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SY: 2018-2019
of TSCHI
Grade 11-HE-A
STATEMENT OF THE PROBLEM:
Age:
Sex:
Strand:
5. What is the best way to take away the selected grade II students out of the risk of
depression?
The Students: The result of this study may contribute the students in Tanauan School of
Craftsmanship and Home Industries to informed what would be the result for
The Teachers: This study would lift up the understanding in this subject besides they can also be
The Administrators: The effect of this study has a considerable aid to administrators owing to
The Guardians: The review of this study, the guardians need to accompany well their students
to compromise the goodwill of the students in order that to keep away from
depression.
SCOPE AND DELIMITATION OF THE STUDY:
This story the effect of depression will be conducted at Tanauan School of Craftsmanship
and Home Industries. Located at Brgy. Canramos, Tanauan, Leyte. The research participants
(b) How do the students in Grade 11 cope with that kind of depression?
THEORETICAL FRAMEWORK:
In Beck’s cognitive theory of depression (BT; Beck, 1967, 1987), maladaptive self-
schemata that include dysfunctional attitudes, involving themes of loss, inadequacy, failure, and
worthlessness, constitute the cognitive vulnerability. These schemata consist of stored bodies of
knowledge that affect encoding, comprehension, and retrieval of information. Consistent with
become activated following the occurrence of a negative life event, generating specific negative
cognitions (e.g., negative thoughts about the self, world, and future), and lead to elevations of
depressive symptoms. Depression arises as a result of inferences derived from distorted cognitions
and schema-driven processes, whereas the inferences arrived at in nondepressives are based on
depressed than those who do not possess such schemata. In addition, Beck posits that these self-
schemata are typically latent in individuals vulnerable to depression and must be activated by a
relevant stressor to trigger biased information-processing tendencies. The activation of the schema
subsequently influences how the individual perceives, encodes, and retrieves information
regarding the negative life event. Conversely, in the absence of stressful events, depressogenic
self-schemata are hypothesized to remain inactive and not exert significant influence on cognitive
processing. Taking these together, an adequate test of the etiological chain posited in BT requires
that individuals’ depressogenic schemata be assessed prior to the occurrence of stress and the onset
of depressive symptoms in order to examine whether the schemata interacts with negative events
Depression
Behaviors Behaviors
This Conceptual Framework shows that impact among the Grade 11 Students in
Tanauan School of Craftsmanship and Home Industries. Bullying and Family Problems impacts
the whole grade 11 students. It can make the behavior of students feel down, shyness, loneliness,
negative emotions, financial problems and stress. Students who are depressed are also more likely