Marbel School of Science and Technology Inc.

Purok, Upper Valley, Bo.2 Koronadal City

CHAPTER I

THE PROBLEM

Introduction

Self-harming behavior amongst adolescents has become an increasingly

important issue. Multiple methods of self-harm are often performed by students

and may be carried out several times over course of many months, the

techniques used vary greatly. The most common reason why adolescents

participate in self-injury is a coping mechanism, a means of relief, for the

regulation of feelings, self-punishment, attention seeking and sensation seeking.

Schools are one of the most important institutions that are in a position to help

self-injurers. Through a better understanding of the motivator’s educators will be

better able to identify the sign of self-injury as well as provide the necessary

support in order to reduce the behavior. In the research study, we created a

questionnaire with the goal of better understanding adolescents’ thoughts and

opinions about the motivators of self-harm. This will cover a variety of topics

having to do with self-injury, depression and trauma. The questionnaire was

given to 20 high school students in an alternative placement in MARBEL

SCHOOL OF SCIENCE and TECHNOLOGY. All students are considered to be

“emotionally fragile”, with many of them being labelled as having emotional

disorders. This depression is the most popular mental illness and is the leading

contributor to the worldwide burden of disease in young people, especially in

senior high school students. Untreated Depression and other struggles lead to

unhealthy ways to try and deal with the hurt and pain. But even though they may

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seem like they need help, often they are unhealthy to themselves eventually

becoming even greater struggles like addictions such as drugs, alcohol, eating

disorders, or anything that results into self-harm. Students suffering from

depression are more likely to partake in self-harm, and this data gives us some

understanding and awareness about how they feel about the topic and what may

motivate on someone who intends to harm themselves. Better understanding of

these “at-risk” students will allow the education field the opportunity to reduce the

occurrence of self-harm.

Statement of the Problem

This study aims to know whether the students is struggling in this kind of

depression or not. This study also focuses entirely on the profile of Self-Harm in

Grade 12 Senior High school of MSST.

Specifically, sought to determine this following:

1. Risk factors for Self-Harming Behavior

2. Signs and Symptoms of having depression that can lead to self-harm

3. Consequences of Self-harm

4. Treatment and Prevention for Self-harm

Significance of the Study

The study would provide insights and information on the following;

For the Researchers, this study aims to give them more ideas and knowledge

about depression and self-injury. Also be able to help them raise the awareness

about depression and self-injury.

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For the Students of MSST, the purpose of this study is to let them understand

depression and for them become aware of this mental illness so that they can

keep themselves away from doing self-injury.

For the Institution, it will help them to identify a depressed student on their

campus and can help the researchers raise awareness about depression and

self-harm.

For the Future Researcher/s, the result of this study would be useful for them

because this would give them more information about the Awareness of

Depression leading to self-harm and guide them in their future study as well.

Scope and Delimitation

The researchers gathered information at Marbel School of Science and

Technology, Inc. located at Purok Upper Valley, Brgy. Sto. Niño, City of

Koronadal. They chose MSST in gathering data to give convenience in

conducting this study. The researchers only focused on the Grade 12 students of

Marbel School of Science and Technology, Inc.

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CHAPTER II

REVIEW OF RELATED LITERATURE AND CONCEPTUAL FRAMEWORK

This section has included the concepts that guide the researchers in

conducting this study and which were used to formulate the conceptual

framework. This portion have also an attempt to present views, findings,

perceptions, and ideas of different author locally and abroad who have

conducted researchers and studies related to this work and helped in the

conceptualization and the design of this study.

Conceptual Framework

Awareness of Depression Leading to

Self-Harm

Signs and Symptoms of

Risk Factors for
Having Depression that can
Self-Harming Behavior
Lead to Self-Harm

Consequences of the
Depression that Leads to Treatment and Prevention
Self-Harm for Self-Harm

Figure 1. Conceptual Framework

Risk Factors for Self-Harming Behavior

There are a variety of reasons for why students partake in a behavior that

would lead to self-injury. There is not one specific, precursor or warning that

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allows educators to know a student is thinking about hurting themselves, there is

a wide example set. Knowing a variety of possible triggers or causes of self-harm

allows for a teacher to modify their language and content when in the classroom.

Avoiding trigger words, material or generally being sensitive to the mental health

needs of the students suffering from post-traumatic events or depression is

necessary when working with students who are susceptible to harming

themselves. Knowledge of the causes may reduce the amount of the behaviors

enacted.

For any students who has been traumatized, a trigger in something that

recalls a past trauma, and can elicit an emotional reaction. Often triggers are an

emotional portal towards unwanted or dangerous behaviors. When a trigger is

intense it may lead to a person feeling that they are momentarily losing touch and

control over their present surroundings (Litt,2015). Students feeling that they are

not in control are more likely to partake in dangerous are possible self-harmful

behaviors. Wyman (2009) describes anger, dysphoria and interpersonal conflict

as triggers of self-injury.

The social cognitive theory suggests that self-injurious behaviors are

adopted through the modelling of others. Developmental researchers have

hypothesized that peer behavior is particularly important at this time (Hasking,

Andrews & Martin, 2012). Hasking et al. (2012) argues that self-injurious

behavior may spread among young people, through the exposing of wounds and

openly discussing the behavior. Evidence of a possible “contagion effect” has

been found in clinically-based studies, suggesting the exposure to self-injury

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within inpatient psychiatric facilities has led patients to starting to self-injure

(Hasking et al., 2012). Adolescents in an impatient facility may initiate self-

injurious behavior in an attempt to imitate their environment, therefore making

students in facilities at a greater risk. Students in a facility often one to fit in, and

when depressive symptoms emerge, they may emulate the peer accepted

behavior of self-injury in order to alleviate depressive symptoms while at the

same time participating in a peer approve act.

Signs and Symptoms of Having Depression that can Lead to Self-Harm

In a self-report study for self-harm motivators, teen participates indicated that

they partake in self-injurious behavior for a variety of reasons. The most common

reasons for self-injury was a coping mechanism and a means of relief, for

regulations of feeling, self-punishments attention seeking or sensations seeking

(Wilkinson, 2011). In a study by Hicks and Hincks (2008), they added that the

sight of blood can restore a sense of authenticity for some students. Seeing the

blood flow as a result of cutting can serve several functions such as relieving

tension and bring sense of calmness to the individual. In addition to the

psychological release from emotional pain, a physical release of endorphins

brings about an emotional high, which may contribute to the addictive like

tendency of the acts (Wilkinson, 2011).

Adolescents suffering from depression often state that they feel nothing at

all. One of the justifications that a student may have for participating in self-

injurious behavior may be to deal with negative emotions in attempt to at least

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feel something, even if it is physical pain. Marshall’s study argues that the

opposite effect may operate. It is possible that when adolescents engage in self-

injury, their depressive symptoms may increase. The relief supplied with self-

injury is short-lived and the symptoms of depression that justified the use of self-

harm are likely reoccur. The reoccurrence of symptoms and the guilt associated

with the act might actually be a prompt for repeated self-injury (Marshall, 2012).

Consequences of the Depression that Leads to Self-Harm

Mental health disorders are common among young people who self-harm.

In the National Institute of Mental Health Methods for the Epidemiology of Child

and Adolescent Mental Disorders study, 76% of youth, aged 9 to 17 years, who

had ever attempted suicide met current criteria for 1 or more mental disorders.

Due to the close link between mental health illnesses and self-harm and the

health threats to young adults, professional guidelines recommend that all young

adults admitted and treated for self-harm or related incidences should be sent to

a mental health professional for possible evaluation before discharge. (Olfson et

al 2005,1122-1123.)

Alcohol, as Anderson et al (2004, 871) states, is commonly a precursor to

DSH whereas alcohol dependence is a risk factor for both DSH and suicide.

From the study, alcohol misuse and suicidal behavior was demonstrated in a 25-

year longitudinal study of Swedish male conscripts. Those who abused alcohol

had an elevated risk of attempted suicide. Approximately one-third of those who

self-harm regularly misuses drugs or alcohol. (Anderson et al,2004,871.)

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In another investigational study in England, alcohol was said to be used in

the six hour before or as part of the act of self-harm. Alcohol involvement in act of

self-harm remained stable for both genders and somewhat surprising especially

in women. (Bergen et al 2010,496 – 497.)

Drug use is highly associated with the episodes of DSH for both boys and

girls. Adolescents argue that use of drugs assists and relieves them from a

terrible state of mind. Self-medication for psychological distress has also been

reported to be central motive in adolescent drug use. Young adults experiencing

distress attempts to relieve negative feelings through drug use and in some

situations, self-harm. (McMahon et al 2010,1816.)

Treatment and Prevention for Self-Harm

Self-harm prevalence has increased in recent years. Among psychiatric

populations, depression, bipolar disorder, borderline personality disorder and

suicidal behavior have consistent association among young adults who self-

harm. Hintikka et al (2009) on a study on adolescents with mental health

disorders indicates that major depressive disorders, eating and anxiety disorders

were more common among adolescents who engaged in self-cutting. The study

continues to, once again, highlight alcohol as a factor to self-harm. Alcohol is

known to have a rapid anxiolytic effect but when used frequently, it may provoke

anxiety and depression. Depressive young adults who have the experience of

self-cutting may use alcohol as means of self-help but in the long run this may

exacerbate their symptoms and potentially increase the need to repeat self-

harming for symptom alleviation. (Hintikka et al, 2009, 465 – 467.)

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Definition of Terms

The following operational definitions of terms were provided for easy

understanding of this study.

Elicit – to get various information from students with depression

Inpatient – a patient who stays for one or more nights in a hospital for treatment

and usually a live-in self-harm treatment center where the program is seven days

a week.

Prompt – to be the cause of depression in negative and positive situations on

each student.

Self-injurious – causing injury to oneself

Traumatic – a very difficult experience that causes someone to have mental or

emotional problems usually for a long time that could lead them into harming one

self.

Trigger – an urge that causes someone to hurt itself or other people.

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CHAPTER III

METHODOLOGY

This chapter presents research design of the study as well as the type of

method used in the research, the respondents, the locale of the study and

sampling method, and the research instrument that have been used. It also

presents the data gathering procedure and how the data was analyzed and

interpreted.

Research Design

Quantitative research, is defined as the systematic investigation of

phenomena by gathering quantifiable data and performing statistical,

mathematical or computational techniques. Quantitative research gathers

information from existing and potential customers using sampling methods and

sending out online surveys, online polls, questionnaires etc., the results of which

can be depicted in the form of numerical. After careful understanding of these

numbers to predict the future of a product or service and make changes

accordingly.

An example of quantitative research is, the survey conducted to

understand the amount of time a doctor takes to tend to a patient when the

patient walks into the hospital. A patient satisfaction survey template can be

administered to ask questions like how much time did a doctor take to see a

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patient, how often does the patient walk into a hospital and other such

questions. 

THE AWARENESS OF DEPRESSION

LEADING TO SELF-HARM ON SHS
STUDENTS OF MSST

LOCALE OF THE STUDY

Risk factors for Self- Marbel School of Science and
Harming Behavior Technology, Inc.

Signs and Symptoms RESPONDENTS OF THE STUDY

of having depression SHS students of MSST
that can lead to self-
harm

Consequences of Self- Research Instrument

harm CHECKLIST

Treatment and Data gathering

Prevention for Self-
harm
Data analysis

Figure2. Research Design

Locale of the Study

The locale of the study was located at Marbel School of Science and

Technology Inc. in City of Koronadal at Purok Upper Valley, Brgy. Sto. Niño.

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Figure 3. Locale Map

Respondents of the Study

The respondents of this study were the 20 students of Grade 12 HUMSS

section Gold of Marbel School of Science and Technology Inc. by the use of

simple random sampling method to select them, where the researchers

administered a checklist to gather the information/data. Furthermore, the

respondents were already good to produce valid and reliable answers and

information needed in this study.

Research Instrument

The research instrument used in this study was a self-made checklist from

the researchers and distributed to the respondents where they would just check

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the box of which suitable answers in each statement that best describes of the

awareness of depression that will lead them into self-harming. These checklists

were tallied by the researchers in order to get the data to answer the problem.

Sampling Technique

The researchers got all 20 students of Marbel School of Science and

Technology Inc. as their respondents. This number of respondents was good

enough to give responses to realize this research. Also the method used in

getting the sample respondent was the simple random sampling method, were

the researchers select only the available senior high school students of Marbel

School of Science and Technology, Inc.

Data Gathering Procedure

The researchers oriented the respondents for the purpose of the survey.

Subsequently after the orientation, the researcher distributed the checklist to the

respondents. After that, the researcher was responsible to collect all of the

checklists given to the respondents.

Statistical Treatment

This study generated quantitative data. The statistical tool used in this

study was the questionnaire to determine the awareness of the Humanities and

Social Sciences Students about depression leading to self-harm. Hence, the data

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gathered were analyzed through calculating the respondents’ answers, then the

researchers would get the percentage then place them it in a graph and table.

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter presents the analysis and interpretation of the respondent’s

summarized results. The various results were presented in the succeeding

graphs and tables with corresponding discussions and expectations.

DATA ANALYSIS

In order for the researchers to determine the study habits of the Grade 12

Humanities and Social Sciences students of MSST.

Table 4.1: Risk Factors Self-Harming Behavior

Students awareness about depression leading to

Percentage
self-harm
QUESTIONS YES NO
1. Are you having difficulties at home? 85% 15%
2. Arguments or problems with friends? 80% 20%
3. Have you been in school pressures? 90% 10%
4. Have you experienced bullying? 85% 15%
5. Have you experienced depression? 85% 15%
6. Can you handle depression? 85% 15%
7. Have you experienced being bullied because
60% 40%
of your anxieties?

Graph 4.1. Risk Factors for Self-Harming Behavior

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100% 90%
90% 85% 85% 85%
80%
80%
70%
60%
50%
40%
30% 20%
20% 15% 15% 15%
10%
10%
Yes
0%
No
e s re ng n
om iend ssu llyi ssio
H fr re e
t Bu pr
esa ith l P
De
lti sw hoo
cu em Sc
ffi bl
Di r o
P
nd
tsa
en
u m
A rg

The 4.1 graph shows the results received from the respondents where 18

or 90% have chosen School Pressure as a Risk Factor having the highest rank

out of all the risk factor for self-harming behavior of student’s awareness about

depression leading to self-harm. Also the rest has a high rate percentage which

is 80% above of result from the data that has been gathered.

This mean that all the risk factor for self-harming behavior of student’s

awareness about depression leading to self-harm was the factor having 80%

above rate result of the data which is a high rate. Since 50% above is considered

as a high rate in terms of result finding from the data gathered from the

respondent

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Table 4.2: Signs and Symptoms of having depression that can lead to self-

harm

Students awareness about depression leading to

Percentage
self-harm
QUESTIONS YES NO
1. Have you experienced anxiety? 85% 15%
2. Do you have a low self-esteem? 85% 15%
3. Drinking alcohol at a young age? 45% 55%
4. Have you experienced drug addiction? 5% 95%
5. Have you been experience of being too
100% 0
emotional?
6. Have you ever think of hurting yourself
55% 45%
because of depression?

Graph 4.2. Signs and Symptoms of having depression that can lead to self-

harm
120%
100%
100% 95%
85% 85%
80%

60% 55% 55%

45% 45%
40%
Yes
20% 15% 15% No
5%
0%
0%
y l ve
iet em ho on rm
nx ste lco
dicti n siti - Ha
A l-E A d se lf
Se to ga lly Se
Lo
w on Dr
u
on
a
i cti
dd oti
A Em

The graph 4.2 shows that the signs of being too Emotional and the result

means that being emotionally sensitive is the most visible symptom of being

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depressed these emotional experiences of a person is more intensely than

others having result of 100% from the repondents who answered yes. The

feelings of love, joy, happiness, anger, sorrow, and fear are stronger than

average. But also the anxiety and low self - esteem considered as a high rate

percentage having a result of 85% said yes. Also we must know that drug

addiction is not a sign and symptom of being depressed based on the result of

the data gathered from the respondent having a 5% rate on yes that showed on

the graph 4.2 above. The graph 4. 2 display that self harm also have 55% which

mean that more than half of the students agree with it and difinitely doing it, while

the result of drinking alcohol did not got a chance to be a sign of being depressed

since it did not even reach the half of total percentage which is 45% only.

And that means that the anxiety, low self – esteem and emotional

sensitive is the sign and symptoms of having depression that can lead to self-

harm that has a result of 80% above considered as high rate percentage. Also

the self-harm and drinking alcoholic is measured as either a sign and symptoms

of having depression that can lead to self-harm since they got a result near to the

middle. And lastly, the drug addiction is not a sign and symptoms of having

depression that can lead to self-harm having a result of only 5% that thought yes.

Table 4.3: Consequences of Self-Harm

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Students awareness about depression leading to

Percentage
self-harm
QUESTIONS YES NO
1. Have you been suffering of emotional issues? 45% 55%
2. Have you ever think of committing suicide? 35% 65%
3. Does your anxieties affect your studies? 65% 35%
4. Does your parents know that you are suffering 15% 85%
from depression?
5. Are you having delusional experiences while 30% 70%
suffering depression?
6. Are you still willing to help others with their 50% 50%
depression even you are suffering from it?
7. Have you consider self-harm to cure your 95% 5%
depression?

Graph 4.3: Consequences of Self-harm

100% 95%
85%
80% 70%
65% 65%
60% 55% 50%50%
45%
40% 35% 35% 30%
20% 15%
5%
0% Yes
No

The graph 4.3 shows the results received from the respondents in

identifying the consequences of depression and out of 100% we gained 95% as

the results, it means that consider Self-harm to cure their depression has the

highest percentage of the Consequences of Self-harm and showing here in the

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graph that a person with depression experienced overload emotions often leads

them to think that this might cure themselves by harming it. Aside of having the

higher percentage rate among other consequences the graph also illustrated

from above indicates that there are 65% who said yes that their anxieties

affected also their studies when it comes to school. And it follows by a 50% who

said yes on helping others with depression too. But majority of the results

indicates that there are above rate which is 50% who answered no in the

consequences that has been questioned above in having Emotional Issues who

said no has 55% in Suicidal Thoughts with 65% said no, and Delusional

Experiences with 70% who also said no which means it is not one of the major

problems in consequences that will lead them into harming themselves. But

being secretive with their parents regarding with their depression is the main

issue in here which has the higher percentage of 85% of the students who

determine themselves of not telling their parents about their depression and

clearly proves as consequences of self-harm.

Thus this information satisfies the researchers on the study they have

conducted and based on the result for the overall interpretation it really gives a

positive result and really helps the researchers on determining the percentage of

the Grade 12 Senior High school students awareness about depression leading

to self-harm.

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

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This chapter summarizes the findings, draws conclusion and gives

recommendation for the students’ awareness about depression leading into self-

harm.

SUMMARY OF FINDINGS

The finding indicated that 64% out of 100% of the Grade 12 HUMSS

students are aware about depression that will lead them into harming

themselves. While the less of them already has the signs and symptoms of being

depressed and yet hate to admit that they really are. In connection with this, the

persons who agreed of being aware about this topic have the highest

percentage. The researcher also found out that most of the student prefer to face

their emotional issues alone than telling it to their parents and open it up with

them and also it is one of the risk factors that students carry on their shoulder

whenever they go. The results also stated here that it gives pressures to the

students at school that would also affects them on their studies.

CONCLUSIONS

It is clearly recognized by the results that most of the Grade 12 students of

MSST are aware of depression that could lead them into harming themselves.

Therefore, based from the results of this study, the following conclusions were

drawn:

First, based on the graph 4.1 and table 4.1, students under pressure have

the highest risk of depression. School works and Personal problems can trigger

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someone’s mental health. Also, it was concluded that all factor for self-harming

behavior are really the factor that lead to the students to self-harm. Since, all the

result is high and very visible on the data analysis of the factor for self-harming

behavior.

Second, the signs and symptoms of depression are actually visible.

Depresed people sometimes tend to hide their depression but the signs are still

obvious on their behaviour. It was concluded that from the signs and symptoms

identified by the researcher only one out of all is really not a signs and symptoms

of depression, but there is two that can be determine that it is either signs and

symptoms or not, since the result was on the near middle. And the others are

really signs and symptoms based on the result that they got a high rate of

percentage that lead them to depression.

Third, the consequences of depression are very dangerous, especially to

a student. Depression made a student’s life complicated. Because of depression,

teenage suicidal rates are kept on increasing. It concluded that only self-harming

is the only consequence that really visible that might happen to a person that is

depressed. And some of the consequences are may be or sometimes might do

by the person the experiencing a depression.

Thus, majority of these students also experienced of being depressed

based on the total tallied answers of them on the questionnaire about the risk

factors and having the signs and symptoms of depression and the consequences

that will lead them into harming themselves.

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And lastly, treatment for Non suicidal Self- Injury can often involve

individual or group therapy and usually begin after the patient has undergone a

psychological evaluation to determine whether they have depression or suicidal

thoughts. The evaluation will help assess what stressors maybe contributing to

the patient’s perceived need to self-harm and what functions self-harm is serving.

If the patient needs specific treatment for underlying mental health conditions,

those are treated first.

Therapy focuses on behavioral interventions, teaching skills such as

emotional regulation, self-management, mindfulness and effective

communication to fill the needs that self-harm serves in a healthy way. Educating

friends and family is an important component of treatment because they can help

to make safety plans and implement de-escalation strategies.

RECOMMENDATIONS

In view of the findings and conclusions of the study the following

recommendations were hereby given:

Teacher shall utilize this as a guide to help their students in every way possible

and should be more careful and sensitive on the part of each students as a

second parent and take these responsibilities as long as they can. Since the

generation nowadays are very crucial and sensitive.

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Parents must encourage, guide, prolonged their patience and be the ones who

lift their children especially on worst times and worst situation. Hence, always

check on them and hear their sides too.

Students should have a positive mindset and be positive on making decisions

regardless of how they manage their emotional issues and should have always

been trying hard to prevent harming themselves when left them with no other

choice in life.

Researcher will be guided to determine the Senior High School Awareness of

Depression leading to self-harm and this study will benefit the researcher by

giving them the answers on positive results about being aware about depression

in conducting this activity.

Future researcher may be determined to continue the information towards the

importance of having an awareness about depression that will lead them into

self-harm and also conducts further more information about;

- Symptoms that prone depression is not just in your Mind

- Staying Awake: The surprisingly effective way to treat Depression

- What its really like going through in deep, dark depression

There are several possible causes of depression. They can range from

biological to circumstantial. Many factors can influence feelings of depression, as

well as who develops it and who doesn’t. The causes of depression are often tied

to elements of your health.

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39,121-128

Cook, J. D; Mulrow, C. D, Haynes, R.B. (1997). Systematic Reviews. Synthesis

of Best Evidence for Clinical Decisions. Annals of Internal Medicine.Vol.
126,376-380

Diamond, G.S, Winters teen, M.B, Brown, G.K, Diamond, G.M, Gallop, R, Shelef,
K, Levy, S. (2010). Attachment-Based Family Therapy for Adolescents with
Suicidal Ideation: A Randomized Control Trial. Journal of the American Academy
of Child and Adolescent Psychiatry. Vol, 49, 122-131

Donaldson, D.; Spirito, A, Arrigan, M; & Aspel, J. (1997). Structured disposition

Planning for adolescent suicide attempters in a general hospital: Preliminary
findings on short-term outcome. Archives of Suicide Research.Vol. 3, 271-282

Evans, J. (2000). Interventions to reduce repetition of deliberate self-harm.

International Review of Psychiatry, Vol.12, 44-47.

Farber, S. K. (2006). The inner predator: Trauma and dissociation in Bodily Self-
Harm. New Orleans APA Panel. Trauma: Obvious and Hidden: Possibilities for
Treatment.

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Purok, Upper Valley, Bo.2 Koronadal City

Fox; & Hawton, K. (2004). Deliberate self-harm in adolescence. Child and

Adolescent Mental Health series. The Royal College of Psychiatrists’ Research
Unit.

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and adolescents. Journal of current pediatrics. Vol, 15, 575-580

Krumins, G (2011). The Detrimental Abuse of Emotional Abuse. Bloomington, IN:

Author House. The author describes her personal experience as a victim of
emotional abuse, how to identify, understand, manage, and heal from the
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know to assist.

O’Hagen, K. (2009). Identifying Emotional and Psychological Abuse: A Guide for

Childcare Professionals. Philadelphia, PA: McGraw-Hill. The author identifies
emotional and psychological abuse development among children and
adolescents that are highlighted in case studies that provide information about
how to assess their emotional and psychological well-being.

Testa, A. (2007). The Bully in Your Relationship: Stop Emotional Abuse and Get
Love You Deserve. Philadelphia, PA: McGraw-Hill. The author provides a guide
to identifying types of bullies and victims of bullies and taking action to change
through work that rebuilds victim’s power and control regarding bullying
relationships.

Thomas E Ellis, Cory F Newman, Choosing to Live: How to Defeat Suicide

through Cognitive Therapy, New Harbinger Publications Inc.,

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 Marbel School of Science and Technology Inc.
Purok, Upper Valley, Bo.2 Koronadal City

Appendix A

Permission Letter for Students to Conduct a Survey

Date:

Grade 12 SHS Students

Dear Students:

Greetings of Gratitude!

We, Tisha Parajeli, Maricar Pardilla and Arabila Concepcion, a Grade 12

Senior High School HUMSS Student of Marbel School of Science and
Technology, am conducting a research study entitled “THE AWARENESS OF
DEPRESSION LEADING TO SELF-HARM GRADE 12 STUDENTS OF MSST”.
In line with this, we chose you as our respondents because we believe that you
could provide the information required in our study. This questionnaire is
intended to gather information in connection with our research. This information
coming from you will be used exclusively for our research study and it will be held
confidentially.

We are hoping for your cooperation with regards to this matter.

Thank you very much!

Respectfully yours,

TISHA PARAJELI,

MARICAR PARDILLA,

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 Marbel School of Science and Technology Inc.
Purok, Upper Valley, Bo.2 Koronadal City

ARABILA CONCEPCION

Researchers
Appendix B

Permission Letter for Conducting Survey

Date:

Mrs. Jervi France S. Ferrer

Senior High School Coordinator/Guidance Counselor
Marbel School of Science and Technology Inc.

Sub: Permission for conducting survey among the SHS students in your school.

Madam;

We wish to inform you that we are a Research Students of Senior High School at Marbel School
of Science and Technology under the supervision of Mr. Edward John Calub II Senior High
School Research Instructor with my research topic “Awareness of Depression Leading to Self-
Harm “. In this regard, we were conducting survey for data collection among the SHS Grade 12
students of your school Marbel School of Science and Technology, Inc.
Thus, we may ask for a permission to conduct a survey among your Grade 12 students of your
school to collect the necessary data in pre-designed questionnaires. Information provided by your
Grade 12 students will be kept confidential and be used for academic purposes only.

Thanking you and with warm regards.

Sincerely yours,

TISHA F. PARAJELI

ARABILA R. CONCEPCION

MARICAR PARDILLA

Grade 12 Research Students (MSST)

EDWARD JOHN G. CALUB II, LPT

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 Marbel School of Science and Technology Inc.
Purok, Upper Valley, Bo.2 Koronadal City

Grade 12 Research Instructor

APPENDIX C

Questionnaire

Objectives: This survey questionnaire aims to gather information with regards to

the topic “Awareness of Depression Leading to Self-Harm”. The information
gathered in this survey will be held confidentially.

Direction: Please answer the questionnaire with sincerity and honesty. The
questions stated below will be answered by checking (√) the YES or NO on the
right portion column. Thank you and God bless!

A. Risk Factors for Self-Harming Behavior

QUESTIONS Yes No
1. Are you having difficulties at home?

2. Arguments or problems with friends?

3. Have you been in school pressures?

4. Have you experienced bullying?

5. Have you experienced depression?

6. Can you handle depression?

7. Have you experienced being bullied because of your

anxieties?

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 Marbel School of Science and Technology Inc.
Purok, Upper Valley, Bo.2 Koronadal City

B. Signs and Symptoms of having depression that can lead to self-harm

QUESTIONS Yes No
1. Have you experienced anxiety?
2. Do you have a low self-esteem?
3. Drinking alcohol at a young age?
4. Have you experienced drug addiction?
5 . Have you been experience of being too
emotional?
6 Have you ever think of hurting yourself because of
depression?

C. Consequences of Self-Harm

QUESTIONS Yes No
1. Have you been suffering of emotional issues?
2. Have you ever think of committing suicide?
3. Does your anxieties affect your studies?
4. Does your parents know that you are suffering
from depression?
5. Are you having delusional experiences while
suffering depression?
6. Are you still willing to help others with their
depression even you are suffering from it?
7. Have you consider self-harm to cure your
depression?

Appendix D

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 Marbel School of Science and Technology Inc.
Purok, Upper Valley, Bo.2 Koronadal City

CURRICULUM VITAE

TISHA FANTILANAN PARAJELI

Purok Masagana II, Brgy. Zone III
Koronadal City, 9506 Philippines
Email: [email protected]
Cellphone Number: 09557111112

PERSONAL DATA

Gender : Female

Date of Birth : November 21, 2001

Place of Birth : Purok Masagana II, Brgy. Zone III Koronadal City

Age : 17

Civil Status : Single

Height : 5’3 ft.

Weight : 53 kg.

Mother : Jenelyn Parajeli

Occupation : Housewife

Father : Jerry Parajeli

Occupation : ACIC at Citi Hardware Marbel

EDUCATIONAL BACKGROUND

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 Marbel School of Science and Technology Inc.
Purok, Upper Valley, Bo.2 Koronadal City

Grade Level Schools School Year

Senior High
Marbel School of Science and technology, Inc. 2017-2019
school
Junior High school Koronadal National Comprehensive High School 2013 -2017

Elementary school Crossing Diaz Elementary School 2005 -2013

ACHIEVEMENTS/ AWARDS

 Honor Student (Elementary- Junior High

School)
 With Honor (Grade 11 SHS)
 MSST Nutrition Month 2019 Quiz Bee 1 st
placer
 MSST Buwan ng Wika 2019 Quiz Bee 1 st
placer
 MSST Intramurals 2019 Quiz Bee 3rd placer

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 Marbel School of Science and Technology Inc.
Purok, Upper Valley, Bo.2 Koronadal City

CURRICULUM VITAE

ARABILA R. CONCEPCION
Purok Hillside, Barangay Sta. Cruz

City of Koronadal, South Cotabato

Email:[email protected]

Cellphone Number: 09207465324

PERSONAL DATA

Gender : Female

Date of Birth : April 02,2002

Place of Birth : Surallah, South Cotabato

Age : 17

Civil Status : Single

Height : 156 cm

Weight : 58 kg.

Mother : Florence Ramirez-Concepcion

Occupation : Housewife

Father : Edgar Concepcion

Occupation : Government Employee

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 Marbel School of Science and Technology Inc.
Purok, Upper Valley, Bo.2 Koronadal City

EDUCATIONAL BACKGROUND

Grade Level Schools School Year

Senior High school Marbel School of Science and Technology, Inc. 2017-2020
Junior High school Koronadal National Comprehensive High School 2013 -2017
Elementary school Koronadal Central Elementary School-1 2005 -2013

ACHIEVEMENTS/ AWARDS: N/A

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 Marbel School of Science and Technology Inc.
Purok, Upper Valley, Bo.2 Koronadal City

CURRICULUM VITAE
MARICAR L. PARDILLA

Prk. Malipayon, Brgy. Manili Lutayan

Sultan Kudarat

Cellphone Number :09169586091

PERSONAL DATA

Gender : Female

Date of Birth : August 8 2001

Place of Birth : Iloilo

Age : 18

Civil Status : Single

Height :

Weight :

Mother : Rutchie Pardilla

Occupation : housewife

Father : Mateo Pardilla

Occupation : Laborer

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 Marbel School of Science and Technology Inc.
Purok, Upper Valley, Bo.2 Koronadal City

EDUCATIONAL BACKGROUND

Grade Level Schools School Year

Senior High school Marbel School of Science and technology, Inc. 2017-2020
Junior High school Latayan National High School 2013 -2017
Elementary school Manili Elermentary School 2005 -2013

ACHIEVEMENTS/ AWARDS

 Honor student elementary

 Kasaligan award
 Journalist of the year
 SSG Award

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