PRACTICAL RESEARCH 1.
EFFECTS OF DEPRESSION AND STRESS
Partial Fulfillment of the Requirements
for Practical Research 1
A Research Paper Presented to
Mrs. Mirasol B. Frias
Subject Teacher
DHYNA CARIÑO
ARKHISA FAROCHILIN
NOEMI PADLAN
JOJO PAGSOLINGAN
ROMMEL PAGSOLINGAN
CHRISTIAN MANANDEG
KENJIE MAGALONG
DEXTER BATAGA
TABLE OF CONTENTS
PAGE
Title Page i
Table of Contents ii
CHAPTER I – BACKROUND OF THE STUDY
Introduction ………..
Research Questions
Purpose of the Study
Scope and Limitation
Definition of Terms
CHAPTER II – REVIEW OF RELATED LITERATURE
Related Literature
Related Studies……………………………………………..
CHAPTER III– RESEARCH METHODOLOGY
Research Design………………………………………………
Population of the Study……………………………………….
…………………………….
Research Instrument………………………………………….
BIBLIOGRAPHY
CHAPTER I
BACKGROUND OF THE STUDY
Introduction
Although academic stress is a well-known risk factor for students' depression, little is known about the possible psychological mechanisms underlying this association. In this study, we investigated the prevalence of depression and sleep disturbance among Chinese students, examined the relationship between perceived academic stress and depression, considered if mobile phone addiction and sleep quality is a mediator of this relationship, and tested if mobile phone addiction and sleep quality together play a serial mediating role in the influence of perceived academic stress on depression.
The study of depression focuses on neuroscience, reflecting the essential characteristics of depression as a category of mental illness and better reflecting the fact that depression is an important link in the human public health care.
The role of stress in the origin of an development f depression maybe concieved as the result of multiple converging factors including the chroconic effect inviroment stressors and the long lasting effect of stressful experience during childhood all of which may induce persistent hyperactivity of the hyphotalamic pituitary adrenal axis. The effect of chroconic or long term stress can be harmful on thie own but they also can contribute to depression a mood disorder that makes you feel sad and disinterested in things you usually enjoy. Depression can effect your appetite your sleep habits and your life so you often are move isulated prescott says sometimes yoù shirink your interpersonal network and stop doing a lot of activties like work or school or things that you enjoy.
Stress typically resolves as life events change. However, stress can lead to mental health problems like anxiety and depression if it persists over long periods without relief. Depression is a mental health condition that requires a medical diagnosis.
Purpose of Study
The objective of the Millennium Institute for Depression and Personality Research (MIDAP) is to generate scientific knowledge based on a multidimensional understanding of depression in interaction with personality, in order to maximize the effectiveness of interventions by identifying agents and mechanisms of change ..
Research Question
General Question
a.) WHAT ARE THE EFFECT OF DEPRESSION AND STRESS?
Specific Questions
1.How might depression affect my appetite and weight?
2.How could depression affect my sleep? ...
3.Is depression a mental illness?
4.Do children get depression?
5.Can a lack of sleep cause depression?
6.Are there any alternatives to the traditional treatments for depression that I can try?
7.How can you determine if an illness is causing depression or depression is causing an illness?
Importance of study:
This study examined the moderator effect of social support on the relationship between stress and depression of senior high school students. A total of 100 undergraduate students completed the measures of perceived stress, perceived social support, and depression. Hierarchical regression analysis showed that social support moderated the association between stress and depression. Undergraduate students with high stress reported higher scores in depression than those with low stress with low social support level. However, the impact of stress on depression was much smaller in the high social support group compared with that in the low social support group.n
SCOPE AND LIMITATION OF THE STUDY
This study focuses on the Effects of Depression to the Academic Performance of Senior High School Students in libas National High School. The data collection will beconducted to 100 randomly selected students in Senior High of libas National HighSchool S/Y 2022-2023 who will represent the population.This study will not cover other problems that are not consider as one of thestressors and depressants. Each of the respondents is given the same questionnaires toanswer. The results of this study will be applicable only to the respondents of this studyand will not be used as a measure to the effects of depression to the academicperformance of the students who do not belong to the population of this study. The mainsource of data will be the questionnaire, which is prepared by the researchers
DEFINITION OF TERMS
DEPRESSION
STRESS
ANXIETY
MENTAL HEALTH
PROBLEM OF ACADS
STUDENTS OF LIBAS NHS
SENIOR HIGHSCHOOL
JUNIOR HIGHSCHOOL
CHAPTER II
REVIEW Of RELATED LITERATURE AND STUDIES
This chapter presents the related literature and studies about effects of depression and stress
As the commonest cause of disability affecting nearly 16% of the global population major depressive disorder (MDD) attracts increasing attention while the underlying mechanism of this disorder is largely uncharacterized. In accordance with published reports from the World Health Organizaton (WHO), MDD is projected to be a major reason for disability In the world by 2030 by United States, about 10% of the whole population (that is 14 million people) at any time is inflicted with depression
The cardinal symptoms of MDD include depressed mood (reduced motivation or hopelessness), anhedonia (diminished ability to experience pleasurable activity such as food, sex and social interactions), anergia, irritability, difficulty in concentrating, disrupted sleep, appetite and cognition and tendency to suicide Depression is not only highly comorbid with anxiety disorders but is also closely associated with dementia type 2 diabetes, coronary artery disease Parkinson’s disease, epilepsy, pain, cancers aging osteoporosis and irritable bowel syndrome . Unfortunately, the chronic and debilitating nature of depression makes the prognosis of many chronic diseases complicated and aggravates the situation of disease and disability in the world .
A. Related literature
According to the fall 2007 high school Health Association-National Health Assessment a national survey of approximately 20,500
Highschool students on 39 school 43.2% of the students reported "feeling so depressed it was difficult to function" at least once in the past 12 months. More than 3,200 university students reported being diagnosed as having depression, with 39.2% of those students diagnosed in the past 12 months, 24.2% currently in therapy for depression, and 35.8% taking antidepressant medication. Among the students surveyed, 10.3% admitted "seriously considering attempting suicide" within the past 12 months and 1.9% actually attempted suicide during that period.
Although the above data may seem surprising to some, it is not to most mental health clinici⁸ians and administrators at senior highs school students According to the 2008 National Survey of Counseling Center Directors, 95% of respondents believe that there has been a trend in recent years of an increase in the number of students with serious psychological problems. In 2008 an estimated 26% of counseling center clients were taking psychiatric medication, up from 20% in 2003, 17% in 2000, and 9% in 1994 And although the rate of suicide among high school students may have decreased in recent decades , suicide remains the third leading cause of death among adolescents and young adults
Many students administrators have begun to appreciate the effect that a student's depression can have on overall functioning in the college community. Depression has been linked to academic difficulties as well as interpersonal problems at school, with more severe depression correlated with higher levels of impairment The treatment of depression among college students has been associated with a protective effect on these students' grade point averages In an effort to diagnose and treat early and effectively, and thus decrease the excess morbidity and risk of suicide associated with depression, some highschool students have even begun to screen students for depression in the primary care setting
There are unique challenges of providing treatment to high school students. These challenges include significant academic pressure in semester-based cycles, extensive semester breaks that result in discontinuities of care, and heavy reliance on community supports that can be inconsistent. Given the prevalence and impact of depression on libas national highschool and the varying services offered by high school mental health centers throughout the phillippines there is a significant need to evaluate successful models of treatment and their related outcomes.
B. Related study
Excessive stress can cause health difficulties such as fatigue, loss of appetite, headaches, and gastrointestinal issues. Academic stress has been linked to a variety of negative effects, including ill health, anxiety, depression, and poor academic performance.
The current body of literature on depression and treatment outcomes among U.S. college students is sparse, and for the four studies we found, varying inclusion and exclusion criteria, assessment methods, and lengths of treatment make the interpretation of results difficult. Whereas Kelly and colleagues and Lara and colleagues used the Structured Clinical Interview for DSM-IV to diagnose participants with major depressive disorder, Geisner and colleagues and Pace and Dixon used self-report scales to measure depressive symptoms for study inclusion and Pace and Dixon excluded students with severe levels of depressive symptoms. All four studies recruited students who were not seeking treatment and who were offered course credit for participating, a reward that might have influenced the degree of improvement in outcomes. There was no consistent standard used across studies to define a student with depression, even when using the same assessment tool. In terms of length of treatment, only two of the four reviewed studies followed students for more than nine weeks. The length of time over which students are assessed is especially critical for the college population, where time is defined by a semester calendar, moods are often influenced by exam schedules, and treatments are adjusted to accommodate upcoming vacations Today's college mental health services tend to employ short-term models of care (eight to 16 sessions), with referral to outside clinicians if longer-term treatment is necessary Given these dynamics, future research in college mental health will need to establish quality standards for ongoing monitoring and follow-up of students' treatment outcomes.
Unfortunately, the results from these four studies may not be fully applicable to college students today or in the future, particularly in light of the changing demographic characteristics of those attending universities as well as the rapidly evolving role of pharmacology in the treatment of depression. Only two of the four studies reviewed offered any active treatment for depression, and none of the studies included any form of pharmacological treatment. Consistent with current medical literature and best practices, many treatment-seeking college students diagnosed as having depression currently receive psychotherapy and psychopharmacological treatment Because major depression can be a chronic recurring condition, future research needs to evaluate the effectiveness of the various treatment modalities used to treat college students with depression. This is particularly important in light of the recent addition of a black-box warning for the use of antidepressant medications among young adults aged 18 to 24 years, which recommends the close monitoring of patients taking antidepressant medication for clinical worsening, suicidality, o unsual changes in behavior.
This research aimed to investigate, through an integrative literature review, the practice of physical activity by university students to reduce symptoms of depression. The research was carried out in 2016 and has historical interest. Five databases were used: MedLine (PubMed), Scopus, PsyINFO, VHL and Scielo. With the descriptors: “depress* AND student* (OR colleg*) AND physic* AND activit* (OR exercise*)”. 622 scientific investigations were found, 109 (17.52%) in the MedLine database (PubMed), 251 (40.35%) in Scopus, 23 (3.7%) in PsyInfo, 228 (36.65%) in BVS and 11 (1.7%) at Scielo. After analysis and removal the 46 remaining investigations were grouped into five categories and discussed. Our results indicate that little research has been done on the obstacles to physical activity in university students with signs of depression. However, the association between physical activity/exercise and positive mental health in university students is widely investigated and many authors describe a negative correlation between these variables. In this context, our results point to the benefit of different types of body activities with different training programs, as long as they are performed under proper guidance, especially when performed intensively. It is worth remembering that none of the investigations present in this review used a descriptive qualitative methodology, which points to a lack of information on particular aspects in relation to these subjects and the universities where they carry out their studies. It is hoped that our results can help health professionals, especially those in physical .
The research will be conducted in Libas National High School, Libas, San Carlos City, Pangasinan.
