SAINT LOUIS UNIVERSITY

The shift in attitudes and values of SLU-LHS students towards school, family,
and community
A problem definition paper in Community Psychology

MENDOZA, Angelica Nichole B.

5-21-2015
 The shift in attitudes and values of SLU-LHS students

Towards school, family, and community

Problem Definition

The values of today’s youth are changing but it is said that change is constant, change is the permanent thing in the world; but this

change would be better if it is a positive one. With the advent of technology and modernization, we cannot help but go along with the

change this trend brings. In Saint Louis University Laboratory High School (SLU-LHS), it is a common scenario to see students visiting

the Principal’s office or Grade Level Adviser for wearing of improper uniform, or for being late. We would also observe students herding

in the hallways talking and laughing so loud and these students would not even realize immediately that they have to give way to people

who are passing by. More than that, the Guidance office reports that most of the students who come for counseling have problems in their

family while some are referred by teachers due to academic and behavioral problems.

Background

The Saint Louis University Laboratory High School is one of the recognized schools in Baguio city that caters to different

students. The SLU-LHS is unique in its features because it is a Filipino CICM school and at the same time a Laboratory School. As a

Laboratory School, it is a training ground for Teacher Education majors and Psychology major. Aside from this, the school adheres to the

core values of the Saint Louis University community which are the 1) Christian Spirit 2) Creativity 3) Competence and 4) Involvement.

Despite these positive values, the school still faces several problems such as the discipline of students which is usually expected in high

school students. With the help of the Guidance office and the programs of the Guidance office and the school itself, the students are given

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social support. However, these are not enough to address all the concerns of the students from academic, behavioral problems to the more

serious ones such as the use and possession of drugs and alcohol. Even the discipline strategies administered by the Grade Level Advisers

such as suspending the students for a period or two are futile measures. Although the school administration are doing their best to ensure

that the students grow to be responsible and productive citizens, these efforts are not enough when there are only a few people involved.

The school currently faces a problem in the consistency and effectiveness of the discipline strategies as well as a reinforcing tool

to increase positive and adaptive behaviors displayed by students without conduct problems. Aside from discipline concerns, there is also

a noticeable decline in respect and courtesy of high school students not only in the school but for the youth in general. The choice of

language and manner of interaction of the students today has drastically changed. Before, students would greet teachers and give way for

teachers or authority figures who will pass by. Now, when you pass by these students, it seems as if they did not even see you. On the

other hand, even the teachers differ in their discipline strategies. Some are too lenient while some are too strict which creates a confusion

among the students. Also, teachers are role models of the students that is why they also have to be mindful of their actions. Good values

and attitudes are not learned simply through instruction but also through demonstration.

Delving deeper into this, we would realize that there are definitely factors that led to these types of behavior. The school serves a

function of learning for the students but it also serves as a social place for students to meet and interact with their classmates and friends.

For some of the students, the school is the place where they can be who they are without their family interfering and telling them what to

do. Some of the behaviors restricted at home are expressed in school. With this, one of the factors affecting the behaviors of the students

is the family. This makes the parents as important people that should be involved in the program. Second, the influence of media

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especially social media affects the values of the students. One significant effect is in the way students present themselves and the way they

talk. Now, the use of sarcasm is very visible in daily normal conversations which the students carry in their interpersonal interactions.

Additionally, the styles ‘swag’ and ‘ghetto’ encourages the youth to be standoffish and even to some extent disrespectful. On a lighter

note, there is still a number of students who uphold good values, achieve academically and interacts appropriately. These students are, of

course, not to be undermined. Because of the diversity of the students and the influx of technology, influence of media, and changing

trends in the society, there is a need to promote social change in the SLU-LHS community.

Interventions

I. Rationale

In order to address the issue on the values and attitudes of the students, the involvement not only of the students, but also of the

teachers and parents are encouraged. The program will be a preventive and an educational program that is multilevel and holistic which

will be implemented through the Peer Facilitation program. The Peer Facilitation program will offer support services to the school to

empower the students academically and socially and to prevent the expansion of conduct/behavioral problems through social skills

training and education.

The Peer Facilitation Program is based on the premise that trained and motivated young people have the ability to positively

influence the attitude and behavior of their peers. This program will be spearheaded by the Guidance office and will be supported by the

school administration. This will also be an extension of the Guidance services.

a. Outcome Areas: Academic competence, emotional and social skills training

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 b. Target Group: High School students, parents and teachers

c. Type of Setting: School-based Service Provider

d. Type of Service: Education/Youth Development

e. Type of outcome addressed: Social/Interpersonal problems and School performance

II. Condition

The program will begin with the selection of Peer facilitators. Application for peer facilitator is open to all students who are

interested to become part of the program. A criteria will be set for the selection of Peer Facilitator (i.e., No conduct grade lower than

Satisfactory, Willing to participate and commit to the program, has not been subjected to any disciplinary action, etc.).

III. Goal

The program seeks to empower the youth in harnessing and enhancing social, emotional and academic skills and potentials

through a strong commitment in promoting a healthy relationship with their families, peers, and respective communities. It will work

towards the development and adoption of good values, attitudes and skills which will lead to greater development of the students’ growth

and personality.

IV. Overview of the activities

a.) Selection of Peer Facilitators with the collaboration of parents and teachers. Letters will be addressed to the parent and

students regarding the list of Peer Facilitators. This will be verified through the logbooks and forms used in choosing a

Peer Facilitator.

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 b.) Peer Facilitator’s Training

c.) Peer Facilitators’ Tutorial

d.) Seminars/Talks

e.) Family Day Booth

f.) Year-end Activity

The summary of the activities together with the goals, objectives, and outcomes of the project is presented on Table 1.

Table 1. Peer facilitation program

Goals, Objectives and Outcomes

GOAL OUTCOMES ACTIVITIES OUTPUTS TIMEFRAME RISKS

The program seeks The developed 1. Recruitment of Formation of a August to Delayed
Peer Facilitators and group of students September application of
sense of initiative
to empower the collaboration of that will participate students interested
and volunteerism Homeroom in Guidance to become a Peer
youth in harnessing Advisers and Grade programs of the Facilitator.
which will lead to
Level Advisers. Guidance office. Waywardness of
and enhancing sense of some teachers and
not finding the
responsibility
social, emotional program
among the students immediately useful
and academic skills for themselves.
and teachers.
2. Peer Facilitator’s Motivated and August to October Irregularity of
and potentials Training and module trained peer attendance in the
making and planning facilitator who are training.
through a strong of the activities that ready to participate
will be implemented and effect change in
for the school year the school. Ideas
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commitment in with the help of and solutions
Guidance staff and contributed by the
promoting a teachers Guidance staff and
teachers.
healthy relationship Educating students 3. Seminars/Talks/ October to February
and teachers for their Workshop for High
with their families, holistic school students (and
development. teachers) which is
peers, and subject to the
modules
respective planned/decided on
during the module
communities. It making and activity
planning.
will work towards Sense of self is a.1. Symposium on Establishment of a October Lack of interest of
instilled in the Self-concept/Self- relationship the students
the development students that will awareness between and among
make the students the students.
and adoption of realize their role and Appreciation of the
contribution in the differences and
good values, school and similarities that
community. each student
attitudes and skills possesses.

which will lead to Empowered parents a.2 Talk on How to: Awareness of the October Lack of
and guardians that Parenting Today’s current problems participation and
greater will foster a healthy Teens the teens face today indifferent attitudes
relationship between and development of toward the topic
development of the parent and students; insight into their
increased own ways of
participation of dealing with their
parents in the growth children

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students’ growth and development of
their children
and personality. b. Seminar on Study Acquisition of November Student might not
Increased Habits Study take the topic
motivation and habits/learning seriously and may
academic styles suited to the feel that they are
competence that will different types of being imposed as to
lead the students to students/learners the style of learning
excel in their they have to adopt.
studies.

Formation of a c. Seminar onTrained and December Teachers may not

harmonious Positive Discipline Motivated teachers be open to learn and
relationship between methods andequipped with adopt/ modify
students and Teaching strategies effective teaching teaching and
teachers; foster a methods and discipline methods.
caring relationship classroom
based on mutual management;
respect and increased desirable
responsibility. behaviors of
students.
Career-oriented d. Seminar and Awareness of the January Students, especially
students who have Workshop on Values values and priorities the younger ones
ample knowledge and Priorities the students have may be shy to
and motivation to and uphold, and participate in the
behave and act in Career Talk for increase in goal- workshop and may
accordance to their graduating students oriented and not be able to relate
career options or appropriate with the topic.
values and priorities behaviors.

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 Setting of career
path for graduating
students
The developed sense e. Talk on Peer Acquisition of February Students might find
of belongingness, Relationships/ effective conflict the topic cliché.
promotion of the Forming Friendships resolution;
qualities of and Handling reduction in
cooperation and care Conflicts bullying rates and
which will lead to a small
supportive groups/cliques;
relationship between increased social
students. contact
Integration of the 4. Tie up with the Developed socially November-April Difficulty in
students with the different clubs of the useful and helpful teaming up with the
community school to join the behaviors; different clubs.
different community increased
programs (i.e. Tree community
planting, Clean-up involvement
Drive)

At the end of each activity, an Evaluation questionnaire will be answered by the participants to determine the extent to which the

activity was helpful. At the end of the school year, the whole program will be reviewed to determine the strengths and weaknesses of the

program and to come up with a solution to the shortcomings of the program.

V. Materials

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 a. Multimedia Projector

b. Computer unit

c. White board/Blackboard

d. Ballpens/Pens/Markers

e. Colored papers/Special papers/Cartolina/Coupon bond

f. Scotch tape/Masking tape

g. Brown envelopes

h. Folders

VI. Evaluation

The basic indicator of the effectiveness of the program will be the resulting behavior of the Peer Facilitators and the SLU-LHs

students. An evaluation questionnaire will be floated to the participants, students, teachers, and Guidance Counselors at the end of each

activity to acquire necessary feedback. The results will be collated for an overall report and shall provide essential information as to how

to improve the program.

Recommendations

While a Peer Facilitation Program has been proven from previous researches as effective, the effectiveness of this program in the

school will still depend on how open the school accepts the program and adheres to its objectives. Given the prevention nature of this

program, it is recommended that the school still takes the necessary measures to address the current problems they are facing. In terms of

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discipline issues, it is recommended that the school review its discipline methods which mainly includes suspension. While it may be

aversive and may encourage the students to stop engaging in inappropriate behaviors; it does not improve school climate nor address the

source of the problem. It is also related to some negative consequences such as increased rates of drop out, and increased probability that

these students will not finish the school year. Zero disciplines methods may be replaced or implemented hand in hand with community

service so that students will not be loitering around the campus when they are suspended. The school is recommended to invest in

effective teaching methods and classroom management. The school may set up a coherent teaching standards that define what good

teaching looks like and specify the knowledge and skills a teacher must possess. Along with this is the strengthening of the teachers’

professional development. Teacher evaluation should also be rigorous and focused on improving student learning. Furthermore, teachers

and staff should set their objectives together to improve the school system. It is also recommended that the school holds regular meetings

to immediately address problems that may arise.

In terms of the program, it is recommended that the school strengthen the Guidance services and ensure that all the programs and

activities to be implemented will be based on the culture of the school, consideration of the differences in the beliefs and lifestyles of the

students and the school in general. Also, the school is recommended to continue improving its system even after the implementation of the

Peer Facilitation program. Thus, a review is also important to determine the effectiveness of the program. Any necessary modifications to

be made should be included in the next Peer Facilitation program. Lastly, the school is recommended to be consistent in their actions and

practices.

Powerpoint presentation: comm psych.pptx

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