Chapter 1

THE PROBLEM AND ITS SETTING

A. Background of the Study

Throughout the nation and our world people are suffering from this
disease. Depression effects people of both genders, all ages, and any background.
People once believed that teens never went through any form of severe
depression. Some still believe this to be true, but if it were why are teens
homicidal and suicidal? This report should give support for the fact that a teens
depression deserves attention, not the shrug of the shoulders or the turn of a
back.

Depression is defined as the point or points is ones lifetime when they are
mentally unstable and the emotional state marked by sadness, discouragement,
and loss that can occur during the teenage years. Depression causes changes in
behavior , thinking and especially changes in ones everyday life. Depression
amongst teens generally starts when a child hits puberty, but could possibly begin
the day they were born if chemically in balanced (heredity). Dr. David Kalkstein,
psychiatrist at Penn Foundation. Depression can effect anyone, anytime, and
anywhere. Teens, children , and adults are all effected, some even have the same
problems in common, the causes too. Depression is experienced mostly by teens
even though it is mistakenly classified as an adult illness. Twenty percent of
high school students are deeply unhappy or have some kind of psychiatric
problem. The causes for depression in teens are sometimes more harsh than the
causes in adults. In a teens lifetime they have to face many problems and
sometimes they have to face these problems more than once. Teens have to deal
with peer pressure problems at school, problems at home, the deaths of loved
ones, and if they are already using drugs this could also be a cause. Many teens
also have to deal with the point in their life when they wonder if they are
attractive to other people, of the opposite sex. If they do believe that they are
unattractive they will most likely feel as though they have failed at something.
Then they will act as if they do not care anymore, then the uncaring attitude
increases until they no longer care about much at all. Depression also comes after
a teenager is trying to learn about himself or herself and understand their body,
and their emotions towards others.

Sometimes these emotions have to deal with homosexuality and finding out
whether or not they like people of the same gender. To many people the idea of
homosexuality is disgusting and most people know how others feel about it, so
when someone who thinks that he or she is gay, they feel out of place, especially
if their family, friends, and loved ones are homophobic. Another cause of
depression may be the Acne drug, Accutane. As we all know depression also affects
the performance of a person in School ,Work and many more. We should be alarmed to
the bad effects of this disease. Living with this kind of disease is not actually easy. It
may cause death to ones individual life .

B. Statement of the Problem and Objectives

This study focuses in answering these following questions:

1.What is Depression?

2.Why teenagers get depressed?

3.How this study will help a person to avoid getting depressed?

 1. General Objectives

To test if depression has a effects to the performance of the person.

2. Specific Objectives
To know the effects of Depression in term of:

A .Students Performance

C. Significance o f the Study

The researcher focus is to be able to know if depression has an effect in terms of

Students Performance. The researcher is targeting to lessen the suicidal possibilities
within this depressed students.Furthremore,people will have a wider knowledge of the
topic at hand.

This study will beneficial especially to the:

Depressed people. This is study is specifically for you. The researcher want you to
know that depression is not easy and it has bad effects specially to your performance in
School,Work and etc.

Parents. Your love and care together with understanding is needed in this
study.This study wants you, Parents to be aware that your lack of attention to your
child is one of the reason why depression is occurring.

Teachers. Since you are the second parents of the students. The researcher wants
you also to be aware of your words that may possibly hurt the feelings of the person.
 People. The researcher wants you also to realize that discrimination and judgments
can cause Depression thats why we want you also to be aware of your moves and
words.

D. Hypothesis

H0 Depression has no significant effect in terms of the students performance.

E. Theoretical Framework
The conceptual framework of the researcher explain the possible result of this
study. Where the study itself explain if depression has or has no effects to the
students performance. Depression is a mood disorder which prevents individuals
from leading a normal life, at work socially or within their family. Seligman (1973)
referred to depression as the common cold of psychiatry because of its frequency of
diagnosis. It is usually quite easy to see when someone is depressed.
F. Conceptual Framework

DEPRESSION

Has HAS
No
A

Effects

In terms
Of

Students Performance

G. Scope and Delimitation

This study will examined the causes of being depressed among teenagers
of Wright National High School during School Year 2016-2017. The researcher will
make questionaries just like a form for the selected students in Wright National
High School. This will be conducted this year 2017
H. Definition of terms

Depression is a state of low mood and a version to activity or a pathy that can
affect a person's thoughts, behavior, feelings, and sense of well-being.

Psychiatrist is a physician who specializes in psychiatry, the branch of medicine

devoted to the diagnosis, prevention, study, and treatment of mental disorders.

Teenager, or teen, Is a young person whose age falls within the range from 13
19. They are called teenagers because their age number ends with "teen".

Student or pupil is a learner or someone who attends an educational institution. In

Britain, those attending university are termed "students"

Performance, in the performing arts, generally comprises an event in which a performer

or group of performers present one or more works of art to an audience.
 Chapter 2

Review Related Literature and Studies

This chapter includes ideas, finished thesis, generalization or conclusion,

methodologies and others.Those that were included in this chapter helps in
familiarizing information that are relecant and similar to the present study.

A. Related Literature

Adolescent Depression and Attachment Depression affects over 20% of

adolescents. It is a disorder that disturbs their mood, causes a loss of interest or
pleasure in activities they should enjoy, and makes them irritable. Several things
are thought to be correlated with depression in adolescents. Some examples
include, a failure to individuate, insecure attachments, negative parental
representations, etc (Milne & Lancaster, 2001; Olsson, Nordstrom, Arinell, & Knorring,
1999). In the present paper, the role of attachment plays in adolescent depression
is investigated. It is hypothesized that insecurely attached adolescents, (ambivalent
or avoidant), will display higher levels of depression related symptoms and
behaviors than securely attached adolescents.

The following five literature review attempt to demonstrate and support

this hypothesis. In a research article by Salzman (1996), two specific questions were
addressed for guiding the study. First, would the age group (18-21) being
investigated correspond in frequency and quality to attachment patterns reported
by other researchers? Second, would personality characteristics of secure adolescent
attachments correlate with personality characteristics of infant and child studies?

The focus of the investigation was on late adolescent female attachment patterns,
specifically maternal, using a semi structured interview. It is hypothesized that
secretly attached females will have a strong positive identification with their
mother, higher self-esteem ratings, and lower depression scores, wile ambivalent
and avoidant females will have a more negative identification with their mother,
lower self-esteem ratings, and higher depressions scores. The sample consisted
originally of 1001 random psychology students at a college, but through screening
procedures and the importance to have approximately equal numbers in all
categories of attachment, it was reduced to 28 who were used in the study.
 Another study which is in titled Theories of Depression by Richard H. Hall,
1998

Monamine/5-HT Hypothesis

Just as with schizophrenia, the most popular neurophysiological theory of

depression follows from the drugs that are used to treat it. The evolution of
antidepressant drugs has, in some ways, been the systematic narrowing down of
monoamines to Serotonin. MAO inhibitors are Dopamine-Epinephrine-
Norephinephrine-Seratonin agonists. Tricyclic Antidepressants are Norepinephrine-
Serotonin agonists, and, finally SSRIs act as Serotonin (5-HT) agonists. Thus, the
monoamine hypothesis has evolved in the same way, so that today one popular theory
of depression, the Monoamine Hypothesis, is that depression is the result of
underactivity of monoamines, especially 5-HT. Besides the fact that antidepression
drugs are all monoamine agonists, there is other evidence that supports the theory.
First, Reserpine, a monoamine antagonist, which was used to treat things like high
blood pressure, is rarely used at the present time due to the fact that depression is a
common side effect. Thus, not only can monoamine agonists decrease depression, but
monoamine antagonists (Reserpine) can induce depression. Another piece of evidence
in support of the Monoamine Hypothesis is that levels of 5-HT, as measured by its
metabolites, seem to be correlated with depression. For example, patients who have low
levels of a 5-HT metabolite were found to be more likely to have committed suicide. It
often takes two to three weeks for antidepressant drugs to effectively treat depression.
This is a difficult phenomenon to explain within the context of the monoamine
hypothesis. Presumably, in response to monoamine agonists these neurotransmitter
levels increase right away, and, if depression is caused by low levels of the
neurotransmitter, then depression should decrease as the levels of monoamines
increase. Two contrasting theories have been offered to explain this puzzling
phenomenon, both of which rely on the supposition that the nervous system will
compensate for large fluctuations in neurotransmitter levels with a compensatory
increase or decrease in neurotransmitter or receptor release or sensitivity. The first
theory is the straightforward contention that the important effect of the antidepressant
drugs is exactly the opposite of what the monoamine theory suggests. That is, over the
course of three weeks the 5-HT post-synaptic receptors become subsensitive (as
contrasted with the supersensitivity discussed in a schizophrenia module), so that the
neurons actually become less responsive to 5- HT as a result of the antidepressants.
Depression then, according to this interpretation is the result of the overactivity of 5-HT
neurons, and after the 5-HT agonists are taken for some time the 5-HT neurons respond
less and less, and the depression goes away as a result.

A second theory for this time-lag effect has now become more widely accepted,
which is consistent with the monoamine hypothesis that depression is due to
underactivity of 5-HT neurons. However, this theory still relies on the concepts of
neural compensation and subsensitivity. The crucial difference is that according to what
we'll call the autoreceptor subsensitivity theory, it is not the post synaptic receptors that
become subsensitive, rather it is 5-HT autoreceptors. Autoreceptors are typically located
on the presynaptic or axonal membrane. These receptors, which serve a feedback
function, are sensitive to the amount of neurotransmitter present in the intercellular
fluid, and have an inhibitory effect on neurotransmitter production and/or release.
Presumably, the initial effect of the monoamine 2 agonists is to stimulate these
autoreceptors such that they inhibit the increased release of monoamines resulting from
the drug. After two or three weeks, however, the autoreceptors become subsensitive
due to continued stimulation, and quit sending their inhibitory signal, so the
monoamine agonists then have the effect that we would expect.
 B. Related Studies

One of the most important stages of our lives is adolescence. We go

through so many changes, and not only does our body change but so does the
way we think. At some point in our lives we become so obsessed with what
others think of us that we live trying to please others. But the truth is that we
can never fully please anybody because we cannot read minds. What we do is
live and act according to our own perception of how others see us. With this
"looking-glass self" (Cooley 26-30) we form images of oneself through what we
consider to be someone else's perspective. In the end this is just an extension of
how we see ourselves. We focus so much on pleasing others that we forget about
our own desires and need. At this point we start feeling a void that can lead to
depression.

This has happened to various teenagers not only in the U.S. but also
around the world. I include myself in this group of teenagers. I suffered from
depression when I was 14 years old. At that time I lived in my country of origin,
which is the Dominican Republic. At that time I didn't know that I had suffered
from depression until several years later. My family found out also several years
later. Nobody in my family knew at that time. It al l started when my mom had
to come to the U.S. to work because we were in a tight financial situation. My
dad had to take care of me and my brother, who is one year younger than I am.
My dad also had to work so he didn't spend much time at home. Even though I
had friends, we didn't see each other outside of school very often, and more often
than not I felt lonely.

I did a lot of "emotion work" (Hochschild 51-56) in my adolescence. My intention

was to change not only the way I displayed feelings but also the very core of
that feeling. I'll mention one occasion in which I used emotion work: I went to a
friend's birthday party and whoever saw me there would've thought that I was
very happy, but my true feeling was sadness, because that exact day was the
three month anniversary of my mom's departure to the U.S. I felt like crying but
nobody knew that. And not only did I try to appear happy but I actually
managed to feel happy for a moment because of my emotion work. Note that I
was successful in changing my actual feeling to happiness, but this doesn't mean
that the outcome is always successful. As Hochschild emphasizes, "note that
'emotion work' refers to the effort--the act of tryingand not the outcome, which
may or may not be successful"
How anxiety and depression affects academics

The ACHA claims stress in moderation may actually be beneficial, claiming that
managing stress rather than eliminating it all together may be healthier for students
overall mental well-being. According to the ACHA, when stress is associated with a
physiological response, the stress reaction may actually help increase a persons
adrenaline so that they may meet daily challenges efficiently.Stress is a double-edged
sword; without consistent rest periods while under stress, irregular habits may begin to
surface. Diet changes, sleeping patterns, fatigue and anxiety are common occurrences
among college students who mishandle stress. Stress may also take physical form and
cause weakness, digestive problems and immune system vulnerability. Stress may take
an emotional toll and cause irritability, confusion and even cause panic attacks from an
increase in anxiety.According to the Anxiety and Depression Association of America
(ADAA), severe anxiety can be attributed to years of uncontrolled and inconsistent
stress levels. Inefficiently managing stress is just one factor that allows the
appropriation of anxiety levels in ones mindset to increase, potentially causing one to
become emotionally unstable.In 2011, the ADAAs national survey found more than 62
percent of students who withdrew from college with mental health problems did so
because of an anxiety disorder.

CSUN alumni Ata Tousi, 25, has struggled with anxiety and it has affected his
academic career in more ways than one.

Depression and anxiety has affected me to the point that Ive gone part time in
attendance with school for a few semesters, Tousi said.

Ultimately my experiences with depression and anxiety lengthened my academic

career. At the same time, I have been able to pinpoint healthy habits and strategies like
practicing mindfulness and eating healthy, time management, and keeping a balance
with fun versus study time.Along with taking antidepressants, talking with a mental
health professional and taking advantage of mental health resources available at CSUN,
Tousi was successfully able to earn his bachelors degree in 2013.

What you eat may cause anxiety and depression

According to Students Against Depression (SAD), in order to help keep stress and
anxiety levels down, it is important to be mindful of what one eats. These days, it is
expensive to eat healthy, especially when students have their tuition fees, books, and
monthly rent and utilities to pay for.Typically, full-time college students may find
themselves at a drive-thru, or snacking on whatever may be available regardless of its
nutritional content. College students who are on-the-go do not always have the luxury
of time and money to invest in healthier food choices or a gym membership. Some
students eat too little or too much without much consideration of the consequences.

Not eating, or not eating properly and lack of exercise lead to a chemical imbalance,
said Gabriel Seabra Cendoroglo, 22, music major who is currently battling depression.

Zinc deficiency also causes feelings of stress. I have self-esteem problems and for some
reason, it tends to become a vicious circle of depression. I think all of these contribute to
my depression.

According SAD, eating regular, healthy meals and snacks boosts a persons metabolism,
which allows for effective use of energy. Being conscientious of the foods ingredients is
beneficial because what what people consume affects their mood.

For example, according to the SAD, Tryptophan, an amino acid, is essential for the
production of serotonin the brain chemical that helps regulate mood. Tryptophan can
be found in poultry, oil-rich fish, beans, baked potatoes, oats, nuts and seeds. If a
college student dines on dollar-menu, preservative-packed deep fried chicken on a
regular basis, it may have an adverse effect on their overall well-being, and
consequently, could affect their sleeping and studying habits.

A study by the SAD found what you eat can cause low mood and could, in turn, cause
anxiety and depression, which can go full circle to poor dieting and poor body image.
Creating healthy eating habits, exercising regularly and sleeping on a consistent
schedule can help decrease the chances of becoming chemically imbalanced and
susceptible to anxiety and depression.

Recent study on genetics and depression

Doctors are not certain whether depression is passed on through genetics or

whether the mental illness is purely psychological and physical. There are only mere
suggestions that depression is caused by both nature and nurture.

According to an article in the Stanford School of Medicine titled Major Depression and
Genetics, it is not certain a person may inherit a gene that causes depression.
According to the study, if someone has a parent or sibling with major depression, that
person probably has a 20 to 30 percent greater risk of developing the ailment compared
to the average person who has a mere 10 percent chance.

When anxiety and depression go undiagnosed

Heather Morgan, a crisis line manager for Didi Hirsch Mental Health Services Suicide
Prevention Center, said their clinics receive more than 4,500 calls, text messages and
online chats a month. The center averages 150 to 160 calls every 24 hours.

Suicide is the second leading cause of death for college students, Morgan said.

With that being noted, we receive calls from college students daily. Since people go
through different traumatic events in life; calls, texts and chats can range from
relationship issues, LGBTQI questions or concerns, financial, and family issues or
concerns to name a few.

College students in particular have the additional stress of academic life.

If my depression and anxiety went undiagnosed, I would not have reached the
successes I have, Tousi said.

If left untreated I would have been so pessimistic that things wouldnt get done.

Resources available on campus

Andrea Elzy, coordinator for peer education programs at University Counseling

Services (UCS), said their programs focus on real issues that affect students their friends
and their families. Programs on campus include Joint Advocates on Disordered Eating
(JADE), The Blues Project, a depression and suicide awareness program, and Project
Discovering Alternatives for Todays Encounters (DATE).

Its important that students know what resources regarding mental health are
available on campus, Elzy said.

Suicide is the leading cause of death on university campuses. People usually dont
want to have these conversations. These programs open up the dialogue.

UCS offers eight free sessions to speak with a counselor per academic year. Students
can schedule appointments in person, over the phone or online. UCS is located on the
5th floor of Bayramian Hall.

Therapy can help individuals learn better coping skills when dealing with stressors
from school, work and personal life, Teo said.
When an individual is more aware and can identify why they feel and think a certain
way, they develop better coping skills to cope with difficult situations.

In the Study Effects of Depression on Students Academic Performances by

Shumaila KhurshidQaisara Parveen, M. Imran Yousuf and Abid Ghafoor Chaudhry.

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 11th 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 people. We become more friendly, our thought processes
open up, when we feels happy, we want to approach others, and helpful to others [13].
When we are tired we often get depressed. College students suffer symptoms of
depression, which affect their academic performance [14]. Depressed mood also affects
behavior. According to McCarthy et al. (2008) depressed mood is a leading cause of
suicide among adolescents [15]. Women are more depressed than as men [16], and
social and environmental conditions can be the main cause of this.
References:

http://web.mst.edu/~rhall/neuroscience/07_disorders/depression_theory.pdf

http://www.academia.edu/12680376/EFFECTS_OF_DEPRESSION_ON_STUDE
NTS_ACADEMIC_PERFORMANCE

https://www.simplypsychology.org/depression.html
 Wright National High Shool

Paranas,Samar

Depression and academic performance: a comparative study

Proponent:

Ventabal,Elzie May R.

STE-10

Mrs. Angeline G. Abaigar

Research Adviser

School Year 2017-2018