Cha Thesis Format

PAMANTASAN NG LUNGSOD NG MUNTINLUPA
University Road, Poblacion, Muntinlupa City
GRADUATE STUDIES
Self-Concept of Pupils in Grade-Three with Incarcerated Parents
and Their Academic Performance in Itaas Elementary School
for School Year 2019 – 2020 : Basis for a Proposed
Guidance and Counseling Program
In Partial Fulfillment of the Subject Requirements
for Seminar in Thesis Writing
Submitted To:
FERMAE L. TAMAYAO, Ph. D
Subject Professor
Submitted by:
CYNTHIA B. BALLA
Student
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Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Elementary school is an exciting time in our young learners’ lives as
they begin their formal education and start making new friends at school.
Our guidance and counseling services support students as they begin
learning and growing in their academic, social, and emotional skills.
Alfred Adler concepts of social interest is the individual 's feeling of
being part of a whole , spanning both the past ,present and the future,He
believed that people were mainly motivated, toward this feeling of belonging.
Guidance counseling, byname counseling and guidance, the process
of helping individuals discover and develop their educational, vocational, and
psychological potentialities and thereby to achieve an optimal level of
personal happiness and social usefulness. The concept of counseling is
essentially democratic in that the assumptions underlying its theory and
practice are, first, that each individual has the right to shape his own destiny
and, second, that the relatively mature and experienced members of
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the community are responsible for ensuring that each person’s choice shall
serve both his own interests and those of society. It is implicit in the
philosophy of counseling that these objectives are complementary rather
than conflicting. The function of those who guide children and young people
is not to effect a compromise between the requirements of individuals on the
one hand and the demands of the community on the other. It is rather to
orient the individual toward those opportunities afforded by
his environment that can best guarantee the fulfillment of his personal needs
and aspirations.
Guidance, in this sense, is a pervasive activity in which many persons
and organizations take part. It is afforded to individuals by their parents,
relatives, and friends and by the community at large through various
educational, industrial, social, religious, and political agencies and,
particularly, through the press and broadcasting services. A part of such
guidance may be the giving of information that enables others to increase
the scope of their exploratory behaviour. The guidance counselor, for
example, may provide information about a person’s own abilities and
interests as determined by psychological tests or about educational
opportunities and the requirements of various occupations. The competent
counselor does not attempt to solve people’s problems for them, however;
the counselor tries instead to clarify the person’s own thinking.
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Professional counselors and counseling psychologists are commonly
found in institutional settings such as high schools and colleges, private
industry, community agencies, prisons, and the military, as well as in private
practice. They are often called on to help individuals deal with the grief of
unexpected tragedies.
As a Public School Teacher and as a researcher, I would like to share
my knowledge and expertise regarding on this topic so that I can help my
fellow teachers to enhance their Guidance and Counseling Program to
understand their learners especially with incarcerated parents. Itaas
Elementary School is located at NBP Reservation Poblacion, Muntinlupa
City and some of the pupils that studied here are children of incarcerated
parents.
Background of the Study
Parental imprisonment is a risk factor for child anti-social behavior,
offending, mental health problems, drug abuse and school failure.
Worldwide the increasing of parents in prison has led to growing public
health concern about their children who are left behind. Children must cope
with the separation from their parent and open struggle several situations,
such as insecurity due to their living conditions, stigmatization in school and
increased risk of poverty due to income from incarcerated parent.
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Research indicates that children of imprisoned parents have a higher
risk of incarceration. Children are at risk of being left behind because there
are insufficient social welfare services.
In an elementary school classroom setting, guidance
counseling activities that will teach students basic skills, such as
how to solve small problems, stay safe and build friendships, are all
developmentally appropriate.According to "The Developmental
Stages of Erik Erickson" by Arlene F. Harder, the renowned
developmental psychologist theorized that "during 6 to 12 years of
age, students are developing a sense of industry, thus acquiring a
sense of security within their primary social setting." Kelso’s Choice,
Auto B Good and Second Step are three examples of curriculum for
counselors to use that include activities suited fo r students in an
elementary classroom.
Having been a member of the academic community, the researcher
saw the need of learners with incarcerated parents.This is the reason why
this study was undertaken. It attempted to establish the pupil’s self-concept
and academic performance of pupils in Itaas Elementary School, as
baseline, the data will find out how teachers handle the pupils with
incarcerated parents inside the class.
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Theoretical Framework
Maslow (1943, 1954) stated that people are motivated to achieve
certain needs and that some needs take precedence over others. Our most
basic need is for physical survival, and this will be the first thing that
motivates our behavior. Once that level is fulfilled the next level up is what
motivates us, and so on.
1. Physiological needs - these are biological requirements for human
survival, e.g. air, food, drink, shelter, clothing, warmth, sex, sleep.
If these needs are not satisfied the human body cannot function optimally.
Maslow considered physiological needs the most important as all the other
needs become secondary until these needs are met.
2. Safety needs - protection from elements, security, order, law, stability,
freedom from fear.
3. Love and belongingness needs - after physiological and safety needs
have been fulfilled, the third level of human needs is social and involves
feelings of belongingness. The need for interpersonal relationships
motivates behavior
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Examples include friendship, intimacy, trust, and acceptance, receiving and
giving affection and love. Affiliating, being part of a group (family, friends,
work).
4. Esteem needs - which Maslow classified into two categories: (i) esteem
for oneself (dignity, achievement, mastery, independence) and (ii) the desire
for reputation or respect from others (e.g., status, prestige).
Maslow indicated that the need for respect or reputation is most important
for children and adolescents and precedes real self-esteem or dignity.
5. Self-actualization needs - realizing personal potential, self-fulfillment,
seeking personal growth and peak experiences. A desire “to become
everything one is capable of becoming”(Maslow, 1987, p. 64).
Maslow's hierarchy of needs is a motivational theory in psychology
comprising a five-tier model of human needs, often depicted as hierarchical
levels within a pyramid.Needs lower down in the hierarchy must be satisfied
before individuals can attend to needs higher up. From the bottom of the
hierarchy upwards, the needs are: physiological, safety, love and belonging,
esteem and self-actualization.
Carl Rogers, famed psychologist, theorist, and clinician Carl
Rogers posited a theory of how self-concept influences and, indeed, acts as
the framework for, one’s personality.
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The image we have of who we are necessarily contributes to our
personality, as the actions we take in alignment with our personality feed
back into our image of ourselves. Rogers believed that our personality is
driven by our desire for self-actualization or the condition that emerges
when we reach our full potential and our self-concept, self-worth, and ideal
self all overlap (Journal Psyche Authors, n.d.).
The ways in which we develop our personalities and self-concepts
varies, resulting in the unique individuals we are. According to Rogers, we
are always striving for self-actualization - some with more success than
others.
You might be wondering how people go about striving for self-
actualization and congruence; read on to learn about the ways in which we
maintain our self-concept. According to Carl Rogers, the degree to which a
person's self-concept matches up to reality is known as congruence and
incongruence. While we all tend to distort reality to a certain degree,
congruence occurs when self-concept is fairly well aligned with reality.
Incongruence happens when reality does not match up to our self-concept.
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Fromm (1956) was as beautifully clear as anyone when he described
self-concept as "life being aware of itself."Self-concept may be defined as
the totality of a complex, organized, and dynamic system of learned beliefs,
attitudes and opinions that each person holds to be true about his or her
personal existence. Self-concept is different from self-esteem (feelings of
personal worth and level of satisfaction regarding one's self) or self-report
(what a person is willing and able to disclose).
Harter,1988, has been declared that high self-esteem can lead
to high academic achievement. The Self-esteem can be refered as
person's global judgments of competency regarding one's self -worth.
This construct emerges when children compare their self -evaluation
with actual performance on a variety of tasks.
Sirin and Rogers - Sirin, 2004, in comparison between the
perceived self and the ideal self is very crucial specially during
adolescence because adolescents encounter with diversified job of
developing and challenges of their own age. Hence, de velopment of
self-esteem is considered as one of the most important developmental
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processes of adolescence..
Conceptual Framework
INPUT PROCESS OUTPUT
Respondent’s Profile - Provision of the Guidance and
- Age Survey Instrument Counseling
- Sex - Consolidation and Program for the
- Civil Status analysis of data enhancement of
- Years in the Service - Interpretation of data self-concept and

academic
- Guidance - Establishing the
Counseling significance between performance of
Program the level of self-
concept of pupils as pupils with
-Level of Self-
assessed by the incarcerated
Concept
teacher parents
-Level of Academic
Performance
Figure 1: Paradigm of the Study
Self-Concept and Academic performance of pupils with incarcerated
parents in Itaas Elementary School for School Year 2019 – 2020: Basis for
a Proposed Guidance and Counseling Program.
The input shows the respondent’s profile which includes the age, sex,
civil status, years in the service of teaching and guidance and counseling
program used inside the classroom.
The process shows the provision of the survey instrument,
consolidation and analysis of data, and interpretation of data.
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The output shows the basis proposal on the guidance and counseling
program as one of the teachers intervention among their pupils.
Statement of the Problem
This study aims to determine the relationship of teachers’ guidance
and counseling program to the pupils’ self-concept and academic
performance at Itaas Elementary School for School Year 2019 – 2020. This
also states the problem and solution for the arising needs of the pupils with
incarcerated parents.
Specifically, this study attempts to answer the following questions:
1. What is the demographic profile of the respondents in terms of:
1.1 Age;
1.2 Sex;
1.3 Civil Status;
1.4 Years in the service of teaching
2. What are the self -concept of pupils as assess by the teachers?
in terms of:
2.1 Ideal Self;
2.2 Self-Actualization;
2.3 Self-Esteem;
3. What is the academic performance of the participants?
3.1 Academic Assessment;
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4. Is there a significant relationship between self-concept and academic
performance of the participants as assess by the respondents?
4.1 Individual Counseling
4.2 Group Counseling
5. Based on findings, what research output maybe proposed for the pupils
with incarcerated parents?
5.1 Guidance and Counseling Program
Hypothesis of the Study
Null Hypothesis - There is no significant relationship between Guidance
and Counseling Program, Self-Concept and Academic
Performance of pupils at Itaas Elementary School.
Alternate Hypothesis - There is significant relationship between Guidance
and Counseling Program, Self-Concept and Academic
Performance of pupils at Itaas Elementary School.
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Significance of the Study
The study is deemed significant to the following stakeholders for the
reasons as cited below:
Pupils: The intervention materials are beneficial to pupils since the said
intervention are purposely prepared to suit their needs and improve their
self-concept and academic performance especially to pupils with
incarcerated parents. The enhancement of Guidance and Counseling
Program are developed giving due consideration to pupil’s self-concept and
academic performance level thereby facilitating in teaching and learning.
Parents: Primary concerned with the achievement of their children in the
school are the parents. With the information that the student are the
secondary need various counseling strategies in their studies, the parents
will be well assured that their children are taught to be independent, self
directed and equipped with other skills that would enable them to deal with
an ever changing environment not withstanding their achievement in school.
Teachers- This study provides teachers with ready reference of learning the
pupils and their academic performance.This will aid the teachers in the
conduct of their work.
Guidance Teachers/Coordinators- This study can help guidance teachers
and coordinators to design a Guidance and Counseling Program to increase
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the academic performance of the pupils and improve the self- concept of
pupils. And for them to identify students who need counseling and
assistance about pupil’s self-concept..
To administrators, for them to learn the importance of giving seminars for
teachers on positive discipline.
Curriculum Implementers- This research can help curriculum writers to
consider the importance of Guidance and counseling Program.
Future Researchers- Researchers are always on the watch for possible
researches in any field of endeavor.Through this research, they gain insights
on researches covering other effective alternative approaches in counseling.
Community: With this research, the community will be assured that the
teachers use of varied approaches and varied curriculum materials to suit
the student’s ability for the purpose of improving their performance.With this
, information , people in the community maybe motivated to assist school in
all ts undertakings.
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Scope and Delimitation of the Study
The researcher intends to field the research instruments in the SY
2019-2020 .This will be the declared time to frame for this research
investigation.
The knowledge gained from the guidance and counseling program
was measured through the standardized test which was used .The result
should be interpreted in light of the following limitations; sampling size,
generalizability of findings, measurement tools in selected grade three
pupils with incarcerated parents.
Definition of Terms
Self- Concept - Self-concept is distinguishable from self-awareness, which
refers to the extent to which self-knowledge is defined, consistent, and
currently applicable to one's attitudes anddispositions.[4] Self-concept also
differs from self-esteem: self-concept is a cognitive or descriptive component
of one's self (e.g. "I am a fast runner"), while self-esteem is evaluative and
opinionated (e.g. "I feel good about being a fast runner").
Self-concept is made up of one's self-schemas, and interacts with self-
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esteem, self-knowledge, and the social self to form the self as whole. It
includes the past, present, and future selves, where future selves (or
possible selves) represent individuals' ideas of what they might become,
what they would like to become, or what they are afraid of becoming.
Possible selves may function as incentives for certain behavior.[3][5]
The perception people have about their past or future selves relates to their
perception of their current selves. The temporal self-appraisal
theory[6] argues that people have a tendency to maintain a positive self-
evaluation by distancing themselves from their negative self and paying
more attention to their positive one. In addition, people have a tendency to
perceive the past self less favorably[7] (e.g. "I'm better than I used to be")
and the future self more positively[8] (e.g. "I will be better than I am now").
Academic Performance-Self-esteem reflects an individual's overall
subjective emotional evaluation of their own worth. It is the decision made by
an individual as an attitude towards the self. Self-esteem
encompasses beliefs about oneself, (for example, "I am competent", "I am
worthy"), as well as emotional states, such as triumph, despair, pride,
and shame.[1] Smith and Mackie (2007) defined it by saying "The self-
concept is what we think about the self; self-esteem, is the positive or
negative evaluations of the self, as in how we feel about it."[2]:107
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Self-esteem- is attractive as a social psychological construct because
researchers have conceptualized it as an influential predictor of certain
outcomes, such as academic achievement,[3][4] happiness,[5] satisfaction in
marriage and relationships,[6] and criminal behaviour.[6] Self-esteem can
apply specifically to a particular dimension (for example, "I believe I am a
good writer and feel happy about that") or a global extent (for example, "I
believe I am a bad person, and feel bad about myself in general").
Psychologists usually regard self-esteem as an enduring personality
characteristic ("trait" self-esteem), though normal, short-term variations
("state" self-esteem) also exist. Synonyms or near-synonyms of self-esteem
include many things: self-worth,[7] self-regard,[8] self-respect,[9][10] and
self-integrity.
Incarcerated- “imprisoned.” If you incarcerate people, that means you
imprison them for a predetermined amount of time in a jail, prison, or a
detention center.
Guidance and Counseling- is an integral part of each school. The
counseling program is designed with four basic components, each providing
counselors the opportunity to promote academic career development,
achievement, and personal/social growth.
Academic assessment- It is designed to evaluate individual programs
as a whole, such as academic majors or interdisciplinary programs,
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and to determine where the programs might be strengthened in order
to improve our students' abilities to learn. The primary audience for
academic assessments is not administrators or accrediting agencies,
but, rather, the program faculty themselves.
Emotional intelligence test - evaluate several aspects of your emotional
intelligence and will suggest ways to improve it. Please be honest and
answer according to what you really do, feel or think, rather than what you
think is considered right in this test. Nobody is there to judge you, just
yourself...and besides, there are many trick questions.
Personality test - is a method of assessing human personality constructs.
Most personality assessment instruments (despite being loosely referred to
as "personality tests") are in fact introspective (i.e., subjective) self-
report questionnaire (Q-data) measures or reports from life records (L-data)
such as rating scales.
Individual counseling- is a personal opportunity to receive support and
experience growth during challenging times in life. Individual counseling can
help one deal with many personal topics in life such as anger, depression,
anxiety, substance abuse, marriage and relationship challenges, parenting
problems, school difficulties, career changes etc.
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type of life challenge. To be involved in a group of peers who are in a similar
place not only increases one’s understanding of the struggles around the
topic but also the variety in the possible solutions available. Typically,
groups have up to eight participants, one or two group leaders, and revolve
around a common topic like: anger management, self-esteem, divorce,
domestic violence, recovery from abuse and trauma, and substance abuse
and recovery.
Group counseling- allows one to find out that they are not alone in their
type of life challenge. To be involved in a group of peers who are in a similar
place not only increases one’s understanding of the struggles around the
topic but also the variety in the possible solutions available. Typically,
groups have up to eight participants, one or two group leaders, and revolve
around a common topic like: anger management, self-esteem, divorce,
domestic violence, recovery from abuse and trauma, and substance abuse
and recovery.
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II.REVIEW OF RELATED LITERATURE
Related Literature
2.1 Overview
Chapter 2 reviews the literature relevant to this area of research,
specifically, the author will provide (a) Current research on children with
incarcerated parents, (b) how parental incarceration affects children on their
self - concept and academic performance (c) therapeutic methods that have
been used to treat children with incarcerated parents, (d) instruments that
are used to assess outcome, and (e) review on research attempts to provide
treatment for children with incarcerated parents.The chapter will close with
a section that summarizes the presented material.
2.2 Current Research on children with Incarcerated Parents
The nation’s growing prison and jail population has raised serious
questions about the collateral effects of incarceration on children, families
and communities. Whatever one’s views about the appropriate role of
incarceration in the criminal justice system, it is clear that imprisonment
disrupts positive, nurturing relationships between many parents—particularly
mothers—and their children. In addition, many families with children suffer
economic strain and instability when a parent is imprisoned. Research
suggests that intervening in the lives of incarcerated parents and their
children to preserve and strengthen positive family connections can yield
positive societal benefits in the form of reduced recidivism, less inter
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generational criminal justice system involvement, and promotion of healthy
child development. In the words of one prominent researcher, “[s]tudies . . .
indicate that families are important to prisoners and to the achievement of
major social goals, including the prevention of recidivism and delinquency.”1
Because this area is fraught with major data gaps, it is recommended that
policymakers begin their exploration of the subject by posing a series of
questions to their staffs and the heads of agencies with jurisdiction over law
enforcement, corrections, child welfare, education and welfare, as well as
child advocates, the university community and others who have an
interest in ensuring the well-being of children whose parents are in custody.
This report proposes a list of such questions, each followed by a discussion
that is intended, not so much as a definitive answer, but as general
background information. The information identifies only general trends, since
specific answers to the questions posed will differ by state, depending on
factors such as the existing policy context and service array, demographic
trends and available data.
Self-concept is also defined as a structural complex product of
reflective activity, and it is susceptible to changes as the individual
encounters new situations, life transitions, and social roles, i.e., it is
simultaneously stable and dynamic (Caur & Riar, 2013; Dasgupta, 2013; Demo, 1992;
B. Hammer, Hammer, & Butler, 2014; Knutzen & Kennedy, 2012), and environmental stability
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is a key factor in the stable facet of the self.
Self-concept contents are all elements of self-perception, and self-
concept dimensions are the categories of the self that are organized
consistently and dynamically since they can change due to social situations
and relationships.
This study examines the hypothesis of self-concept transformation
throughout life. Incarceration or imprisonment, an undesirable and
stigmatized life event, would be able to cause transformations in the
dynamic and malleable properties of self-concept. Such transformations
were investigated, especially considering the length of incarceration of the
participants.
When people hear the term “academic performance” they often think
of a person’s GPA. However, several factors indicate a student’s academic
success. While some may not graduate top of their class, they may hold
leadership positions in several student groups or score high on standardized
tests such as the SAT or ACT.Scholarly Achievement and Skills
People often consider grades first when defining academic performance.
This includes schools, who rank students by their GPA, awarding special
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designations such as valedictorian and salutatorian for those who graduate
first and second in their class. Scholarship organizations and universities
also start by looking at grades, as do some employers, especially when
hiring recent graduates. Grades carry more weight in some industries,
especially technical professions such as law, medicine and finance. Other
industries place less importance on GPA, particularly creative professions
such as writing or art and occupations such as sales where people skills are
more crucial than technical knowledge.
When people hear the term “academic performance” they often think of a
person’s GPA.
However, several factors indicate a student’s academic success.
While some may not graduate top of their class, they may hold leadership
positions in several student groups or score high on standardized tests such
as the SAT or ACT.Scholarly Achievement and Skills People often consider
grades first when defining academic performance. This includes schools,
who rank students by their GPA, awarding special designations such as
valedictorian and salutatorian for those who graduate first and second in
their class. Scholarship organizations and universities also start by looking
at grades, as
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Impressive Test Scores, Grades don’t always reflect a person’s knowledge
or intelligence.
Some employers, especially when hiring recent graduates. Grades
carry more weight in some industries, especially technical professions such
as law, medicine and finance. Other industries place less importance on
GPA, particularly creative professions such as writing or art and occupations
such as sales where people skills are more crucial than technical
knowledge. students don’t perform well in a classroom setting but are very
intelligent and earn high marks on IQ tests, standardized testing or college
entrance exams. Universities and employers consider these scores along
with other measurements and may forgive a less-than-perfect GPA for
students who perform well on these tests. Some tests, such as the Law
School Admission Test (LSAT) and Medical College Admission Test
(MCAT), determine if a student is accepted into graduate school. Law firms
and medical facilities also place great importance on these scores and may
eliminate anyone who scores below a certain number.
The definition of academic performance extends to achievement outside the
classroom. Some of the brightest students don’t earn straight As but are
extremely well-rounded, succeeding at everything from music to athletics.
The ability to master a diverse set of skills illustrates intelligence, curiosity
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and persistence, qualities attractive to universities and employers. Some
colleges will admit and even award scholarships to students who earned
average grades but display a pattern of achievement by consistently
learning new skills. Many businesses also see this as a selling point,
thinking these candidates are eager to learn and will be easy to train.
Student Leadership Initiative can also indicate academic
performance.
Some students demonstrate their competence by serving as student body
president or holding officer positions in student groups such as the honor
society or the science club. Or, they might regularly organize student events
such as fundraisers, pep rallies or dances. Others participate in volunteer
organizations and coordinate food drives or other community outreach
efforts. Universities and employers look favorably on consistent leadership
activities, feeling these students will bring that same drive to their
classrooms or board rooms.
As stated, by clinical Psychologist Deonish Thugpen’s book, when a
parent goes to prison, it needs to explain incarceration to a younger
audience. It defines that breaking the law is, presents the easy way to
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understand definitions regarding the justice system and even provides
support to children by explaining that they are not the only one who is
experiencing this situation.
However Rethles Mind/Flickr, explains that,when parent are arrested
or convicted,their children face many challenges, one of the most important
being, the disruption of parent -child attachment directly affects cognitive
and behavioral development in children and this disruption can lead to social
and behavioral problems later in life.zyoung children often develop
emotional responses such ass sadness, fear, guilt as a reaction to the
parents incarceration. (www. psychologytoday .com)
According to Sydney Fiedman and T.Conway Esselstyn, Ph.D,
children affect by jail confinement of their parent. it is associated with good
adjustment or bad adjustment. In humanitarian considerations,educational
and psychiatric consequences upon future potential as a productive worke
Based from the studies conducted by 18 different researchers over a
period of thirty years. Up until 1965, there was very little research available
that addressed the impact on a child of having a parent incarcerated. This
information appears to be some of the most accurate and current
information.
GENERAL: Parental incarceration (including crime & arrest) "produces a
typical series of events in the lives of these children." The most frequent
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problems include:
1.School Problems - Aggressive behaviors, truancy, poor academics (low
grades) and classroom behavior problems.
2. Behavioral Problems: - Aggression, tension, withdrawal, fighting, hostility
and acting out inappropriately .
The majority of children share common concerns and perceptions about
their parent's incarceration including :
1. Worry about the outcome of the case, situation or prison sentence.
2. Uncertainty over whether or not the parent will return.
3. Worry and fear that they will be swept of to prison, too.
4. Uncertain how to adjust to the situation.
5. Do not know what to expect for the future. Young children, especiall)r,
see their parents as being omnipotent (all r,vise/important/powerful). When
they witness their parent actually being in a situation of powerlessness or
violation, such as arrest and incarceration, they become very vulnerable
(susceptible to attack or criticism; in a position to receive greater penalties or
perceived danger). It is also not uncommon for children to live in
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impoverished conditions while their parent is away. This, of course, would
increase their personal stress levels. Often the kids are not allowed to talk or
discuss the situation with their care givers. This ,,imprisons,, the child in the
sense that they are experiencing forced silence. If they are told to
,,forget,,Mom, it makes the situation even worse. Usually this results in them
thinking about her *or. frequently and increases their tension level' -l-
Negative Consequences of Parental Incarceration It is common at the time
of arrest and during early incarceration for the child to identify, the arrest or
incarceration itself, as the source of their misery. Over time, most children
become angry. According to one researcher, as many as 900h of the
children were found to be oppositional defiant (resistant to others,particularly
authority, rebellious and disobedient.) The kids typically feel rejected and
often will see the parent's absence as voluntary, (e.g., Mom left because she
wanted to). They frequently report feelings of inferiority, ( feelin-e "less than"
others, not as valued), unworthiness and commonly feel a sense of
responsibility for the separation. In other words, believe that it was his/her
behavior that actually "caused" Mom to come to prison. The more frequently
a parent is arrested or incarcerated, the more difficult it becomes for the
child to deal with. The frequency of incarceration, age of the child at the
time(s), as well as witnessing the arrest of the parent are all critical factors
which influence the adjustment and continued development of the child.
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Takins Positive Actions to offset some of the negative consequences for the
children, it is recommended that they have visits as soon as possible and as
frequently as possible. This has proven to contribute to greater emotional
well being during the adjustment of separation.
The reasons are as follows:
1. The children may be allowed to express their feelings (during the visit).
2. The parent herself is better able to work through her own feelings and
thus better able to help the child with his/her own issues.
3. This allor,vs the child to see his/her parent realistically and can relieve
fears or fantasies they may have been entertaining in their minds.
4. This allows the parent to model appropriate interactions or behavior(s) for
the child(ren) who is acting out or not accepting the authority of the present
care giver.
5. Further, it allows maintenance of the existing relationship and
encourages greater success when the parent is reunited with her child(ren).
Children who experience infrequent visits may react.
Aims and Objectives of Counseling
Counseling aims at helping the clients understand and accept themselves
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GRADUATE STUDIES
“as they are”, And counseling is to help the student to help himself.
The main objective of counseling is to bring about a voluntary change in the
client. For this purpose the counselor provides facilities to help achieve the
desired change or make the suitable choice.
According to Dunsmoor and miller, the purpose of student counseling
are :-
1. To give the student information on matters important to success.
2. To get information about student which will be of help in solving his
problems.
3. To establish a feeling of mutual understanding between student and
teacher.
4. To help the student work out a plan for solving his difficulties.
5. To help the student know himself better-his interests, abilities, aptitudes,
and opportunities.
6. To encourage and develop special abilities and right attitudes.
7. To inspire successful endeavor toward attainment.
8. To assist the student in planning for educational and vocational choices.
Counseling Goals
The goal of counseling is to help individuals overcome their
immediate problems and also to equip them to meet future problems.
Counseling, to be meaningful has to be specific for each client since it
30
GRADUATE STUDIES
involves his unique problems and expectations. The goals of counseling
may be described as immediate, long-range, and process goals. A
statement of goals is not only important but also necessary, for it provides a
sense of direction and purpose. Additionally it is necessary for a meaningful
evaluation of the usefulness of it.
The counselor has the goal of understanding the behavior,
motivations, and feelings of the counselee. The counselor has the goals are
not limited to understanding his clients. He has different goals at different
levels of functioning. The immediate goal is to obtain relief for the client and
the long-range goal is to make him ‘a fully functioning person’. Both the
immediate and long- term goals are secured through what are known as
mediate or process goals.
Specific counseling goals are unique to each client and involve a
consideration of the client’s expectations as well as the environmental
aspects. Apart from the specific goals, there are two categories of goals
which are common to most counseling situations. These are identified as
long-range and process goals. The latter have great significance. They
shape the counselee and counselors’ interrelations and behavior. The
process goals comprise facilitating procedures for enhancing the
effectiveness of counseling. The long range –goals are those that reflect the
counselor’s philosophy of life and could be stated as
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GRADUATE STUDIES
1. To help the counselee become self-actualizing.
2. To help the counselee attain self-realization.
3. To help the counselee become a fully –functioning person.
The immediate goals of counseling refer to the problems for which the client
is seeking solutions here and now. The counselee could be helped to gain
fuller self- understanding through self – exploration and to appreciate his
strengths and weaknesses. The counselor could provide necessary
information but however exhaustive, may not be useful to the client unless
he has an integrative understanding of himself vis-a-vis his personal
resources and environmental constraints and resources.
There is an inter relation between the long-range and immediate goals as
both depend on the process goals for their realization. The process goals
are the basic counseling dimensions which are essential conditions for
counseling to take place. They comprise empathic understanding, warmth
and friendliness which provide for inter personal exploration which in turn
helps the client in his self-exploration and self-understanding and eventually
lead to the long range goals namely self-actualization, self- realization and
self enhancement.
Discussing the goals of counseling, Parloff (1961) distinguishes between
immediate and ultimate goals according to him the former refers to the steps
and stages in the counseling process which lead to the realization of the
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GRADUATE STUDIES
ultimate goals. Patterson (1970) suggests a third level of goals namely
intermediate goals in addition to mediating and ultimate goals. Ultimate
goals refer to the broad and general long term outcomes like positive mental
health. Intermediate goals are explained by the reasons for seeking a
counselor’s help and immediate goals as those that refer to the present
intentions of the counselee. A major criticism leveled is that goals such as
self- actualization, actualizing potentialities, etc., are too general and
amorphous and hence not useful in actual practice. Krumboltz (1966) holds
that an operational definition of terms would be a more useful approach. He
suggests that a general concept could be reduced to specific objective and
measurable variables. Mediate goals (Parloff, 1967) may be considered as
specific steps contributing to the realization of general goals. Behaviorists
play much emphasis on mediate goals like reduction of anxiety, acquisition
of adaptive habits, etc. The immediate goal of counseling is to motivate a
potential counseling to make an appointment with a counselor and go
through the counseling process till the mediate goals are realized. It is
through the realization of mediate goals that the ultimate goals of self –
understanding, self – realization and self – actualization can be reached.
The process of self – exploration is perhaps a kind of immediate goal which
sets the counseling process in motion. Areas in which change is considered
desirable are relations with other individuals, academic achievement, job
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GRADUATE STUDIES
satisfaction, etc. Some of the major goals of counseling generally accepted
by the counselors are given below:-
1. Achievement of positive mental health
It is identified as an important goal of counseling by some individuals who
claim that when one reaches positive mental health one learns to adjust and
response more positively to people and situations. Kell and Mueller (1962)
hold that the “promotion and development of feelings of being liked, sharing
with, and receiving and giving interaction rewards from other human beings
is the legitimate goal of counseling”
2. Resolution of Problems
Another goal of counseling is the resolving of the problem brought to the
counselor. This, in essence, is an outcome of the former goal and implies
positive mental health. In behavioral terms three categories of behavioral
goals can be identified, namely, altering maladaptive behavior, learning the
decision – making process and preventing problems (Krumboltz, 1966).
3. Improving Personal Effectiveness
Yet another goal of counseling is that of improving personal effectiveness.
This is closely related to the preservation of good mental health and
securing desirable behavioral change(s).
4. Counseling to Help Change
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GRADUATE STUDIES
Blocher (1966) adds two other goals. The first, according to him, is
that counseling should maximize individual freedom to choose and act within
the conditions imposed by the environment. The other goal is that
counseling should increase the effectiveness of the individual responses
evolved by the environment. Tiedeman (1964) holds that the goal of
counseling is to focus on the mechanism of change and that the counselee
should be helped in the process of ‘becoming’ – the change which pervades
the period of adolescence through early adulthood during which the
individual is assisted to actualize his potential. Shoben (1965) also views the
goal of counseling as personal development.
5. Decision – Making as a Goal of Counseling
Some counselors hold the view that counseling should enable the counselee
to make decisions. It is through the process of making critical decisions that
personal growth is fostered. Reaves and Reaves (1965) point out that “the
primary objective of counseling is that of stimulating the individuals to
evaluate, make, accept and act upon his choice”.
Sometimes the counselees have goals which are vague and their
implications are not fully appreciated. It is perhaps one of the primary
functions of a counselor to help clarify a counselee’s goal.
6. Modification of Behavior as a Goal
Behaviorally-oriented counselors stress the need for modification of
35
GRADUATE STUDIES
behavior, for example, removal of undesirable behavior or action or
reduction of an irritating symptom such that the individual attains satisfaction
and effectiveness. Growth-oriented counselors stress on the development of
potentialities within the individual. Existentially-oriented counselors stress
self-enhancement and self-fulfillment. Obviously the latter cannot be realize
without first securing the former, namely, symptom removal or reduction as a
necessary pre-condition for personal effectiveness.
THE AIMS AND OBJECTIVES OF SCHOOL GUIDANCE AND
COUNSELLING
A well-organized programme of guidance services is very essential
for the maximum development of the students. Following are some of the
important benefits of such a programme: It is possible to determine the
needs of the students more accurately. It makes it possible to put proper
persons at the proper place, in the proper manner and at the proper time.
To cultivate essential life skills in students. Maximum use of resources
both human and material.
To enable the students to make proper choices at various stages of
their educational career.
36
GRADUATE STUDIES
To minimize the mismatching between education and employment
and help in the efficient use of man power.
To understand the individual responsibilities and to adapt
themselves with their environment and make them to become an efficient
citizen of the society and nation.
To minimize the incidence of indiscipline and anti-social activities.
To help students make the best possible adjustments to the situations
in the school as in the home.
To check wastage and stagnation.
To ensure the proper use of leisure time and motivate them to
develop creative hobbies.
To develop all aspects of personality of the students.
To equip students in understanding the variety, depth, and breadth of
personal experiences, the opportunities available, and the choices open to
them by helping them recognize, strengths and facilitate, interpret, and act
upon their personal resources. Guidance and counselling aim at orienting
individuals to face the ever-changing challenges in today's fast- moving
technological world. The guidance researcher has to visualize the needs of
37
GRADUATE STUDIES
future generations in facing these unknown realities and suggest ways and
methods of developing built-in resources for this purpose. The world of work
is changing fast and much more research is required to help the traditional
worker to switch over to new technological gadgets and learn to be
independent of others.
Chapter III
METHODOLOGY
This chapter presents the method of research employed in the
investigation of the research problems presented in the study. This includes
the research design, instruments to be used, and the subjects of the study,
data gathering procedures, statistical procedure; and the treatment of data.
A. Research Design
The study will utilized the Descriptive Quantitative Design to describe
the significant contribution of pupils’ behavior and teachers’ positive
discipline at Itaas Elementary School.
38
GRADUATE STUDIES
Descriptive research design is a scientific method which involves
observing and describing the behavior of the subject without influencing it in
any way. (Shutlleworth, 2008).
Population and Sample Frame
The total number of teachers-respondents shall be chosen based on
Purposive Random Sampling Technique in which the researcher relied on
his own judgment when choosing members of population to participate in the
study. It is a non-probability sample that will select based on characteristics
of a population and the objective of the study.
Research Instrument
This section, describes the instruments used in the study, which were
the Rosenberg Self-Esteem and the child behavior checklist (Achenbach
and Edelbrock, 2001) The Rosenberg Self-Esteem Scale is atool for
assessing self-esteem.The scale consist of ten items using. Likert Scale with
each item ranked on a four point scale ranging from strongly agree to
strongly disagree(Dittman)
In this study, the Quantitative Descriptive Design will be use to
describe the significant contribution of the Guidance and Counseling
Program among the grade three pupils with incarcerated parents at Itaas
Elementary School.
39
GRADUATE STUDIES
Validation of the Instrument
The research questionnaire will administer to the teachers-
respondents in the school before the observation activities are content. The
researcher believed that they are most capable to decipher the prevailing
causes of the arising needs.
The independent variable for this study was the pupils with
incarcerated parents. The objective for the first ,is to provide the pupils with
a safe and supportive place to express their feelings: to state the purpose of
the group and Introduce the members of the group and introduce the
members of the group. Throughout the session the children were able to
build rapport, which during the initial session is extremely important in the
bonding process. Pre -Post Test were conducted before session one and
after session two to evaluate the effects of the group on self-esteem and
academic performance.
Data Gathering Procedure
Questionnaires or social surveys shall be used as a method to collect
data from teachers - respondents that are coming from Itaas Elementary
40
GRADUATE STUDIES
School. When data has been quantified, it will used to compare other data
collected and will used to convince the findings on pupils’ self-concept and
academic performance. Researcher will apply questionnaires method
because the results of the questionnaires can usually be quickly and easily
quantified. Large amounts of information will be collected from a large
number of people in a short period of time and in a relatively cost-effective
way.
The researcher will request the concerned personnel for permission
to administer the questionnaire to the respondents. Since this seemed to be
a new program to the academic community, they will be given a brief
orientation about the study and its objectives. The teachers of Itaas
Elementary School whose where administered the questionnaire, after which
the scores were tallied for statistical interpretation and analysis.
Statistical Treatment
The following statistical tools will be applied on the gathered data:
Frequency and Percentile will compute and describe how a portion is
related to the whole in the profile analysis of the profile variables.
Weighted Mean will be used as the best measure of central tendency or
average selected for the responses.
41
GRADUATE STUDIES
5-point Likert Scale will the survey shall be used in which consists of
questions that asked respondents to rate something on a scale. It will be a
paper-based form and respondents will be asked to fill in an answer to a
question based on how strong he or she feels.
Table 1
Statistical Interpretation
Scale Range Descriptive Rating Proficiency Level

5 4.50 – 5.00 Strongly Agree Very High Level
4 3.50 – 4.49 Agree High Level
3 2.50 – 3.49 Moderately Agree Moderately High Level
2 1.50 – 2.49 Disagree Low Level
1 1.00 – 1.49 Strongly Disagree Very Low Level
The above table will be applied in measuring the teachers - respondents’
levels of agreement or disagreement based on the responses to the
questionnaire.
Table 2
Statistical Interpretation
Scale Statistical Limit Descriptive Rating
5 4.50 – 5.00 Very Great Implication
4 3.50 – 4.49 Great Implication
3 2.50 – 3.49 Moderate Implication
42
GRADUATE STUDIES
2 1.50 – 2.49 Little Implication
1 1.00 – 1.49 No Implication
The table above will be used to determine the Implications of the

study to the Proposed Program. Ranking shall do after the Weighted Mean
was computed by arranging from the highest to lowest according to their
magnitudes.
T-test is a statistical technique shall be used to evaluate whether the means
of two groups are statistically different from each other.
Inferential Statistics
Pearson Product Moment Coefficient of Correlation or rho is a
statistical technique that will measure the magnitude and direction of the
association between the different variables that are on an interval or radio
scale. It will be used to establish the relationship between the variables (the
respondents’ personal profile and pupils’ behavior and teachers’ positive
discipline).
RESEARCH QUESTIONNAIRE
Name : ___________________________ (optional) Age: ____
Civil Status : ___________________________ Sex: ____
Years in the service of teaching : ____________
Teacher Perceptions of Positive Discipline Practices
43
GRADUATE STUDIES
Please circle one answer
Strongly Disagree =1 Agree =4
Disagree =2 Strongly agree =5
Moderately Agree = 3
1. I understand what behaviors result using positive discipline. 12345
2. I understand how pupil changes using positive discipline. 12345
3. I know what the consequence is for excessive tardiness. 12345
4. I know what the consequence is for excessive noise. 12345
5. I know what the consequence is for fighting. 12345
6. Pupils change their behavior when positive discipline
apply inside the classroom. 12345
7. I understand how pupil’s behavior affects another
pupil. 12345
8. Teachers are consistent in applying positive discipline. 12345
9. Positive Discipline improve pupil’s behavior. 12345
10. The teachers is fair when dealing with students. 12345
REFERENCES:
Thulstrup, Stephanie Heineck and Leena Erland Karlskson
Children of Imprisoned Parents and their Coping Strategies New York
Press.(2017)
44
GRADUATE STUDIES
Weber, Barbara R.
Implications of Parental Incarceration on families 2011
The Inonline. Org
The Adjustment of Children in Jail Inmates 2015
Psychology Today
“The Trauma and mental Health Report ( May 7,2015) 200 Volume
Social Work Policy. Org.
Children with Inacarcerated Parents /Social Work Policy Institute. (2000)
45
GRADUATE STUDIES
CURRICULUM VITAE
CYNTHIA B. BALLA
#7 Luzon street Hiway Homes Subd.
Alabang ,Muntinlupa City
Contact No. : 09282965747
cynthia_bartolo2000@yahoo.com
PERSONAL DATA
Date of Birth : January 24,1977

Place of Birth : Quezon City
Age : 42 yrs. old
Height : 4’11”
Weight : 63 kg.
Status : Married
Religion : Roman Catholic
Citizenship : Filipino
Father’s Name : Antono V. Bartolo (Deceased)
Occupation : NA
Mother’s Name : Ceazarina C. Bartolo
Occupation : Housewife
EDUCATION
Elementary : P. Bernardo Elementary School
46
GRADUATE STUDIES
Secondary : Las Pinas College

Tertiary : Philippine Normal University
Taft Ave. Manila
Bachelor in Elementary Education
Graduate Studies : Pamantasan ng Lungsod ng Muntinlupa
Master of Arts in Education
Major in Guidance and Counseling
47

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PAMANTASAN NG LUNGSOD NG MUNTINLUPA

University Road, Poblacion, Muntinlupa City

Self-Concept of Pupils in Grade-Three with Incarcerated Parents

and Their Academic Performance in Itaas Elementary School

for School Year 2019 – 2020 : Basis for a Proposed

Guidance and Counseling Program

In Partial Fulfillment of the Subject Requirements

for Seminar in Thesis Writing

FERMAE L. TAMAYAO, Ph. D

THE PROBLEM AND ITS BACKGROUND

Elementary school is an exciting time in our young learners’ lives as

Our guidance and counseling services support students as they begin

learning and growing in their academic, social, and emotional skills.

Alfred Adler concepts of social interest is the individual 's feeling of

Guidance counseling, byname counseling and guidance, the process

of helping individuals discover and develop their educational, vocational, and

psychological potentialities and thereby to achieve an optimal level of

personal happiness and social usefulness. The concept of counseling is

essentially democratic in that the assumptions underlying its theory and

and, second, that the relatively mature and experienced members of

philosophy of counseling that these objectives are complementary rather

is not to effect a compromise between the requirements of individuals on the

orient the individual toward those opportunities afforded by

Guidance, in this sense, is a pervasive activity in which many persons

and organizations take part. It is afforded to individuals by their parents,

relatives, and friends and by the community at large through various

educational, industrial, social, religious, and political agencies and,

particularly, through the press and broadcasting services. A part of such

guidance may be the giving of information that enables others to increase

the scope of their exploratory behaviour. The guidance counselor, for

example, may provide information about a person’s own abilities and

interests as determined by psychological tests or about educational

opportunities and the requirements of various occupations. The competent

the counselor tries instead to clarify the person’s own thinking.

Professional counselors and counseling psychologists are commonly

found in institutional settings such as high schools and colleges, private

industry, community agencies, prisons, and the military, as well as in private

As a Public School Teacher and as a researcher, I would like to share

my knowledge and expertise regarding on this topic so that I can help my

fellow teachers to enhance their Guidance and Counseling Program to

understand their learners especially with incarcerated parents. Itaas

Elementary School is located at NBP Reservation Poblacion, Muntinlupa

Background of the Study

Parental imprisonment is a risk factor for child anti-social behavior,

offending, mental health problems, drug abuse and school failure.

Worldwide the increasing of parents in prison has led to growing public

such as insecurity due to their living conditions, stigmatization in school and

increased risk of poverty due to income from incarcerated parent.

Research indicates that children of imprisoned parents have a higher

are insufficient social welfare services.

In an elementary school classroom setting, guidance

counseling activities that will teach students basic skills, such as

developmentally appropriate.According to "The Developmental

Stages of Erik Erickson" by Arlene F. Harder, the renowned

developmental psychologist theorized that "during 6 to 12 years of

age, students are developing a sense of industry, thus acquiring a

sense of security within their primary social setting." Kelso’s Choice,

counselors to use that include activities suited fo r students in an

Having been a member of the academic community, the researcher

this study was undertaken. It attempted to establish the pupil’s self-concept

and academic performance of pupils in Itaas Elementary School, as

incarcerated parents inside the class.

Maslow (1943, 1954) stated that people are motivated to achieve