Chapter I
THE PROBLEM AND ITS BACKGROUND
Introduction
Adolescence is a time of great psychological and emotional
change in addition to physical development. This study, Christian
Living Education as a Factor in Promoting Mental Health Among
Grade 10 Students of Our Lady of the Pillar College-Cauayan,
investigates how Christian Living Education might help to manage
and reduce these developmental difficulties. Grade 10 students
faces a variety of stressors—from academic pressure to social
anxiety—that greatly affect their mental health as they get ready
for senior high school. Ignoring this element during such a
forming period could result in negative physical effects, poor
academic performance, and emotional pain. This study seeks to
demonstrate how early, faith-based interventions may offer a
balanced, comprehensive approach to student growth and
development by treating mental health with the same urgency as
physical well-being.
Mental health issues, including depression, anxiety, and
suicidal thoughts, are becoming more common in the hectic modern
society. This concerning issue emphasizes a sobering fact:
untreated psychological discomfort can develop into severe mental
illnesses or even cause early death. According to the World
Health Organization, suicide is now the third leading cause of
death among individuals aged 15 to 29 globally, with one in seven
adolescents suffering from a mental disorder.1 In 2020, deaths
caused by international self-harm in the Philippines rose by 57.3
1
World Health Organization, “Adolescent Mental Health,” last modified 2024,
[Link]
percent to 4,420 from the previous year (2,810). The increase in
suicide cases had been attributed to the global pandemic that had
resulted in prolonged lockdowns and an increase in unemployment. 2
Encouragement of mental resilience becomes more crucial as Grade
10 students adjust to ever more challenging academic settings.
Reducing these effects and laying a strong foundation for
lifelong well-being depends on recognizing mental health as
equally relevant to physical health.
Though an atheist, eminent psychotherapist Albert Ellis, the
founder of Rational Emotive Behavior Therapy (REBT), once said in
1993, "I think I can safely say that the Judeo-Christian Bible is
a self-help book that has probably enabled more people to make
more extensive and intensive personality and behavioral changes
than all professional therapists combined." However, for
Christians, the Bible is the "Word of life," not just a self-help
book, as Paul notes in Philippians 2:16. This perspective
emphasizes the ongoing need for biblical knowledge in building
psychological resilience, especially in light of contemporary
emotional and mental challenges.3
This conversation is sometimes complicated by a supposed
divide between psychology and theology. Particularly those
dedicated to strict empiricism, like B.F. Skinner, secular
psychologists have often written off religious viewpoints as
unscientific or too simplistic. Such detractors contend that
faith-based solutions fall short of the exacting, evidence-based
2
Statista, “Number of Suicide Deaths Philippines 2019-2020,” November 14,
2024, [Link]
3
Steve, Rev, and A Johnson. n.d. “Incorporating Religion into Rational Emotive Behavior
Therapy with the Christian Client.”
[Link]
criteria needed to properly handle mental health problems.4
Still, Christian doctrine holds that people have both mind and
soul—two closely related facets of identity that blossom with
greater knowledge and compassion. Derived from the Greek psyche
(meaning "soul), the very word "psychology" supports the need to
investigate the inner life to grasp human nature. Thus, instead
of being in opposition, theology and psychology can be seen as
complementary lenses through which we may understand and assist
the whole human experience—emotionally, mentally, and
spiritually.
Christian Morality, which examines the value of preserving
two fundamental relationships that mold a person's purpose and
well-being—the vertical relationship, which relates to one's
personal connection with Jesus Christ, and the horizontal
relationship, which concerns one's interactions with other people
—is a major theme covered in Christian Living Education 10. This
structure emphasizes how important morality is for fostering
deep, loving relationships rather than only for avoiding sin or
following guidelines. Strong vertical relationships with Christ
give students a strong spiritual identity, security, and a great
sense of worth anchored in divine love. Horizontal relationships,
meanwhile, promote empathy, forgiveness, and unity—all essential
in preserving mental health in the face of social demands.
Understanding that their life has both a divine calling and a
social mission helps students find direction and purpose, which
is a known preventive factor against depression, anxiety, and
other mental health problems.
Equipping students with spiritual tools that can assist in
supporting and strengthening their mental health depends much on
4
ThD, John T. Chirban Ph.D. “The Journey of a Truth Seeker.” Psychology Today, September
1, 2014. [Link]
Christian Living Education. Particularly, the lessons of Jesus
Christ have psychological worth that never changes. In Matthew
6:34, for example, Jesus tells students to let go of future
worries and live one day at a time: "Do not worry about tomorrow,
for tomorrow will worry about itself." He assures the tired in
Matthew 11:28-30: "Come to me, all you who are weary and
burdened, and I will give you rest." Such lessons confirm that
rest and comfort can be found in God and that one's problems are
not disregarded. These words offer both spiritual peace and
emotional healing in a society where many young people silently
suffer from emotional tiredness.
Jesus also embodied great acceptance and sympathy. He
counsels the woman caught in sin in John 8:11, "Neither do I
condemn you." This lesson helps students realize the need for
forgiveness toward themselves as much as toward others. Healing
from guilt, which many students experience, depends on self-
forgiveness and freedom from shame. His lessons on love,
compassion, and humility, such as those in the parable of the
prodigal son (Luke 15:11-32), show the worth of unqualified love
and second chances, offering hope for people feeling lost or
unworthy.
Furthermore, significant is the contribution made by the Old
Testament toward Christian Living Education. For instance, Psalm
23 tells believers that God is present even in the worst valleys.
Full of useful, practical wisdom, proverbs teach self-control,
patience, and good judgment—values that help one to be
emotionally steady. Another striking illustration of resilience
and trust in God's plan is Joseph's life in Genesis: he stayed
faithful and forgiving despite betrayal, suffering, and
imprisonment.
Crucially, Christian Living Education is not about cherry
picking verses to offer brief tranquility or emotional release.
Rather, it is about a thorough, disciplined study of the whole
Bible—its doctrines, teachings, historical settings, and moral
principles—to inculcate great, long-lasting spiritual and
psychological maturity. Along with being urged to find
inspiration in Scripture, students are also guided to grasp its
deeper theological truths and ethical foundations relevant at all
phases of life. In this sense, CLE helps students make sense of
life's difficulties by means of a biblical perspective that is
still relevant beyond students, so forming both their character
and mental resilience.
Though these lessons greatly affect mental and emotional
health, it is important to realize that Christian faith does not
provide immunity against mental illness. It is a negative
assumption to believe that mental health issues are only the
outcome of "weak faith" or spiritual failing. Like everyone else,
Christians might experience trauma, anxiety, or depression; this
does not make them any less faithful or committed. Though it can
offer strength, faith should not take the place of professional
treatment as needed. Such complication arises from many elements,
including genetics, trauma, environmental stress, and mental
illness. Seeking psychological support is a sign of wisdom and
courage rather than of spiritual frailty.
Christian Living Education provides an internalized, long-
term basis encouraging hope, purpose, identity, and emotional
maturity rather than a short fix. Combined with psychological
support and awareness, CLE forms a whole and compassionate
approach to mental wellness. It offers not only spiritual support
but also a structure for comprehending and conquering emotional
obstacles of daily life.
From over two thousand years ago, the ageless teachings of
Jesus Christ still provide excellent guidance for maintaining
mental health today. His teachings on inner peace, forgiveness,
hope, and compassion provide effective means of overcoming
contemporary challenges. Scripture like 1 Peter 5:7, which says,
"Cast all your anxiety on Him because He cares for you," has a
great impact on people struggling with the uncertainty of life
and the stress of education. Such spiritual direction supports
the modern psychological search for balance as well as the
conviction that mental health is equally a scientific and
spiritual journey.
This study basically combines biblically based mental health
support with Christian Living Education. We are providing a great
weapon in the fight against mental health crises by arming
students with the inspirational Word of God—not only to improve
their present situation but also to provide them a long-lasting
mental framework. In the end, it gets the next generation,
possible future leaders, ready to meet the challenges of a
society always changing to be emotionally, spiritually, and
intellectually fulfilled as well as to succeed academically. In a
country where over 78.8% of the population identifies as Roman
Catholic,5 the biggest Christian Church, the potential impact of
faith-based mental health support is far-reaching. This long-
standing presence makes Christian Living Education not only
5
Mapa, Dennis. “Religious Affiliation in the Philippines (2020 Census of Population and
Housing).” Philippine Statistics Authority, n.d. [Link]
affiliation-philippines-2020-census-population-and-housing.
relevant but central to the holistic development of the Filipino
youth.
Theoretical Framework
Students today are exposed to different kinds of
environments that make them recognize various kinds of mental
health problems that affect their daily lives. The mental health
of the students, especially in adolescence, is significant in
today’s educational context. At Our Lady of the Pillar College-
Cauayan, Grade 10 students are in a developing stage, facing
problems like academic pressures, social challenges, and personal
identity development. Christian Living Education is an important
force that influences students’ values, behaviors, and overall
well-being. This study explores how Christian Living Education
contributes to promoting mental health, using behavioral,
humanistic, and social cognitive theories as the foundation for
this framework.
As researchers, we apply the behavioral theory that is
proposed by B.F. Skinner, a psychologist who specialized in
behaviorism. In the context of Christian Living Education,
students are encouraged and rewarded both formally and informally
for demonstrating Christian values. Skinner’s behavioral theory
deals with human behavior, which is related to our research on
how the factors in promoting mental health in the context of
Christian living education can be seen as a form of positive
reinforcement. Through positive reinforcement such as praise,
recognition, and spiritual affirmation, students are more likely
to repeat positive behaviors that promote emotional resilience
and interpersonal relations. This process not only improves the
students' behavior but also contributes to the development of
supportive peer relationships and a sense of purpose, both of
which are essential to the mental health of the students.
The researchers also apply the humanistic theory. The
humanistic approach to personality involves understanding not
only the behavior and thought patterns but also what someone
believes gives their life meaning. The humanistic perspective,
particularly in the theories of Carl Rogers and Abraham Maslow,
offers valuable insights that help Christian Living Education
promote students' self-actualization and identity by guiding them
to contemplate their values and life purpose, thus imbuing their
lives with significance. According to Maslow’s hierarchy of
needs, mental well-being is supported when the basic
psychological needs of belongingness, self-esteem, and self-
actualization are met. Christian Living Education develops an
environment where students feel accepted and valued at all times,
satisfying these needs. Carl Rogers' theory of self-actualization
explains how Christian Living Education encourages students to
grow individually, guided by morals like empathy and self-
awareness, which are key to achieving emotional balance and
mental health wellness.
Additionally, the Social Cognitive Theory complements this
framework by highlighting the role of observing, modeling, and
social interaction. In Christian Living Education classes,
students learn through social learning, observing how their peers
and teachers demonstrate faith-based practices in coping
strategies. These modeled behaviors, such as prayer, forgiveness,
gratitude, and service, can serve as practical tools for managing
stress, resolving conflicts, and fostering a sense of spiritual
connectedness by acknowledging the Doctrine (Aral), Moral (Asal),
and Worship (Dasal).
In conclusion, Christian Living Education promotes mental
health by reinforcing the positive behaviors of the students,
nurturing their personal growth and self-worth, and encouraging
meaningful social learning. Together, these theoretical
perspectives explain how Christian Living Education serves as an
approach in supporting the psychological and spiritual well-being
of Grade 10 students at Our Lady of the Pillar College.
Research Paradigm
INPUT PROCESS OUTPUT
-Profile of the Students
a. Age
b. Sex
c. Current address
d. Religion
e. Name/Nickname
(optional)
f. Birth-order
position among siblings.
Data gathering
using survey
1. What explains the forms Promoting the
relationship of the Statistical Factors in mental
Christian Living analysis of health among the
Education values in data gathered. respondents.
the daily lives of
the Grade 10,
particularly in
relation to their
mental health?
2. How does Christian
Living Education
contribute to the
development of
positive coping
mechanism among the
Grade 10 students?
FEEDBACK
Figure 1. The purpose of this study is to know the factors of
Christian Living Education in Promoting Mental Health as observed
by the respondents.
This study focused on determining the factors of Christian
Living Education in promoting mental health among Grade 10
students of Our Lady of the Pillar College-Cauayan.
This approach is composed of interrelated elements that
serve as a guide for the researchers in determining the problem
by gathering data through survey questionnaires.
The input load includes the profile of students of Our Lady
of the Pillar College-Cauayan with their personal profiles. The
process load includes the determination of the factors of
Christian Living Education of the Grade 10 students using the
given survey questionnaire. The output is for the respondents on
the factors of Christian Living Education in promoting mental
health.
Statement of the Problem
This study aims to determine the Relationships of Christian
Living Education as a Factor in Promoting Mental Health Among
Grade 10 Students of Our Lady of the Pillar College- Cauayan.
Specifically, this study will find answer to the following
questions:
1. What is the profile of the respondents
a. Age
b. Sex
c. Current address
d. Religion
e. Name/Nickname (optional)
f. Birth-order position among siblings
2. What explains the relationship of the Christian Living
Education values in the daily lives of the Grade 10,
particularly in relation to their mental health?
3. How does Christian Living Education contribute to the
development of positive coping mechanism among the Grade 10
students?
4. What are the relationship of Christian Living Education in
terms of mental health and academic performance of Grade 10
Students of Our Lady of the Pillar College- Cauayan?
Scope and Delimitation
This study aims to determine the Relationships of Christian
Living Education in Promoting Mental Health Among Grade 10
Students of Our Lady of the Pillar College- Cauayan.
The subject of the study includes students who identify
themselves as Christians, regardless of denomination. While the
institution is Catholic in identity, the study includes other
Christian denominations, in alignment with school vision of a
totally transformed Christian community.
The area of the study was delimited to the Grade 10 students
of Our Lady of the Pillar College- Cauayan, junior high school
students of School Year 2025-2026.
Significance of the Study
This study was conducted to investigate the potential role
of Christian Living Education (CLE) in fostering mental wellness
among Christian students. Specifically, it aims to understand how
integrating CLE into the curriculum may reduce the likelihood of
students experiencing mental health challenges.
The study holds significance for the following sectors:
Administrators. The findings can guide educational leaders and
curriculum planners in enhancing or sustaining CLE programs as
part of a comprehensive approach to student development. It may
also inform future educational policies that incorporate faith-
based values.
Teachers. This study can help teachers appreciate the importance
of incorporating moral and spiritual guidance into their
teaching, particularly in addressing the emotional and
psychological needs of Christian students.
Guidance Counselors. Counselors may gain a deeper understanding
of the protective effects of spiritual education on mental
health, enabling them to incorporate CLE principles into
counseling interventions tailored to students’ faith backgrounds.
Parents/Guardians. The study may encourage parents and guardians
to recognize the vital role of CLE in nurturing their children’s
mental and emotional well-being, fostering stronger support for
religious education at home.
Students. As the primary beneficiaries, students can gain
awareness of how faith-based education contributes to their
mental wellness and resilience.
Future Researchers. The results may inspire further research on
related topics, such as comparative analyses between religious
and secular education environments and their respective impacts
on student mental health.
Assumption of the Study
This study was based on the assumptions that:
1. Christian Living Education (CLE) provides a strong moral and
spiritual foundation that helps Christian students cope better
with emotional and psychological challenges.
2. Students who are actively engaged in CLE are less likely to
develop mental health issues due to the values and support
system it promotes— such as faith, hope, love, and community.
3. The inclusion of CLE in the curriculum strengthens students’
resilience and promotes positive behavior that contributes to
overall mental wellness.
4. A faith-centered approach in education, such as Christian
Living Education, positively influences the outlook and
lifestyle of Christian students, reducing the risk factors
associated with mental health problems.
Definition of Terms
1. Christian Living Education (CLE). A curriculum component
that focuses biblical teachings, Christian values, and moral
principles to develop spiritual, emotional, and
psychological growth among students.
2. Mental Health. Mental health includes our emotional,
psychological, and social well-being. It affects how we
think, feel, and act as we cope with life. It also helps
determine how we handle stress, relate to others, and make
choices.6
3. Adolescence. The developmental stage typically between ages
13 and 19, characterized by significant physical, emotional,
and psychological changes, often accompanied by increased
vulnerability to mental health challenges.
6
National Library of Medicine. “Mental Health,”
n.d. [Link]
%20through%20adulthood%20and%20aging.
4. Psychological Resilience. The ability to adapt and recover
from stress, adversity, or trauma, often supported by coping
mechanisms such as faith, social support, and positive
behaviors.
5. Faith-Based Interventions. Strategies or programs rooted in
religious beliefs and practices focused on Christian
teachings, aimed at promoting mental and emotional well-
being.
6. Positive Reinforcement. A behavioral concept from Skinner's
theory, where desirable behaviors are encouraged through
rewards, such as praise or recognition, to promote
repetition of those behaviors.
7. Self-Actualization. A humanistic concept from Maslow and
Rogers, referring to the realization of an individual’s
potential, self-awareness, and personal growth, often
facilitated by environments that foster acceptance and
purpose.
8. Social Cognitive Theory. A framework that emphasizes
learning through observation, modeling, and social
interactions, relevant to how students adopt faith-based
coping strategies in Christian Living Education.
9. Vertical Relationship. In the context of Christian Living
Education, the personal spiritual connection between an
individual and Jesus Christ which develops a sense of divine
purpose and identity.
10. Horizontal Relationship. The interpersonal
relationships among individuals, emphasizing empathy,
forgiveness, and community, which are nurtured through
Christian moral teachings and contribute to mental health.
