CHAPTER 3
RESEARCH METHODOLOGY
This chapter presented the research methodology of the study. The discussion focuses
on the research method, the respondents, the research instruments, the sampling
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technique and the data gathering procedure that was used.
RESEARCH DESIGN
The researcher used descriptive method to describe on how teenagers cope up with
peer pressure and social anxiety to avoid depression and also to examine the
relationship between those variables and know the difference. It provides the researcher
to better understand the teenagers on how to cope up from peer pressure and social
anxiety.
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RESEARCH INSTRUMENT
The researcher has a specific type of respondents. The researcher will use purposive
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sampling technique to use as a method in choosing the valid subject for this study.
The instrument will be use is interview questions to gather the needed data for the
study. The draft of the questionnaire was drawn out based on the researcher’s readings,
previous studies, professional literature, published and unpublished thesis relevant to
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the study. In the preparation of the instrument, the requirements in the designing of
good data collection instrument were considered. For instance, statement describing the
situations or issues pertaining was toned down to accommodate the knowledge
preparedness of the respondents. In this way, the instrument is authorized to obtain
valid responses of the selected teenagers. Preference for the use of the unstructured
questionnaire is premised on several research assumptions such as avoidance of
personal bias, less pressure of immediate response, and giving the respondents a
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greater feeling of anonymity. In the end, it encouraged open responses to sensitive
issues at hand. The researcher also used voice recording while listening to the
respondent’s answers to be more reliable for the given information. In addition, the
instrument was validated by few consultant and former professors before it laid on the
study.
DATA GATHERING PROCEDURE
The researcher personally administered the research instruments to the respondents.
The researcher present and discussed the significance of the study and accomplished
the distribution of the instruments properly. The researcher conducted unstructured
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interview questions to identify the participant’s emotions, feelings and opinions
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regarding to the situation. Interviews are useful to explore experiences, views, opinions
or beliefs on the specific matters. As the interview is a product of interaction between
the researcher and the interviewee, the settings and skills of the researcher is important
to build a sense of trust. Furthermore, it is important to think about the type of
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transcription of audio. After the interview has been accomplished, the data became the
basis.
LOCAL AND THE RESPONDENTS OF THE STUDY
The study chose 20 teenagers- 10 male and 10 female from San Pedro City, Laguna. All
the respondents are selected through purposive sampling technique. They are the one
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who are willing and have enough experience necessary to provide viable information
regarding the study.
DATA ANALYSIS PROCEDURE
The researcher will use the Giorgi’s descriptive phenomenological method.
1. Transcribe and Read: The process is called TRANSCRIPTION. The researcher
reads the entire set of protocols to get sense of the whole. All the interviews will
be transcribed verbatim from the voice recording and the data will be copied
directly to a word processing to form a transcript. The only goal is to understand
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the language of the describer in order to grasp a sense of the whole experience.
It has helped the researcher by enabling them to read, analyze and interpret
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information with ease, with text that is precise and concise as well as easily
understandable.
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2. Categorize: The researcher start to categorize the different units that express a
self-contained meaning of the theme. Text or coded description will be divided
into themes so the researcher can easily understand them.
3. Transform: This process calls for articulating of meaning int0 psychological
language. Meaning, the researcher systematically interrogate and relate each
meaning unit in relation to the topic under the study not anymore in their own
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simple language. They must try to reach the essential and unchangeable
meaning of the respondents’ experience at the same time discards those
meanings that are not essential for the concrete experience and situation.
4. Synthesize and Integrate: The researcher now integrates all the insights made
about the transformed themes in order to make final consistent description of
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psychological structure under study and come up with general analysis.
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CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
LOCAL LITERATURE
Oro- Josef (2014) talked that depression is a pathologic condition that is reversible with
prompt and appropriate treatment. Failure to recognize and treat depression increases
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the risk of prolonged course of depressive illness, as well as other condition like
malnutrition, significant metabolic illness, and a greater chance of dying.
World Health Organization in the Philippines (2017) in their study discussed about 3.9
million people are living with depression. Depression is one of the most leading factor
that makes one person to amount suicide.
FOREIGN LITERATURE
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Kendall (2006) proposed a theory that tackled out that depression stems from a
combination of irrational beliefs, demandingness and self-drowning in particular. In other
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words, the person believes that he/she must be competent, achieving, etc. at all times
otherwise he/she is worthless as human being and to be suicidal.
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Kapplan and Saddock (2006), stated that depression maybe experienced by both male
and female, however, for its frequency, the depression case prevalence on female
amounts twice depression prevalence on male.
FOREIGN STUDIES
Teenagers heavily influence one’s behavior, and get into doing something. Peer
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pressure occurs when an individual person experiences implied or expressed
persuasion to adopt similar values, belief, and goals, or to participate in the same
activities as those in the peer group. It’s something everyone has to deal with, even
adults (Rubin, Bukowski, & Parker, 2006). Paying attention to own feelings and beliefs
about what is right and wrong can help in knowing the right thing to do. Inner strength
and self- confidence can help one to stand firm, walk away, and resist doing something
when they know better, therefore, peer pressure exists for all ages and no one is
immune to peer influence.
Peer pressure can either be expressed or implied. In expressed peer pressure, an
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individual is challenged directly to comply with existing norms. Studies showed that both
peers are inclined to take risks they do not want to take because they believe the risky
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behavior will increase their standing in the eyes of their peers and assure their
acceptance in the group. (Cotterell, 2007)
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Implied peer pressure is more subtle and can be harder to combat. For example a
group of peers may make fun of the way another peer is dressed up, pressuring
members of their group to dress only in one acceptable style. Often young people who
look, dress, or act differently, or who have significant interests that differ from those of
their age group become outcasts because of the pressure groups place on their
members not to associate with anyone unlike themselves. This can lead the rejected
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person to feel desperate and depressed (Perkins, 2003).
According to Yael (2015), teens are under constant pressure- pressure to perform
academically, to become their own person independent of their parents and guardians,
and to deal with the hormonal and physical changes that are happening to their bodies.
On the top of that, teens are also under constant scrutiny from their classmates and are
often subject to mounting pressure to fit in or do things that earn them approval from
their peers. This constant pressure to fit in and to gain approval can be overwhelming
for many teens, ultimately leading to depression and other mental health issues. Here
are some things we’ve learned about peer pressure and depression.
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HOW PEER PRESSURE LEAD TO DEPRESSION
Everyone feels pressure to fit in with their peers and people they admire, but for
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teenagers, this pressure to conform and get approval is especially acute. In order to fit
in with these cliques, teens often feel pressured to change things about themselves, or
to pretend that they are someone different than who they really are.
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Because teenagers are already struggling to define and discover who they really are as
a person, this additional pressure to act or look certain ways can often lead them to
feeling confused or at odds with themselves. When peer pressure demands that they
act in ways with which they are not comfortable, it can cause teens to suffer from low
self- esteem, anxiety, and depression.
DEPRESSION IN TEENAGERS
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Teenagers often feel very strong emotions, leading to noticeable extremes in mood.
That said, depression is more than just feeling sad. Depression is a mental health issue,
one that can damage academic performance, discourage teens from socializing or
making friends, and even lead to dangerous behavior.
Signs that a teen may be suffering from depression include:
Constant sadness, irritability, or lack of energy
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Changes in sleep patterns or eating habits
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Sudden weight loss or weight gain
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Lack of interest in favorite activities
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Self-imposed isolation
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Feeling of guilt or self-hatred
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Constant complaints of being bored or unengaged
Sudden drops in academic performance
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Talk of self-harm or suicide
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MANAGING DEPRESSION CAUSED BY PEER PRESSURE
When peer pressure causes teens to become depressed, the most important step to
take is to give them a chance to process and deal with their emotions outside of the
environment that is causing the changes in their behavior. For some teens, speaking
with a counselor or therapist is enough for them to learn to manage their emotions in a
healthy way, and to navigate the high pressure social world of high school. Other teens,
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2015).
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however, may require additional help and schooling in a therapeutic environment (Yael
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