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THE EFECTS OF DEPRESSION TO THE BEHAVIOR

OF SELECTED GRADE 11 STUDENTS IN TANAUAN SCHOOL

OF CRAFTSMANSHIP AND HOME INDUSTRIES

SY: 2018-2019

A research paper presented

to the faculty and students

of TSCHI

in partial fulfillment for the

requirements in Practical Research I

Louise Nicole Espina

Grade 11-HE-A
STATEMENT OF THE PROBLEM:

Specifically, this aims to answer the following:

1. Profile of the students or participants in terms of:

Age:

Sex:

Strand:

2. How dos students feel when they’re depressed?

3. How do selected students in Grade II cope with that depression?

4. What do they feel when they are depressed?

5. What is the best way to take away the selected grade II students out of the risk of

depression?

6. What are your suggestions and recommendations to avoid depression?


SIGNIFICANCE OF THE STUDY:

The result of this study will help the possible beneficiaries:

The Students: The result of this study may contribute the students in Tanauan School of

Craftsmanship and Home Industries to informed what would be the result for

committing suicidal thoughts about depression.

The Teachers: This study would lift up the understanding in this subject besides they can also be

able to support to indicate the students.

The Administrators: The effect of this study has a considerable aid to administrators owing to

one who manage what is good for the students.

The Guardians: The review of this study, the guardians need to accompany well their students

to compromise the goodwill of the students in order that to keep away from

depression.
SCOPE AND DELIMITATION OF THE STUDY:

This story the effect of depression will be conducted at Tanauan School of Craftsmanship

and Home Industries. Located at Brgy. Canramos, Tanauan, Leyte. The research participants

selected grade 11 students.

This study is only limited to seeking following questions:

(a) How do students feel when they have depression?

(b) How do the students in Grade 11 cope with that kind of depression?
THEORETICAL FRAMEWORK:

In Beck’s cognitive theory of depression (BT; Beck, 1967, 1987), maladaptive self-

schemata that include dysfunctional attitudes, involving themes of loss, inadequacy, failure, and

worthlessness, constitute the cognitive vulnerability. These schemata consist of stored bodies of

knowledge that affect encoding, comprehension, and retrieval of information. Consistent with

vulnerability–stress models of depression, these dysfunctional attitudes are hypothesized to

become activated following the occurrence of a negative life event, generating specific negative

cognitions (e.g., negative thoughts about the self, world, and future), and lead to elevations of

depressive symptoms. Depression arises as a result of inferences derived from distorted cognitions

and schema-driven processes, whereas the inferences arrived at in nondepressives are based on

relevant situational information.

Given that BT is a vulnerability–stress theory, without the occurrence of stress, individuals

who possess depressogenic self-schemata are hypothesized to be no more likely to become

depressed than those who do not possess such schemata. In addition, Beck posits that these self-

schemata are typically latent in individuals vulnerable to depression and must be activated by a

relevant stressor to trigger biased information-processing tendencies. The activation of the schema

subsequently influences how the individual perceives, encodes, and retrieves information

regarding the negative life event. Conversely, in the absence of stressful events, depressogenic

self-schemata are hypothesized to remain inactive and not exert significant influence on cognitive

processing. Taking these together, an adequate test of the etiological chain posited in BT requires

that individuals’ depressogenic schemata be assessed prior to the occurrence of stress and the onset

of depressive symptoms in order to examine whether the schemata interacts with negative events

to predict elevations in depressive symptoms.


CONCEPTUAL FRAMEWORK

Depression

Bullying Family Problem

Behaviors Behaviors

Feeling Negative Financial


Shyness Loneliness Stress
down emotions Problems

This Conceptual Framework shows that impact among the Grade 11 Students in

Tanauan School of Craftsmanship and Home Industries. Bullying and Family Problems impacts

the whole grade 11 students. It can make the behavior of students feel down, shyness, loneliness,

negative emotions, financial problems and stress. Students who are depressed are also more likely

to have a high burden problems and be unhappy.