Chapter One

Introduction

Depression is one of the most widespread diseases across the world and a major

factor in problems of mental health (Sarokhani et al., 2013). The issue of students’

mental health is a global problem that covers all developed and non-developed

societies, both modern and traditional (Bayram & Bilgel, 2008). During their

academic life young people face many contradictions and obligations to succeed,

especially at university (Arslan, Ayranci, Unsal & Arslants, 2009). Also,

university students should make the efforts to embrace new experiences and

changes in social aspects, and in behavioural, emotional, academic and economic

situations (Ginwright & James, 2009). Therefore, it is important to understand

concerns regarding students’ mental health. The mental health problems of

students are widely studied at different educational levels, such as college and

university (Bayram & Bilgel, 2008). A number of studies have indicated a high

prevalence of mental health problems among students, including depression,

compared to the rest of the population (Yusoff et al., 2013). More importantly,

recent studies in this area indicate that the psychological and mental problems of

students continue to increase (Field, Diego, Pelaez, Deeds & Delgado, 2012). For

example, in the United States a national survey in 2005 mentioned that 86% of

university counselling centres noted an increase in serious mental health and

psychological problems among university students (Gallagher, Weaver-Graham &

Tylor, 2008). One of the most prevalent problems of mental health is depression,

which is a serious health problem among the student population (Ibrahim, Kelly,
Adams & Glazebrook, 2013). Moreover, depression has a significant impact on

academic performance, academic satisfaction and academic achievement (Arslan

et al., 2009). A study by Wechsler, Lee, Kuo and Lee (2000) reported that

students with symptoms of depression achieve lower grades and are less active in

the classroom relative to students who do not have these symptoms. The findings

show that depression is a serious problem that requires psychological support for

the.

BACKGROUND TO THE STUDY

Depression is one of the most prevalent problems in the mental health of students

at different educational levels, such as high school, college and university (Arslan

et al., 2009). Previous studies have proposed that psychological morbidity,

particularly depression, is a common disorder among students (Adewuya, Ola,

Olutayo, Mapayi & Oginni, 2006; Dahlin et al., 2005). Studies of psychological

problems encountered by counselling centres revealed that depression was one of

the five most common problems among college students. They highlighted that

depression accounted for 39% of problems, a higher rate than anxiety, problems

with romantic relationships, and the self-esteem of students across different

settings (Erdur-Baker, Aberson, Borrow & Draper, 2006; Green, Lowry & Kopta,

2003). Recently, many studies have been carried out on the rate of depression

among students (Chen et al., 2013). They report that depression is a widespread

problem and continues to increase in the student population (Sarokhani et al.,

2013). For instance, one study stated that the rate of depression varied from 10%

to 40% among university students in Turkey (Ustun & Kessler, 2002). In addition,

Green, Lowry and Kopta (2003) indicated that adult studentsreported higher

levels of symptoms of depression compared to the adult non-student population.

Other studies in this area have also found that the symptoms of depression range

from 27% and over, among students and these symptoms represent the most

common problems encountered by university counselling centres (Mobley, 2008).

Although the prevalence of depression in the student population compared to the

general population has not been well researched. A number of studies have looked

at the rate of depression among particular groups of students. A systematic review

of published studies, from January 1980 to May 2005 about the rate of depression

in Canadian and US medical students, reported higher levels of depression in the

student population compared to the general population (Dyrbye, Thomas &

Shanafelt, 2009). However, based on this study we cannot conclude that the

prevalence of depression in students is higher than the general population. This is

because the study used only Canadian and US medical students, and the sample of

this systematic review only included 40 studies during the period January 1980 to

May 2005. Another recent systematic review reported that depression in

university students is much higher compared to the general population (Ibrahim et

al., 2013). Similarly, according to this study, it cannot be concluded that the

prevalence of depression is higher than the general population because this study

only focused on university students. Additionally, Dahlin, Joneborg and Runeson

(2005) found that the rates of depression in the general population were lower
relative to that of medical students at the Karolinska Institute in Sweden.

Likewise, a more recent study by Haldorsen, Bak, Dissing and Petersson (2014)

found that the prevalence of depression among Danish medical students was

remarkably higher than the Danish population as a whole.

STATEMENT OF THE PROBLEM

The overall research problem addressed in this study is that despite many

remedies of care in the special education area thus filled in by the

multidisciplinary team such as the special student of SHS Department, little has

been done to analyze and reduce the effects of depression among senior high

school Students . This is a serious problem that ought to be addressed particularly

when put into consideration that there is an increase of depressive behaviors

among the mentally challenged and therefore an urgent need for effective

activities encompassing both academic and community participatory

programmers. Depression is also documented as one of the most common reasons

for frequent absenteeism at school among these individuals in learning

institutions, with about 2 in 6 children leaving school each week as a result of

frustration, anxiety, poor coping mechanism and poor communication skills

(McCall,2006). Nevertheless, the effects of depression on school retention and

performance have hardly been analyzed. If the issue of depression among senior

high school student is not faced with seriousness it deserves and its increase raises

more, opportunities that would have otherwise been available for them to advance
academically will become a shattered dream. This in the long run will make it

difficult for the mentally retarded to cope in almost all aspects of life. Therefore,

the effects of depression that are faced by students ought to besought as well as

suggesting to the relevant school management system to try and reduce some of

these effects.

Student Gender and Depression

It can be expected that, in general, the prevalence of depression in females is

higher than that of males in the general population (Piccinell & Wilkinson, 2000).

Nelon-Hoeksema, Larson and Grayson (1999), in their study on gender

differences of depression, reported that the reasons for these differences remain

unclear, whereas gender differences in depressive disorders are well documented

in many studies. More specifically, a twin study in this area has shown that there

is no relationship between gender difference in depression and genetic risk, and

that factors are more likely to relate to environmental aspects, namely family

history, social support, economic situation and life events (Tenant, 2002). In

reviewing the findings of gender differences of the prevalence of depression in

students, the empirical studies have reported different results. The majority of

these studies have found that gender is a major factor with regard to depression

among students. Several recent studies about have shown that there was no

difference in the rates of depression in male and female students. That means that

gender does not play a role in the rate of depression. For example, a recent study
(Byaram & Bilgel, 2008) on the prevalence of depression in Turkey has shown

that there was no difference in the score rate with regard to depression in male

and female university students. Other recent studies by Arslan et al. (2009) and

Rosal, Ockene, Barrett and Hebert (1997), on the prevalence of depression in

university students, have found that there was no significant difference between

the sexes. Additionally, a more recent study (Yusoff et al., 2013), on the

prevalence and factors related

PURPOSE OF THE STUDY

The purpose of the study is to identify the effects of depression among senior high

school students thus laying out how they live with it as far as their needs are

concerned. In addition the study is seeking to identify measures that could aid in

the reduction of the effects.

OBJECTIVES OF THE STUDY

1. To identify the effects of depression among senior high school students.

2. To find appropriate strategies that would help reduce depression among senior

high school students.

STUDY QUESTIONS

1. What are the effects of depression faced by students?

2. What are the appropriate strategies that would help to reduce depression among

senior high school students?

SIGNIFICANCE OF THE STUDY

At the time when the empowerment of persons with disabilities is taking a central

stage both at global and national levels, and when the effects of depression among

senior high school students is still unresolved, any study that addresses such a

problem would be of great importance to students of special education and the

community at large. It is hoped therefore, that the findings of this study may

contribute to the general body of knowledge on the effects of depression among

the mentally retarded and the measures used to address such factors.

DELIMITATIONS OF THE STUDY

The study will target Don Carlos Polytechnic College. The target group will be

student of SHS Department. The reason to target these schools is that it is easy to

locate the participants on the ground that the researcher has developed a close

interactive relationship with them. In addition, the schools represent different

academic and social aspects or rather behaviors of students with mental

retardation hence leading to a well-articulated understanding on the effects of

depression among senior high school students.

LIMITATIONS OF THE STUDY

Among the many obstacles or rather limitations that are likely to be faced by the

researcher includes factors such as finances, time and becureatical tendencies. In

the light of finances, a number of issues ought to be addressed with adequate

monetary fund’s however issues such as transportation which was used to reach

respondents, photocopying and printing out of materials such as questionnaires

and other general stationary needs posed to be a challenged in carrying out this

research due to inadequate financial funds. The other limitation is that of time

which may limit the researcher as the researcher was engaged or rather committed

to other works which required equal attention as this research. And lastly, we

provide all the expenses. All in all, the various constraints which may be

experienced by the researcher will not cause the research to be unsuccessful,

where possible will take advantage of these limitations to ensure that the research

becomes a success hence the study will bring forth the purpose of carrying it out.

OPERATIONAL DEFINITIONS OF TERMS

In this study, the key concepts have the following operational definitions.

 Depression – refers to a mood disorder characterized by sadness, feelings

of guilt, changes in sleep, appetite and motor behavior and sometimes

thoughts of suicide
 CHAPTER TWO

LITERATURE REVIEW

Depression is defined as psychiatric disorder and the common mental illness of

present century which is known as psychiatric cold. Depression has negative

effects on our behaviors such as loss of interest, productivity, and social contact.

the 11 th leading cause of death is suicide in United States Suicide, which occurs

approximately every 16 minutes and Psychiatric disorder have diagnosed at the

time of their death in almost all the people who commit suicide [3-5]. Through

positive mood we feel good, which this has positive consequences and motivate

us to do what we needs [6]. When an infant is separated from a primary

attachment figure, as in the Harlow studies of rhesus monkeys, the result is not

commonly despair and passivity, immune system is also get harm, which lead

toward depressive illness [7]. History of separations, rejections, and insecure

attachments can be associated with depressed people [8-10]. As we noted earlier,

however, people with a history of happy and secure attachments may also fall into

prolonged depression because of the loss of a beloved lifelong partner [11]. When

depressed and non-depressed people asked to recall happier times, non-depressed

people cheer up. But depressed people feel even worse, as if the happy memory

makes them feel that they will never be happy again [12]. Depressed people

exhibit a negatively explanatory style than non-depressive people. Depression is

linked with a negative, pessimistic way of explaining and interpreting failure.

Stressed caused negative emotions may have various effects on health. This is

especially so far depressed or anger prone

 EFFECTS OF DEPRESSION AMONG SENIOR HIGH SCHOOL

STUDENTS

Depression is life changing. There is no other way around it. It is a debilitating

condition that affects you, your family, and your friends. But for some reason or

another, most people with mental retardation that have depression do not seek

treatment, feeling instead that they are not worth the trouble, or not wanting to

admit that there is something wrong, even when most people with depression find

at least some relief with very little effort. Although the symptoms vary from

person to person, a lot of the intellectual disabled suffering from depression often

reports a feeling of hopelessness, of walking through life without a purpose. Even

things that used to bring them joy, such as family or friend s, they’ve lost interest

in, as well as suffering from sleep disturbances such as insomnia, or waking up

frequently in the night (Passer Et al, 2003). It can become increasingly worse with

time because each day of missed class or time away from your family can send a

lot of people into a spiral of thought of failure and worthlessness causing them to

become a recluse, and only worsening their feelings of loneliness. Depression can

be especially cruel in that it doesn’t affect just the intellectually disabled but

everyone around them, too. Someone who is depressed can be very difficult and

draining to deal with. What makes this so cruel is that as a depressed child with

mental retardation’s relationships becomes strained to the point where others

actively avoid having anything to do with them(Davis and Palladino, 2004). This

further contributes to a worsening self-image and makes the person feel even

more isolated, intensifying the depression. Additionally, research has shown a

strong correlation between depression and poor academic performance and

overall poorer quality of life. It is well accepted that negative emotional states in

school-going children and adolescents with mental retardation effect many

aspects of educational achievement and decision making. One of the ways that

this link is being understood is through the portal of working memory deficit.

Working memory deficits often coincide with depression, and could be the

underlying issue perpetuating negative emotions by causing poor academic

performance and poor decision making (Goldstein, 162).Basically, depression

effects the Childs academic progress in that, most of the students recognize that

they are behind others of their own age. With this, some may loss interest in

academics, withdraw, and get frustrated or anxious (Clouston, 1883). Though

many may be depressed, these students might not have enough language skills to

talk about their feelings, as their depression may be shown by new problems for

instance in their behavior. Mainly students are depressed due to poor

communication skills, poor coping mechanisms, and physical illness, genetic

conditions as well as environmental factors such as low self-esteem due to

mockery from other children and adults hence becoming more depressed as the

ability gap between them and their peers continues to widen and becomes more

apparent (Stavrakaki and Lunsky, 2007).Educationally, depression affects

students to be liable to be slow and less productive, to be indecisive, uncertain and

to make more mistakes, poor concentration as well as an increase in stereotypical

behavior (Reiss and Benson, 1984). Socially, they lack interest in their family and

friends and will be unable to enjoy their company and shared activities and to
participate in family life. They are unable to demonstrate affection for loved ones,

they will tend to avoid friends and social gatherings and be unable to derive

satisfaction from hobbies and leisure interest (Reiss and Benson, 1984).About 10

to 40% of students with mental retardation also have a mental health disorder. In

particular, anxiety and depression are common, especially in students who are

aware that they are different from their peers or who are maligned and mistreated

because of their disability. This often leads to behaviors that are related to specific

frustrating situations compounded by unimpaired ability to communicate and

control impulses; they then may be gullible and easily take advantage of or led

into minor misbehavior (Reynold and Barker, 1988). However a sample of 42

students showed that 38% thought about killing themselves while nearly 5%

wanted to do it (McCall, 2006). It is to the very lack of understanding of

depression and failure to recognize and treat this disorder by the multidisciplinary

team in school set ups that costs the lives of students as well as leading to frequent

school dropouts. The mentally retarded children or adolescents with depression

make less effort to participate in group activities or maintain friendships. They are

often less friendly and outgoing. They may question other people’s interest in

them. They feel it is not safe to trust people, especially with their sadness. They

may not acknowledge their feelings even if asked. Students with depression,

especially those with learning difficulties, tend to see themselves as more socially

inept than they actually are and decide that it just is not worth the effort to try to

engage others socially (Lunsky,2004). For instance, when cooperative learning

groups are formed, they wait passively to be placed or even resist being placed in
a group. Problems with school attendance, such as school refusal, school phobia

or chronic cutting classes can be a signal that students are depressed, particularly

if this is a new behavior (Goldstein, 1962).Typically, the mentally retarded

students with depression have difficulty concentrating and making decisions.

They are likely to have difficulty maintaining the attentiveness necessary for

learning (McCall, 2006). As a result, they have problems processing information

and retrieving it. Language learning, especially in younger children, and

mathematics learning are commonly affected. Students have a difficult time trying

to decide how to complete a complicated project, such as an essay (McCall,

2006). Teachers may thus be concerned that students are daydreaming. They do

not complete assignments or homework and do not put forth a good effort. Their

marks decline and this exacerbates feelings of worthlessness that they are

experiencing.

GENERAL CONSIDERATIONS FROM THE LITERATURE

The occurrence of depression in people is not a late-20th century phenomenon.

Reports were first published in the 1800s describing the existence of depression in

individuals with intellectual disabilities (Clouston, 1883). However, as we enter a

new millennium, the appropriate diagnosis, assessment and treatment of

depression, will become the focus of considerable concern for all professionals

working in this field. With recent national trends towards de-institutionalization,

referral of individuals to psychiatrists to 'rule out a possible depressive illness' and

to 'advise about further treatment' will increase. It remains essential for all

psychiatrists to continue to improve their diagnostic skills to better manage

depressive episodes and, where possible, to learn how to prevent a future relapse

(Reynold and Miller, 1985). This review highlights the important presentation and

management issues relating to depression in the field of mental retardation.

psychotherapy and behavioral therapy may enable underlying psychological

factors to be explored. This applies in particular to individuals presenting with

self-harm/suicidal behavior (Reynolds and Miller, 1985). Such treatments can be

used along with a course of antidepressants. Antidepressants can often lift mood

to allow a person to work more effectively in the other treatments. To date,

limited research is available, but case reports have been published demonstrating

the effectiveness of non-pharmaceutical therapy for school going students and

depression (Clouston, 1883).Additionally, professional intervention for the

assessment and appropriate management of a depressive episode is important.

However, care givers and non-health professionals have significant role to play.

Maintaining the daily routine and contact with friends can allay feelings of

helplessness, as well as the encouragement of activities which the students

previously enjoyed can contribute to improving self-esteem (Lunsky, 2004). The

multidisciplinary team should gently continue to encourage eating and

maintenance of appetite and weight, as with the general population, can benefit

from maintenance therapy. If no intervention is made, these consequences can be

particularly profound, however, in our society; the parents of mentally retarded

children face some special problems. They bother about their children’s physical
and emotional problems. Also social adjustments of these children place heavy

demands in the society, and as the children grow older, problems regarding

physical health, schooling and placement crop up (Ratchic, 1963). Keeping all

these problems in the forefront, psychologists suggest parental counseling

services. Home training services with community sponsored educational training

programmers must be provided to the mentally retarded children (Reynoldand

Miller, 1985).Students need to be encouraged to build a network of support from

parents, teachers, and friends. As much as they are able, they need to let people

know how they are doing. At school, they may choose a respondentsto be an

advocate to assist them in communicating with their other teachers. If an outside

mental health professional is involved, appropriate permission should besought

from parents and students, depending on their age, to have this person talk to

school staff (Reynold and Miller, 1985).For severely depressed students, little is

motivating and it is difficult for them to keep up with the rest of the class. Until

the treatment starts to take effect, it is important to demonstrate acceptance and

focus on students’ accomplishments (Stavrakaki and Lunsky, 2007). Goal setting

helps give direction to people’s lives. When students are depressed, the goals may

be short term, even one day at a time, in order to be manageable. This works even

if the goal is simply to get to school on time. If they have not been getting to

school regularly, this is a big accomplishment. In consultation with a mental

health professional from outside the school or a school counselor, teachers can

reinforce counseling strategies in the classroom such as coaching students to use

positive self-talk in that when people are depressed, this self-talk tends to be
negative, and to stop this, Students can be helped to practice using self-talk that

replaces negative beliefs with ones that do not reinforce negative thinking such as

“It’s OK to make mistakes!” (Reynold andBarker,1988). Generally, this gives the

students some structured programmed of sensory and language stimulation that

emphasizes achievement, motivation, problem solving skills and interpersonal

relations, which is imparted to the students daily. Additionally, early intervention

programmed such as intensive work with parents to teach them how best to

facilitate children’s development. Most research on these has shown short term

improvements in academic achievement and adjustment, but the longer term

benefits are less certain and may depend on the characteristics of the child and

family and the duration, intensity and timing of the intervention

(Reynold and Barker,1988). There have been advances in the educational and

behavioral technologies that enable people with intellectual disabilities to develop

skills.
 CHAPTER THREE

RESEARCH METHODOLOGY

RESEARCH DESIGN

The research design which used in this study is the case study. The study aimed

at collecting information from respondents on their views in relation to the effects

of depression among school going students. The researcher used both primary and

secondary data, in that primary data was obtained using questionnaires and

interview guides while secondary data was found from the internet, journals and

books.

STUDY POPULATION

The targeted population that was used in the study will consist of students in SHS

Department.

STUDY SAMPLE

The sample size will be Thirty-five (40) respondents. The questionnaires will be

distributed twenty (20) Females, and twenty (20) Males students who suffered

depression will be interviewed using the interview guide.

SAMPLING PROCEDURE

The type of sampling technique that will be used in this study is the probability

sampling which will require that the researcher divides the population into

subgroups from which to collect the data. The sub groups in this case are from

which the researcher will use questionnaires and interview guides to collect data,

basically stratified random sampling will also be applied when using the three

types of questionnaires directed to different groups in order to have or collect

efficient data from the appropriate personnel.

INSTRUMENT FOR DATA COLLECTION

The instruments that will be used for the collection of data are the questionnaires

as well as the interviews. The questionnaires will be used because they allow for

enough time for both the researcher and the respondents to attend to the questions

in good time. The other justification for the use of questionnaires is that the

selected population is knowledgeable to an understandable extent of the problem

making the questionnaires appropriate for the study. Interviews are going to be

used in order to supplement the information that will be collected from the

questionnaires.
PROCEDURE FOR DATA COLLECTION

After been granted a research permit, the questionnaires were administered to all

the respondents by the researcher. When the questionnaires were completed, they

were collected. However time was allocated to the respondents who got the

questionnaires in order that they answer the question in good time and with ease.

Questionnaires were asked to the perspective respondents after setting up a

meeting with them this was because of their busy schedule.

DATA ANALYSIS

The analysis of Data for this research was done using computer software called

SPSS statistical package for the social sciences. The reason for using SPSS is

because it offers a comprehensive solution for reporting, modeling and analysis of

data. The software is user friendly in the sense that it can automatically convert

data into statistical charts, graphs, percentages, and tables to determine tendencies

in response pattern. Moreover, SPSS is also systematic and accurate in analyzing

data.
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THE IMPACT OF DEPRESSION AMONG SENIORT HIGH SCHOOL

STUDENTS IN DON CARLOS POLYTECHNIC COLLEGE

Leader:

Naranjo, Ronel D.

Members:

Andoy, Joshua

Catolico, Jether

Gandillo, Gracedio

Tajanlangit, Fel Justine

Ulpinado, Kimberly G.
Performance. The implication of the finding is not to disregard mental health

issues; rather, it is possible that these students are more difficult to reach due to

less visible symptoms and/or succeeding academically. Knowing that this

population could be silently suffering makes it imperative for SHS department to

implement programs such a SOAR that reaches out to students who may not seek

support or show signs that they are experiencing difficulties due to various

stressors during this development transition. Considering limitations of this study,

further investigations Is needed to validate these findings.