THE EFFECT OF DEPRESSION ON THE SUICIDAL THOUGHT OF THE

SENIOR HIGH SCHOOL STUDENTS

A Research Paper Presented To

The Faculty of Humanities and Social Science

Sindangan National High School

Dapaon Sindangan Zamboanga Del Norte

In Partial Fulfillment

Of The Requirements For The

Introduction To Research

By:

Group-1 Poseidon

Lawas, JesselKaye

Alas, Sam Angelic

Malunes, Romeo Anthony

Catubay, Jaydy Clare

Aninon, Gerald

Rulida, Mary Hasel

Nonong, Karen

Bula, Aliros

Estabas, Nikka

Quiban, AustineJhon

Jarabe, Janyn
 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

Depression disorder is the most common and pervasive mental disorder

worldwide. Depression is a condition in which a person feels discourage, sad,

hopeless, unmotivated or disinterested in life. Losing a loved one, financial problem,

school problem, family problem and failures are some of the causes. Depression is a

common and serious medical illness that negatively affects how you feel, the way

you think and how you act. Depression causes feelings of sadness and/or a loss of

interest in activities you once enjoyed. The term depression was derived from the

Latin verb deprimere, "to press down". From the 14th century, "to depress" meant

to subjugate or to bring down in spirits. It was used in 1665 in English author

Richard Baker's Chronicle to refer to someone having "a great depression of spirit",

and by English author Samuel Johnson in a similar sense in 1753. The term also

came into use in physiology and economics.

An early usage referring to a psychiatric symptom was by French psychiatrist

Louis Delasiauve in 1856, and by the 1860s it was appearing in medical dictionaries

to refer to a physiological and metaphorical lowering of emotional function. Since

Aristotle, melancholia had been associated with men of learning and intellectual

brilliance, a hazard of contemplation and creativity. The newer concept abandoned

these associations and, through the 19th century, became more associated with

women. This disorder if cannot be controlled it leads to a person think negative

thought such as suicidal thought.

 The researchers focused on The Effects of Depression and to find out if it

have a significant effect on the Suicidal Thoughts of the Senior High School

Students.

THEORITICAL FRAMEWORK

Cognitive Theory of Depression

Aaron Beck (1960) developed the cognitive theory of depression that outlined

that man negativity develops a dysfunctional beliefs are mainly the cause of

depression. There is a direct relationship between the level of depression and the

severity of the negative thoughts. If an individual keeps having negative thoughts

the level of depression will therefore grow. Beck establishes three main dysfunction

beliefs themes that dominate depressed people’s thinking these are the following:

i. I am inadequate

ii. All of my experiences results in defeats or failures,

iii. The future is hopeless

These three themes constitute the cognitive triad. Aaron Beck believed that

the cognitive triad could illustrate the manner in which depression developed. He

noted that depressed individuals tend to pay only selective emphasis some areas.

These may lead to depression. On the other hand, it is noted that the thoughts

process can only develop as a result of social expectations and system of belief. For

instance, the cognitive triad establishes that a depressed individual tends to believe

that they are inadequate, failures as well having a hopeless future. An individual

may harbors these feelings as a result of activities that they involve themselves in. if

these activities are not effectively carried out an individual will in turn have feelings

of failure and inability.

Sociological Theory of Suicide

The second theory we will look at is the sociological theory of suicide. The

sociological theory of suicide was developed by Emile Durkheim in 1867. Durkheim

believed that the social forces around an individual affect the overall suicide rate.

The sociological theory outlines that areas with high social forces have higher

possibility of an individual committing suicide. Therefore, the sociological theory

simply establishes that the main causes of suicide in the society were a result of

social pressure.

According to Durkheim (1951), “the risks of suicide are higher when society’s

influence 0ver the individual is either excessive or insufficient. This means that when

an individual is highly integrated and an expected outcome is not produced the

individual may either feel alienated.

This study is supported by theory of the model on the effect of depression

and anxiety by Wolpe’s (1986) the direct effects model, where the mental health

condition directly affect student outcomes without through mediating variables: the

mediated effects model, where the mental health condition indirectly affect students

outcomes through mediating variables and the reciprocal effects model where the

teacher set a deadline of the difficult activity task of the students may triggered and

cause depression and anxiety that would affect their thoughts to commit suicide.

Consequently, teachers have a critical role to play in helping students and also give

the students a hard time to study of the different difficult task so that the students

will improve the nature instinct. According (Vygotsky) ZDP is a measure of

development that only took at learner’s independent ability. Through maturity of the
student can governs personal responsibility, shared communication, openness to

new ideas, and ability to find solutions to the problems.

STATEMENT OF THE PROBLEM

This study focused on The Effect of Depression on The Suicidal Thoughts of

Senior High School Students Year 2021-2022 at Sindangan National High School.

Specially, it aims to answer the following questions:

1. What is the profile of respondents in terms of?

a. Age

b.Gender

2. What are the effects of depression on the suicidal thoughts of the senior high

school students?

3. Is there a significant effect of the depression on the suicidal thoughts of the

senior high school students?

HYPOTHESIS

Ho: There is significant effect of the depression on the suicidal thoughts of

the senior high school students.

SCOPE AND DELIMITATION OF THE STUDY

This study focused on The Effect of Depression on the Suicidal Thought of the

Senior High School Students. The respondents are from Humanities and Social

Science (HUMSS), Accountancy Business and Management (ABM), and Science

Technology Engineering Mathematics (STEM) students and its strand consist 10

participants, 5 male and 5 female so all in all is 30 participants. Suicide had been

seriously considered by 26.3% of the students, while 12.9% had made a suicide
plan and 3.8% had attempt suicide. Major risk factors related on depression and

anxiety were physical or emotional abuse by the family, and high educational stress.

SIGNIFICANCE OF THE STUDY

The studies explore the Effect of Depression the Suicidal Thought of the

Senior High School Students including the causes and prevention or avoid the said

problem. Moreover, the result of this study will be beneficial to the Senior High

School Students and also to the Teachers, Administration and more. It will help and

give to all students an awareness about the focused topic may start to control it.

Through this research impacts and preventive measures could be possibly

discovered. The result of this research could lead to a better understanding about

the Effect of Depression on the Suicidal Thoughts of the Senior High School

Students, which would encourage all students to know their limitation and do not

pressured much themselves on their studies and other works, to avoid stress that

leads to depression and anxiety.

CONCEPTUAL FRAMEWORK

The following concept shows the dependent and independent variable on The

Effect of Depression on the Suicidal thought of Senior High School Students.

Independent Variable Dependent Variable

Depression It’s Effect on the Suicidal Thoughts of

Senior High School Students

The purpose of this research was to explore the mental health and well-being

of the senior high school students in SNHS. Especially this study investigated the
factors that impact depression among the senior high school students. Among the

senior high school students stress is hypothec-sized to be positively associated with

depression while social support and self-esteem are hypothec-sized to be negatively

associated with depression.

DEFINITION OF TERMS

Frustration: the feeling of being upset or annoyed, especially because of inability

to change or achieve something.

Worthlessness: is a state of being unimportant and useless.

Irritability: involves feelings of anger or frustration that often arise over even the

smallest of things. While irritability can be normal and everyone experiences it on

occasion, it may also be an indicator of an underlying condition.

Sadness: the condition or quality of being sad.

Anxiety: It means fear or nervousness about what might happen.

Anxious: The showing fear or nervousness

Cognitive theory: The idea that how and what people think leads to the arousal of

emotions and certain thoughts and beliefs lead to disturbed emotions and behaviors.

Confront: It means to oppose or challenge (someone) especially in a direct and

forceful way.

Depression: It means a serious medical condition in which a person feels very sad,

hopeless, and unimportant and often is unable to live in a normal way.

Disorder: It means an abnormal physical or mental condition.

Hampered: It means to slow the movement, progress, or action of someone or

something.

Instinct: It means something you know without learning it or thinking about it.
Pervasive: Existing in every part of something: spreading to all parts of something.

Rampant: It means growing quickly and in a way that is difficult to control.

Suicide: It means the act of killing yourself because you do not want to continue

living.

Triggered: It means something that causes something else to happen.

Underachievement: It means someone (such as a student or athlete) who does

not perform as well or work as hard as he or she can.

Sympathetic: It means having or showing support for or approval something.

Unabated: It means continuing at full strength or force without becoming weaker.

 CHAPTER 2

REVIEW AND RELATED LITERATURE

FOREIGN LITERATURE

DEPRESSION AMONG STUDENTS

A Nigerian study by Adewuya et al. (2006), about the prevalence of

depression among university students, found the rate of depression among Nigerian

students was only 2.7%. This is much lower compared to the rate of depression

among Nigerian outpatients visiting general clinics (25%), or compared to an older

population sample (over 60 years) (18.3%) in western Nigeria (Uwakwe, 2000).

Another study (Rosal et al., 1997) stated that the level of depression in the general

population was approximately the same as medical students at the University of

Massachusetts. Additionally, a recent study on depression in Chinese university

students by Chen and his colleagues (2013) concluded that the prevalence of

depression was similar to that of the non-student population in the Chinese city of

Harbin. Over recent decades, a large number of studies have been conducted on

the rate of depression in medical students (Dyrbye, Thomas &Ahanafelt, 2005).

Recent studies (Sidana et al., 2012; Dahlin et al., 2005; Dyrbye et al., 2006) have

reported that the rate of depression in medical students is higher than that of the

general population. In the literature it can be clearly seen that medical students, as

subjects, cover most of the studies about the prevalence of student depression.

Studies highlight that the rate of depression in medical students shows a higher

score relative to students of other degrees (Yusoff et al., 2013). Studies about the

prevalence of psychological distress among medical students indicated that the rate

of depression students at different medical institutions in different countries ranges

between 7% and 26% (Sidana et al., 2012), whereas at 39% among Indian medical

students it is a serious problem for students in India (Vaidya &Mulgaonkar, 2012,

cited in Sidana et al., 2012). A study in the United Kingdom reported that

approximately one-third of medical students (first-year) have mental health

problems of depression and anxiety (Guthrie et al., 1995 cited in Dyrbye, Thomas

&Shanafelt, 2005). Other studies have mentioned that 12% of medical students in

the United Students have serious symptoms of depression measured by DSM III

standard (Zoccolillo, Murphy & Wetzel, 1986). Compared to law students, Canadian

medical students recorded higher rates of depression (Dahlin et al., 2005).

LOCAL LITERATURE

This survey identified a set of social and demographic factors that are

statistically significantly associated with higher levels of depressive symptoms among

Filipino university students. The aim is to help prevent depression among the

domestic university student population. If students with elevated risks are known

and assisted early, their depression would be promptly averted. Data suggest that

the factors with significant associations with depressive symptoms, mostly at both

the scale and sub-scale levels, were frequency of smoking, frequency of drinking,

living/not living with both biological parents, level of satisfaction with one’s financial

condition, and levels of closeness with parents and with peers.

In the absence of high level of closeness of Filipino students with parents, in

which the parent-child relationship would be characterized by communication

problems, excessive parental control, low levels of cohesion, and high levels of

conflict in the families, adolescents are bound to experience depressive symptoms.

Without high level of closeness with peers, local students are also predisposed to be
at risk. Students are in a stage when they mostly need their peers for emotional

support. Peer acceptance is important to the growing individual and is therefore

associated with depressive symptoms. Compared to the association of the lack of

parental warmth and acceptance with adolescents’ depressive symptoms, which is

largely unidirectional, the association between depressive symptoms and peer-

relational problems tends to be bidirectional. Filipino students exhibiting depressive

symptoms are likely to be spending less time interacting with their peers and are

prone to relate with them aggressively. This interaction pattern, in turn, is likely to

cultivate further peer rejection and neglect.

FOREINGN STUDIES

Depression is a common mental disorder that present with depressive mood,

loss of appetite loss of interest or pleasure, decreased energy, feelings of guilt or

low self-worth, disturbed sleep, and poor concentration. More over depression often

comes with symptoms of anxiety. These problems can become chronic leading to

substantial impairment of an individual’s ability to effectively function in the society.

At its worst, depression has been known to lead to suicide and suicidal behavior.

The World Health organization 2012, outlines that “almost 1 million lives are

lost to society yearly, these translates to 3000 suicide deaths daily. For each

individual who commit suicide, 20 or more individuals attempt to end their lives;

looking at the above statistics it is quite clear that depression is a factor that needs

to be highlighted so as to help reduce the incidences of suicide and suicide behavior.

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, 2002). 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, 2005). 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.

LOCALSTUDIES
 Depression has recently become the leading cause of disability worldwide

(World Health Organization, 2017). In high-income countries, such as the US, UK

and Canada, its economic impact is staggering, both in terms of productivity losses

and direct health care costs (Greenberg et al., 2015; Conference Board of Canada,

2016; Thomas and Morris, 2003). Left untreated, the condition can cause significant

suffering to individuals and their families. In many high-income countries, such as in

the US and Canada, evidence-based treatments are largely available; but, gaps in

the quality of care persists as a large proportion of people with depression receive

mental health care that do not meet the most basic criteria for treatment adequacy

(Thornicroft et al., 2017; Puyat et al., 2016).

In low income countries, such as the Philippines, depression is also a leading

cause of disability. A report released by the World Health Organization has estimated

that the overall prevalence of depression in the Philippines is 3.3%, (World Health

Organization, 2017) suggesting that about 3.3 million Filipinos are experiencing

depressive symptoms based on the 2015 population estimate (Philippine Statistics

Authority, 2016). Depression was also ranked as the 8th single largest cause of

disability in the country (Institute for Health Metrics and Evaluation, 2017). The large

number of individuals and families affected by depression raises serious concerns

about the state of mental health care in the country given the limited availability of

tertiary care facilities, severe shortage of mental health professionals, and the

inadequate capacity of the primary health care system to manage mental health

issues (Lally et al., 2019b; WHO and Department of Health, 2006).

It is worth noting that among young adults with moderate to severe

depressive symptoms, the most frequently experienced depressive symptoms are

those related to loneliness. Somatic symptoms like sleep problems and tiredness

were also reported, which is consistent with previous studies that indicate that

individuals with depression in low resource countries often present with somatic

symptoms (Patel et al., 2009). However, these symptoms do not appear to be as

prominent as those pertaining to affect and cognitions related to loneliness. This

implies that addressing depression among young adults in the Philippines requires an

understanding of what loneliness is, its determinants, and the interventions that can

help reduce it. In the literature, loneliness is typically associated with the subjective

feeling of social isolation and is different from the factual state of being alone

(Hawkley and Cacioppo, 2010). People can, therefore, be alone without feeling

lonely, while anyone can be lonely even if they are surrounded by other people, such

is in school or work settings. A likely determinant of this subjective feeling of social

isolation is the lack of congruence between people's expectations and the actual

satisfaction they derive from their social relationships (Russell et al., 2012). The

strategies that have been developed to reduce loneliness have either focused on

helping the individual improve social skills and overcome maladaptive ways of

thinking, or on enhancing social support and increasing opportunities for positive

social interaction (Masi et al., 2011).

It is likely that the issue associated with depression and its consequences are

even greater in the young adult Filipino population since depression has been

reported elsewhere to have the highest prevalence among individuals who are

between the ages of 15 to 25 (Hedden et al., 2015; Statistics Canada, Health

Statistics Division, 2014). The severity of the problem, however, is largely unknown,

as there is currently no estimate, based on large epidemiological data, of the

prevalence of depression on this segment of the Philippine population. Identifying

who in this age group are experiencing moderate to severe depressive symptoms

and understanding their characteristics are particularly important as they are the

group more likely to have persistent symptoms (Gustavson et al., 2018; Rushton et

al., 2002) and consequently more likely to require ongoing treatment, support and

other related services. Results in the Philippines, the prevalence of anxiety in COPD

patients are 47.55%, while the prevalence of depression is 31.37%.

The prevalence of moderate to serve depression in Filipino young adults is

higher among females than males. Less education, residence in urban areas, and

marital problems are significant predictors of moderate to severe depression.

Moderate to severe depression is significantly associated with suicidal ideation.

 CHAPTER 3

RESEARCH METHODOLOGY

RESEARCH DESIGN

This study utilized a descriptive method of research. The goal of the

researcher is to make an analysis in addressing and describing the major purpose

and the effect on the suicidal thought of senior high school students towards

depression and anxiety.

Along with the things that the researcher saw in students of Sindangan

National High School, most of the students are experiencing depression. Depression

is considered the most frequent mental disorders in human life. In today’s human

development conditions, the respondents associated with severe consequences and

therefore, It affects not only the quality of life and the social functioning of human,

but even contribute to the growth of social problems and economic losses.

SOURCES OF THE DATA

The respondents of the study are composed of 30 Senior High School

Students in Sindangan National High School. The respondents came from the three

(3) strands: Humanities and Social Science (STEM), Accountancy and Business

Management(ABM) and Science Technology Engineering Mathematics(STEM).

DATA GATHERING PROCEDURE

The researcher used a survey checklist to gather the data. The survey was

conducted at Sindangan National High School, Dapaon Sindangan Zamboanga Del

Norte. The respondents were the senior high school students which were HUMSS,

STEM, and ABM. The survey was given face-to-face since the school allowed the
limited face-to-face classes. The checklist was divided into five columns; these were

as follow: Strongly Agree, Agree, Neutral, Disagree and Strongly Disagree.

STATISTICAL TREATMENT

The data gathered was treated by using statistical tools dealing the

depression & anxiety of the respondents.

Mean, also known as the arithmetic mean of a list scores of the respondents

of the entire list divided by the number of the respondents.

I. The formula for finding the mean is:

Standard deviation is a measure of the data which is the mean value.

II. The formula to compute the standard deviation of the differences Score of

the t-test for consulted means was used to measure the differences between the

answer of respondents in every section who are assigned at the following questions.

III. The formula for finding the t=statistic is:

 Standard deviation is a measure of the data which is the mean value.

CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION 0F DATA

This chapter presents the gathered data in tabular presentation, analysis

and interpretation of findings based on the result of the statistical treatment

applied. The data are organized in sequential order based on the statement of

the problem in Chapter 1.

DATA PRESENTATION AND ANALYSIS

Table 1 and table 2 present the profile of the respondents in terms of age

and its gender its frequency and percentage.

What is the profile of respondents in terms of:

A. Data of the Age of Respondents

Table: Age of the Respondents

AGE FREQUENCY PERCENTAGE

18 12 40.00%

19 17 56.67%

20 1 3.33%

Total 30 100%
 It was revealed in the table above, 12 respondents were in the age of 18 and

has the percentage of 40.00%, 17 respondents making up 56.67% were in the

age of 19 and 1 respondent representing 3.33% were in the age of 20.

The next table show the Gender of Respondents, the frequency and its

percentage.

B. Data of the Gender of Respondents

Table 2: Gender of the Respondents

GENDER FREQUENCY PERCENTAGE

Male 10 33.33%

Female 19 63.33%

LGBTQ+ 1 3.33%

Total 30 100%

Table 2 shows the gender characteristics of the respondents. Out of 30

respondents, 10 respondents made up of 33% were males, 19 respondents having a

percentage of 63% were females, while the remaining 1 respondent representing

3% was categorize in LGBTQ+.

The next table show the indicators of symptoms of depression that the respondents

have experienced, its sum and the percentage.

Table 3: Symptoms of Depression

INDICATORS SUM PERCENTAGE

Frustration 18 60%

Sadness 24 80%

Worthlessness 22 73.33%

Irritability 20 66.66%

Loss of interest in 19 63.33%

normal activities

Thought of suicide or 12 40%

death

Tiredness 26 86.66%

Disturbance in sleep 18 60%

or appetite

It was revealed above that the symptom of depression that got the highest

percentage was tiredness which have 87% of respondents experiencing it,

followed by sadness that have a percentage of 80%, 73% experienced

worthlessness, 67% have experienced irritability, 63% experienced on losing

interest in doing normal activities, 60% of the respondents encounter

disturbance in sleep or appetite and felt frustration and there were only 40%

have suicidal thought cause of depression.

 The next table show the statements that the respondents possibly

experienced of the grade 12 students during depression, the sum, average and

continuum.

Table 4: Effects of Depression

STATEMENTS SUM AVERAGE CONTINUUM

1. I find difficulties to go 90 3 Neutral

to bed at night.

2. I feel lack of interest 115 3.83 Agree

to do the things around
me.

3. I feel my life is sad as 82 2.73 Neutral

there no joy in my life
anymore.

4. I’m having less 120 4 Strongly Agree

energy to do certain
things.

5. I lose my self 114 3.8 Agree

confidence.

6. I’m losing enjoyment 99 3.3 Neutral

in activities that I use to
enjoy.

7. I feel worthless and 134 4.46 Strongly Agree

hopeless.

8. I’m afraid to socialize 115 3.83 Agree

to other people.

9. I easily got 105 3.5 Agree

frustrated.

10. I get irritated when 117 3.9 Agree

my works field.

Base on the statements above it reveals that the effect of depression, that the

respondents Strongly Agreed are the statement number 4 and 7 which is the
respondents having less energy to do certain things and felt worthless and

hopeless and Agreed on the statement 2, 5, 8, 9 and 10 which the respondent

also felt irritated when their works failed, easily got frustrated, afraid to socialized

to other people, lack of interest in doing activities and lost their self confidence

during depression while Neutrals on statement number 1, 3 and 6.

 CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter offers the summary of findings, the conclusion and

recommendations in accordance with the findings.

Summary of Findings

The data gathered were tallied, tabulated, analyzed and interpreted by using

frequency, percentage and to test for correlated group as statistical tools. The

analysis of data revealed the following results.

Research Question: What is the profile of respondents in terms of:

A. Age

B. Gender

A. Age of Respondents

There were 12 respondents were in the age of 18 and has the percentage of

40.00%, 17 respondents making up 56.67% were in the age of 19 and 1 respondent

representing 3.33% were in the age of 20.

B.Gender of the Respondents

Out of 30 respondents, 10 respondents made up of 33% were males, 10

respondents having a percentage of 33% were females, while the remaining 10

respondent representing 33% was categorize in LGBTQ+.

Research Question II. What are the effects of depression on the suicidal

thoughts of Senior High School Students.

The researchers found out that the effect of depression on the suicidal thoughts

of the senior high school students, base on the survey the respondents strongly

agreed and agreed that depression leads to feeling of sadness, lose of interest to do

normal activities and felt worried, frustrated, irritated worthless, hopeless and have

difficulties on sleeping that leads to suicidal thoughts of the other respondents.

Research Question 3: Is there a significant effect of the depression on

the suicidal thoughts of the Senior High School Students?

There is a significant effect of depression on suicidal thought of Senior High

School Students because there were 40% of the respondents that have a thought of

suicide due to depression in view of the fact even if its only 40% it must be

controlled.

CONCLUSION

Based on the data analyzed and findings of the study, the researchers deduced

the following conclusions:

1. Depression leads to feeling of sadness, lose of interest to do normal

activities and felt worried, frustrated, irritated worthless, hopeless and have

difficulties on sleeping that leads to suicidal thoughts of the other respondents.

2. There are 40% of the respondents that have a thought of suicide during

depression.

3. Females are most affected of depression than males.

RECOMMENDATIONS

Based on the findings and conclusion, the researchers hereby present the

following recommendations:

1. When you’re depressed, you may feel like you can’t accomplish anything. That

make you feel worse about yourself. To push back, set daily goals for yourself.

Start very small thing, make your goal something that you can succeed it, like

doing the dishes everyday.

2. Regular exercise can be as effective at treating depression as medication.

3. In order to prevent the depression you must engage yourself to recreational

activities like travelling and hiking. For short give time for your hobbies.

4. Give your work a limitation, never pressure yourself too much to avoid stress

that can lead to depression.

5. If you cannot control yourself go to the doctor and have a consultation.

 Appendix A

Dear Respondents,

We invite you to participate in a research study entitled The Effect of Depression on

the Suicidal Thought of Senior High School Students. We are currently enrolled in

the Senior High School as Grade 12 at Sindangan National High School as Grade 12

at Sindangan National High School, and are in the process of writing our

Quantitative Research. The purpose of this study is to determine the effects of

depression on the suicidal thought of the Senior High School students and to find

out if it have a significant effect.

Your participation in this research project is completely voluntary. Your responses

will remain confidential. The data from this research will be kept. No one other than

the researchers will know your individual answer to this checklist.

If you agree to participate in this project, please answer the following questions

completely and honestly. It should take approximately five minutes to complete. The

researcher will give you a questionnaire and get it to you one day after. If you have

any questions about this project, feel free to ask on the researcher who gave you a

questionnaire or else contact this phone number 0955 206 2192.

Thank you for your assistance in this important endeavour.

Sincerely Yours,

Lawas, Jessel Kaye Alas, Sam Angelic

Malunes, Romeo Anthony Catubay, Jaydy Clare

Jarabe, Janyn Aninon, Gerald

Bula,Ali Ros Rulida, Mary Hasel

Nonong, Karen Quiban, Austine Jhon

Estabas, Nikka

PART 1
Name (optional):_____________________________
Gender:__________
Grade level:____________ Age:_____
Direction: Put a check () on the box if you have experienced a symptoms of
depression.

Frustration Lost of interest in normal activities

Sadness Thought of suicide or death

Worthlessness Tiredness

Irritability Disturbance in sleep or appetite

PART 2

Direction: Read the statement carefully. Put a check (/) in the column that
correspond to your answer, whether Strongly Agree(SA), Agree(A), Neutral(N),
Disagree(D), Strongly Disagree(SD).

STRONGLY AGREE NEUTRAL DISAGREE STRONGL

STATEMENTS AGREE DISAGREE

(SA) (A) (N) (D) (SA)

5 4 3 2 1
1 .I find difficulties to
go to bed at night.
2 . I feel lack of
interest to do the
things around me.
3. I feel my life is sad
as there no joy in my
life anymore.
4. I’m having less
energy to do certain
things.
5. I lose my self-
confidence.
6 . I’m losing
enjoyment in activities
that I used to enjoy.
7 .I feel worthless or
hopeless.
8.I’m afraid to
socialize to other
people.
9.I easily get
frustrated.
10.I get irritated when
my works failed.

CURRICULUM VITAE

Personal Information

Name: Janyn Fabillar Jarabe

Nickname: Notnot

Age: 18

Gender :Female

Address: Polayo, Siayan, Zamboanga del Norte

Birthdate: March 3, 2004

E-mail Address: jarabejanyn@gmail.com

Educational Background

Elementary: Polayo Elementary School

Secondary (Senior High): Sindangan National High School

Secondary (Junior High): Sindangan National High School

Hobbies

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Motto:
CURRICULUM VITAE

Personal Information

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Elementary:

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Secondary (Junior High):

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Motto:
CURRICULUM VITAE

Personal Information

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Educational Background

Elementary:

Secondary (Senior High):

Secondary (Junior High):

Organization and Affiliation:

Motto:
CURRICULUM VITAE

Personal Information

Name:

Nickname:

Age:

Gender:

Address:

Birthdate:

E-mail Address:

Educational Background

Elementary:

Secondary (Senior High):

Secondary (Junior High):

Organization and Affiliation:

Motto:
CURRICULUM VITAE

Personal Information

Name:

Nickname:

Age:

Gender:

Address:

Birthdate:

E-mail Address:

Educational Background

Elementary:

Secondary (Senior High):

Secondary (Junior High):

Organization and Affiliation:

Motto:
CURRICULUM VITAE

Personal Information

Name:

Nickname:

Age:

Gender:

Address:

Birthdate:

E-mail Address:

Educational Background

Elementary:

Secondary (Senior High):

Secondary (Junior High):

Organization and Affiliation:

Motto:
CURRICULUM VITAE

Personal Information

Name:

Nickname:

Age:

Gender:

Address:

Birthdate:

E-mail Address:

Educational Background

Elementary:

Secondary (Senior High):

Secondary (Junior High):

Organization and Affiliation:

Motto:
CURRICULUM VITAE

Personal Information

Name:

Nickname:

Age:

Gender:

Address:

Birthdate:

E-mail Address:

Educational Background

Elementary:

Secondary (Senior High):

Secondary (Junior High):

Organization and Affiliation:

Motto:
CURRICULUM VITAE

Personal Information

Name:

Nickname:

Age:

Gender:

Address:

Birthdate:

E-mail Address:

Educational Background

Elementary:

Secondary (Senior High):

Secondary (Junior High):

Organization and Affiliation:

Motto:
CURRICULUM VITAE

Personal Information

Name:

Nickname:

Age:

Gender:

Address:

Birthdate:

E-mail Address:

Educational Background

Elementary:

Secondary (Senior High):

Secondary (Junior High):

Organization and Affiliation:

Motto:
CURRICULUM VITAE

Personal Information

Name:

Nickname:

Age:

Gender:

Address:

Birthdate:

E-mail Address:

Educational Background

Elementary:

Secondary (Senior High):

Secondary (Junior High):

Organization and Affiliation:

Motto: