Master of Arts in Psychology
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Item Spiritual intelligence and happiness among college students(2014-06) Gaylican, Maria Teresa L.There are different types of intelligence that a person can use in order to surpass life's difficulty. One of these intelligences is spiritual intelligence. Spiritual intelligence may lend itself to peoples' motivation for fulfilling their human potential and improving the future through changing the status quo of behaviors dominated by power, oppression, and over consumption (Wilner, 2012). It is assumed that with spiritual intelligence a person can achieve happiness. This study aims to find out the relationship between spiritual intelligence and happiness among college students. The results of this study were used to design a program that will further enhance the spiritual intelligence and happiness of the students. The researcher sought to determine the relationship between spiritual intelligence and happiness among college students. Specifically, the study attempted to provide answers to the following questions: 1. What is the level of spiritual intelligence among the college students as to: a. Critical existential thinking; b. Personal meaning production; c. Transcendental awareness; and d. Conscious state expansion? 2. What is the level of happiness among college students as to: a. domestic or family affairs; b. interpersonal relations; c. health; and d. achievement? 3. What is the relationship between spiritual intelligence and happiness among college students? Hypothesis: There is a significant relationship between spiritual intelligence and happiness among college students. 4. What program can be formulated for the enhancement of the spiritual intelligence and happiness among college students? Descriptive-correlational method was employed in this research to find out the relationship between spiritual intelligence and happiness among college students. The respondents of this study were the tertiary students of the Easter College who are enrolled during the Second Semester of the school year 2013-2014. The researcher used two questionnaires to determine the spiritual intelligence and happiness of college students. The Spiritual Intelligence Self-Inventory (SISRI¬24) by King (2008) and happiness questionnaire based from the book of psychology tests authored by Evans (1979). The data gathered were tallied and used in the Statistical Package for the Social Sciences (SPSS) for the interpretation of the test results. The statistical tools used were weighted mean, Pearson's r, and multiple regression. The following are the major findings of the study: 1. The college students' level of spiritual intelligence is high as to: a. critical existential thinking; b. personal meaning production; c. transcendental awareness; and d. conscious state expansion. 2. The college students' level of happiness is high as to: a. domestic or family affairs; b. interpersonal relations; c. health; d. and achievement. 3. There is a significant relationship between spiritual intelligence and happiness among college students of Easter College. Personal meaning production and critical existential thinking are predictors of happiness. Based on the findings, the following are the conclusions of the study: 1. The students can grasp the significance of finding the meaning of their life and the purpose of their existence. They are more capable of surpassing predicaments by recognizing and connecting to themselves, others and the Supreme Being through prayers, meditation, and contemplation. 2. The students are generally happy when it comes to their domestic or family life, interpersonal relations, health and achievement. Thus, they can experience happiness in all aspects of their life despite of difficulties and are contented with their current life situation. 3. There is a positive moderate relationship between spiritual intelligence and happiness among college students. As the students enhance their spiritual intelligence their level of happiness also increases to a moderate extent. Based on the findings of the study, the following are the recommendations: 1. To maintain the high level of spiritual intelligence, the Guidance Office and Student Affairs Office can facilitate trainings, seminar/workshops about developing critical thinking, finding life's purpose, self-awareness and techniques to enter and exit higher/spiritual states of consciousness that the college students may engage themselves for them to boost their spiritual intelligence. The college students can also reach out to the people who can help them in developing their SQ such as their priest, counselors, instructors and others. It is also suggested that they continue to develop their SQ by keeping up and giving voice to their values to bring meaning in their life for them to achieve greater fulfillment. 2. Knowing the high level of happiness among college students, a program or activities that will enhance their happiness can be made by the Guidance Office and Student Affairs Office. The said offices may disseminate the importance of attaining real happiness in achieving one's goal can be facilitated through seminars, lectures, or handing out brochures to help the students get hold of true happiness in their life. Attending seminars/workshops about handling their stress, knowing their strengths and weakness and resolving their personal issues and conflicts may help them realize how to attain happiness in the midst of their hectic schedule. Since domestic or family affairs got the lowest mean in happiness, it is suggested that the Guidance Office provide a seminar/workshop on how to establish a good relationship and communication with their family. 3. Since there is a significant relationship between spiritual intelligence and happiness, it is recommended that the school administrators integrate lessons in Christian Education 1 and Christian Education 2 or other related subjects that would incorporate values, activities and trainings regarding the development of SQ and achieving happiness. In addition, instructors may integrate lessons that will enhance the college students SQ and happiness. With this, the college students will be able to maximize their full potential as well as use SQ and happiness to reach their goals in life. 4. The program developed by the researcher to enhance the level of spiritual intelligence and happiness may be reviewed by the school administrators, guidance counselors, social institutions, teachers and other people involve for improvement as well as implementation of the said module. 5. The instructors are also suggested to further enhance their knowledge about SQ and finding authentic happiness since they will be a partner in boosting the SQ and happiness of the students. 6. The students may read self-help books about enhancing their personal and spiritual growth and happiness for them to further develop their high level of spiritual intelligence and happiness. 7. Further studies must be conducted employing other variables such as sex, age, course, family structure and others. This is to establish and broaden the relationship between SQ and happiness.Item Realm of cyber abuse: Cyberbullying and suicidality among teenagers(2014-10) Zabala, Mayrilyn P.This research study investigated the prevalence and the extent of cyberbullying and suicidality among teenagers in selected schools in Baguio City. In this modern digital generation, the abuse of information and communication technologies has been an issue besetting the youth today. Knowledge of these contemporary challenges could raise public awareness among various school communities, community leaders, school administrators, parents and teenagers regarding cyberbullying and suicidality among teenagers. This research aimed to determine the relationship between cyberbullying and suicidality among teenagers in selected schools in Baguio City. Specifically, it sought to answer the following questions with its corresponding hypothesis: 1. What is cyberbullying as experienced by teenagers in terms of; a. forms; b. modalities; and c. perpetrators? 2. What is the extent of cyberbullying victimization as experienced by teenagers? 3. What is the level of suicidality among cyberbullied teenagers? 4. What is the relationship between cyberbullying and suicidality among cyberbullied teenagers Hypothesis: There is a significant positive correlation between cyberbullying and suicidality among cyberbullied teenagers. 5. What are the coping behaviors of teenagers who experienced cyberbullying? The data were gathered from secondary high school students in selected schools in Baguio City through survey method and were treated using weighted mean, percentage and Pearson moment correlation through SPSS. To validate and corroborate the data gathered, focused-group discussion (FGD) with some of the respondents was conducted. Based on the interpretation and analysis of the data, the researcher developed an action plan as a contribution for the continuous prevention of cyberbullying incidence among in-school teenagers. The following are the findings of this research: 1. Overall, teenagers claimed to have experienced cyberbullying in different modalities. They perceived that they were cyberbullied mostly in Facebook. Though cyberbullying poses an emerging issue among teenagers, it is not oftenly accounted at all times as shown by the data regarding the extent of their cybervictimization. 2. Cyberbullying experiences did not guarantee a greater impact or level of cybervictimization among those who were cyberbullied. Flaming usually happened among in-school teenagers. Statistically, from the total population (f=388) of this study, 382 (21%) in-school teenagers have experienced flaming, 325 (18%) in-school teenagers have experienced harassment, 279 (15%) in-school teenagers have experienced denigration and outing, 122 (7%) in-school teenagers have experienced impersonation, 244 (13%) in-school teenagers have experienced social exclusion, 228 (13%) in-school teenagers have experienced cyberstalking, 242 (13%) in-school teenagers have experienced cyberthreats. 3. In-school, teenagers did not have the tendency to carry out actions which are self-injurious in nature. This implies their ability to have hopefulness attitude and confidence. 4. The extent of cybervictimization is not a causative factor to suicidality among in-school teenagers, contrary to the belief that adolescents who are mostly prone to cyberbullying victimization tend to have suicidal thoughts and actions as claimed by other researchers and the media. 5. Respondents utilized practical or realistic coping strategies though some of them at times, ignored and blocked these cyberbullies. The result did not imply whether cyberbullied teenagers cope positively or negatively. Based on the findings, the following are the conclusions of this study: 1. Cyberbullying happens more than once among in-school teenagers in Facebook. The cause of cyberbullying starts with heated expressions and exchanged of vulgar words, offensive and insulting messages from unknown cyberbullies. Hence, there is likelihood that victims have the ability to gain control over the situation and the bully by fighting back. 2. Cyberbullying victimization is not greatly observed and is least experienced by in-school teenagers. Hence, cyberbullying is not a predisposing issue among teenagers at this time. 3. In-school teenagers did not have the tendency to carry out actions which are self-injurious in nature. This implies their ability to have hopefulness attitude and confidence. 4. Cyberbullying victimization experiences do not lead one to have suicidal judgment, beliefs and suicidal actions which will eventually lead to complete suicide. 5. Some in-school teenagers who claimed to be cyberbullied were able to handle their situation since most of them found helpful ways on how to prevent the bullying using information and communication technologies. Based on the findings, the following are recommended: 1. Seminars and trainings be given to parents, students and other school stakeholders regarding Facebook features and on how to set up the privacy setting of one's account in order to prevent the incidence of cyberbullying. Facebook Community standards and policies have to be followed firmly. 2. It is suggested that home-school partnership has to be continuously supported. In this way, parents, teachers and school administrators will continue to plan, assess and evaluate programs for the best interest of in-school adolescents in terms of their academic, skills and social development. 3. For community leaders, they have to adopt programs and policies that could address cyberbullying in computer shops, inside or outside the school and in the community. Parents and other constituents in the community have to be active in facilitating and implementing barangay programs for the cyber-wellness of youths. This is to continuously monitor their psychological safety in the community and at the same time it will strengthen their discipline and morale when using electronic forms of communication. 4. Guidance counselors, other practitioners and school administrators continue anti-bullying campaign in their guidance program in order to create a friendly and pleasant learning environment. They should also provide rules and procedures in handling bullying incidents in school. Further, these policies shall include disciplinary measures and preventive action plans in order to address offensive bullying behaviors. 5. Educators in each grade and year level strengthen prevention of bullying by providing anti-cyberbullying modules and activities into the curriculum so that the culture of honesty, respect, acceptance and open-mindedness be enhanced among among in-school teenagers. Anti-bullying month may perhaps be part of the school's student development programs and guidance program in coordination with the Parent-Teacher's Association. 6. For school administrators, with the leadership of the school Principal and in coordination with the Guidance Counselors, staff, Parents and Teachers Association; social support group has to be organized and established as Child Protection Committee in the school to plan, implement and evaluate the guidelines and policies that prevent bullying to be included and elucidated in the Student Handbook or Manual. Discipline Committee is also suggested for the appropriate intervention for students who committed uncompromising bullying behavior. 7. The Department of Education (DepEd) actively and continuously support school anti-bullying programs in order to stop cyberbullying incidents among in-school teenagers by continuously launching awareness campaign regarding the "Anti-bullying Act of 2013 (Republic Act 10627)", an act requiring all elementary and secondary schools to adopt policies to prevent and address the acts of bullying in one's institutions and by raising public awareness on the existing implementing rules and regulations especially to various schools, parents and community constituents. 8. With reference to Republic Act 10627 (R.A. 10627); the respondents' school or even other public or private schools have to implement the requirements of the said law. Thus, preventive programs, supportive actions and disciplinary policies or interventions are suggested in order to ensure the physical, emotional and psychological safety of learners in the school and other involved school stakeholders. In addition to that, these requirements shall serve as a righteous guide to all stakeholders and as a direction towards encouraging learning environment and productive learning. 9. To further investigate the incidence of cyberbullying, future researchers shall replicate these findings in bigger population and diversed demographics. Future researchers can also investigate teenagers from within Baguio City schools or outside Baguio City in order to compare if they yield the same results. Variables such as age, sex, type of school and ethnicity could moderate such future investigations on this issue. Hence, results of shared researches could be used so as to procure continuous cyber-protective measures for in-school teenagers with the use of advanced information and computer technology programs where experts on the field facilitate and construct such software programs. 10. Future researchers may utilize purely qualitative design such as case study approaches and experimental method (treatment group) or any forms of design or method in order to examine in-detail and in an in-depth and intensive manner the different forms of cyberbullying so as to come up with a variety of theories. For instance, future investigators can also compare if the degree of traditional bullying experiences influences the likelihood of teenagers to practice bullying in the cyberspace. For those reasons, qualitative results shall strongly support the existing research findings and conclusions of this study.Item Factor correlates of infidelity tendencies among police officers(2018-05) Samonte, Rachelle Ann LimPolice officers belong to one of the most active force of professionals in the Philippines. They belong to the Philippine National Police (PNP), the largest government agency in the country with more than 140,000 personnel. Perception of the public regarding the police tends to be negative as shown on television news and newspaper write-ups, which is affecting the image of the Philippine National Police (PNP). Historically, the People's Revolution of 1986 saw the birth of the 1987 Constitution that included a provision on the Philippine National Police (PNP) which was to be "national in scope and civilian in character." Given these duties, values, principles and code, many of the Philippine National Police (PNP) Personnel do not level up to the expectations of the community including infidelity. The prevalent myth is that cops-male cops particularly, are frequently unfaithful because they have so many opportunities to meet women, and there are many civilians. In profession famous for challenges, even the strongest relationships suffer due to high stress. Unfortunately, many officers easily slip into affairs. A common stereotype held about police officers is their tendency to engage in extramarital affairs. It was argued that the number of affairs police officers engage in are often exaggerated, leading to rumors and stereotypes within and about the police department. Regardless of culture, age, gender, marital status, or sexual orientation, a committed relationship usually includes a stated or implied promise of sexual and emotional loyalty to one's partner. Such commitment helps define and preserve the relationship. However, despite the explicit or implicit promise of intimate exclusivity, partners may be unfaithful and "cheat" on the other. Infidelity can undermine the betrayed partner's sense of security and stability in a relationship; the emotional impact may be severe, including depression, anxiety, rage, symptoms of post-traumatic stress disorder (PTSD), and decreased self-esteem. For many couples, infidelity brings an end to the relationship. In marriage, adultery typically constitutes on of the most devastating acts of betrayal and may cause serious damage to the foundation of trust, loyalty, and security typically associated with marriage. The study aims to determine the factor correlates of infidelity tendencies among police officers in Cordillera Administrative Region (CAR). Specifically, it seeks to answer the following questions: 1. What is the level of infidelity tendency among police officers in Cordillera Administrative Region (CAR)? 2. What is the perception of police officers along the following factors of infidelity? a. Adventure Seeking b. Peer Pressure c. Sexual Deprivation d. Low frustration tolerance e. Relationship Conflict f. Ego-bolstering 3. What is the relationship between the level of infidelity tendency and the aforementioned factors? Hypothesis: There is a significant relationship between the level of infidelity tendency and the factors. This study made use of a descriptive correlation method. Data were gathered using a questionnaire to determine the perceived level of infidelity tendency among the police officers in Cordillera Administration Region (CAR). Data were treated using descriptive and correlation statistics. The following are the major findings of the study: 1. The police officers are highly susceptible to infidelity. There is a high tendency or proneness of police officers in Cordillera Administrative Region (CAR) to engage in marital or relationship infidelity. 2. Police officers in Cordillera Administrative Region (CAR) perceive that adventure seeking and sexual deprivation are mostly the reasons of infidelity. Whereas, peer pressure, low frustration tolerance, relationship conflict, and ego-bolstering are sometimes the reasons of infidelity. 3. The hypothesis that there is a significant relationship between the infidelity tendency among police officers in Cordillera Administrative Region (CAR) and the identified factors of infidelity is accepted. These factors are: adventure seeking, peer pressure, sexual deprivation, low frustration tolerance, relationship conflict, and ego-bolstering. There is a high positive relationship between infidelity and the above mentioned factors. Based on the findings of the study, the following are derived conclusions. 1. Police officers Cordillera Administrative Region (CAR) have a high level of infidelity tendency. 2. There are varied factors of infidelity as perceived by the police officers, the most prevalent of which are related to thrill seeking and sexual needs. 3. Police officers' infidelity tendency is strongly influenced by personal and environmental factors. Based on the findings and conclusions of the study, the following recommendations are proposed: 1. To prevent or alleviate the infidelity tendency of police officers, it is important to organize recreation activities and additional beneficial programs in the Philippine National Police (PNP) which can be incorporated with their human resource timetable. Recreation activities may include conduct of sports fest for various games; musical activities like battle of the bands or concert for a cause; and pursuant of "Gwapulis and Gandapulis" pageant. These activities will lessen boredom and may relieve stress that tends to contribute to the factors of infidelity. The beneficial activities may include: free family therapy or marriage counseling sessions; individual counseling; and spiritual upliftment schedule focusing on family relationship which should all be conducted by credible professionals. Since the Philippine National Police (PNP) already has a group called Bless Our Cops Movement with their goal to enhance the spirituality of police officers, they can be asked to also focus on marriage and family enhancement. 2. The researcher suggests that additional seminars/workshops should be conducted focusing on personal life structure (marriage and family relationship), values clarification, and sex education that may clear inappropriate thoughts and avoid the factors behind infidelity. Credible speakers like sociologists, psychologists and other mental health professionals should be invited for these topics. There is also a need to teach police officers with conflict resolution skills as well as emotional and psychological effects of family issues through seminars/workshops. The main priority is that the couples learn to work together. Police officers can also strengthen their personal life structure by: being intentional about spending time with the family; staying in community (keeping strong connections with others strengthens healthy family relationships}; practicing resiliency; and changing the negative pattern in the family. All these must be included in their yearly human resource strengthening schedules. 3. To mitigate the influence of infidelity factors, police officers are encouraged to be constantly involved and exposed with gender and development advocacy, seminars, and activities. Promoting gender and development themselves will make them conscious about how they behave in respect to both genders in the society. Likewise, the purpose of gender training workshops and seminars is to examine gender influences in the participants' own lives, cultural and societal expectations of men and women, how systems and institutions create and maintain gender roles and relationships, and how these factors affect their development process. 4. It is recommend to adopt the Behavior Modification Program that was developed based on this study and determine its effectiveness in alleviating infidelity among police officers through conducting another infidelity survey. 5. Further researches are encouraged to obtain a better understanding of police infidelity. The researcher should suggest to measure actual infidelity instead of just the likelihood of infidelity through case studies with police officers who were terminated due to infidelity. It is also important to include the consequences of infidelity. Further, it is recommended to look into the differences of infidelity levels across various work professions as compared to police officer. Lastly, it will be helpful if studies on infidelity can also be conducted not only in Cordillera AdministrativeItem The effect of multimedia aided instruction on the performance of experimental psychology students(2010-02) Ramos, Benito G.The University of the Cordilleras had been exerting great efforts to cope with the latest approaches in delivering quality education to the students. The use of multimedia seems to be the trend and direction of teaching. The use of graphics, animations, AVPs, e-learning, and PowerPoint presentations are some of the common tools used by many contemporary teachers. PowerPoint is a software program that function most media, like pictures, audios, videos, hypermedia, and e-learning. This is' the result of the notion that learners have evolved into new learning styles that demand adaptation on the side of the educators. With all these hypes; administrators, educators and students alike are divided when it comes to their stand regarding the effectiveness of using multimedia in class. Thus, to shed light regarding its effect on the performance of the students, evaluation and a cause and effect study is necessary. The study sought to investigate the effect of using multimedia on the performance of students in experimental psychology course. Specifically, the study sought to answer following enquiries: 1. What is level of performance of the experimental psychology students? Hypothesis: The experimental psychology students have average performance. 2. Is there a significant relationship between mental ability and performance? Hypothesis: There is a significant relationship between mental ability and performance. 3. Is there a significant effect of multimedia-aided instruction on the performance in experimental psychology? Hypothesis: There is a significant effect of multimedia-aided instruction on the performance in experimental psychology. The study used a quasi-experimental design where the participants were selected, matched according to intelligence and then put in a natural classroom setting. Before the experiment was conducted, two groups were matched according to the result of the mental ability test given to students (experimental and control group). The experiment proper was divided into three parts to validate the consistency of the results. All the lectures were conducted by the same person under a controlled environment. The same topics were discussed with the same time frame, then a quiz was immediately given after the lecture for both experimental and control groups. All data gathered were tallied, classified and subjected to statistical measures. The tool used for the matching variable was the University of the Cordilleras' mental ability test (or BCF-MAT). The statistical tools used in the treatment of data were means and averages, Pearson's r correlation and t-test, using a computer program. Based on the research problems, the following were the findings of the study: 1. Majority of the participants performed average to excellent in quiz 1, average to very good in quiz 2, very good to excellent in quiz 3. 2. There was no significant relationship between the mental ability of the participants and their performance among the control and experimental group. 3. There is no significant difference between the participants' performance in experimental group and control group. Based on the findings, the following are the conclusions of the research study: 1. The participants in experimental psychology class performed average to very good in the three quizzes given to them. 2. Intelligence does not affect the participants' performance in experimental psychology. 3. Multimedia-aided instruction does not affect the performance of participants in experimental psychology. Based on the findings and conclusions of the research, the following are recommended: 1. Experimental psychology involves laboratory works. In order to further enhance the students' performance, it is recommended that the teacher should not be confined in pure lecture. The teacher can utilize other methods that will encourage active participation from the students. Aside from pure lecture, or too much dependence on the tool used in teaching. The teacher should focus on the development of the method or other instructional and teaching approach. Regardless of the tool (e.g. multimedia) used in lecture, different methods can be used integratively and interchangeably (e.g. lecture with interactive discussion, panel of experts and lecturers, and cooperative discussions). Lecture with interactive discussion will encourage active participation from the students and be more involved in the learning process. They can ask questions and clarify some things they don't understand which can stimulate insightful conversation among students. Furthermore, panel of experts can provide a wide range of information from different resource speakers on technical aspects and their insights on experimental psychology. 2. Other than intelligence, there are other matching variables that have an effect on performance. Since the subject uses English as the medium of instruction, English proficiency test can be used to control language barrier as an extraneous variable. Interested researchers can also look at the learning styles or preferences of the students because learners have individual approaches in acquiring information. Furthermore, personality factors should be considered as potential variables that can affect performance. Lastly, attitude towards technology (i.e. multimedia) must be given attention because some learners might not be comfortable with technology; still others prefer a more personal approach of the teacher through the traditional teaching method. 3. The use of multimedia (i.e. PowerPoint presentation) must be re-evaluated in terms of the following: a. Content. A careful analysis on the information must be included in the discussion of the subject. The facilitator must strictly follow the course outline and make sure that all information are accurate. It is important to put appropriate terms, inasmuch as it is essential to remove insignificant and unnecessary information. b. Format. To avoid jeopardizing the content with the design, effects and animations, the following must be considered: 1) Always refer to the topic outline. Avoid jumbling information or to giving too much emphasis on minor topics and omitting important ones. 2) Congested and worded information (especially in one slide) must be avoided. Merely reading on the definition or terms when this can also be done through chalk and board or other media leads to waste of time, effort, and become annoying for others. Instead, one should use title headings and include the most important information only. Add relevant pictures which can be worth a thousand words. Appropriate videos can even drive home the point of the lecture without too much explanation. 3) Maximize the high-end features of PowerPoint program and other software presenters because they can function different kinds of media if not all like pictures, videos, graphics, color and sound effects, animations, transitions, live feeds, and even interactive computer based learning. 4) More than just the advance feature of technology, appropriate training of the user is indispensible. The teacher is the most important factor than the tool used in teaching. The teacher's depth of knowledge and skills can affect the performance of the students even without the use of multimedia. Based in the result of the study, using the traditional chalk-board approach can even have a significant effect on the performance of the participants. It is therefore recommended that the teacher's interactive skills should be given attention more than the skills of using multimedia. 5) Since the school strongly encourages the use of multimedia on class lectures, it is recommended that teachers must be given adequate training on how to prepare and deliver lessons using power point presentations and similar technology used in the facilitation of lessons. The school can form a committee that will focus on the teachers' preparation and delivery of lessons using multimedia. Furthermore, basic technical skills in using multimedia must be given attention to increase efficiency. The committee members can include psychology majors, experts in teaching method, training and public speaking, as well as Information Technology experts (i.e. multimedia) who will focus on the technical aspects.Item Readiness to change among the residents of the Department of Health (DOH) drug treatment and rehabilitation center(2018-05) Quinto, Ethel Ruth RavanaReports have revealed the alarming numbers of people who are involved into illicit drug use. Since the war on drugs started, many have submitted themselves to the authorities and rehabilitation centers. Regardless of their acts that violated the law, everyone is entitled of having proper treatment. Researchers have discovered that readiness to change is of great importance in entering substance use treatment and that being motivated to change substance abuse behavior highly contributes to the completion of the treatment (Miller, 1999; Rapp, et. al., 2007; Garner et. al. , 2007; Ferreira, et.al., 2015; Walton & Maschl, 2015). Additionally, assessment of the client's stage of change can be a basis into making a tailored intervention to increase motivation to change (Cosden et.al, 2006). Thus, this research aimed to determine the DOH DTRC patients' level of readiness to change and the factors that affect their motivation. The findings of this study will be the basis for designing and implementing activities and programs to address the level of readiness to change of the stakeholders. This study is entitled Readiness to Change Among the Residents of DOH Drug Treatment and Rehabilitation Center with the main aim of designing a tailored intervention to address the level of motivation of the drug abuse clients. This study made use of the descriptive correlational method. Respondents of the study were the currently admitted clients of DOH Drug Treatment and Rehabilitation Center, Dagupan City. Data were obtained through an addapted standardized: Stages of change, Readiness and treatment Eagerness Scale and 16 Personality Factor. This research study provided answers to the following questions: 1. What is the degree of readiness to change of the clients along: a. recognition; b. ambivalence; and c. taking steps? 2. What is the difference between between the degree of readiness to change among clients when compared according to: a. age and b. status of parenthood? Hypothesis: There is a significant difference between the readiness to change among clients when compared according to: c. age and d. status of parenthood. 3. What personality factors influence the readiness to change among the clients? The following are the major findings of the study: 1. The respondents have a very low level of recognition, a low level of ambivalence, and an average level along taking steps. 2. There is no significant difference in the respondents' level of recognition, ambivalence and taking steps when compared according to age and status of parenthood. 3. There is a significant but weak relationship between the following variables: reasoning and recognition; rule-consciousness and recognition; and self-reliance and taking steps. Based on the findings of this study, the following conclusions have been drawn: 1. Drug abusers have poor recognition on the ill effects of their drug use upon entering treatment. Clients' low level of ambivalence also signifies pre-contemplation stage. Lastly, the clients are moderately taking actions to change their drug abuse behavior. 2. Age and status of parenthood do not affect degree of readiness to change among drug abusers. 3. Moral values, reasoning ability, awareness of the drug abuse disorder and self-reliance have minimal influence on the drug abusers' readiness to change. Based on the findings and conclusions of the study, the following recommendations are proposed: 1. To the administration of DOH Drug Treatment and Rehabilitation Center, Dagupan City, specifically to those who are in the clinical field, additional interventions such as; self-awareness activities, decisional balance and motivational interviewing must be intensified to increase the degree of readiness to change on the initial phase (Evaluation and Motivational Unit) of treatment. To all drug rehabilitation centers, assessment of the patients' stages of change or readiness to change using standardized tests should be conducted and should be served as a good basis in helping the clients to be more ready and motivated to accept treatment thus, give higher rate to complete the program. 2. To all rehabilitation practitioners, interventions such as lectures, motivational interviews and decisional balance should be incorporated to the patient's treatment plan. Additionally, drug education, spiritual interventions such as bible study should also be incorporated in the initial stage of treatment (Evaluation and Motivational Unit). The researcher proposed a two-week activity (appendix a) that incorporates the abovementioned factors that affects degree of readiness to change. Such intervention will be executed on the first stage (Evaluation and Motivational Unit) of the therapeutic community residential program. 3. To future researchers, further exploration on other variables that affect motivation to change among drug abuse clients. Additionally, exploration on the difference of voluntary submission, oplan tokhang surrenderers and court mandated clients are highly recommended to come up into a more tailored treatment plan among this population.Item work Engagement Among Faculty Members of King's College of the Philippines(2019-06) Pawing Noemi D.The researcher sought to determine the work engagement of faculty members of the King’s College of the Philippines (KCP). Specifically, the study aimed to answer the following questions: 1. What is the level of work engagement of the faculty members along: a. vigor; b. dedication; and c. absorption? 2. What is the difference in the level of work engagement of the faculty members when grouped according to: a. sex; b. work status; and c. educational level taught? Hypothesis: There is a significant difference in the level of work engagement of the faculty members when grouped according to sex, work status and educational level taught? 3. What are the teaching-related problems encountered by the faculty members?Item Self-concept and counseling relationship(2018-05) Palomo, Eunice ArichetaThe research was conducted to address the need for personality profile for BS Psychology graduating students in terms of their self-concept, at the College of Arts and Sciences. Also, it aimed to investigate their counseling relationship with their counseless, given the preparation and provisions for their course. Another objective of this research is to provide input for the clientele's knowledge and skills on test development and personality assessment by using this study as a resource in one of their seminars. The research sought to determine the relationship of self-concept and counseling relationship of BS Psychology students of the College of Arts and Sciences in DMMMSU-MLUC. Specifically, it aimed to answer the following problems: 1. What is the level of self-concept of the students in terms of: a. Self-awareness and b. Self-acceptance? 2. What is the difference in the level of self-concept of the students when grouped according to: a. sex and b. academic performance? Hypothesis: There is a significant difference in the level of self-concept of the students when grouped according to sex and academic performance. 3. What is the level of the counseling relationship of the students when grouped according to: a. empathy b. warmth, c. respect, d. congruence and e. confidentiality? 4. What is the difference in the level of counseling relationship of the students when grouped according to: a. sex and b. academic performance? Hypothesis: There is a significant difference in the level of counseling relationship of the students when grouped according to sex and academic performance. 5. What is the correlation between the level of self-concept and level of counseling relationship of the students? Hypothesis: There is a significant correlation between the level of self-concept and the level of counseling relationship of the students. The research made use of the descriptive correlational research design. It aimed to describe the self-concept of BS Psychology. It also described the counseling relationship being practiced by these students. Furthermore, the research used the correlational approach to find out the association between the level of self-concept and the level of counseling relationship. The following statistical tools were used: Mean. This was used to determine the levels of self-awareness and self-concept; and levels of counseling relationship; T-test. This was used to compare the significant difference in the self-concept between males and females, ans between high and low academic achievers; and the significant difference in the counseling relationship between males and females, and between high and low academic achievers; Pearson r. This was used to determine the coefficient of correlation between self-concept and counseling relationship is predictable from the level of self-concept. The following were the major findings of the study: 1. BS Psychology students were found to have moderate levels of self-concept. 2. Sex and academic performance do not significantly differ in the level of self-concept of said respondents. 3. There was a very high level of counseling relationship among the respondents. 4. There was no significant difference in the level of counseling relationship along sex and academic performance. 5. There was a high positive correlation between the level of self-concept and the level of counseling relationship. In the light of the findings of the study, the following were the conclusions: 1. BS Psychology students have a fairly substantial knowledge and understanding of themselves. 2. Sex and academic performance are not moderating factors in the self-concept of BS Psychology students. 3. BS Psychology students have quality counseling relationships with their counseless. 4. Sex and academic performance are not moderating factors in the counseling relationship of BS Psychology students. 5. Self-concept is strongly related to the counseling relationship of BS Psychology students. In relation with the findings and conclusions of this research, the following were recommended: 1. To enhance the level of self-awareness and self-acceptance of BS Psychology students in some areas, guidance counselors should conduct individual counseling and follow-up sessions. 2. To maintain the high level of counseling relationship among BS Psychology students, the five critical dimensions be incorporated into their guidance and counseling class, and performance in this area should be evaluated regularly. 3. To maintain the high correlation between the level of self-concept and the level of counseling relationship among BS Psychology students, guidance counselors and teachers need to consider applicants'personality profile as a means of screening and assessment. 4. To improve the current research, researchers need to include other profile variables (age and emotional intelligence) as well as other moderating variables (level of peer acceptance and personality type) to further validate and support the issue at hand. 5. To enhance further the self-concept and counseling relationship of BS Psychology students, a Self-Awareness Training Program be reviewed and adopted to be part of their institutional program.Item The effect of absentee parenting on grade school children's emotional intelligence(2014-04) Niño, Madelyn PajinagParenting impacts the development of children's emotional intelligence as evidenced by many authors and researches. Alegre (n.d.) in her research on "The Effects of Parenting Practices in the Development of Children's Emotional Intelligence" stated that "parenting practices influence so many emotional characteristics in children..." Goleman (1996) views family life as "the first school for emotional learning" (p.189). Parents give the emotional schooling "through the things that they say and model; how they handle their own feelings and those that pass between husband and wife" (Goleman, 1996, p. 190). However, because of different factors, parenting is disturbed and often results to absentee parenting. Riggs (2013) named the following issues that may lead to the situation of absentee parenting: "divorce (or separation or annulment), job responsibilities, military duty, or anything else that prevents the parent from living with his or her child or children" (Riggs 2013). Reyes (2008) also said that the worldwide phenomenon of labor migration for the sake of globalization and greener pasture is another factor to absentee parenting. In a news report at ABS-CBN website, Rufo (2008) mentioned UNICEF's data of six million Filipino children who were left behind by OFW parents. As a result, either parent or both of them depart from home and becomes an absentee parent leaving children to the care of other family members or friends. This gives a pressing concern on the children left behind because "there is always an emotional aspect that goes along with parents leaving their children, especially for long periods of time"(Reyes (2007). In this premise, the researcher wanted to find out the level of emotional intelligence of the 7-13 years old children of a selected private school in Baguio City and relate it to the presence or absence of their parents. By comparing the level of their EQ in the four subscales, the researcher intended to discover if absentee parenting has a significant effect on the emotional intelligence of the children. The researcher intends to give the findings, recommendations, and the expected output to the respondent school for the enhancement of the emotional intelligence of the children. She also intends to share the output to other schools who may be interested to adopt. The research is entitled "Absentee Parenting and Emotional Intelligence of Grade School Children." This study sought to determine the effect of absentee parenting on the emotional intelligence of the grade school children of a selected private school in Baguio City. Specifically, the study sought answers to the following questions: 1. What is the level of EI of the children in the following subscales? a. Intrapersonal b. Interpersonal c. Stress Management d. Adaptability 2. What is the level of EI of the children with: a. both parents present; b. both parents absent; c. absentee father and d. absentee mother? 3. What is the. difference between the EI of children with both parents present and absentee parents in the following subscales? a. intrapersonal b. interpersonal c. stress management d. adaptability There is a significant difference between the EI of children with both parents present and absentee parents in the aforementioned subscales? 4. What program can be proposed to enhance the EI of the children? The data for these research problems were obtained using a survey form where the children indicated whether each of their parents are living with them or are in other country or other places; and a questionnaire that measures the emotional intelligence of the children. This research made used of the descriptive-comparative research method. The statistical tools used were mean and ANOVA. Based on the analysis of the results from the gathered data, the following findings are as follows: 1. The children from the selected private school in Baguio City have average level of Intrapersonal and Stress Management EQ but they exhibit low level of Interpersonal and Adaptability, and low General EQ. 2. When compared according to the presence and absence of their parents, the respondent children have an average Intrapersonal EQ and Stress Management; a low Interpersonal and Adaptability EQ except for the children with absentee mothers who exhibited an average Interpersonal EQ. As to general EI, the children with both parents present and absentee father have low level while the children both parents absent and absentee mother have an average level. 3. There is a significant difference between the mean scores of the children with both parents present and the children with absentee father in their Stress Management level. However, there is no significant difference among the mean scores of the children with both parents present and absentee parents when compared according to Intrapersonal EQ; Interpersonal EQ; and Adaptability EQ. Based on the findings, the following are the derived conclusions: 1. The respondents as a whole group and when grouped into children with both parents present, with both parents absent, with absentee father, and with absentee mother have adequate capacity for understanding and expressing feelings and for managing and controlling emotions but demonstrate an underdeveloped capacity for understanding others and relating with other people and in managing change and solving problems. Generally, they have underdeveloped capacity for emotional and social functioning, including coping with daily demands and pressures. 2. However, the children with both parents absent and absentee mothers have adequate capacity for emotional and social functioning and the latter also have adequate capacity for understanding and relating with other people. 3. Absentee parenting has a negative significant effect on the emotion management and control of the children with absentee fathers. However, there is no significant effect on the intrapersonal, interpersonal, adaptability, and general EQ of the children with both parents present and children with absentee parents. Based on the findings and conclusions of the study, the following are recommended: 1. To improve the stress management skills of the children with absentee fathers, the following seminar-workshops and activities are recommended: a. Anger Management for Kids; Self-control Exercises; Anxiety and Depression Management; and Stress Reduction Activities (Please Appendix K). b. For their present mothers, foster parents, guardians, and teachers, an emotional coaching seminar on stress management among children is also recommended (Please see the Emotional Enhancement Program). c. A copy of the emotional coaching seminar should also be sent to absentee fathers to encourage them to be involved more in helping their children develop stress management skills. d. Include male role models in day-to-day classroom activities such as story telling in their English, Filipino, or Christian Education subjects. This is to somehow fill a little space in the physical absence of absentee fathers where a significant difference in stress management was seen. 2. To increase the level of the children's interpersonal skills the following activities are also recommended: a. Group dynamic activities in reading verbal and non-verbal affective cues and social responsibility; the "I Message Workshop;" b. Emotional Coaching Seminar on interpersonal skills among children for parents, foster parents, guardians, and teachers. 3. To improve the low level of the children's adaptability, the following activities are recommended: a. "I Can Problem Solve;" Family Day Camp (Loaded with flexibility and problem-solving activities). b. Emotional Coaching Seminar on Children's Adaptability Skills for parents, foster parents, guardians, and teachers. 4. a. Involve children in community services such as outreaches to DSWD Lingap Center and sharing toys and clothes to calamity victims and less fortunate kids to cultivate empathy, social responsibility, and social skills. b. Encourage children to engage in sports activities to increase their level of interpersonal 5. Absentee parents have to increase the number of their virtual/online visits to their children and spend a quality time with them despite the distance so as to help the children augment the level of their General EQ. 6. Include seminars on mentoring children on healthy emotional literacy skills and on management and control of emotions and to boost their average level of Intrapersonal and Stress Management EI. (Please see the Emotional Enhancement Program). 7. Refer the children experiencing difficulty in any of the EI scales especially those who have low General EQ to the school Guidance Counselor for proper guidance and assistance. 8. Other researchers may conduct study dealing on emotional intelligence of children in relation to absence of parents without communication with their children. 9. The Emotional Enhancement Program which includes Emotional Literacy, Social Literacy, Emotion Management and Control, and Change Management is recommended for all the respondent children to improve the children's EQ level in each composite scale and on General EQ.