OUR LADY OF LOURDES ACADEMY (Tagkawayan, Quezon)
Grade 7-10 (2018-2022)
 TAGKAWAYAN NATIONAL HIGH SCHOOL (Tagkawayan, Quezon)
Grade 11 STEM (2022-2023)
 JOHN ALEXIS G. MABILANGAN

Phone Number: 09197092963

Email Address: mabilanganjohn.olla@gmail.com
Address: Brgy. Poblacion, Tagkawayan, Quezon

Birthday: March 3, 2005

Age: 18

EDUCATIONAL BACKGROUND
Elementary
 TAGKAWAYAN CENTRAL ELEMENTARY SCHOOL (Tagkawayan, Quezon)
Kindergarten- grade 6 (2011-2018)

Secondary
 OUR LADY OF LOURDES ACADEMY (Tagkawayan, Quezon)
Grade 7-10 (2018-2022)
 TAGKAWAYAN NATIONAL HIGH SCHOOL (Tagkawayan, Quezon)
Grade 11 STEM (2022-2023)
 CHARINA J. PICA

Phone Number: 09515470324

Email Address: charinajpica09@gmail.com
Address: Brgy. Magsaysay, Tagkawayan, Quezon

Birthday: February 01, 2006

Age: 17

EDUCATIONAL BACKGROUND
Elementary
 MAGSAYSAY DAYCARE (Tagkawayan, Quezon)
Daycare (2011-2012)
 TAGKAWAYAN CENTRAL ELEMENTARY SCHOOL ( Tagkawayan, Quezon)
Kindergarten
Grade 6 (2012-2018)

Secondary
 OUR LADY OF LOURDES ACADEMY (Tagkawayan, Quezon)
Grade 7-10 (2018-2022)
 TAGKAWAYAN NATIONAL HIGH SCHOOL (Tagkawayan, Quezon)
Grade 11 STEM (2022-2023)
 VINCE CONRAD RECIO
Phone Number: 09560428446
Email Address: vincerecio200569@gmail.com
Address: Brgy. Magsaysay, Tagkawayan, Quezon

Birthday: May 16, 2005

Age: 18

EDUCATIONAL BACKGROUND
Elementary
 IEMELEF LEARNING CENTER (Tagkawayan, Quezon)
Kindergarten (2011-2012)
 TAGKAWAYAN CENTRAL ELEMENTARY SCHOOL (Tagkawayan, Quezon)
Grade 1-6 (2012-2018)

Secondary
 SOUTHERN LUZON STATE UNIVERSITY (Tagkawayan, Quezon)
Grade 7-10 (2018-2022)
 TAGKAWAYAN NATIONAL HIGH SCHOOL (Tagkawayan, Quezon)
Science, Technology, Engineering, and Mathematics (2022-2023)
 DIRK OWEN L. SALUMBIDES

Phone Number: 09391892192

Email Address: dirksalumbides@gmail.com
Address: Brgy. Rizal, Tagkawayan, Quezon

Birthday: December 29, 2005

Age: 17

EDUCATIONAL BACKGROUND
Elementary
 TAGKAWAYAN CENTRAL ELEMENTARY SCHOOL (Tagkawayan, Quezon)
Kindergarten-grade 6 (2011-2018)

Secondary
 SOUTHERN LUZON STATE UNIVERSITY-JUDGE GUILLERMO ELEAZER (SLSU)-JGE
(Tagkawayan, Quezon)
Grade 7-10 (2018-2022)
 TAGKAWAYAN NATIONAL HIGH SCHOOL (Tagkawayan, Quezon)
Grade 11 STEM (2022-2023)

Chapter 1
 The Problem and its Settings

Introduction

In our society, as it constantly evolves, different types of perceptions change along with different

beliefs about the issue on stress management. Stress is a major public health concern worldwide, affecting

people of all ages and genders. According to the World Health Organization (WHO), National Institutes of

Health (NIH), Centers for Disease Control and Prevention (CDC), stress and its impact on public health are

widely recognized by experts and researchers. Numerous studies and reports highlight the negative

consequences of chronic stress on physical and mental well-being.

Individuals who have problems managing their stress may face unexpected ways to manage it that

may result as stigma. When a person views a stigma as greater than their perceived coping resources, stress

level rises. Because of their social vulnerability, defiance of order, and doing things without knowing

whether it is right or wrong just to manage stress, high school youth in particular may suffer from stress

management challenges. Understanding students’ opinions about how high school youth manage stress is

crucial for advocating for early intervention and support.

The purpose of this study is to look at the students' perceptions about the stigma around people who

manage stress in Tagkawayan National High School, which can lead to the development of effective

interventions to reduce stigma and improve the general well-being of students on how to manage stress.
Statement of the Problem

1. How may the profile of the respondents be described in terms of;

1.1 Age

1.2 Sex

1.3 Grade Level

2. How do students perceive the stigma surrounding stress management?

3. What are the possible factors that can affect those people with stress management?
Theoretical Framework

Students’ Perception to Stigma on Stress Management in Tagkawayan National High School

Social Cognitive Theory Social Norms Theory Social Identity Theory

(1980) (1980s) (1970s)

Figure 1. Theoretical Framework

The first theory was Social Cognitive Theory in 1980s. Social Cognitive Theory was proposed by

Albert Bandura, a renowned psychologist and researcher, in the 1980s. Social Cognitive Theory builds on

this idea by adding the concept of self-efficacy, or the belief in one's ability to perform a certain behavior.

According to Bandura, people's behavior is influenced by their perceptions of the world around them, their

beliefs about themselves, and their self-efficacy. The theory has been widely applied in areas such as

education, health behavior, and organizational behavior.

The second theory was Social Norms Theory. Social Norms Theory was developed by Wesley

Perkins and Alan Berkowitz in the 1980s. Perkins is a professor of sociology at Hobart and William Smith

Colleges, while Berkowitz is a social marketing consultant and an adjunct faculty member at the University

of Massachusetts. The theory posits that people often overestimate the prevalence of certain behaviors or

attitudes, which can lead to the perpetuation of those behaviors or attitudes. The theory has been applied in

areas such as substance abuse prevention, sexual behavior, and environmental behavior, among others.
 The last theory was Social Identity Theory. Social Identity Theory was proposed by Henri Tajfel

and John Turner in the 1970s. Tajfel and Turner were social psychologists who sought to understand how

people develop a sense of identity and belonging through their membership in social groups.

These theories were related to the study of the researchers. The first theory says that people learn by

observing the behavior of others and the consequences of that behavior. The second theory suggests that

people's behavior is influenced by their perceptions of what is normal or typical in their social environment.

The third Theory suggests that people derive their self-concept not only from their individual characteristics,

but also from the social groups to which they belong.

CONCEPTUAL FRAMEWORK

Students’ Perception to Stigma on Stress Management in Tagkawayan National High School

Input

1. How may the profile of the Process

respondents be described in
-Gathering Information Output
terms of;
-Observing - STUDENT'S PERCEPTION TO
1.1 Age
STIGMA ON STRESS
-Interview
1.2 Sex MANAGEMENT IN
-Identify the cause of the TAGKAWAYAN NATIONAL
1.3 Grade Level
problem HIGH SCHOOL.
-The Stigma behind Students
-Evaluate the Results
Perception on Stress
Management Tagkawayan
National Highschool

In this instance, the major goal of our study is to understand Student's Perceptions towards the stigma

on Stress Management in Tagkawayan National High School. The study's input is included in the first case.

The researchers evaluated how stigma towards Stress Management is perceived by the Student’s in

Tagkawayan National High School. Meanwhile, the second scenario, involved a process in which the

researchers observed the subject and the issue. Then the researchers gather data to determine the issue's root.

Researchers then conduct interviews before evaluating the data of relevant literature and theoretic findings.

Lastly, the third case consist the Output in which the researchers learn Student's Perceptions to Stigma on

Stress Management in Tagkawayan National High School.

Significance of the Study

This study primarily focuses about student’s perceptions towards stigma on stress management in
Tagkawayan National High School. This study will make a difference to those people with stress problems
to help them be understood and be taken care of. This study determines the cause and effects of student's
perception to stigma on stress management in Tagkawayan National High School. In essence, providing
them the support they needed.

The findings of this study could be of great importance to the following:

For the students. This study will help students to acquire stress management awareness.

This study will be beneficial for the students of how it can change their perceptions towards stigma on stress
management.

For the people who manage their stress. This study will be beneficial for the people experiencing
managing their stress to receive the support they needed and for them to be understood of how they manage
their own stress.

For the professionals. This study can used by the professionals as their basis for their studies.

For the researchers. The researchers seek to emphasize the awareness of students about managing stress.
And fundamental to determine the effectiveness of educating students about proper managing their stress.

For the Future researchers. This study can be used as a guide for them as they pursue the same research.
Scope and Delimitation

This scope of our study is understanding Students Perception to Stigma on Stress Management in
Tagkawayan National High school.

This study's delimitation includes that it will only focus on the students on Tagkawayan National
Highschool. The main purpose of our study is to observe and understand student’s perception to stigma on
stress management. The study only focuses on stress management and the insights of students in
Tagkawayan National Highschool.

Definition of Terms

Perception – way of understanding or thinking about something.

Stress - a natural human response that prompts us to address challenges and threats in our lives. Everyone
experiences stress to some degree. The way we respond to stress, however, makes a big difference to our
overall well-being.

Stress Management - is defined as the tools, strategies, or techniques that reduce stress and reduce the
negative impacts stress has on your mental or physical well-being.

Stigma – a set of negative and often unfair beliefs that a society or group of people have about something.
 Chapter 2
Review of related literature and studies let the researchers see piece of information. It also leads to

brainstorming of ideas about Student’s Perception to Stigma on Stress Management in Tagkawayan National

High School. Lastly, it helps to gather valuable data and ideas that can help to their own research topic.

Review of Related Literature

The presence or absence of coping mechanisms also has an impact on mental health. According to

(Coiro et al. (2017), coping mechanisms play a crucial role in connecting perceived stress and stressful life

events to the development of mental health problems. Students who perceive higher levels of stress are more

likely to experience anxiety, depression, and physical symptoms like somatization.

Furthermore, students who reported high levels of psychological stress were found to engage in

negative coping behaviors, such as using tobacco, being physically inactive, and having an unhealthy diet,

including consuming convenience foods (Deasy et al., 2015). These behaviors can further worsen their

overall well-being.

According to (Wulf Rossler et al. 2018), mental disorders face more negative judgments and

stigmatization than any other type of illness. People with mental illnesses not only have to deal with the

devastating effects of their condition, but also experience social exclusion and prejudices. The history of

stigmatizing the mentally ill goes back a long way, and even the word "stigmatization" itself carries negative

meanings. In ancient Greece, a "stigma" was a mark used to identify slaves or criminals. For centuries,

individuals with mental illnesses,

such as depression, autism, and schizophrenia, were treated no better than slaves or criminals. They were

imprisoned, tortured, or even killed.

During the Middle Ages, mental illness was seen as a punishment from God. Those suffering from mental

illnesses were believed to be possessed by the devil and were subjected to burning at the stake or confined in
harsh institutions where they were chained to walls or their beds. It wasn't until the Enlightenment period

that the mentally ill were freed from chains, and institutions were established to provide assistance.

However, a dark period occurred during Nazi rule in Germany, when hundreds of thousands of mentally ill

people were murdered or sterilized.

Even today, structural discrimination against the mentally ill persists, both in laws and rehabilitation efforts.

The stigmatization of mental illness remains a significant societal problem. The general population is largely

uninformed about this issue, and fear of the mentally ill remains widespread. Although we no longer

imprison, burn, or kill those with mental illnesses like in the past, our societal standards and attitudes are still

far from ideal for modern welfare states. Structural discrimination against the mentally ill continues to exist,

whether in laws or in efforts to support their recovery.

According to Naveed Saleh (2023), In the aftermath of an unconscionable act of random violence,

many people are inclined to label the perpetrator “crazy.” Although the criminal may have a mental health,

automatically assigning the label “crazy” does a great disservice to people who live with mental illness every

day.

In reality, somebody with mental illness is much more likely to be a victim—rather than a perpetrator—of

violence. Calling a violent offender “crazy” spreads a dangerous stereotype and belies the complex

relationship between criminality and mental illness.

The media teaches us about people with whom we do not routinely interact. This constant flow of data gives

us incessant social cues about the nature of other groups of people—including which groups of people

should be praised or scorned.

Media portrayals of those with mental illness often skew toward either stigmatization or trivialization.

Consequently, all forms of media—including television, film, magazines, newspapers, and social media—
have been criticized for disseminating negative stereotypes and inaccurate descriptions of those with mental

illness.

Stigma can influence the coping strategies students choose to employ when managing stress.

Students may avoid seeking help altogether, relying solely on self-management techniques due to concerns

about being stigmatized (Corrigan et al., 2014).

Students who belong to marginalized or minority groups may face additional layers of stigma related

to their race, gender, sexual orientation, or socioeconomic status. The intersectionality of multiple stigmas

can amplify the stress experienced by students, making it more challenging to manage effectively (Sue et al.,

2019; Salas et al., 2021).

Students may perceive stigma associated with seeking help for stress management, fearing judgment

or negative labeling from their peers or faculty. This fear of stigma can act as a barrier to accessing support

and seeking appropriate assistance (Kessler et al., 2015)

Johnson, M. A., & Thompson, K. L. (2022)"Understanding Students' Perception of Stigma in

Coping with Stress: A Review of Recent Literature" This literature review explores the perception of stigma

among students in the context of coping with stress. It synthesizes recent studies to identify common themes

related to students' experiences of stigma and its impact on their coping strategies. The review also examines

the factors that influence students' perception of stigma, such as social norms, cultural context, and personal

beliefs. By shedding light on students' perspectives, this review aims to inform interventions and support

systems that address stigma and promote effective stress coping mechanisms.

Thompson, E. R., & Davis, S. A. (2022) "Exploring Students' Perception of Stigma in Stress

Management: A Comprehensive Review of Recent Literature" This comprehensive literature review

examines the perception of stigma among students in the context of stress management. It analyzes recent

studies (2014-2023) to identify common themes related to students' experiences of stigma, their perceptions

of its impact on stress management, and the coping strategies employed. The review explores the influence
of various factors, such as culture, education environment, and personal beliefs, on students' perception of

stigma. It aims to provide insights for developing interventions and support systems that address stigma and

promote effective stress management strategies.

Review of Related Studies

The way a person sees and deals with stress is important. For students, understanding stress is crucial

for managing it effectively. In a study by Dexter et al. (2018), students agreed that improving one aspect of

their health can positively impact other areas of their lives. They recognized that stress affects different parts

of their lives, and by improving one area, they can reduce their overall stress levels.

Another study by Saleh, Camart, and Romo (2017) found a connection between how students

perceive stress and negative factors like psychological distress, including symptoms like anxiety, insomnia,

social difficulties, and severe depression.

Stigmatization and discrimination can have harmful effects on individuals, such as making them feel

bad about themselves, causing anxiety, and negatively impacting their performance. Some experts believe

that stigma is a powerful source of stress. (Crocker et al.; Clark et al.; Miller and Kaiser; Major and

O’Brien)

Sophie Berjot,Nicolas Gillet et al. 2012. In the past, a stigma was a visible mark placed on certain

individuals to indicate their lower status and to warn others to stay away from them. This mark was

associated with moral flaws, illnesses, or the perception that these individuals could be dangerous.

Nowadays, the concept of stigma has changed. Instead of a physical mark, it refers to possessing or being

believed to possess an attribute or characteristic that society devalues in a particular context. Stigmatization

can occur simply because someone belongs to a devalued group in society, such as being a woman, poor,

homosexual, from another culture, a minority, or simply looking different from others in terms of

appearance (e.g., being too big, too tall, too small). These stigmatizing "categories" can be encountered in

school settings.

The consequences of stigma are numerous, especially for those who are stigmatized. Discrimination is one

of the most obvious and common consequences. It can manifest as direct aggression or more subtle

mistreatment, like receiving lower grades than deserved or being ignored by teachers and peers.
Stigmatization can also have more subtle effects, as teachers may fulfill negative expectations or stereotypes

associated with stigmas, which can negatively impact a person's performance.

The harmful effects of stigmatization and discrimination, such as low self-esteem, anxiety, and decreased

performance, have led researchers to view stigma as a powerful stressor. Many authors have proposed using

or adapting stress models to better understand how stigma affects individuals. Drawing from the literature on

stigmatization, discrimination, and identity, the aim of this article is to propose a revised model of stress and

coping with stigmatization, focusing on its primary characteristic: the devaluing aspect it has on one's

identity.

Ann L. Stangl, Valerie A. Earshaw, Carmen H, Logie et al. (2019), stigma is a widespread

problem that affects people's ability to seek healthcare, get proper treatment, and follow their medical plans.

It's like being marked as different or labeled in a negative way, which leads to discrimination and social

exclusion. Stigma creates barriers that limit opportunities and worsen social inequalities, making it harder

for individuals or groups to be fully accepted by society. Stigma has a big impact on people's health. It can

damage social relationships, reduce access to resources, increase stress levels, and affect how people behave

and feel. This all contributes to poorer health outcomes. To address stigma and its harmful effects on health,

we need a clear and comprehensive framework that guides the development of interventions, research, and

policies. Many existing frameworks focus on only one health condition, like obesity or mental health, which

limits our understanding and hampers our ability to find effective solutions. It's important to have an explicit

theoretical framework that considers different health conditions and allows for comparisons and responses

across them. This framework can help researchers and policymakers develop interventions that address

specific health conditions while also finding commonalities and innovative approaches to combating stigma.

By understanding and challenging stigma, we can create a more inclusive and healthier society for everyone.
 Chapter 3

Methodology

This chapter presented the methodologies employed in the study. This includes the research design,

research environment, subjects of the study, research instruments, and data gathering procedure.

Research Design

This study used phenomenological method. The phenomenological method is concerned with

investigating the phenomena that have affected an individual. This method emphasizes particular and

identifies a phenomenon as viewed by a person in a certain setting.

Research Locale

The study was held at Tagkawayan National High School. This location was selected due to its lack

of gathered information and knowledge, specifically about Stigma on Stress Management which revolve

around Students’ Perception of a mentioned topic. This study was conducted to determine the effectiveness

of educating people about the proper approach to stigma on Stress Management.

Population and Sampling

The researchers will use purposive sampling technique to use as a method in choosing the valid

subject of the study. The participants of this study will be the 6 students each grade in Tagkawayan National

High School.

Subject of the Study

The subject of the study is composed of 6 students each grade level in Tagkawayan National High

School.

Research Instrument

The interview questions were the instrument for this study and would be the primary method of

obtaining the data required for the investigation. The research interview consisted of the question tackling

about the Students’ Perception to Stigma on Stress Management in Tagkawayan National High School.
 Chapter 4

Presentation, Analysis, and Interpretation of Data

This chapter is a discussion of the presentation, analysis and interpretation of data related on the

Student’s Perception to Stigma on Stress Management in Tagkawayan National High School.

Age, Sex, Grade Level

Table 1

The Demographic Profile.

Respondents Age Sex Grade Level

Student A 13 Female 7

Student B 14 Male 8

Student C 15 Male 9

Student D 17 Male 10

Student E 18 Male 11

Student F 18 Female 12
Table 2

Student’s perception to stigma surrounding stress management.

Subject Answer Code and Category

Student A “It is associated with emotional reactions Shame and Anxiety

Shame and Anxiety

“Stigma often comes from lack of understdanding

Student B Lack of understanding or fear

“Ano siguro kasi kaya nasstress kasi nga may mga

problema tayo katulad sa academic, minsan hindi
Student C natin nahahandle yung problema kaya tayo Academic Stress
nakakaranas ng ganiyan.”

“Napapansin ko talaga na may stigma around stress

management. Nakikita naman natin na dini-disregard
ang mga problema ng tao if sasabihin mo na Disregarded by society
"wait lang, stressed ako. pahinga lang ako" tapos
Student D
Pipilitin ka pa rin nila na gawin itong certain thing na
ito.”

“Some people are able to deal with stress in a healthy

manner because they can freely ask for help, while for Stress is considered as a weakness
Student E others, it may be difficult since seeking aid would be
considered a weakness or "kaartehan" by other people.”

“May mga instances kasi na imbis magsabi sila or

humingi ng tulong, ang gagawin nila ay manahimik na
lang kasi may mga tao, especially mga matatanda na Generational Gap
ang tingin sa mga ganong bagay ay kaartehan.”
Student F

Table 2 shows the perception of students to stigma around stress management. Stress is associated with shame and anxiety
that comes from problems at academic and people choose to disregard their problems because of the instances because of
generational gap. As stated to (Kessler et al., 2015) study, students may perceive stigma associated with seeking help for stress
management, fearing judgment or negative labeling from their peers or faculty. This fear of stigma can act as a barrier to accessing
support and seeking appropriate assistance.
Table 3

Common stereotypes or misconceptions about stress managements.

Subject Answer Code and Category

Student A “Common stereotypes or misconceptions about Neglecting their own health.

stress management is thinking that its good not
being able to maintain good nutrition.”
Assumptions about the group they
“Assumptions about individuals based on the belong.
Student B
presumed qualities of the group they belong to.”

“Ang maling pagtingin nila ay masyado nila

People easily judge individuals
agad jinajudge yung paghahandle ng stress ng
who manage their stress.
isang tao kahit hindi naman nila totally alam
Student C na yun yung way nila.”

“Ang pinaka malaking misconception about stress

management is iniisip nila na drama lang yan and wala Mocking how people on how they
lang raw yung kina-sstresan mo. Minamalit lang nila manage their stress. Stigma.
ang mga trina try na mag manage ng stres nila.”

Student D “As I previously stated, some people believe that

those who seek help with stress management are Defining people who manage their
weak, or "nag-iinarte." Others may also see stress stress as weak or “maarte”. Also,
management as an excuse to avoid responsibilities, they use this as an axcuse
be lazy, and just relax in life. Another stereotype
is that it is just a waste of time and impractical.”
Student E
“Siguro yong mga common na stereotypes ay
yong kapag nastress ka ibig sabihin non maarte ka,
mahina ka, at wala kang pananalig sa Diyos.” False perception and accusation

Student F

Table 3 shows the common stereotypes and misconceptions for the students about stress management. People easily judge and mock
individuals who manage their own stress and the assumptions about the group they belong to. According to (Corrigan et al., 2014) study, stigma
can influence the coping strategies students choose to employ when managing stress. Students may avoid seeking help altogether, relying solely
on self-management techniques due to concerns about being stigmatized.
Table 4

Discussing or addressing their own stress levels.

Subject Answer Code and Category

Student A “It affects my willingness to address my Urge to keep their expression only
stress level because it makes me think that it's for themselves.
just a misconception or maybe I'm just mistaken.”

“It affects of how I manage my own problems, Lack of self- confidence.

Student B
and it also affects on how I speak in public.”

“Nakaka apekto yun kasi nahihirapan tayo, kailangan

Having trouble to express their
din natin na maayos yon kasi hindi naman natin
side.
Student C kailangan ikeep yung stress.”

“Medyo nakukulong yung willingness ko magsabi

tungkol sa stress ko, kasi natatakot akong sabihan na
madrama lang. Although I have friends na okay lang Trust issues.
na mag open ako pero I can't really say the same with
Student D
others.”

“I don't think the stigma associated with stress

management affects my desire to communicate or
handle my personal stress levels in any way since I Healthy environment has a huge
don't normally care or listen to what other people say impact to someone’s self-esteem.
about my experiences. In addition, I am surrounded by
individuals who are open-minded and understand how
tough it is to experience and handle stress.
Student E
“Mas pipiliin ko na huwag na lang iaddress yong
ganong bagay kasi nga ayaw kong majudge rin ng
ibang tao, ayaw ko na may masasabi sila sa akin na
hindi maganda, na kesyo ang arte-arte ko, na maayos
naman buhay ko, kumakain ng tatlong beses sa isang
araw, anong ikaka-stress ko. Syempre kung ganyan
yong maririnig mo, sino ba namang gaganahan na Scared of others perspective.
humingi ng tulong di ba?”
Student F

Table 4 shows how stigma affects to student’s willingness to discuss or address their own stress levels. They chose to keep it to themselves
rather than telling it to the other people with the fear of being stigmatize.
Table 5

Experiences about managing their stress.

Subject Answer Code and Category

Student A “No” No

“I managed my own stress by not looking Removing negative thinking.

Student B at the bad side, because if you only focused on
the bad side it will do nothing to your future.”

“Oo naman. Sa pamamagitan ng paglalaro,

Student C By playing.
mobile games, basketball, ayon.”

“Yes. I managed my stress before. Ginawa

ko siya sa pamamagitan ng pag-open up and
letting my friends help me to reduce my stress. Through friends
Student D Like just this week, my nangyaring masama with
my relationship that didn’t end well, I was stressed
but my friends were helping me to release some stress.”

“Yes, I have dealt with stress in the past. The first thing
I do is identify what causes my stress. Then I practice
my coping mechanisms. In addition, I express and
share my emotions with my friends, who understand Healthy Management.
and support me, and never let me feel that I am alone in
my experiences.These activities enabled me to relax
Student E
and refocus on the tasks I needed to accomplish in
order to overcome the stress I was feeling.”

“Yes na yes po. By talking with my friends, since

super trusted ko sila.”
Through friends.

Student F

Table 5 shows the experiences of the students’ about managing their stress. Majority, managed their stress by confiding with their
friends. Some Along with that, (Coiro et al. (2017) study, coping mechanisms play a crucial role in connecting perceived stress and stressful life
events to the development of mental health problems. Students who perceive higher levels of stress are more likely to experience anxiety,
depression, and physical symptoms like somatization.
Table 6

Someone being stigmatized for managing their own stress.

Subject Answer Code and Category

Student A “No” No

Student B “One of my witnesses is my friend by managing Can’t handle it properly

her own stress, she can't take care of it yet”

“Oo naman. Sa pamamagitan ng paglalaro, Several.

Student C mobile games, basketball, ayon.”

“Yes, nakwekwento ng friends ko dati na pag

Being open to someone.
nag oopen up sila and nasasabihan na "drama
Student D
lang yan" and other things na hindi dapat sinasabi
sa isang tao na stressed.”

“Yes. From the examples that I’ve stated earlier,

it shows how society negatively reacts to stress
management and this social stigma are always attached
to them, even if it is not prevalent in some YES.
communities’ social groups. This social stigma comes
Student E
from the lack of education and awareness about this
certain subject.”

“Yes. Nasabihan ng baliw iyong kakilala ko just

because nanghihingi siya ng tulong about sa pagm-
manage ng stress niya.”
Speculation.
Student F

Table 6 shows that students witnessed a lot of situations about stigma on how people manage their own stress. The students witnessed
how people have been stigmatized by only seeking for help.
Table 7

Social stigma attached to stress management.

Subject Answer Code and Category

Student A “Uhm, yes po. I do think na nag coconnect po Stigma.

siya since some people have their own perception
and sometimes mali po yon na nagllead to
stigmatization.”

“Yes, and one of example of this is racism,

Student B Racism.
experienced by first nations.”

“Oo sa tingin ko. Dahil iba iba ang paningin ng Different perspective.
tao, yung iba nasstigmatized nila, yung iba naman
naiintindihan nila.”
Student C
“Yes, we live in a society na old school and hindi
naniniwala sa mental health things. Sasabihan ka
na madrama pero nakikita ko naman na nagiging Stigma.
Student D
progressive tayo.”

“Yes. From the examples that I’ve stated earlier,

it shows how society negatively reacts to stress
management and this social stigma is always
attached to them, even if it is not prevalent in some
Stigma.
communities or social groups. This social stigma
comes from the lack of education and awareness
Student E about this certain subject.”

“Yes. Siguro yung sa gender roles and stereotypes,

like kapag lalaki ka dapat hindi uso sayo yang stress,
para bang walang karapatan yong mga lalaki na
magseek ng tulong regarding their stress management
since magpapakita yon ng vulnerability, which is
unmasculine tingnan base sa society ganon.” Stereotypes.

Student F

Table 7 shows the opinions of the student to social stigma attached to stress management. All the student said “yes”. Because some
people have their own or different perceptions that can lead to stigmatization. The way a person sees and deals with stress is important. For
students, understanding stress is crucial for managing it effectively. In a study by Dexter et al. (2018), students agreed that improving one aspect
of their health can positively impact other areas of their lives. They recognized that stress affects different parts of their lives, and by improving
one area, they can reduce their overall stress levels.
Table 8

People react when someone discloses that they manage their own stress.
Subject Answer Code and Category

“Generally, people will be amazed because

Student A some people can't even manage their stress but
Giving advice.
others still can manage it, so the people that
can't manage their stress often try to get some
advice from the people who can manage their stress.”

Vulnerable.
“By handling all of my problem, in the end i ended up
Student B crying”

Stigma.
“Na nag-iinarte lang sila na bakit kailangan pa nila
gawin iyon”
Student C Educated about stress
“I'm surrounded by friends naman na may pake sa management.
mga bagay like this, so medyo na aamaze sila na
namamanage nila yung stress nila and ginagawa nila
Student D ang best nila para makatulong.”

“Based on my experience, it is different depending

It depends.
on who I am with. For instance, when I am with my
friends or with the younger generations, they tend to
listen and understand the situations of the person who is
experiencing stress. But when I'm with older people, it
Student E is more likely that they judge or stigmatize the stressed
person instead of thinking of helping them.”

“May iba na supportive, may mga curious kung ano Different approaches in stress
yong mga techniques na ginagamit nila, may mga management.
naaawa ganon, pero syempre di rin mawawala yong
mga negative reaction like di sila naniniwala, skeptic
ganon.”

Student F

Table 8. shows how people generally react when someone discloses that they manage their own stress. As stated to Sophie Berjot,
Nicolas Gillet et al. 2012. In the past, a stigma was a visible mark placed on certain individuals to indicate their lower status and to warn others
to stay away from them. This mark was associated with moral flaws, illnesses, or the perception that these individuals could be dangerous.
Table 9

Media portrayals regarding stress management.

Subject Answer Code and Category

Student A
“Some media portray stress management in a Advantages and Disadvantages of
very accurate way showing what we can do to social media.
manage it while other medias don't do much research
which make their portrayal inaccurate.”

”Yes, in turn, these feelings negatively affect my It affects negatively.

Student B mood and worsen symptoms of depression, anxiety,
and stress.”

“For me, hindi accurate kasi galing sa media.

Student C Ang media is hindi palaging tama” Inaccuracy of social media.

“Kung social media ay maayos naman pag

poportray nila dito kasi pinaatakbo ito ng mga
tao na sumusuporta dito and kung media in Lacking enough knowledge in
general naman ay masyado syang puno ng mga Stress Management.
Student D old schooled na tao so di sila ganon ka progressive
e so ang pag portray nila dito is "pagdradrama".

“There are many things we can do to reduce the stigma

associated with stress management. First is through
educating people, helping them be aware of what stress
really is and how it affects the lives of people.
We can also reduce the stigmatization by campaigns
and advocacies, stating that stress management is really
Irrational Potrayals by the Media.
important and should be properly handled by everyone.
Student E And of course, each of us should be there for each
other, understanding and supporting everyone in what
situation

“Siguro when it comes sa mga entertainment or mga tv

shows, masyadong exaggerated or unrealistic yong mga
portrayals. May times na yong mga characters
gumagawa ng mga oa na behaviours or kaya
nagkakaron agad ng instant solutions don sa stress nila, Innacurate media portrayals
which is super unrealistic.”

Student F

Table 9 shows that the media portrayals regarding stress management is inaccurate. It said that when it comes to entertainment or tv
shows, it is too much exaggerated. And it proves that the media portrayals is really inaccurate.
Table 10

About on how to reduce stigma towards stress management.

Subject Answer Code and Category

Student A “Educate others, focus on the positive, and be

aware of your attitudes and behavior.” Educate

”Exercise, even if you can't give more than

10 minutes a day, that 10 minutes will help
release tension, up your mood, and help your body stay
Student B Physical Activities
healthy. It's a fact that physical activity does and will
improve your overall health and help decrease your
sress levels.”

“Sasabihin sa kanila na may pinagdadaanan tayo,

Educate
na hindi tayo okay.”
Student C
“Ikalat ang impormasyon na it's not the 90's anymore.
we're progressive. dapat nag aalala na tayo sa mental Giving information
Student D health. Dapat may paki na tayo tungkol sa mga bagay
na to.”

“There are many things we can do to reduce the stigma

associated with stress management. First is through
educating people, helping them be aware of what stress
really is and how it affects the lives of people. We can
also reduce the stigmatization by campaigns and Educate, through campaigns and
advocacies, stating that stress management is really advocacies, and support and
important and should be properly handled by everyone. understand.
And of course, each of us should be there for each
Student E other, understanding and supporting everyone in what
situation they are going through.”

“Siguro ano by having a maayos na media

representation, since halos lahat naman gumagamit na
Appropriate media representation
ng media, if merong maayos na media representation,
magkakaron ng awareness and mas manonormalize
siya.”

Student F

Table 10 shows that there are some ways to reduce stigma on stress management. Through educating, giving information, through
campaigns and advocacies and understanding and supporting each other.
Table 11

Stress management is a serious matter.

Subject Answer Code and Category

Student A
“Yes.” Yes

Student B Yes
”Yes, not all stress is bad. But long-term stress can
lead to health problems.”

Student C Yes
“Oo naman. Seryoso.”

“Of course! in this day and age, ang daming issues na

nakaka stress outside or inside the school. stress Yes
Student D management is the most important skill that an
individual should learn to last in this society.”

“Yes, I do think that stress management is a serious

matter, and each and every one of us should be aware
about it. It is a natural phenomena that occurs within a
human being, and some people might think that it is
Yes
Student E just a small thing but it really isn't. Stress management
does not come alone but there are other things
attached to it, including our mental health and overall
well-being. Thus, in order to maintain balance and live
a healthy life, we must also put importance on stress
management.”

“Yes.” Yes

Student F

Table 11 shows that all the students believe that stress management is a serious matter. For students, understanding stress is crucial for
managing it effectively. In a study by Dexter et al. (2018), students agreed that improving one aspect of their health can positively impact other
areas of their lives. They recognized that stress affects different parts of their lives, and by improving one area, they can reduce their overall
stress levels.
 Chapter 5

Summary, Findings, Conclusions, and Recommendations

This chapter presents the Summary, Findings, Conclusions, and Recommendation of the student’s

perception to stigma on stress management in Tagkawayan National High School.

Summary

This research study aims to explore students' perceptions of stigma associated with stress

management and its implications on their help-seeking behaviors in Tagkawayan National Highschool.

The study employed a qualitative research design involving interviews and focus group discussions

to gather in-depth insights into students' perceptions. A purposive sampling technique was utilized to select

students from each grade level. The six subjects that the researchers have decided were asked open-ended

questions regarding the potential sources of stigma, the impact of stigma on their attitudes towards seeking

help for stress-related issues and its aim to determine the following objectives:

1. How may the profile of the respondents be described in terms of;

1.1 Age

1.2 Sex

1.3 Grade Level

2. How do students perceive the stigma surrounding stress management?

3. What are the possible factors that can affect those people with stress management?
Findings

This chapter presents the summary and conclusion derived in the conduct of the study which is

student's perception to stigma on stress management in Tagkawayan National High School. It also provides

recommendations that can be pursued by the researchers.

The study was conducted at Tagkawayan National High School. The respondents were the students

of TNHS of all grade levels. They were selected using purposive sampling and it employed qualitative

research. Pertinent data were obtained through observation and interviews.

The findings of the study were summarized according to the statement of the problems stated in Chapter 1.

1. Demographic Profile?

Demographic questions in this research include their Age, Sex, and Grade Level. Respondents in this

study has a total of one (1) fourteen (14) years old Female students in Grade 7, one (1) thirteen (13) years

old Male student in Grade 8, one fifteen (15) years old Male student in Grade 9, one seventeen (17) Male

student in Grade 10, and two (2) eighteen (18) years old Male and Female students in Grade 11 and Grade

12. They are selected because they have characteristics that the researchers needed.

2. How do students perceive the stigma surrounding stress management?

Some students say it is caused by problems in schools, some said it is associated with shame and

anxiety, and some said that it is considered as "Kaartehan" and there are instances because of generational

gap.

3.What are the possible factors that can affect those people with stress management?
 Some of the respondents stated that it affects to their willingness to discuss or address their own

stress levels resulting in affecting an individual's ability to manage stress effectively. It also affects them on

how they manage their problems as also their public speaking.

Conclusions

By asking ten questions to the subjects. The researchers found out among the students that almost all

of them receive stigma from other people and from themselves. Furthermore, some people use the "toxic

positivity" which is invalidating and might cause the individual to doubt themselves. Others may see stress

management as an excuse to avoid responsibilities and it is just a waste of time or being impractical. By

promoting a culture that prioritizes mental health and stigmatizes stress management, educational institutions

can empower students to effectively manage stress and thrive academically and personally. Addressing these

stigmatizing beliefs and providing adequate resources and education are crucial steps towards fostering a

positive and supportive environment for the students and the society.
Recommendations

To the adults.

1. Try to have a better and improve own understanding about stress management.

2. Avoid discrimination without knowing the reason behind their agony.

To the students.

1. Educate yourself about mental disorder and stress management.

2. Don’t be afraid to express your emotions.

To the society.

1. Avoid stigmatization about people who manage their own stress.

2. Lessen the standards and expectations.

To the future researchers.

1. Conduct another study that focuses on the study of stress management.

To the researchers.

1. Promote your study to the society for them to have a better understanding.

2. Reflect and take in all the lesson on your study.

 INFORMED CONSENT

Purpose of the Research

The purpose of this study is to look at the students’ perceptions about the stigma around people who

manage stress in Tagkawayan National High School, which can lead to the development of effective

interventions to reduce stigma and improve the general well-being of students on how to manage stress.

Procedure

The research procedures determine students’ and their perception to stigma in stress management, by

asking questions about their beliefs, attitudes and experiences managing it, how to reduce it, and what they

do in different kinds of situation. They should be told where the research will take place, what instruments

will be used, if any, and the conditions involved. At the end of this section, the subjects should have a clear

understanding of what is expected of them.

Duration

The initial study lasted for two months and two weeks. Here, it was explained how the study was

carried out using best practices.

Confidentiality

The information of the subjects from this study will be kept as confidential as possible. No individual

identities will be used in any reports or publications resulting from the study. Only the information obtained

from the effort of the students can be shared with different students, teachers and to our community.
Participation

The participants will have the opportunity to reflect on, share, and become more aware of their

thoughts and feelings about stress management, and to begin to make a change about the students’

perception to stigma in stress management.

Prepared by:

Aliyah Georgia P. Garcia

Research
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