PERSONAL PROBLEMS AND RISK FOR

DEPRESSION AMONG SENIOR HIGH SCHOOL

STUDENTS: BASIS FOR MENTAL HEALTH
INTERVENTION PROGRAM

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 14
Pages: 974-983
Document ID: 2023PEMJ1307
DOI: 10.5281/zenodo.10045777
Manuscript Accepted: 2023-27-10
Psych Educ, 2023, 14: 974-983, Document ID:2023 PEMJ1307, doi:10.5281/zenodo.10045777, ISSN 2822-4353
Research Article

Personal Problems and Risk for Depression Among Senior High School Students:
Basis for Mental Health Intervention Program
Irah Kate M. Gernale*
For affiliations and correspondence, see the last page.
Abstract
The researcher sought to investigate the relationship between Personal Problems and Risk for
Depression Among Senior High School Students. The Mooney Problem Checklist (MPCL) and the
Kutcher Adolescent Depression Scale 6 – KADS 6 were administered as measures to a convenience
sample of 227 Senior High School Students from Ignacio Villamor High School. Relationships
between Personal Problems and Risk for Depression were tested with chi-square tests. Findings
indicate a weak correlation between the majority of respondents' personal problems and risk for
depression. The variables under personal problems such as health and physical development,
finances, living conditions and employment, courtship, sex and marriage, social-psychological
relations, morals and religions, personal-psychological relations, and learning (curricular and
extracurricular activities) are found to be positively correlated to depression. Personal problems in
terms of recreation (social and recreational activities), home and family, and career (future-
vocational and educational) are found to be negatively correlated to depression. It is concluded that
the respondents' risk for depression is significantly correlated with their personal educational
challenges (adjustment to schoolwork). A proposed mental health intervention program was
developed for the respondents.

Keywords: Polytechnic University of the Philippines, personal problems, depression, senior high school
student, adolescents

Introduction Methodology

Senior high school students frequently experience

mental health problems, both locally and abroad. The study utilizes a descriptive-correlational method.
Mooney Problem Checklist (MPCL) and the Kutcher
Senior high school students (SHS) aged 16 to 19 who
Adolescent Depression Scale 6 – KADS 6 was
participated in a survey by the Global School- Based accomplished by 227 Senior High School Students
Student Health Survey reported that 17% of them had from Ignacio Villamor High School selected through
attempted suicide at least once, 12% had seriously convenience sampling. Letters of intent, consent, and
considered it, and 11% had made plans for how they agreement were disseminated for approval prior the
would end their lives. In the Philippines, 30 million test administration.
youth between the ages of 10 and 19 make up 28% of
the overall population, making this generation the
Results and Discussion
largest in the nation's history (UNFPA. 2020). As a
result, the researcher looked into any potential mental
health issues among adolescent seniors in high school. Table 1. Personal Problems of the Respondents in
According to Lopez et al. (2001), throughout all age terms of Health & Physical Development
groups, depression is one of the main causes of
sickness burden and impairment, as well as a
significant risk factor for substance abuse, suicide, and
significant social and academic impairments (Hawton.
2009).

Research Objectives

This study investigates the relationship between

Personal Problems and Risk for Depression Among
Senior High School Students.

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Research Article

intensity physical activity, such as play, games, sports,

Table 1 extrapolates the personal problems of the cycling, and walking, according to the organization.
respondents in terms of health & physical Adolescents benefit greatly from physical activity in
development. Based on the table, problem number terms of their health.
three which is not getting enough exercise has the
Table 3. Personal Problems of the Respondents in
highest frequency of 84 or 37% of the respondents is
not getting enough exercise. However, it seems that terms of Recreation (Social and Recreational
this study and the one from the World Health Activities)
Organization are related. Additionally, according to
WHO (2018), more than 1.1 million teenagers between
the ages of 10 and 19 died in 2016, with more than
3000 deaths occurring every day, most of which might
have been avoided or treated. road traffic injuries,
interpersonal violence, suicide, and HIV/AIDS are all
examples of accidents. They also stated that there are
44 births per 1000 girls between the ages of 15 and 19
worldwide each year, or what is known as an early
pregnancy. According to the organization, half of all
Table 3 presents the personal problems of the
mental health issues that manifested in adults by the
respondents in terms of their Recreation (Social and
age of 14 went mostly undiagnosed and untreated.
Recreational Activities). Based on the table, problem
number eleven which is slow in getting acquainted
Table 2. Personal Problems of the Respondents in
with people has the highest frequency of 66, which
terms of Finance, Living conditions and Employment
means that 29.07% of the respondents are slow in
getting acquainted with people. These findings
highlight the growing importance of social emotional
relationship of senior high school students towards
their peers to develop healthy adulthood through
recreational activities. A study of Palova and
Silbereisen (2015) reported that adolescents’ decisions
are impacted by structure and availability of facilities,
budgetary imperatives, and the perspectives of
guardians, educators, and companions. Authors said
that teenagers need to be allowed to pick and plan their
recreation which requires association and self-
guideline aptitudes just as the capacity to appreciate
relaxation.
Table 2 presents the personal problems of the
Table 4. Personal Problems of the Respondents in
respondents in terms of their finance, living conditions
and employment. Based on the table, problem number terms of Courtship, Sex and Marriage
ten (10) which is having no regular pocket money or
income has the highest frequency of 80, which means
35.24% of the respondents don't have regular pocket
money or income. It appears that not all adolescents
have a chance to acquire enough financial capacity to
spend for their needs or an opportunity to save for their
own.

According to Garg and Chavan (2017), multiple

stressors such as worries about living conditions,
health and financial status of family members, high
parental expectations, and academic worries are
occurring among adolescents. Every day, teenagers Table 4 presents the personal problems of the
should engage in an hour of moderate- to vigorous-

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Research Article

respondents in terms of Courtship, Sex and Marriage. Table 6. Personal Problems of the Respondents in
Based on the table, item number one hundred eighty- terms of Personal-Psychological Relations
one (181) which is being in love has a frequency of
55% which means that 24.23% of the respondents
have difficulty in being in love. According to Eric
Erickson's view, an adolescent experience an identity
vs. role confusion crisis at this period in their
development. The act of romantic interaction is
essential. Teenagers can improve their social skills,
autonomy, and sense of self, according to Pavlova and
Silbereisen (2015), but these opportunities come with
risks such as substance abuse, unprotected sex, and
misbehavior. In other words, unsupervised peer
interactions, like structured activities, may vary in Table 6 presents the personal problems of the
quality. According to researchers, adolescents stand respondents in terms of their Personal-Psychological
out for their proclivity to engage in risky activities Relations. Based on the table, problem number three
such as unprotected sex, drug use, and driving while hundred one has a frequency of 66, which means that
intoxicated, especially when doing so in the context of 29.07% of the respondents are experiencing too many
unstructured and unsupervised peer leisure. personal problems. The results imply that senior high
school students have their own role to identify in
Table 5. Personal Problems of the Respondents in developing their behavior as an adolescent. They have
terms of Social-Psychological Relations their own struggle to either stand out, to fit in, to
measure up or to take hold. According to Arun, Garg,
and Chavan (2017), there are many factors that affect
depressive symptoms, including adjustment problems,
problems at home, social support, temperamental
traits, worrying about the future, substance abuse,
academic difficulties, relationship problems, and
issues with romantic partners. According to authors,
stress among adolescents is brought on by demands
from parents at home, concerns for a family member,
fear of failing in school, a desire to be more popular,
not devoting enough time to studying, and anxieties
about the future.
Table 5 presents the personal problems of the
respondents in terms of their Social-Psychological Table 7. Personal Problems of the Respondents in
Relations. Based on the table, problem number twenty- terms of Morals and Religion
five (25) has a frequency of 71, which means that
31.27% of the respondents are having issues on being
“different”. Self-esteem is very important to senior
high school students in many aspects. As they grow
within their developmental stage of adolescence, they
gain information about themselves and make
comparison in relevance with other individuals.
According to Bernas, Jaureguizar, and Garaigordobil
(2019), depressive symptoms like agitation or
retardation, fatigue or loss of energy, feelings of
worthlessness, inappropriate guilt, diminished
concentration, recurrent suicidal ideation without a
specific plan, a suicide attempt, or a specific plan for Table 7 presents the personal problems of the
committing suicide can cause clinically significant respondents in terms of their Morals and Religion.
distress or impairment in social, occupational, or other
key areas of functioning.

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Research Article

Based on the table, item number one hundred ninety-

six (196) has a frequency of 76, which means that the
senior high school students can’t forget some of the been found to be negatively associated with sons'
mistakes they have committed. In this category senior depressed symptoms, whereas neglectful mothering
high school students weigh their moral beliefs. The methods have been found to be favorably associated
results reflect their moral stability as an influence of with daughters' depressive symptoms. And that family-
their own religious belief. This affects how they create based depression prevention strategies may be
reactions to external stimuli and enable them to control
necessary in the Philippines (Hock, 2018).
impulses to provide better mental health. Fruehwirth,
Iyer and Zhang (2016) claimed that there are findings
that religiosity has considerable heterogeneity across
Table 9. Personal Problems of the Respondents in
the depressive symptoms; researchers said that more terms of Career (Future-Vocational and Educational)
depressed individuals benefit significantly more from
religiosity than the individuals who exhibit least
depressive symptoms. Their research found that
religiosity helps to tend to slow down stressors and
interpreted religiosity as a provider of social resources.
They claimed that the effect of religiosity could be
coming through improved individuals’ coping skills.

Table 8. Personal Problems of the Respondents in

terms of Home and Family

Table 9 presents the personal problems of the

Table 8 presents the personal problems of the
respondents in terms of their Home and Family. Based
on the table, problem number ninety-two has a
frequency of 66 which means that 29.07% of the
respondents’ parents are separated and that they
belong to a broken family which contributes to their
personal problems. Family relationships have a great
effect on senior high school students because families,
especially parents, are their source of care or of their
emotional support. Although it is normal to
adolescents that they are moody and sometimes
uncommunicative they still consider the role of the
parents in their lives. According to Hock and
colleagues (2018), the prevalence of depressive
symptoms rises when a person enters adulthood.
According to research, authoritarian mothering has
respondents in terms of their Career (Future-
Vocational and Educational). Based on the table, item
number two hundred eight (208) which is needing to
decide on a university course has a frequency of fifty-
three which means that 23.34% of the student
respondents has an issue with the need to decide on
which university to enter and what course to choose. In
their formative time, educational preparations for
senior high school students are crucial. There are
several factors that an adolescent student chooses
whether to get to school or get a job. Although
working is an important aspect for adolescent’s lives,
education is one big factor for adolescent’s
employment. Limjuco (2018) stresses that parents
tends to choose a certain program for their children in
order to provide a good future for their children;
believe that their children have the skills to deal with
the program; or, it is their way to support their
children’s decision, and the like. The researcher
suggested that Filipino parents tend not to dictate their
sons and daughters in choosing their career. This
notion, according to them, somehow supports that
parent allow children to plan and decide for their own
career.

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Research Article
Table 10. Personal Problems of the Respondents
in terms of Education (Adjustment to School Work)
Table 10 presents the personal problems of the
respondents in terms of their Education (Adjustment to
School Work). Based on the table, item number one
hundred fifty got the highest frequency of sixty-five,
this implies that the senior high school students have a
problem focusing on their studies. At this stage of
development, senior high school students identify their
role in the academic environment. As an adolescent
they must cope up or adapt to the environment that
they are fitting in. School is an unknown place for
them with other individuals be it their classmates or
teachers. Lakhani, Jain, and Chandel (2017) said that
school adjustment consists of adapting to the role of
students to various aspects of the school atmosphere.
Failure to adapt on the part of a student may result in
mental health issues or school dropout. According to
researcher, peer pressure, performance expectations,
classroom dynamics, and school and class policies and
procedures have all shifted (Johansson, 2019). They
claimed that these challenges tend to predict academic
achievement.
Researchers claimed that a well-adjusted child to a
school environment will be motivated to excel in the
school activities, which then leads to academic
achievement.
Table 11. Personal Problems of the Respondents in
terms of Learning (Curriculum and Teaching
Procedures)
Table 11 presents the personal problems of the
respondents in terms of their Learning (Curriculum
and Teaching Procedures). Based on the table,
Irah Kate M. Gernale
problem number one hundred ten has the highest
frequency of 41, which means that 18.06% of the
senior high school students experienced that they are
not having enough discussion in class. It implies that
students in their adolescence stage are having
problems with the different adjustments in school.
They have to cope up with their ability to accomplish
tasks in school, get along with their teachers, long for
more discussions, and need a lot more time to get rest
for classes. These issues control their responses in
their everyday lives as a student. Tety (2016) noted
that while teachers are aware of the value of
instructional resources as practitioners, others are less
willing to create them. According to research (Mupa,
2015), this could be because teachers lack enthusiasm
and morale for their work as teachers and do not care
whether their students perform well. Also, the
researcher added that it may be due to poor
supervision from their heads of schools. Researchers
contend that it is typical for school heads to serve as
instructional supervisors. This is done to make sure
that the lessons and materials pupils get are of high
quality, and that their education is supported by high-
quality teaching materials. According to the
researcher, the study's findings may be the result of a
lack of oversight.
Although instructional materials can have an impact
on the academic performance of students, this however
cannot directly impact the students’ motivation in
terms of performing with their academics. According
to Lakhani, Jain, and Chandel (2017), pupils with
strong academic motivation will typically perform well
in class exercises. Additionally, they noted that while
emotional adjustment is crucial, academic success is
less affected by it. According to researchers, academic
achievement is not always a sign of socially adjusted
students.
Table 12. Summary Table on the Personal Problems
Table 12 presents the summary of the areas of the
personal problems of the respondents with the
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Research Article
frequency and percentage.
To answer the first statement of the problem, the
researcher analyzed the summary of respondents’
personal problems. Based on the summary table,
personal problems among the respondents in terms of
Home and Family with 4.35%, Health & Physical
Development with 1.04%, Courtship, Sex and
Marriage with .41%, Finance, Living conditions and
Employment .17%, Social- Psychological Relations
.16%, Recreation (Social and Recreational Activities)
.14%, Personal-Psychological Relations with .14%,
Morals and Religion with .13%, Education
(Adjustment to School Work) with .12%, Career
(Future-Vocational and Educational) with .09%, and
Learning (Curriculum and Teaching Procedures) with
.06% respectively.
The data shows the impact of Home and Family to
respondents. According to Hock and colleagues
(2018), daughters of negligent mothers were more
likely to have depressive symptoms. This also gave an
insight on health, in line with the study of Malik,
Garenia (2005) where they found that parenting style
is significant in predicting behavior and in predicting
the intensity of smoking and alcohol consumption.
Sharma (2014) found that having a supportive,
encouraging, and affectionate family environment will
help the adolescent develop their potential. It was also
observed that a caring family environment has a
positive effect on academic achievement and status of
students and has a positive correlation with “high
level” of scholastic achievement and performance.
Table 13. Risk for Depression among the Respondents
Table 13 presents the result of the risk for depression
among the respondents. Based on the results, the
frequency of 127 or a percentage of 55.9 or more than
half of the respondents stated that possibly they are at
risk for depression and that they would be needing
more thorough assessment. Exploring the need of the
senior high school students in their mental health
status about identified personal problems increases the
chance of preventing risk for depression. The results
show that 5 out of 10 students are experiencing
Irah Kate M. Gernale
possible or risk of depression that needs attention and
proper intervention.
The investigation by Stikkelbroek Y., et al. (2018)
describes the important mental health issue of
adolescent depression. This study looked at whether
depressive symptoms and various cognitive emotion
control techniques were related to stressful life events
such loved one death, health issues, and interpersonal
connections.
Table 14. Correlation Matrix between Personal
Problems and Risk for Depression
Table 14 postulates the correlation between the
Personal Problems and Risk for Depression of
respondents using the Pearson-r. The hypothesis on the
relationship of Education (Adjustment to School
Work) and risk for depression had been rejected (r =
-0.131; p < 0.0491). This presents the students’
adjustment to school work may likely be associated
with risk for symptoms of depression. This result is
consistent with Arun, Garg, and Chavan's (2017)
research on stress and suicide thoughts in teenagers
who struggle academically. The study found that
adolescent stress can show up in a variety of ways
regardless of a person's academic ability, standing, or
performance. Teenagers who excelled in school
reported increased stressors in peer interactions, future
planning, and suicidal thoughts compared to those who
had academic difficulties. Exam anxiety, parental
expectations, the desire to appear trendier, family
member worries, future concerns, and uncertainty all
cause stress in adolescents. Unfair assessments,
excessive workloads in specific areas, feelings of
failure related to schoolwork, a lack of study time,
family expectations, a desire to fit in and be more
popular, future planning, and fear of the future are all
sources of stress for students. They proposed that
stress management for teenagers should extend beyond
academic challenges.
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Research Article
Results further showed that the p-value of the variables
under personal problems correlated to risk for
depression are found to be greater than the 0.05 level
of significance. This leads to failing to reject the null
hypothesis because based on the decision rule, there is
a need to reject the null hypothesis if the p-value is
less than or equal to the 0.05 level of significance,
otherwise we fail to reject the null hypothesis. Failing
to reject the null hypothesis implies that there is no
significant relationship between personal problems and
risk for depression among the student-respondents.
However, it is shown from the table that all the
personal problems of respondents are weakly
correlated to risk for depression. Personal problems in
terms of Recreation (Social and Recreation Activities),
Home and Family, and Career (Future-Vocational and
Educational) are found to be negatively correlated to
depression while the remaining variables under
personal problems such as Health and Physical
Development, Finance, Living Conditions and
Employment, Courtship, Sex and Marriage, Social-
Psychological Relations, Morals and Religions,
Personal-Psychological Relations and Learning
(Curriculum and Teaching Procedures) are found to be
positively correlated to depression of respondents.
Results explain that the respondents' personal
difficulties are only weakly associated with their
likelihood of depression. The World Health
Organization (WHO) states that these actions may put
adolescent responders at risk for depression. Despite
having a reputation for being a healthy demographic,
some claim that teens are more susceptible to
depressive disorders. They have a variety of personal
issues during their formative years, including physical,
emotional, and social changes. Adolescents in this age
group are more likely to be exposed to poverty, abuse,
or violence, which makes them prone to personal
difficulties and puts them at risk for depression.
Conclusion
Based on the findings the respondents' personal
problems in the Home and Family category, family
relationships play a significant part in and have an
impact on the attitudes and character of senior high
school students. Data suggested that senior high school
students showed symptoms of depression risk, and a
more complete evaluation is required to determine
whether they are actually depressed. Lastly, among the
student responders, the risk for depression was
associated with education (adjustment of school work).
These imply that the respondents' mental health
Irah Kate M. Gernale
intervention should concentrate on difficulties relating
to their homes and families as well as schooling
(adjusting to schoolwork) by creating techniques for
coping with and resolving their personal challenges.
Considering the risk for depression in terms of
Education (Adjustment to school work) it is
recommended to establish appropriate school
educational approaches and focus on the advancement
of student mental health especially for adolescents to
be able to have awareness and early recognition of the
potential effects of problems on Adjustment to school
work. In addition, Mental Health Intervention
programs to mitigate the personal problems and risk
for depression experienced by the senior high school
students should be properly planned and coordinated
by the school and its adm inistration . It is
recommended for a quarterly or annual assessment,
evaluation, and identification of personal problems of
senior high school students regarding their needs and
concerns identifying help-seeking behaviors. Finally,
the school counselor may also facilitate programs
about family sessions, and individual and group
counseling by dealing with personal problems
particularly with social-psychological relations.
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Affiliations and Corresponding Information
Irah Kate M. Gernale, RN
Government Employee - Philippines
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