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

1 World Health Organization, “Adolescent Mental Health,” last modified 2024,

[Link]
international self-harm in the Philippines rose by 57.3 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

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]

content/uploads/2021/09/[Link].
faith-based solutions fall short of the exacting, evidence-based
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.

4 ThD, John T. Chirban Ph.D. “The Journey of a Truth Seeker.” Psychology Today, September

1, 2014. [Link]
 Equipping students with spiritual tools that can assist in
supporting and strengthening their mental health depends much on
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 relevant but central to the holistic
development of the Filipino youth.

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.
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
forms Promoting the
1. What explains the Factors in mental
relationship of the Statistical
analysis of health among the
Christian Living
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.

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

6 National Library of Medicine. “Mental Health,”

n.d. [Link]
0through%20adulthood%20and%20aging.
 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.