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ANITA F. ALISACA MA CLINICAL PSYC

THESIS RESEARCH June 2011

MS. LEAH AUMAN Adviser

EXPLORING MORAL SELF ATTRIBUTION OF ADOLESCENTS PROBLEM BEHAVIORS RATIONALE: A survey of 55,000 students at 132 colleges in the United States revealed that in the year 2001 47% had used tobacco, 84% had taken alcohol; 33.6 % had smoked marijuana; and 5 to 10% had used cocaine, amphetamines, hallucinogenic drugs such as LSD, and designer drugs such as Ecstasy (Core Institute, 2002, as cited in Passer & Smith, 2007). In the Philippines, data from Young Adults Fertility Study 3 (YAFS 3, 2003) as cited in the Youth Sex & Risk Behaviors in the Philippines Monograph (2004) suggests that the Filipino adolescents are prone to risk practices; like using potentially harmful substances, such as dangerous drugs, cigarettes, and alcohol. Statistics shows, 47% of the youth have tried smoking, 70% have tried drinking alcohol and of the 3.4 million Filipinos reportedly involved in illegal drugs, 1.8 million of these are youth (Raymundo & Cruz, 2003, as cited in State of the Philippine Population Report, (SPPR) 2 nd Issue). These risk practices influence the adolescents premarital sexual activity as when the adolescents are involved in these risk practices, the levels of their premarital sexual activity likewise generally increased with males likely to engage in any and all of the risk behaviors (Raymundo & Cruz, 2004). These problem behaviors therefore compromise the youths mental health. The youths are exhibiting signs of depression, suicide ideation & actual suicide attempts. Some of the youths are even victims and/or perpetrators of

physical violence (Raymundo & Cruz, 2003). Clinically significant negative effects of tobacco or cigarette smoking, alcohol intoxication, dangerous drugs use and premarital sexual activity in terms of biological, psychological and sociocultural criteria compromise the mental health of the young people as mental health or wellness is grounded on the persons biological, psychological and sociocultural dimension (Dizon, Fulgencio, Gregorio, Obias, Vendivel & Gines, 2008). For example, alcohol intake induces neural slowdown that inhibits normal brain functions including clear thinking, emotional control, and motor coordination (Passer & Smith, 2007) and thereby most likely impairs normal functioning or signifies clinically significant distress. This is especially true with dangerous drugs use or abuse. They affect consciousness and behavior and thus compromise the youths mental health and wellness. As for premarital sexual activity it most likely causes significant distress, stress or trauma as research suggests that engaging in sex and drug behaviors places adolescents, (especially girls) at risk for future depression (Hallfors, Waller, Bauer, Ford, & Halper, 2005). And in the case of the Filipino adolescents, Raymundo & Cruz (2004) suggest that premarital sexual activity is associated with smoking, drinking alcohol and substance use. This suggests that years of policy effort in our country have not stopped the youth from experimenting with cigarettes, alcohol, dangerous drugs, and premarital sexual activity. Even with the countrys well-drawn policies and programs (State of the Philippines Population Report, 2nd Issue); still these problem behaviors persist among the young people. From the clinical psychologys point of view, therefore, the prevalence of engagement in these behaviors among the young people, results to problems and

concerns that must be addressed exhaustively. Thus, this makes them as problem behaviors that should be looked into from different perspectives. One such perspective is the moral attribution of these problem behaviors. It is imperative then, to study the moral attribution and likely factors underlying these problem behaviors in order to understand why young people persistently engage in them. A study suggests that parents asking adolescents about those risky behaviors has the potential to increase the frequency with which they engage in them (Fitzsimons & Moore, 2008), thus the process of identifying and understanding such factors could be sensitive yet; it is a must for researchers to study adolescents problem behaviors as it is important for health issues of the adolescence, for researchers and for the field of research in general (Moore & Fitzsimons, 2008; Sherman, 2008). The perspective of moral attribution is deemed vital to the full human growth and development of the persons. It is important for clinical psychologist to consider such perspective to be effective in assessment and therapy. The need for researchers to ask questions about adolescents engaging in problem behaviors then and the need for clinical psychologists to identify and understand them in the perspective of moral attribution and its implications to therapy serve as driving force for this research. Thus, this research aims to identify and account for possible underlying factors that lead adolescents to engage in problem behaviors and understand the moral attribution of these problem behaviors and its implications to therapy.

REVIEW OF RELATED LITERATURE

Adolescence Different cultures differ in their treatment or understanding of adolescence. In some culture, adolescence is seen as a rite of passage that marks a transition from childhood to adulthood. For example, in the Mountain Apache, the Sunrise Dance represents the rite of passage of their children that signals the childrens transition from childhood to adulthood (Quintero, 1980). In the Philippines, adolescence is seen as a period when a child moves from one age group to another wherein the childs roles, privileges, and responsibilities, accountabilities for ones actions and authority changes or increases as the child moves from the previous age group to adolescence (Ogena, 2005). Be that as it may there are theories and considerations concerning adolescent development. Among these theories and considerations, this study seeks to discuss identity formation, sexual maturation and moral self development. Identity Formation Eriksons Theory of Psychosocial Stages views adolescent development as a psychosocial stage where the young person of approximate ages from 12 to 18 years must meet and resolve the crisis of basic ego identity. Identity (self-image) formation and its integration to the young persons ideas about oneself and about what others think of her or him is the task of the young person. Failures to positively embrace this process of identity formation and integrate it to the understanding of ones self and in relation to others precipitate the so called identity crisis. Manifestations of such crisis include negative problem behaviors such as seemingly not knowing where one belongs or what

one wants to become, withdrawal from normal life sequence (education, job, marriage), and seeking negative identity in drugs (Schultz & Schultz, 2001). Likewise, according to Schwartz, Mason, Pantin, and Szapocznik (2008) having increased levels in identity confusion thus, resulting in the adolescents crisis may have been manifested by the adolescents engaging in harmful substance abuse and premarital sexual activity. Still, according to Erikson's theory on psychosocial stages of development (as cited in Bem, 2004), identity is the accumulated confidence that the sameness and continuity one has previously cultivated are now appreciated by others, allowing in turn the promise of careers and lifestyle to come. Identity posits that outward evidence of sameness and continuity should match the sameness and continuity of the adolescent's meaning for ones self image, positive or negative it maybe (Erikson, 1968). Eriksons theory then according to Bem (2004) attempted to attribute the factors of these adolescents identity crisis and resultant behaviors to psychosocial dynamics the matching or mismatching of the sameness and continuity of the adolescents identity to the meaning they have for ones self-image. This matching of the adolescents identity to the meaning one has for

ones self-image is described as when the young person attempts to synthesize his or her identity cohesion versus his or her role/identity confusion where poor resolution of which manifests the so-called identity crisis. This identity crisis brings many behavioral problems, such as engaging in tobacco, alcohol use and substance abuse and premarital sexual activity (Schultz & Schultz, 2001; Schwartz, Mason, Pantin, & Szapocznik, 2008).

Because adolescence is ushered by changes in thinking, interests, social circumstances, and parental and societal expectations (Passer & Smith, 2007),

adolescents identity formation is shaped by various values or ways of thinking both negative and positive depending on ones cultural background (Kagitcibasi, 1997). The sense of identity has multiple components (Camilleri & Malewska-Peyre, 1997, as cited in Passer & Smith, 2007). These include (1) gender, ethnicity, and other attributes by which one defines oneself as member of social groups, (2) how one views ones personal characteristics (3) ones goals, values pertaining to family, peer relations.

Sexual Maturation

Moreover, according to Smith, Nolen-Hoeksema, Fredrickson, and Loftus (2003), adolescence has another equally important developmental consideration - sexual maturation. Sexual maturation has been described as the development of primary sex characteristics those characteristics that are directly related to reproduction, and secondary sex characteristics those characteristics that develop during adolescence and are not directly related to reproduction (Davis & Palladino, 2005), and is associated with other physiological changes such as hormonal changes (Buchanan, Eccles, & Becker, 1992) during puberty. In the process of sexual maturation, identity crisis may have come to the adolescents; Buchanan, Eccles, & Becker (1992) described the identity crisis of the adolescents as mood labiality, mood intensity, irritability, and conflict with parents. Identity crisis described as such is influenced by hormonal changes in puberty (Buchanan, Eccles, & Becker, 1992). Hormonal activity which is most active during the adolescence period is responsible for the mood and behavior changes which the adolescents undergo during puberty (Buchanan et al., 1992).

Yet, adolescence differs from puberty. Puberty is a biologically-defined period of rapid sexual maturation whereas adolescence is a broader social construction (Spear, 2000) and transition into, through, and out of adolescence is gradual (Arnett, 2001). Because of adolescences nature of gradual transition, as opposed to pubertys rapid physical sexual maturation, pubertal timing played a significant role in the adolescents behaviors. Pubertal timing is the degree of sexual maturation of adolescents in which they are categorized into early, on-time and late maturers (Lanza & Collins, 2004). Researchers have shown that pubertal timing is associated with early use of cigarettes and alcohol, and delinquency. Westling, Andrews, Hampson and Peterson (2008) demonstrated that early sexual maturation in boys makes them more likely to smoke, and drink alcohol. Williams and Dunlop (1999) suggest that late boy maturers are more likely to use dangerous drugs, and get into trouble with the law; and early girl maturers are more likely to have tried alcohol and been drunk, tried cigarette and marijuana smoking ( (Lanza & Collins, 2004). It maybe because according to maturational deviance hypothesis which predicts that off-time maturers (earlier or later) may have heightened emotional distress due to lack of coping resources which may increase vulnerability to adjustment problems and influence initiation of problem behaviors (Weiner, I. B., Lerner, R.M., Easterbrooks, M.A., Schinka, J.A., & Mistry, J. 2003).

Moral Self Development Onset: Moral Self Development in Infancy or Childhood According to Emde, Biringen, Clyman, & Oppenheim (1991, 2004), the early self is

a moral one as viewed as an organizing mental process and as a regulator of experience; in which has its origins in 1) set of biologically prepared motives and 2) interactions with emotionally available caregivers. These origins in turn are source of emotionally engaging experiences in infancy and are stored as procedural knowledge. Thus for this research, the moral self development commences in infancy or childhood. Formation of Moral Sense (Conscience) Damon (1996); Krettenauer & Eichler (2006), likewise suggested that adolescents moral development begins with the concept of moral self development in infancy or childhood. And according to Kochanska, Forman, Aksan, & Dunbar (2005) development of moral self is grounded on the formation of moral sense which starts in childhood (Kochanska, et al., 2005) and continues to develop from childhood to adolescence. Further, Kochanska, and colleagues (2005) posit that the ability to stop the self from doing forbidden behaviors starts at the age of two and develops slowly. This ability is called conscience which is conceptually defined as an internal, regulatory mechanism, components of which are moral emotion, conduct and cognition and which tends to restrain individuals from acting in destructive or antisocial ways, when they are not monitored by parents or by adults (Kochanska, et al., 2005). Moral sense or conscience

develops first in the context of family dynamics as Kochanska and colleagues (cited in Passer & Smith 2007) suggest that distinct paths appear to link early parent-child relations to formation of future conscience. Literatures about the structure of conscience have questioned if conscience is a global, trait-like structure or a set of unrelated or loosely related components (Burton,

1963; Hartshorne & May, 1928-1930; Rushton, Brainerd, & Pressley, 1983; Sears, Rau, & Alpert, 1965). Kochanska and colleagues (2005) have shown that indeed conscience or moral sense (moral emotion, conduct and cognition) is coherent at age two. According to Krettenauer & Eichler (2006), there has been ample evidence that children acquire an understanding of moral rules that is quite motivating early in the development. As shown by research, children consider particular behaviors as immoral or anti-social and they are motivated to abstain from such behaviors not because of authoritative commands or fear of punishment but because of the harm that is done to the victim (Smetana, 1995; Turiel, 1998; Nucci, 2001). Thus conscience, an internal regulatory system as indicated by its components moral emotion, cognition and conduct (Kochanska, et al., 2005) is formed during childhood. And as a child comes into the adolescent period, the moral self continues to develop (Damon, 1996). Components of Moral Sense As discussed earlier conscience is defined as an internal, regulatory mechanism, components of which are moral emotion, conduct and cognition (Kochanska, et al., 2005). Moral emotions are emotions which a person feels after having engaged in a wrong behavior or when one has done acts incompatible with moral rules (Krettenauer & Eichler, 2006). Moral conducts are those behaviors that are compatible with moral rules in the society. Moral cognition is a judgment derived from: 1) thinking through about the rightness or wrongness of a behavior, 2)weighing up alternative outcomes, 3) makes a decision on what is right and wrong (Jones, 2008), and 4) an understanding of the moral

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rules in the society (Krettenauer & Eichler, 2006). Cognition (Reasoning & Judgments) Another theorist who touched on human development and adolescence being part of that development is Lawrence Kohlberg (1984). His theory of Moral Development builds on Piagets stages of cognitive development and seeks to describe mans moral reasoning in levels and stages from childhood to adulthood. In his Moral Development theory, Kohlberg proposed three levels of moral reasoning: preconventional morality (Level I) conventional morality (Level II) and postconventional morality (Level III). The levels are further subdivided to six stages where preconventional morality includes stages of punishment-obedience orientation and instrumental-hedonistic orientation; conventional morality includes stages of good child orientation and law-and-order orientation, and postconventional morality includes stages of social-contract orientation, and universal ethical principles. In the said levels of moral development, adolescence is seen in the conventional morality level (level II). From North, Central, and South America to Africa, Asia, Europe, and India, studies of moral reasoning indicate that overall, from childhood through adolescence, moral reasoning changes from preconventional to conventional levels (Eckensberger & Zimba, 1997 as cited in Passer & Smith, 2007). Accordingly for this research, adolescents could be at both the preconventional and the conventional morality level. It is because like Piagets cognitive stages the earlier stages are added in consideration or included in the present stage. Preconventional moral reasoning is based on actual or anticipated punishments or rewards and conventional moral reasoning describes its basis for judging what is moral the conformity to the expectations of social

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groups or when a person adopts other peoples values. Added to the consideration of the transition in moral reasoning levels, adolescents are likewise in the period of increased striving for autonomy (Steinberg, 1990) but at the same time are faced with issues about relatedness (Gastardo-Conaco, Jimenez, & Billedo, 2003) and are confronted by moral issues and behavior choices. The adolescents then utilize his or her reasoning & judgment the cognition component of moral sense, to do moral behavior. Moral behaviors are those behaviors that are compatible with the moral rules in a given society or culture (Krettenauer & Eichler, 2006). Adolescents may have also learned moral behavior through their understanding of the cultural moral standards and moral rules in the society, (Passer & Smith, 2007) which are given to them in the family dynamics and other social groups context. This understanding of the cultural moral standards and moral rules in the society utilizes likewise the cognition component of moral sense. Gastardo-Conaco, Jimenez, & Billedo (2003) posit that adolescents acknowledge and assert the need for both relatedness and autonomy. Kohlberg (1984) as cited in Passer & Smith (2007) believed that progress in moral reasoning depends on cognitive maturation and the opportunity to confront moral issues. Thus adolescents moral reasoning is dependent on their cognitive maturation. Cognitive maturation is the individuals capacity or specifically the adolescents capacity to think through moral issues, to weigh up alternative outcomes, and make a decision on what is right or wrong (Jones, 2008). However, moral reasoning and judgment does not necessarily lead to moral behavior or moral conduct (Passer & Smith, 2007). Moral behavior could be learned by the

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adolescents association of reinforcement, reward and punishment (Skinner, 1971). B. F. Skinner (1971) suggested that the individual learns moral sense by ones association of reinforcement and punishment as cited in Passer & Smith, (2007). Other researchers proposed that moral behavior emerges from a sophisticated integration of cognitive, emotional and motivational mechanisms (Moll, De Oliveira-Souza, & Zahn, 2008), and develops out of the young peoples understanding of cultural moral standards and their ability to conform to and understand societys moral rules. This in turn enables them to control their impulses to do forbidden behaviors and let them feel negative emotion when they violated those moral rules. This intrinsic understanding of moral rules then makes it cognizant and increasingly coordinated to other domains of social knowledge (Smetana, 1995) over the course of development and integrated into more general developmental systems in adolescence (Krettenauer & Eichler, 2006) including emotions. Emotion As what is discussed earlier, along with cognition and conduct, emotion is also one of the components of moral sense or conscience. An emotion is a positive or negative feeling or affective state consisting of a pattern of cognitive, physiological, and behavioral reactions to events that have relevance to important goals or motives (Passer & Smith, 2007). Emotion then can rouse human to action. Especially so during the adolescence period, for this researcher, owing to the synthesis of pubertys rapid physiological growth and sexual maturation and changes vis-a-vis adolescences gradual transition mechanism (Passer & Smith, 2007), adolescents then can be seen as with heightened emotions including moral emotions. Moral emotion is described as emotion

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when or after a person did moral rule violation or violations such as a person committing an immoral act in order to satisfy his or her personal interest, for example, a young woman giving a false testimony in court hearing in order to gain a desired job or a young man absconding from the scene of a traffic incident because he had been drunk and driving. Moral emotions following such moral transgression was investigated by

research and results show that with development, childrens understanding of moral rules runs parallel and is increasingly coordinated with their understanding of moral emotions (Krettenauer & Eichler, 2006). In the case of the adolescents, coordination is more stabilized (Krettenauer & Eichler, 2006) as the cognitive maturation is now operative (Kohlberg, 1984), thus the intensity of self-evaluative emotional reactions may occur in the course of adolescents development (Krettenauer & Eichler, 2006). Conduct Here within the parameters of the adolescents general developmental systems (Krettenauer & Eichler, 2006), adolescents feel and understand moral conduct in the course of his or her development. As a moral sense component, conduct can be understood by literatures on moral reasoning and their problem behavior engagements. Kuther and Higgins-D Alessandro (2000) investigated moral reasoning and adolescents engagement in drugs and alcohol and suggest that engagement and judgment of the adolescents interacted with the increasing involvement in drugs and alcohol. The results of their investigations suggest that students were more likely to view the decision to use drugs and alcohol as a personal decision. It appeared that adolescents might have views that much of their behavior is only their own business (Kuther & Higgins-D Alessandro,

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2000). This adolescent moral reasoning as suggested by this research tends to show that indeed there seemed to be an exaggeration of the normative developmental process involving the concept of individuation and separation. And according to Frick and colleagues (2003) individuation and separation concept is crucial to identity formation in adolescence. Thus in thinking that involving in problem behaviors is only their own business, hence exaggerating individuation and separation concept without considering the concept of relatedness, the adolescents concerned most likely engage in forbidden behaviors with peers (Moffitt, 1993). This implies that adolescents seemingly have a misunderstanding of the societys moral standards and rules and thus are prone to engage in problem behaviors. Moral Self in Adolescence and Successful Adaptation of Normative Conscience and the Process of Its Integration to Self Damon (1996) posits that adolescence is critical to moral self development, as it is in this period where the continuance of the process of the integration of the moral emotion and moral judgments that begins in childhood unfolds. Other researchers

proposed that moral self emerges from a sophisticated integration of cognitive, emotional and motivational mechanisms (Moll, De Oliveira-Souza, & Zahn, 2008), and develops out of the young peoples understanding of cultural moral standards and their ability to conform to and understand societys moral rules. Moral self development along with added motivational sources and formation of moral action (Krettenauer & Eichler, 2006) would have achieved increased consistency of judgment and action (Damon, 1996), (Blasi, 1995) and (Gibbs, Clark, Joseph, Green, Goodrick & Makowski, 1986).

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According to this view, the moral reasoning and self understanding are seen as two independent developmental systems that become gradually integrated in the course of development (Krettenauer & Eichler, 2006). Because of this integration process, moral beliefs become an integral part of the individuals self definition instead of being an external part to the self, making the moral self consistent (Krettenauer & Eichler, 2006). An understanding that morality and identity then become progressively unified is apparent (Bergman, 2002). Yet, various developmental dimensions contribute to the integration of self and morality and to the formation of moral self in the adolescence years. Such developmental dimensions as consistency of confidence in moral judgments and self attributed moral emotions are seen as contributors to the integration of self and morality seen as the moral self in adolescence. Thus, in adolescence, the integration of consistency of confidence in moral judgment and self attributed moral emotions could be seen to correspond with the general notion of an integration of self (understanding) and morality (Krettenauer & Eichler, 2006). Adolescents moral self development are grounded on their moral sense or

consciences formation, which include such concepts as cognitive maturation- such as adolescents understanding of the self which include the concept of autonomy and relatedness,( Gastardo-Conaco et al., 2003) individuation and separation (Frick et al, 2003) and their understanding of the moral standards and rules in the society (Krettenauer & Eichler, 2006; Passer & Smith, 2007; Moll et al., 2008); their integration of

consistency in confidence of moral judgments and self-attributed moral emotion; and the developmental integration of their understanding of self (identity) and moral self

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(Krettenauer & Eichler, 2006; Damon, 1996; Blasi, 1995; Gibbs et al, 1986). Impairment and Deviance: Unsuccessful Adaptation of Normative Conscience The components moral emotion, conduct and cognition are thus seen in this research as important considerations in the successful adaptation of consciences or moral senses normative formation. Markers for successful adaptation of normative conscience include early capacity for remorse, engaging in conduct compatible with rules, and an understanding of right and wrong (Kochanska, et al., 2006). Research suggests an impaired early conscience then, is a risk factor for, and a core aspect of future conduct problems, antisocial development and psychopathy (Blair, 1997; Frick, et al., 2003; Lykken, 1995 as cited in Kochanska, et al., 2006). Thus, conduct problems in children and adults can be seen as reflecting impaired moral emotion, conduct and cognition (Frick et al., 2003; Lykken, 1995). Self Attributed Moral Emotions When adolescents engage in problem behaviors and have self-attributed negative moral emotions as defined by this research, it could also be seen as impairment or a deviance in the normative formation of moral sense or conscience. For instance, research suggests that adolescents self-attributed moral emotions predicted their self-reported delinquent behavior like smoking, alcohol use, drug or substance abuse, and early sexual activity (Krettenauer & Eichler, 2006). Self-attributed moral emotions of the adolescents is seen as how the adolescents tendency to base moral judgments on how moral violations make them feel (Jones, 2008). Thus, how engaging in problem behaviors like drinking alcohol, cigarette or tobacco smoking, marijuana and substance use and

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premarital sexual activity make adolescents feel determine their moral judgments and predict the level of their involvement of such. The intensity of adolescents self-evaluative emotional responses following a moral transgression is considered to be an indicator of adolescents moral motivation strength (Krettenauer & Eichler, 2006). That is, adolescents who anticipate less intense negative self-evaluative emotions in committing immoral actions are probably less motivated in abstaining from such actions. And as a consequence, these adolescents might be more frequently involved in delinquent behaviors that are typical for their age (Krettenauer & Eichler, 2006). Thus, negative self-evaluative emotions after violating moral rules are the normative emotional responses and could be the baseline in the criteria for the impairment of moral sense or conscience. Moral Cognitive Maturation In the same manner, impairment of moral sense is viewed from the way the adolescents concerned understand the moral standards or rules in society. This understanding is reached through cognitive maturation which is the individuals capacity to think through moral issues, to weigh up alternative outcomes, and make a decision on what is right or wrong (Jones, 2008). Gastardo-Conaco, Jimenez & Billedo (2003) extracted from a series of FGDs and informant interviews, organized according to various categories of young people in which results indicate that age seemed to be an important function in moral judgment level - that is - the younger the adolescent is, the lower is the judgment level, and as I.Q. went up, moral judgment went up as well. Along this line, relations of moral reasoning, domain specific perceived competencies and self reported

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engagement in substance use and antisocial behavior were studied by Kuther (2000) in which results show that, perceived behavioral competence of the adolescence mediated the relations of moral reasoning and engagement of studied problem behaviors; that is adolescents engagement in substance use and antisocial behavior depend on the perception of low behavioral competence and preconventional moral reasoning of the adolescents concerned (Kuther, 2000). Adaptation of Normative Conscience in Family and Peer Group Settings Adolescents are also viewed in the context of systems or of the network of human relationships that closely affect them. For many people, the most important system that affects them is the Family Systems (Day, 2004). The people in a family are related to each other in a complex, meaningful way; its functioning is composite to the functioning of all of its members. External conditions, inputs, and events create change in it but it has a way of dealing with them which shows stability, a tendency toward a balance. That is, maintenance of status quo is supported and deviations from family norms are punished (Day, 2004). The family system has boundaries that separate it from other systems even though it interacts with them. Within the family some parts form coalitions and subsystems and interact with other individuals and subsystems. For instance, the father and mother form the parental subsystem and the children form their own sibling subsystem. An example of a basic subsystem is a triangle; a system of three members in which two are distressed by conflict, deficit, or alienation in their relationship and a third member is brought in to stabilize their togetherness or to provide escape from the tension of the twosome. Adaptation of normative conscience in adolescents then, its dynamics

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and integration to the self, take place in the family setting considered as a system and the adolescents observe sets of rules, and norms and may form and belong to different subsystems and coalitions. Likewise, the adolescents may have other systems other than the family such as peer groups or other affiliations in which the adolescents may observe yet another sets of rules and norms. Adolescents crisis has previously been pointed out to manifest as problem behaviors. In the family system then, the factors, parental monitoring, parental support and peer pressure would be discussed since they may be related to adolescents crisis along with the role of the moral self. Adaptation and Integration of Normative Conscience to Self and Philippine Culture Adolescence is also ushered in and out by changes in thinking, interests, social circumstances and parental and societal expectations (Passer & Smith, 2007); hence, most likely elements that involve autonomy from - and interdependence with other people are incorporated and is true across cultures (Mascolo & Li, 2004). However, culture encompasses unstated assumptions (including assumptions on the very nature of reality), norms, values, sex roles, and habitual ways of behaving that are shared by members of a social group. It influences what one perceives and behaves and how she or he relates to oneself and to others (Passer & Smith, 2007). Thus culture influences the adaptation of normative conscience be it successful or unsuccessful. In the Philippines, a collectivistic culture, the concept of self is traditionally based more strongly on the connectedness between people (Kagitcibasi, 1997; Fuligni, 1998). Filipino concept of adolescence includes such concepts and definition from the adolescents themselves, as well as the parental definition of what adolescents are and

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their expectations of them (Ogena, 2005). Likewise, the family is seen as the major socializing agent for adolescent (Gastardo-Conaco, Jimenez, & Billedo, 2003). The Filipino concept of adolescence development includes the merging or aggregation of such factors and influences such as the family (roles and responsibilities of adolescents in the family, changes in the family structure, parent-adolescent conflict), peers, religion, school, media, and organizations or groups the young people are affiliated to (GastardoConaco, Jimenez, & Billedo, 2003). Accordingly, for the Filipino adolescents, the nuclear family is the most essential determinant of self and identity formation, as psychological bonding in the family is very important aspect of self-anchoring (Gastardo-Conaco, Jimenez, & Billedo, 2003). Further, in the absence of nuclear family, a formal group may become the adolescents source of self-identification and sense of bonding. Other such institutions as the school and the church also influence the adolescents in their self conceptions and values (Fernando, 1997 as cited by Gastardo-Conaco, Jimenez, & Billedo, 2003). According to Dizon, et al (2008); the Filipino character has its strengths and weaknesses. Hence, as this researcher would like to suggests, the Filipino adolescents successful adaptation of normative moral self is seen and anchored on the intermingling of these strengths and weaknesses of the Filipino character such as pakikipagkapwa-tao, family orientation, flexibility, adaptability, creativity, cheerfulness, fun-loving, industriousness, faith and religiosity, resiliency, extreme personalism, extreme family centeredness, passivity and lacking in initiative, colonial mentality, kanya-kanya syndrome, lack of discipline, lack of self-analysis and self reflection, and emphasis to

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form (maporma) (Dizon, Fulgencio, Gregorio, Obias, Vendivel & Gines, 2008). Thus, standards for right and wrong would have to come out as a balancing act of these positive and negative aspects of the Filipino character at the personal level and with their understanding of right and wrong or the moral rules in society at the social level. Gastardo-Conaco, Jimenez & Billedo (2003) suggest that a significant number of young people considered as socially acceptable many traditional and immoral and criminal practices. This study would like to underscore that adolescents unsuccessful integration of moral emotion, conduct & cognition with the self which may have resulted from an imbalance of the positive and negative aspects of ones character and ones unsuccessful adaptation toward a homeostatic state in autonomy from and interdependence with other people, may have served as catalyst for the adolescents social direction to view as acceptable many traditionally immoral and criminal practices. For instance, while Filipinos are known for its pakikipagkapwa-tao a Filipino adolescent lacking in self-analysis or self-reflection (cognitive maturation in adolescence is yet developing) may have done unconsciously the pakikipagkapwa-tao giving emphasis to form only (maporma). Thus the adolescents concerned engage in smoking, drinking alcohol, substance use and premarital sex for image sake not really thinking through, weighing the possible outcomes or making judgment on the wrongness or rightness of those behaviors. Or again, the Filipino adolescents self identity is determined from her or his social identity construct for example Filipino adolescents thinks of self from the point of view of the nuclear family (or in case of absence of nuclear family their respective formal groups such as school and church) as it is the most important agent of

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socialization for personality development. Hence, the Filipino adolescents may have perceived the moral self as external and from outside of self; may have not been integrated to the self since self-identity is viewed in social identity terms thus it (moral self) is failed to be integrated to the self as they may have perceived it as coming from the outside of self in this case, from the nuclear family and or from the formal groups such as the church and school. Hence, there is unsuccessful integration of moral self and self identity. With disintegrated moral self and self identity, the Filipino adolescents then engage in problem behaviors. According to Ogena (2005) seemingly, Filipino adolescents are not aware about adolescents crisis as Filipino adolescence is generally not turbulent or characterized by tension, rebellion and confusion. And yet, according to statistics Filipino adolescents are engaging in risky or problem behaviors practices (Raymundo & Cruz, 2003, 2007). For this researcher, the seemingly inconsistencies of the Filipino adolescents being unaware about crisis (Ogena, 2005) yet have negative outcomes from their engagement in problem behavior (Raymundo & Cruz, 2003; 2007 as cited in Platino, 2007; Gastardo-Conaco et al., 2003 as cited in the SPPR II) could most likely be attributed to the Filipino adolescents disintegrated moral self, which would include such factors as unsuccessful adaptations of normative conscience and impairment of moral sense or conscience.

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Parental Monitoring, Parental Support and Peer Pressure Although the formation of conscience may have been coherently formed at age two and its nature could be innate and structure could be trait-like, (Kochanska, et al, 2005) it does not exist in a vacuum. According to research, parents or specifically mothers have significant roles in conscience formation (Kochanska, et al., 2005). And it cannot be denied therefore that parenting practices have a great deal to say about adolescents moral sense development or the formation of their conscience; consequently their moral reasoning and judgment stability, and their behaviors that are compatible with moral rules. Conscience as an internal regulatory mechanism tends to restrain adolescents to do forbidden behaviors and engage in destructive or anti-social behaviors when they are not monitored by parents (Kochanska, et al., 2005). So, it can be said that a lack of parental monitoring can be offset by the presence of conscience. Yet, conversely, as seen by this researcher, when there is absence or lack of conscience or when there is an impairment of this moral emotion, conduct and cognition, parental monitoring could be seen thus, as restraint for the adolescents to engage in forbidden or anti-social behaviors as a fill-in or substitute to the function of conscience which is an internal regulatory mechanism that tends to restrain adolescents to do forbidden behaviors and engage in destructive or antisocial behaviors. Because parental monitoring could offset the absence or lack of conscience, parent-child relationship is thus a very important consideration when adolescents lack or have an impairment of moral sense or conscience. Parental monitoring is but part of the critical components of parenting constructs (Barnes & Farrel, 1992). Research suggests that parental monitoring is associated with

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fewer delinquent behavior problems and is anteceded by proactive parenting (Pettit, Laird, Dodge, Bates & Criss, 2001). As there is no uniform definition for parental monitoring, it is loosely defined as the adolescents perception of their parents knowledge of their whereabouts, their companions, and their activities when they are not at home or in school (DiClemente, R. J., Wingood, G. M., Crosby, R., Sionean, C., Cobb, B. K., Harrington, K., Davies, S., Hook III, E. W., & Kim Oh, M, 2001). Though parental monitoring and parental knowledge are positively associated, yet literatures pointed out they are not the same (Fletcher, Steinberg, Williams-Wheeler, 2004) and its distinction has been clearly reflected, clarified and labeled (Crouter & Head, 2002); such that parents knowledge could be just a byproduct of the adolescents perception and which is only a direct result of parental solicitation (Fletcher, et al., 2004) or parental monitoring (Crouter & Head, 2002). In view of the notion that parental monitoring could be seen as a form of restraint for adolescents to do destructive or antisocial behaviors in case conscience is absent or lacking (Kochanska et. al., 2005), parental monitoring then are likened to conscience. They are different in that conscience is an internal; regulatory mechanism which comprises moral emotion, conduct and cognition (Kochanska, et al., 2005) while the acts of monitoring by parents seemingly appears to be social or environmental influences outside of the young individuals. The presence of internal, regulatory mechanism called conscience (Kochanska, et al., 2005) then could be seen as balance to the absence of parental monitoring. Hence, absence of parental monitoring can be seen as absence of restraint in acting destructive or antisocial behaviors in case of impairment or lack of

25

conscience. Since the focus is mainly of the adolescents perception regarding their parents knowledge of their whereabouts and the like, parental monitoring really depends on how the adolescents organize outside or environmental stimuli or information and make a fit to their perceptual schema. Authors like Richard L. Gregory, (1966, 2005) suggested that each of our perceptions is essentially a hypothesis about the meaning of the sensory information. Adolescents perceptual system like other human perceptual system actively searches its library of internal schemas for the interpretation that best fit sensory data (Passer & Smith, 2007). It is important to note that in the case of the adolescents, searching their library of internal schemas that best fit sensory data is done when adolescents are undergoing physiological changes; hence the adolescents homeostasis is rather unstable. Homeostatic instability may produce confusion and maladaptive behaviors (Passer & Smith, 2007; Buchanan et al., 1992) thus contributing to adolescents engaging in problem behaviors. Not discounting that this is also at a time they are confronting moral issues which depend on the adolescents cognitive maturation (Kohlberg, 1984; Passer & Smith, 2007; Moll et al., 2008) and is crucial for moral self development (Damon, 1996), and likewise their grasp to the issues of individuation and separation, autonomy and relatedness (Frick, et. al., 2003; Gastardo-Conaco, et al., 2004), which are crucial to identity formation (Frick, et. al., 2003).

Be that as it may, as the proceeding researches show, absence or lack of parental monitoring may very well lead to negative adolescents outcomes. It may lead to

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adolescents unrestraint of engaging in problem behaviors or destructive and antisocial behaviors if there is an impairment of the adolescents moral emotion, conduct and cognition (Kochanska, et al, 2005). Viewed as lack of rules and insufficient parental regulation and concern (Barber, Olsen & Shagle, 1994), low parental monitoring has been tagged as predictors of adolescents externalized problems such as engaging in premarital sexual activities, substance abuse and tobacco and alcohol use (Barber, et al., 1994). Other research shows that adolescents perceiving less parental monitoring were more likely to test positive in sexually transmitted disease, have multiple sexual partners for the past 6 months, have risky sex partners, and have a new sex partner in the past 30 days (DiClemente et. al., 2001). Likewise, adolescents perceiving less parental monitoring were more likely to have a history of marijuana use and use marijuana more often for the past 30 days. They were also found to have a history of alcohol use for the past 30 days and have a history of arrest. There was also a trend for them toward having engaged in fight in the past 6 months (DiClemente et. al., 2001). Thus it was shown that increased risk behaviors, consistent pattern of problem behaviors and adverse biological outcomes (e.g. sexual activity, alcohol and marijuana use) for both male and female adolescents are strongly associated with perceived less parental monitoring described as increased negotiated unsupervised time (DiClemente et al., 2001; Borawski, IeversLandis, Lovegreen, & Trapl, 2003). Further literature on parental monitoring showed implications that enhancing parental monitoring and improving parent youth communication may prevent preadolescents from engaging in problem behaviors in the future (Yu, Clemens, Yang, Li, Stanton, Deveaux, Lunn, Cottrell, & Harris, 2006).

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Along this line, the concept of parental monitoring is distinguished from the concept of parental support (Fletcher, et al., 2004). Parental support is viewed as the parental warmth and concern as perceived by the adolescents. Parental support makes it more likely for adolescents to be comfortable in disclosing to their parents about their whereabouts and activities, thus in effect parental monitoring is achieved (Fletcher, et. al., 2004). Hence, it can be said that while parental monitoring and parental support are two different things, yet one is a precursor of the other. For instance, the adolescents may have perceived parental monitoring without perceiving parental support (thus what they perceived is parental control), but they could not have perceived parental support without perceiving parental monitoring.

Research findings confirm that parental support, which is described as the adolescents perception of the parental warmth and concern; and parental monitoring, which is described as the adolescents perception of the parental knowledge of their whereabouts, their companions and their activities when they are not at home or in school, are important predictors of adolescent outcomes even after taking into account critical demographic/family factors, including socioeconomic indicators, age, gender, and race of the adolescent, family structure, and family history of alcohol abuse (Barnes & Farrell, 1992.

According to Kohlberg, (1984) moral behavior development is connected to cognitive, emotional and social development. Specifically, adolescents basis for judging what is moral is dependent to conformity to the expectations of social groups. Kohlberg

28

(1984) called it as tending toward good-child orientation and law-and-order orientation. As suggested by Kohlbergs theory (1984), the keyword for adolescence conventional morality is conformity. In this stage of moral reasoning, the young person strives to conform to or adopts other peoples values and moral reasoning. Adolescence moral thinking or reasoning most likely involves crisis. This is because the adolescent strives to conform to other peoples values or to establish norms of law and order. Thus, the adolescent feel the social pressure to conform. This precipitate a conflict of sort between the adolescents own self or ego identity and that of other peoples values or established norms of law and order, which must be resolved, thus it is likened to a crisis. A feeling of social pressure inevitably arise and hence the onset of peer pressure. Peer pressure as defined by APA, (n.d.) Dictionary.comUnabridged, Random House Dictionary, Random House, Inc. (2010) is social pressure by members of one's peer group to take a certain action, adopt certain values, or otherwise conform in order to be accepted. When adolescents autonomy and self-confidence are being undermined by parental psychological control - for the purpose of this research parental psychological control is seen as the lack or absence of parental support - they feel personal distress and inadequate (Barber, 1996; Steinberg, 1990). Parental psychological control is described as the parental control which constraints, invalidates, and manipulates childrens psychological and emotional experience and expression (Blair, 1996) thus withholding parental support. And because of parental control, adolescents are susceptible to peer pressure. Moreover, according to Gastardo-Conaco, Jimenez, & Billedo (2003) peer group reproduces the dominant adult culture by providing anticipatory socialization to

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students to learn the values of loyalty, trust, commitment, camaraderie, cooperation and the drive for excellence, however, bad habits such as smoking, taking prohibited drugs, drinking alcoholic beverages, and sex-related experiences are learned mostly from the peer group (Lanuza, 2000 as cited in Gastardo-Conaco, Jimenez, & Billedo, 2003). Likewise, as discussed earlier, the adolescents impairment of moral sense leads to confusion over individuation and separation issues (Gastardo-Conaco, et al., 2003 & Lanuza, 2000) which are crucial to identity formation (Passer & Smith, 2007; Frick et al., 2003; Moffitt, 1993). The adolescents confusion in turn makes them susceptible to do behaviors that are forbidden with their peers (Moffitt, 1993). Thus, adolescents are vulnerable to peer pressure not only because they are still in the process of forming their self identity; or because it is at this time when they confront moral issues amid their peers yet their cognitive maturation is still developing, but also because lack or absence of parental support (Barber, 1996) undermines adolescents autonomy and self-confidence resulting to feelings of inadequacy and personal distress (Barber, 1996; Steinberg, 1990). When adolescents perceived their parents as cold and not supportive, they are not comfortable and are not keen on disclosing to their parents about their whereabouts and activities (Fletcher, et. al., 2004) thus there is a lack or low parental monitoring which most likely will reinforce attempts of parental psychological control (Barber, 1996). Then, adolescents most likely turn to their peers as buffer for their feelings of inadequacy and personal distress (Barber, 1996; Steinberg, 1990). The social pressure to conform or to adopt to their peers or peer groups values, moral thinking and even attitudes then is great and pressing.

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As far as the adolescents social development is concerned, authors like Passer & Smith (2007) observed that adolescents spend more time with peers than doing almost anything else and tend to identify more with peers than with adults. Within their social sphere with and among peers, cognitive and emotional dimension included; peers can strongly influence not only each others behaviors but also their moral reasoning, judgments and emotions. In this way they are most likely vulnerable to peer pressure. Hence, peer pressure can lead to peer- relations problem which in turn increases the risk of misconduct among the young persons. This is because according to the Monographs of the Society for Research in Child Development (2009),when the adolescent cannot conform to his or her peers values or ways, he or she may experience conflict and peer rejection along with lost opportunities to interact with peers. Thus, this creates conduct problems among children, and may pose risks for adolescent substance use and other deviant behaviors. Moreover, research has shown that problem behaviors like smoking, drinking or drunkenness and marijuana use of the adolescents depend on the behavior of their peers. (Clarka & Loheacb, 2006) Adolescents are subjected to social pressure to conform to their peers behavior regarding smoking, drinking and marijuana use. Thus, adolescents tend to engage in problem behaviors like smoking, drinking alcohol and marijuana or substance use when their peers are doing the same. Likewise, further research results suggest that membership in gang or group will increase their degree of participation in violence and drug and alcohol use (Clarka & Loheacb, 2006). And, the participation of the adolescents peer in engaging in drug and alcohol use is a stronger predictor of her or

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his drug and alcohol use rather than the amount or the quantity of his consumption behavior of the drug and alcohol (Clarka & Loheacb, 2006). Likewise, a study by Kawaguchi, D., (2004) confirmed that adolescents substance use is associated with current peers behaviors. Research findings imply that current peer behaviors not peer background determines individual behaviors of the adolescents (Kawaguchi, 2004). As for premarital sexual activity, a study of the sexual debut of girls in early adolescence found out that the effects of early pubertal timing on girls premarital sexual activity, may result from the company they keep (Cavanagh, 2004). Likewise, in an another study asking adolescents why they have (premarital) sex, both male and female adolescents cited peer pressure more often than sexual gratification (Stark, 1989) as reason. Thus, peer influences and interactions from their relationships played an important role in adolescents early sexual debut and/or their attitude toward virginity and premarital sex. In the Philippines, a survey with Filipino adolescents was conducted and adolescents were asked about their views on, knowledge of, and attitude towards virginity and premarital sex (Gastardo-Conaco, Jimenez, & Billedo, 2003 as cited in State of the Philippines Population Report (SPPR), 2nd Issue). Descriptive statistics suggests that the concept of virginity and premarital sex are well understood by adolescents. But the male adolescents compared to their female counterparts seemed unclear about or unaware of their moral reasoning or adherence to their moral judgments (Gastardo-Conaco, et al., 2003 as cited in SPPR, 2nd Issue). Further, according to Raymundo & Cruz (2004) as

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discussed earlier, premarital sexual activity of the adolescents are strongly related to cigarette smoking, alcohol and substance use. According to Ogena (2005) seemingly, Filipino adolescents are not aware about adolescents crisis as Filipino adolescence is generally not turbulent or characterized by tension, rebellion and confusion. And yet, according to statistics Filipino adolescents are engaging in risky or problem behaviors practices (Raymundo & Cruz, 2003, 2007). For this researcher, the seemingly inconsistencies of the Filipino adolescents being unaware about crisis (Ogena, 2005) yet have negative outcomes from their engagement in problem behavior (Raymundo & Cruz, 2003; 2007 as cited in Platino, 2007; Gastardo-Conaco et al., 2003 as cited in the SPPR II) could most likely be attributed to the Filipino adolescents un-integrated moral self, which would include such factors as unsuccessful adaptations of normative conscience and impairment of moral sense or conscience.

Moral Self Development and Problem Behaviors

Behaviors are referred to as actions and responses that can be directly observed by the senses (Passer & Smith, 2007) and everything that a person does that could be measured in some way. Thus, this includes internal events such as feelings, attitudes and mental processes (Dizon, Fulgencio, Gregorio, Obias, Vendivel & Gines, 2003, 2008). According to Jessor & Jessor (1977) problem behaviors are defined as those behaviors that deviate from societal norms where many such norms are age-graded. For the

purpose of this research, problem behaviors are defined as those behaviors that: 1) deviate from age-graded societal norms and those that: 2) impair normal functioning.

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Societal norms are principles or rules people are expected to observe; they represent the dos or donts of society (Appelbaum, Carr, Duneir & Giddens, 2009). Thus, the behaviors like cigarette or tobacco smoking, alcohol intoxication, dangerous drugs use and abuse and premarital sexual activity are considered problem behaviors as these behaviors are deviations from age-graded societal norms. For example, it is the societal rule that minors or those persons twenty-one years of age and below, as defined by Article 2 of the Presidential Decree No. 603 known as The Child and Youth Welfare Code of the Philippines, are not allowed to smoke and drink alcoholic beverages, and parents are mandated, by Art 55. on Vices, Chapter 3 of the Presidential Decree No. 603, to take special care to prevent the child from becoming addicted to intoxicating drinks, narcotic drugs, smoking, gambling, and other vices or harmful practices. Likewise, secondary

schools have sanctions on adolescent students caught smoking and drinking especially in the school premises. This is especially true with dangerous drugs use, where dangerous drugs are outlawed and are illegal as provided in the Republic Act No. 9165 known as the Comprehensive Dangerous Drugs Act of 2002. In the case of premarital sexual activity which is considered a problem behavior as taken in the context of the following Articles of the Presidential Decree No. 603: Art. 9. Levels of Growth. - The child shall be given adequate care, assistance and guidance through his various levels of growth, from infancy to early and later childhood, to puberty and adolescence, and when necessary even after he shall have attained age 21. Art. 10. Phases of Development. - The child shall enjoy special protection and shall be given opportunities and facilities, by law and by other means, to ensure and enable his fullest development physically, mentally, emotionally,

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morally, spiritually and socially in a healthy and normal manner and in conditions of freedom and dignity appropriate to the corresponding developmental stage. Art. 13. Social and Emotional Growth. - Steps shall be taken to insure the child's healthy social and emotional growth. These shall be undertaken by the home in collaboration with the schools and other agencies engaged in the promotion of child welfare. Art. 14. Morality. - High moral principles should be instilled in the child, particularly in the home, the school, and the church to which he belongs. Art. 15. Spiritual Values. - The promotion of the child's spiritual well-being according to the precepts of his religion should, as much as possible, be encouraged by the State. Thus, taken in the context and the meaning of the Articles 9, 10, 13, 14, and 15 of the Title I The General Principles of the Presidential Decree No. 603 of the Child and Youth Welfare Code of the Philippines, premarital sexual (PMS) activity is considered a deviance from the societys norm. For instance, in Articles 14 and 15 which talk about morality and spiritual values congruent to ones religion as encouraged by the State as much as possible; accordingly in Catholic tradition - premarital sex is gravely contrary to the dignity of persons and of human sexuality, and sexual pleasure is morally disordered when sought for itself, isolated from its procreative and unitive purposes (Catechism of the Catholic Church, 2353, 2351). The Catholic

Church has declared that PMS is gravely contrary to the persons dignity and to human sexuality maybe because she gives emphasis to the procreative and unitive nature of sex and thus declares that it is a sacred act and should be done within marriage to preserve or uphold its sanctity. As such, Jane Smith (1998) suggests that engaging in premarital sex is terribly irresponsible likened to drunk driving and worse than smoking (para. 13).

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Likewise for Articles 9, 10 and 13, of the Title I The General Principles of the Presidential Decree No. 603 of the Child and Youth Welfare Code of the Philippines, the general notion is that sex as an age-graded norm should be done appropriately to certain level of growth and development of the person whether it is physical, mental, emotional, moral, spiritual and social development. Thus when (premarital) sex is engaged without the above considerations it is deemed as a deviance from the societys norms.

With regards to the second criteria of problem behaviors -impairment of normal functioning would be defined in the context of clinical judgment of an individuals overall level of functioning. In this case determining the overall level of functioning is based on the Global Assessment of Functioning (Diagnostic and Statistical Manual of Mental Disorders-IV-TR, 2005, p. 34). And overall level of functioning is evaluated as seen in the effects related to the biological, psychological and socio-cultural criteria as mental health or wellness of an individual is grounded on biological, psychological and sociocultural criteria (Dizon, et al., 2003, 2008). For example, according to the field of developmental psychology which studies on physical, mental, social growth of children and adolescents, and health psychology which studies ways of promoting behavior

related to good health - health in mind presupposes biological and physiological health, psychological and emotional health as well as wellness in social or interrelationship issues. As such, these behaviors namely cigarette or tobacco smoking, alcohol intoxication, substance use and premarital sexual activity have effects on the biological, psychological and sociocultural level of development of the young person concerned that manifest impairment of the adolescents normal functioning or a clinically significant

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distress. For instance, regarding the effects based on the biological criterion - alcohol dampens the nervous system, by increasing the activity of the brains inhibitory neurotransmitter and decreasing the activity of a major brain excitatory neurotransmitter (Anton, 2001 as cited in Passer & Smith, 2007). Neurotransmitters are chemical

substances released by one neuron through tiny gaps in the brain called synapses and affecting other neurons. These neurotransmitters functions specifically in varied behavioral patterns, which is they generate either excitatory current for increasing charge or inhibitory current for deceasing charge (Dizon, Fulgencio, Gregorio, Obias, Vendivel & Gines, 2003, 2008) and affect the different areas of the nervous system.

About the effects based on the psychological and socio-cultural criteria - alcohol intake causes neural slowdown and while it dampens the nervous system, at the same time it depresses the inhibitory control centers of the brain. At higher doses, the brains control centers become increasingly disrupted, thinking and physical coordination become disorganized, and fatigue may occur as blood alcohol level (BAL) rises. The BAL is a measure of alcohol concentration in the body. Elevated BALs impair reaction time, coordination, and decision making (Passer & Smith, 2007). Alcohol also produces alcohol myopia shortsighted thinking caused by inability to pay attention to as much information as when sober (Steele & Josephs, 1990, as cited in Passer & Smith, 2007) making an increase in risky behaviors. About 40 percent of American and Canadian traffic accident deaths involve alcohol (National Highway Traffic Safety Administration, 2002 as cited in Passer & Smith, 2007). As for socio-cultural criterion, alcohol intoxication is seen as one of the common causes of family and neighborhood fights and

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some even ends in death. Thus, alcohol intoxication may cause disturbance or disruptions in the peace and order of the community or the society. In the case of cigarette or tobacco on its effects regarding biological and psychological criteria it contains nicotine, a substance that increases the activity of excitatory neurotransmitters and stimulates important mediator for energy and pleasure, thus accounting for its powerful addictive properties (Passer & Smith, 2007). It may lead to addiction or dependence of the adolescents. In addition, smoking may cause health problems like what is reported in an article Medical News Today (2004) A new report from the U.S. surgeon general found that smoking causes diseases in almost every organ of the human body. Released in late May, The Health Consequences of Smoking: A Report of the Surgeon General cites more than 1,600 scientific articles on the health effects of smoking. In addition to the well-known effects of smoking, such as lung, mouth and esophageal cancers, the new report found that smoking is conclusively linked to leukemia, cataracts and pneumonia as well as cancers of the pancreas, cervix and kidneys. Other complications linked to smoking in the report included diabetes complications, hip fractures and reproductive complications. Because of these reported ill effects of smoking, socio-cultural effects may thus follow. Hospitals, hotels and other public buildings and institutions are influenced or are legally directed by city ordinances to set aside a special room or place where smokers can smoke so that they cant disturb non-smokers as it has been suggested by research that passive smoking, the smoke from the others cigarette or tobacco has been tagged as likewise having health problems or concerns effects. Thus, the smokers alienation could be viewed by them as

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discrimination. And it could precipitate strain in the relationship between smokers and non-smokers. Likewise, smoking is banned in public utilities of conveyance like PUJs and PUBs as have been directed City Ordinances i.e., Cebu, Davao, Mandaluyong and Makati City (Jimenez-David, 2009). In the case of dangerous drugs regarding its effects based on biological, psychological and socio-cultural criteria, which are interwoven. Such as depressants they increase the activity of inhibitory neurotransmitters. They are highly addictive and at high doses, trigger initial excitation followed by slurred speech, loss of coordination, depression, and memory impairment. Overdoses, particularly when taken with alcohol, may cause unconsciousness, coma, and even death. So do with substances such as stimulants they increase neural firing and arouse the nervous system. They increase blood pressure, respiration, heart rate, and overall alertness. And while they can elevate mood to the point of euphoria, they also can heighten irritability (Passer & Smith, 2007). In large doses, some stimulants, like cocaine, can produce vomiting, convulsions, and paranoid delusions (Boutros, Gelernter, Gooding, Cubells, Young, Krystal, & Kosten, 2002). Heroin is also a stimulant that with high doses may lead to coma and overdose can cause death (Julien, 2005). Ecstasy is also a stimulant that with continued use has been associated with impaired memory, sleep difficulties, and diminished capacity to experience sexual pleasure (Parrot, 2001). Hallucinogens are powerful mind-altering stimulants that produce hallucinations (Passer & Smith, 2007). LSD or lysergic acid diethylamide and phencyclidine are synthetic hallucinogens that cause a flooding of excitation in the nervous system. They distort sensory experience and can blur the

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boundaries between reality and fantasy (Passer & Smith, 2007). Marijuana is a hemp drug that is widely used as illegal drug (Passer & Smith, 2007). At high doses with marijuana, users may experience negative changes in mood, sensory distortions, and feelings of panic and anxiety. While users are high, marijuana can impair their reaction time, thinking and memory, learning, and driving skills (Lane, Cherek, Lieving & Tcheremissine, 2005 as cited in Passer & Smith, 2007). With such impairment and changes in behavior and consciousness owing to the use of these different substances or dangerous drugs, social functioning may be likewise impaired. The individual concerned could be depressed, avoids friends, and neglects family, unable to go to school and other normative social functions. Some when they become addictive indulge in stealing or engage in other problem behaviors such as antisocial behavior and conduct and have become a problem to society. In the case of premarital sexual activity (PMS) it may cause impairment in normal functioning as it is an important health issue because according to Rashad & Kaestnerb (2003), premarital sexual activity is implicated as a proximate cause for two harmful outcomes that are prevalent among adolescents: 1) sexually transmitted disease thus, impairment in normal functioning follows; and 2) unwanted pregnancy. On both psychological and socio-cultural criteria PMS is an important psychological and socio cultural issue because as researchers suggest engaging in sex and drug behaviors places adolescents (especially girls) at risk for future depression (Hallfors, Waller, Bauer, Ford & Halper, 2005). PMS therefore is very significant in the dynamics of depression. As such its overall negative effect may bring impairment in functioning and trigger other

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socio-psychological problems such as juvenile delinquency, truancy and misconduct, depression, and emotional imbalance resulting to suicidal thoughts. Moreover,

premarital sexual activity may impair normal psychological and social functioning because of the psychological harm it may cause the adolescents concerned and to the society at large. For example, inputs from research suggests that when compared to teens who are not sexually active, teenage boys and girls who are sexually active are significantly less likely to be happy and more likely to feel depressed and when compared to teens who are not sexually active, teenage boys and girls who are sexually active are significantly more likely to attempt suicide (Rector, Johnson & Noyes, 2003). Early sexual activity thus, is a substantial factor in undermining the emotional well-being of adolescents (Rector, Johnson, & Noyes, 2003). Likewise, premarital sex may undermine the self esteem of the adolescent concerned since it may substitute to fill the adolescents deeper psychological need to be accepted and understood. In other instances, if the adolescent concerned is known to have indulge in the premarital sex which is according to Catholic tradition - premarital sex is gravely contrary to the dignity of persons and of human sexuality, and sexual pleasure is morally disordered when sought for itself, isolated from its procreative and unitive purposes (Catechism of the Catholic Church, 2353, 2351); he or she may become an object of ridicule in normative social situations in and outside school or may even have guilt, fear and shame. Thus, this has caused great concern for their family as well as for the society at large. Moreover, study shows that premarital sex is positively associated with marital disruption and divorce (Kahn & London, 1991). Marital disruption , discord and divorce may most likely results when

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adolescents engage in premarital sex maybe because adolescents are psychologically and financially less capable of bearing and bringing up a child - them being too young, without jobs and without proper skills and knowhow in raising a child. And, unwanted pregnancies may likely occur. Unwanted pregnancy brings with itself many Another issue is

psychological and social health problems, like guilt, fear and shame.

that when premarital sex leads to unwanted pregnancy, the adolescent concerned may resort to abortion. Abortion does not only brings psychological harm to the adolescents like depression in girls and suicidal attempts in both sexes (Rector, Johnson & Noyes, 2003), but also for this researcher abortion run counters to the evolutionary psychologys principle of evolutionary adaptations which according to Passer & Smith (2007) are physical or behavioral changes that allow organisms to meet recurring environmental challenges to their survival, thereby increasing their reproductive ability. Having ran counter to the principle of adaptations; abortion then thwarts nature and as such could have negative psychological effects to the adolescents concerned like depression and clinically significant distress or emotional imbalance. Abortion then could be seen as a negative outcome of PMS. In the Philippines, according to Raymundo (2007) as cited in Platino (2007), one third of the 45,000 abortions in the country are attributed to women of age group 15-24 years old. Many of the health problems of the adolescents are life style related; 20 percent of the premarital sexual activity occurs among high school students, and one third of the sexually active youth have experienced sexually transmitted diseases. Still another issue regarding premarital sexual activity is that it is highly positively correlated with smoking, drinking alcohol and dangerous drug use (Raymundo,

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2007 as cited in Platino, 2007). And as discussed previously drinking alcohol and drug use as discussed earlier, affect consciousness and behavior (Passer & Smith, 2007).

DEFINITION OF TERMS Adolescents Adolescents are defined by various groups, both governmental and nongovernmental organization by age grading, (Cabigon, 1999 as cited in Ogena, 2005) like as follows: Foundation for Adolescent Development, Inc. (FAD) Family Planning Organization of the Philippines (FPOP) Young Adults Fertility and Sexuality (YAFS II) Survey National Demographic Survey (NDS) PLAN International, Southern Leyte Alan Guttmacher Institute (AGI) 15-24 years old 15-24 years old 15-24 years old 15-19 years old 13-17 years old 10-19 years old

For the purpose of this research however, adolescents are defined as young individuals either male or female, age grade of approximately 13-21 years of age. Moral Self Moral sense or conscience is the internal regulatory mechanism of the adolescents that tends to restrain them to do destructive or anti-social behaviors as defined by Presidential Decree No. 603, page 8 and Catechism of the Catholic Church, page 9 when there is an absence of parental monitoring. Moral senses components includes moral

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emotion which is described as emotions that the adolescents feel after or when they are doing immoral acts or transgressions; moral cognition which is indicated by the adolescents moral reasoning and judgments to do moral behavior or conduct which are compatible with the cultures or societys moral standards and rules. The formation of conscience or moral sense starts at a young age or in childhood and is strongly influenced by parents or primary caregivers. It is integrated to the understanding of self (identity) during the adolescence period. Then, this understanding of self (identity) is integrated to moral beliefs hence the development of moral self which is said to be stabilized. As such moral self is specifically defined as the adaptation of normative conscience which includes the adolescents understanding and beliefs about the societys standards and moral rules utilizing their judgment and reasoning faculties (cognition), as well as their moral emotion and behaviors or conduct that are compatible to those moral rules (moral behaviors), and the process of integration of the self to moral beliefs which includes such criteria as the adolescents consistency in confidence of moral judgments and self attributed moral emotion. Problem Behaviors Problem behaviors are those adolescents behaviors that 1) deviate from age-graded societal norms and those that 2) impair normal functioning. For this research they are defined as cigarette or tobacco smoking, high doses alcohol intake or intoxication, dangerous drugs use and abuse, and premarital sexual activity. Problem behaviors may likely results from unsuccessful adaptation of normative conscience, un-integrated moral

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self, and impairment of moral sense; lack or absence of parental monitoring; lack or absence of parental support; and peer pressure. It is further defined by the Personal Checklist. Parental Monitoring, Support and Peer Pressure Parental monitoring is defined as the adolescents perception of their parents knowledge of their whereabouts, their companions, and their activities when they are not at home or in school. Parental support is defined as the parental warmth and concern as perceived by the adolescents. It is the complete opposite of parental control, for this research, parental control is seen as lack or absence of parental support. Peer pressure is the social pressure by members of one's peer group to take a certain action, adopt certain values, or otherwise conform in order to be accepted. The

vulnerability of the adolescents to peer pressure could be a result of the absence of parental support and parental monitoring.

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CONCEPTUAL FRAMEWORK
ADOLESCENTS MORAL SELF And the Formation of Moral Sense

Understanding of Right and Wrong Non-Understanding of Right and Wrong

Parental Monitoring

(+)

Cognitive
Capacity for remorse

Adaptations of Integrated, Normative Conscience

Cognitive
Parental Support

Incapacity for remorse

Integration

Affective
Peer Pressure

of Self

Engaging in conduct compatible with moral rules Engaging in conduct incompatible with moral rules:
Problem Behaviors Smoking Alcohol intoxication Dangerous drugs taking Premarital Sexual Activity

to Moral Self
(-) Adaptations of Unintegrated, Nonnormative Conscience

Behavior/Conduct

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Figure 1 The figure shows that Adolescents Moral Self Development starts with the Moral Sense, components of which are moral cognition (cognitive), moral emotion (affective) and moral conduct (behavioral), and thrives in the family and peer group environment with parental monitoring and support and peer group as most likely factors in the formation of moral sense and its integration to the self. Formed and integrated as such it is considered then in determining the adolescents normative conscience adaptations. The figure further shows that adolescents adaptations of integrated, normative conscience results from positive dynamics of the components of moral sense; while adaptations of un-integrated, non-normative conscience results from negative dynamics of the components of moral sense and may have attribution to adolescents problem behaviors. THE PROBLEM Statement of the Problem Considering such issues shown in the conceptual framework, the study aims to explore the attribution of moral self to adolescents problem behaviors and to the kind of adolescents conscience adaptation in the family and peer group environment. Specifically it seeks to: 1. Assess the dynamics of moral sense, components of which are moral cognition, moral emotion and moral conduct and the integration of morality to self in relation

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to the moral attribution of adolescents problem behaviors and its implications to therapy. 2. Describe the factors that may be related to adolescents involvement or noninvolvement in these problem behaviors such as parental monitoring and support and peer pressure. 3. Identify the involvement or non-involvement of the adolescents in these problem behaviors: 3.1.Cigarette or Tobacco Smoking 3.2.High Doses Alcohol intake or intoxication 3.3.Substance use and abuse 3.4.Premarital Sexual Activity

SIGNIFICANCE OF THE STUDY This research could be useful to the following: 1. Schools 1.1.Students the program of intervention for the subject problem behaviors could be utilized by students so as to enhance their development towards growth and fulfillment.

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1.2.Teachers the program of intervention which could work with students will likewise benefit teachers since much of the problem behaviors which are stumbling block to learning could be minimized if not eliminated. 1.3.Administrators having productive faculty members and students is a boon for learning institutions not only on the financial side but also on the fulfillment of their social responsibility. 2. Families 2.1.Parents having adolescents with non-existent or minimal problem behaviors is indeed considered a great blessing for parents. Being a parent, this researcher could very well relate to this concern. 2.2.Adolescents themselves a physically, psychologically and socio-culturally healthy individual is an ideal which the youth strives to attain. With this research, they may have the means to achieve that end. 2.3.Siblings and immediate family members peace in the family as well as healthy outlook in life and emotional stability could very well result from the outcome of this proposed researchs which focuses more on prevention. 3. The Community or the Society at large healthy happy individuals, may they be adolescents, parents, students, administrators, and the like are sign of healthy, happy community and society. It is the hope of this research to eventually

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contribute to the well being of society in general and to individual persons in particular. 4. Researchers in the field of Developmental, Moral, Health, and Clinical Psychology researchers of these fields of study in psychology could benefit as that additional constructs and concepts involved in the process and outcome of this research could be validated or enhanced so that scientific knowledge could be utilized for the benefit of humanity. RESEARCH METHODOLOGY Research Respondents The total number of respondents would be 10 adolescents, 5 males and 5 females, ages ranging from 13-21 years old, with diverse socio-economic and educational background randomly selected from the population. The total number of respondents is composed of 8 adolescents involved (2 for each problem behavior, 1 male and 1 female) and 2 adolescents (1 male 1 female) not involved in problem behaviors. Research Environment The data for this study would be gathered from out-of-school youth, and from 1 Sectarian and 1 Non-sectarian Secondary Schools situated in Cebu City and Metro Cebu.

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Criteria for Participants Inclusion: 1. Participants should be young individuals either male or female, age grade of approximately 13-21 years of age. 2. Participants should be involved in 1 particular problem behavior for each gender either currently or recently rehabilitated of not more than 1 year from date of release or rehabilitation or last engagement of problem behavior. Research Instruments This study will utilize the following instruments: 1) Adolescents Personal Checklist (Appendix B) This instrument is an assessment-based tool which indicates the involvement or non-involvement of adolescents in problem behaviors as defined by this study. It consists of various psychological and behavioral concerns of the adolescents. The respondents would have to check the items that apply to him or her and his or her engagement or non-engagement of such. The checked items would then be the indication of the respondents involvement of the problem behaviors variable. 2) Adolescents Moral Self Interview Schedule (Appendix A) This instrument measures the variable moral self which constitute conscience or moral sense, components of which are moral cognition, emotion and conduct. It consists of items which relates to the process whereby the respondents arrived at their moral cognition, emotion and conduct. Infused in this instrument are also items that are

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designed to measure the variable parental monitoring, parental support and peer pressure. These items relate to the parental monitoring, parental support and peer pressure as perceived by the adolescent. They are based on the parenting styles construct, i.e., authoritative, authoritarian, indulgent and neglectful parenting styles. Content analysis will be done for each item in the interview schedule and

results would determine most likely the kind of moral sense adaptation the adolescents-respondents may report as a result of the assessment. This interview schedule is translated into the Cebuano language befitting the research respondents environment. Errors can occur because perhaps there are some items that the respondents find it difficult to answer or that there may be violation of the rules in questionnaire and structured interview construction. To address such errors, the constructed instrument is proposed to be pretested in full before the actual gathering of the data. Research Procedure Gathering the Data Data gathering would be held and conducted in the different research environments described in this research in a guided one-on-one administration. The self-report measure Personal Check List (Appendix B) would be distributed to the adolescent after random selection by the researcher and the collaborated administrator in the described institutions or facilities. Participants would be given instructions in answering the said instrument. Likewise, after random selection by the researcher and collaborated administrator in the

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described institutions or facilities, trained youth researchers will conduct the Moral Self Structured Interview to ensure rapport with the respondents and greater probability of true reply. Treatment of Data The data gathered will be coded, sorted, sifted and organized into memos, summarized into categories and themes. This will be then interpreted based or grounded on the theory of moral self attribution to problem behaviors. Subsequent content analyses would allow one to better understand the moral self attribution on adolescents problem behaviors. This data treatment would likewise seek to show how adaptations of integrated, normative moral sense and adaptations of un-integrated, non-normative moral sense could be influenced by underlying factors of parental monitoring, parental support and peer pressure. References: American Psychological Association (n.d.) Dictionary.com unabridged. (2010). Random House Dictionary, Random House Inc. Appelbaum, R. P., Carr, D., Duneir, M., Giddens, A. (2009). Conformity, deviance, and crime. Introduction to Sociology. New York, WY: W.W. Norton and Company, Inc., p173. Arnett, J.J. (2001). Conceptions of the transition to adulthood: perspectives from adolescence through midlife. Journal of Adult Development, Vol 8, 317-326. Barber, B. K. (1996). Parental psychological control: Revisiting a neglected construct. Child Development, 67, 3296-3319. Barber, B. K., Olsen, J., & Shagle, S. C. (1994). Association between parental psychological and behavioral control and youth internalized and externalized behaviors. Child Development, 65, 1120-1136.

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APPENDIX A -MORAL SELF STRUCTURED INTERVIEW SCHEDULE

AGE: ____ MALE: __FEMALE: __ LIVING WITH PARENTS __WITH RELATIVES___ WITH OTHERS___GRADE______ ORGANIZATIONS/GROUPS/AFFILIATIONS/ASSOCIATIONS ____________________________________________ 1. How do you define alcoholic beverages? What do you consider as alcoholic beverages? 2. How do you define intoxication with alcoholic beverages? 3. Have you seen others being intoxicated or drunk? Can you describe their behavior/s? 4. Have you been intoxicated or drunk yourself? If no, how do you feel being drink-free or intoxication-free? 5. If yes, how many times have you been intoxicated or drunk? Recall what is the most recent. 6. How do you feel after being intoxicated or drunk? 7. What are your behaviors after feeling that way? 8. What do you think of drinking alcoholic beverages, is it wrong or right? 9. What are your bases or your considerations for that judgment? 10. How do you define dangerous drugs? What do you consider as dangerous drugs? 11. How do you define using and taking dangerous drugs? 12. Have you seen others using or taking dangerous drugs? Can you describe their behavior/s? 13. Have you been using or taking dangerous drugs yourself? If no, how do you feel being drug-free? 14. If yes, how many times have you been taking or using dangerous drugs? Recall what is the most recent. 15. How do you feel after taking or using dangerous drugs? 16. What are your behaviors after feeling that way? 17. What do you think of taking or using dangerous drugs, is it wrong or right? 18. What are your bases or your considerations for that judgment? 19. How do you define tobacco or cigarettes? What do you consider as tobacco or cigarettes? 20. How do you define smoking tobacco or cigarettes? 21. Have you seen others smoking? Can you describe their behavior/s? 22. Have you been smoking tobacco or cigarettes yourself? If no, how do you feel being smoke-free? 23. If yes, how many times have you been smoking tobacco or cigarettes? Recall what is the most recent? 24. How do you feel after smoking tobacco or cigarettes? 25. What are your behaviors after feeling that way? 26. What do you think of smoking tobacco or cigarettes, is it wrong or right? 27. What are your bases or considerations for that judgment? 28. How do you define premarital sex? What do you consider as act of premarital sex? 29. How do you define engaging in premarital sex? 30. Have you known others engaging in premarital sex? Can you describe their behavior/s? 31. Have you been involved in premarital sex yourself? If no, how do you feel being a virgin? 32. If yes, how many times have you been engaging in pre-marital sex? Recall what is the most recent. 33. How do you feel after engaging in pre-marital sex? 34. What are your behaviors after feeling that way? 35. What do you think of engaging in premarital sex, is it wrong or right? 36. What are your bases or considerations for that judgment?

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37. What are your day to day activities? 38. Do your parents know about your daily activities? 39. Before you do something do your parents tell you what they expect of you? 40. Do your parents trust your honesty in your giving your whereabouts? 41. Do your parents know your friends addresses and/or contact numbers? 42. Do your parents know your whereabouts at any given time of the day/night 43. Do your parents ask you the reason why you come home late? 44. Do your parents always praise you when you do something good? 45. Do your parents show sympathy when youre hurt or frustrated? 46. Do your parents give comfort and understanding when youre sad or upset? 47. Do your parents yell or shout or spank and scold you when you misbehave? 48. Do your parents ask you what you want in making plans for the family? 49. Do your parents use threats as punishment with little or no reason at all? 50. Do your parents explain to you how they feel about your good or bad behavior? 51. Do your parents emphasize the reasons for rules? 52. Do your parents tell you they appreciate what you are trying to accomplish? 53. Do your parents express affection to you by hugging, kissing or patting your shoulder? 54. Do you tend to please your friends or group mates even if is uncomfortable for you? 55. Do you seem to cant say no to your friends or group mates? 56. Do you find it embarrassing to assert your opinion over the groups or your friends opinion? 57. Do you always consent to your friends and group mates behavior to please them? 58. Do you find it difficult to be different among your group (in taste, in opinion, in dress, and the like)? 59. Do you always do what your friends ask you even if your parents tell you it is bad to do so? 60. Do you believe whatever your friends tell you because you are afraid that they would reject you if you wont? 61. Do you do your own thing regardless of what your friends tell you? 62. Do you decide on your own without referring to friends or others opinion? 63. Do you engage in bad habits like smoking cigarettes and drinking alcoholic beverages because your friends are also doing the same? Note: Some of the Texts are from (Appendix A Primary Caregivers Practices Report) (Cramer, K.E., 2002) By: Anita F. Alisaca MA Clinical Psyc Thesis Research University of San Carlos, Cebu City 1st semester 2010

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APPENDIX B PERSONAL CHECKLIST Adapted from Whiston, S. C., (2005)

AGE: _____ MALE _____ FEMALE _____ LIVING WITH PARENTS _____ RELATIVES _____OTHERS ______ GRADE __________ ORGANIZATIONS/GROUPS/AFFILIATIONS/ASSOCIATIONS ________________________________________
Please check those that apply to you: _____ Alcohol Drinking _____ Anxiety _____ Drug concerns _____ Smoking _____ Stress _____ Sexuality issue _____ Physical complaints _____ Lack of assertiveness _____ Relationship problems _____ Lack of friends _____ Anger Control _____Emotional/Physical/Sexual Abuse _____ Conflict with friends _____ Trauma/assault/accident _____ Grief/loss _____ Premarital Sex _____ Fears/phobias _____ Sleep disturbance _____ Panic attacks _____ Family conflict _____ Low self-esteem _____ Career Issues _____ Academic Concern _____ Indecisiveness _____ Unwanted sexual experience _____ Suicidal thoughts _____ Financial pressures _____ Self-induced vomiting _____ Obsessive thinking _____ Binge Eating _____ Conflict w/people at school _____ _____ Depression

Multicultural Issues

---------------------------------------------------------------------------------------------------------------------------------If you have experienced these concerns please check that which apply to your experience/s: Alcohol Intoxication: Smoking: Drugs Taking/Using: Premarital Sex: more than once _____ more than once_____ more than once ____ more than once ____ once _____ once _____ once _____ once _____ once ______ once _____ once _____ Never: ______ Never: ______ Never: ______ Never: ______ Never: ______ Never: ______ Never: ______

Emotional/Physical Abuse: more than once ____ Suicidal Thoughts: Conflict w/Friends: more than once ____ more than once ____

Conflict w/ People at School: more than once ____

once _____

Never: ______

By: Anita F. Alisaca MA Clinical Psyc Thesis Research University of San Carlos, Cebu City

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APPENDIX A -MORAL SELF STRUCTURED INTERVIEW SCHEDULE (CEBUANO TRANSLATION)

1. Unsay pagsabot nimo sa ilimnon nga makahubog? Para nimo panganli ang mga ilimnon nga makahubog. 2. Unsay pagsabot nimo sa pulong nga hubog o nahubog? 3. Kakita na kag nahubog? Unsa man ang ilang mga aksyon/ginabuhat/ginahimo? 4. Nakasuway na ka nga nahubog? Kon wa pa unsay imong gibati nga wa man ka kasuway pagkahubog? 5. Kon nakasuway na ka pagkahubog, kapila man? Kanus a ang kinadul an nga higayon gikan karon. 6. Unsa man imong gibati dihang nahubog ka? 7. Unsa man ang imong aksyon, ginabuhat/ginahimo diha sa imong ginabati dihang nahubog ka? 8. Unsa man imong hunahuna sa pagkahubog, maayo o dautan? 9. Unsa man ang imong gibasehan o sukaranan sa imong pag ingon nga kini maayo o dautan? 10. Unsa man pagsabot nimo anang drugas. Para nimo panganli ang mga imong giila nga drugas. 11. Unsa man ang pagsabot nimo anang pag gamit o pag abuso sa drugas? 12. Nakakita na kag nag gamit og drugas? I hulagway ang ilang ginahimo/ginabuhat o ang ilang panagway. 13. Naka gamit na kag drugas? Kon wa unsay imong gibati nga wala man ka mogamit niini? 14. Kon nag gamit ka kapila na ka nakagamit og drugas? Hinumdumi ang kinaawhian nga higayon sa paggamit nimo. 15. Unsa man ang imong gibati pagkahuman nimog gamit og drugas? 16. Unsa man ang imong gibuhat/aksyon/panagway sa imong ginabati human nimog gamit og drugas? 17. Unsa man ang imong hunahuna ang pag gamit ba og drugas mayo o dautan? 18. Unsa man ang imong basehan o sukaranan sa imong pag ingon nga ang pag gamit og drugas maayo o dautan. 19. Unsa man na ang tabako o cigarilyo. Para nimo panganli ang mga tabako o cigarilyo nga imong nailhan. 20. Unsa man ang pagsabot nimo sa pag sigarilyo? 21. Nakakita na kag nanigarilyo? Unsa man ang ilang mga aksyon/ginabuhat/ginahimo? 22. Naka panigarilyo na ba ka? Kon wa, unsay imong gibati nga wa man ka kasuway panigarilyo? 23. Kon nakapanigarilyo na ka, kapila man? Hinumdumi ang kinabag ohang higayon nga nakapanigarilyo ka. 24. Unsa man ang imong gibati sa dihang nanigarilyo ka? 25. Unsa man ang imong gibuhat/aksyon/panagway sa imong ginabati human nimog panigarilyo? 26. Unsa man ang imong hunahuna sa panigarilyo, maayo o dautan? 27. Unsa man ang imong gibasehan o sukaranan sa pag ingon nga ang panigarilyo maayo o dautan. 28. Unsa man na ang premarital sex para nimo? Unsa man ang imong pagsabot o pag ila sa nagbuhat og premarital sex? 29. Unsa man para nimo ang pag buhat nianang gitawag og premarital sex. 30. Naa kay nailhan nga nag buhat og premarital sex? Unsa man ang ilang mga aksyon/ginabuhat/ginahimo? 31. Nakasuway na kag premarital sex? Kon wa, unsay imong gibati nga wa man ka kasuway og premarital sex? 32. Kon nakasuway na kag premarital sex, kapila man ka nagbuhat niini? Hinumdumi ang kinabagohan nga paghimo, 33. Unsa man ang imong gibati pagkahuman nimog duhat sa premarital sex? 34. Unsa man ang imong ginabuhat pagkahuman sa imong ginabati human kag buhat og premarital sex? 35. Unsa man ang imong hunahuna sa premarital sex, maayo o dautan? 36. Unsa man ang imong basehan o sukaranan sa pag ingon nimo nga ang premarital sex maayo o dautan. 37. Unsa man ang imong mga aktibidadis, ginabuhat/ginahimo kada adlaw? 38. Nakahibaw ang imong mga ginikanan sa imong adlaw adlaw nga mga ginabuhat? 39. Sa di ka pa mobuhat og usa ka buluhaton sultihan ka ba sa imong ginakanan unsay ilang gusting mahitabo diha sa maong buluhaton? 40. Misalig ba ang imong mga ginikanan nga nag tug an ka sa tinuod bahin sa imong ginabuhat o asa ka niining mga orasa/higayona?

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41. Nakahibaw ang imong mga ginikanan sa mga address o kon diin nagpuyo o asa makit an ang imong mga higala/barkada? 42. Nakahibaw ang imong ginikanan kon hain ka niining mga orasa/higayona? 43. Mangutana imong mga ginikanan nganong nadugay kag uli? 44. Dayegon ka ba sa imong mga ginikanan kon makabuhat kag maayo? 45. Mosimpatiya ba ang imong mga ginikanan kon nasakitan ka o naguol? 46. Alam alaman ka ba og sabton sa imong mga ginikanan kon naguol ka o wa sa maayong buot? 47. Singgitan o kastigohon o kasab-an ka ba sa imong mga ginikanan kon magpabadlong ka? 48. Pangutan-on ka ba sa imong mga ginikanan unsay imong gusto kon magplano na para sa inyong pamilya? 49. Mogamit ba ang imong mga ginikanan og bahad bisan way igong pag isplikar o paghisgot niini? 50. Iisplikar ba sa imong mga ginikanan kon naunsa na ang ilang gibati sa imong mga binuhatan? 51. Gipakadak-an ba sa imong mga ginikanan ang importansya sa balaod o polisiya diha sa inyong balay? 52. Sultihan ka ba sa imong mga ginikanan nga nakaangay/nakauyon sila sa imong mga gusting kaboton/buhaton? 53. Gipakita ba sa imong mga ginikanan ang ilang pagpangga nimo pinaagi sa paghalog, pagpikpik sa imong abaga o paggakos nimo? 54. Alang nimo sayon ra ba kaayo ang pagpahimuot sa imong mga higala bisan pa di ka komportable niini? 55. Mora bag dili ka makabalibad sa imong mga higala sa bisan unsay ilang hangyo nimo? 56. Mora ka bag mauwaw o mataha sa pagpadayag sa imong opinion o hunahuna og ipatigbabaw mo kini sa mga opinion sa imong mga higala o ka grupo/kabarkada? 57. Mouyon ka ba sa mga binuhatan sa imong mga kaberks o miga/migo haron lang mahimuot sila nimo? 58. Maglisod ka bag pagpalahi sa imong kaberks/miga/migo labi na sa sininaan, buhok, sinultihan ug uban pa? 59. Buhaton ba nimo sa kanunay kon unsay isulti sa imong mga kaberks bisan pa ingon imong mga ginikanan nga sayop kanang buhata? 60. Motuo ka ba sa bisan unsay isulti sa imong mga kaberks/miga/migo kay hadlok ka nga masuko nya sila nimo? 61. Magbuhat ka ba sa unsay gusto nimo bisan pa lahi o wa kauyon ang imong mga kaberks/migo/miga ini? 62. Makadesisyon ka bag imoha nga dili mag agad sa unsay desisyon sa imong mga kaberks/migo.miga? Manigarilyo, motabako, maggamit og drugas, mag buhat sa PMS o maghubog hubog kay mao man sab ang ginahimo.ginabuhat sa imong mga kaberks/miga/migo. By: Anita F. Alisaca MA Clinical Psyc Thesis Research Paper University of San Carlos, Cebu City 2nd Sem 2011