MC VED 01 Foundations of Values Education

Time: Days: Monday & Wednesday

Instructor's Name: Mrs. Josefina B. Basilla
Office Designation: DComC Guidance Counselor Office Days: Monday to Friday

Program Outcomes (from CMO No. 75, s. 2017, p. 5-6):

a. demonstrate understanding of the Values Education Framework of K to 12
b. demonstrate knowledge and understanding of various philosophical and theoretical underpinnings
of teaching values education
c. demonstrate understanding of how psychological, moral, spiritual, and socio-cultural factors
shape human values
d. show passion and commitment in becoming advocates of universal values of openness, peace,
tolerance social justice and respect of human rights
e. show understanding of the theories, principles and application of strategies for effective intra and
interpersonal relations
f. demonstrate commitment to student’s development for personal renewal and social transformation
g. show reflective skills in applying strong moral and ethical principles in their decisions and actions
as a values education teacher

Course Description

This course is designed to provide students with a deep understanding of Axiology or the theory of values
and ethics as it relates to values/personhood education. It presents Axiology both as a discipline and as a
relevant solution to present-day issues and challenges especially those that pertain to individual and
societal values and the role of the teacher in value formation. It provides the students an understanding of
the nature, characteristics, and hierarchy of values and engages them in deep reflection of their personal
value system and its impact on their options and choices in life and their role in values formation. It also
explores current practices and challenges in Philippine values education and the importance of the K to 12
Edukasyon sa Pagpapakatao (ESP) Framework as guide in Values/personhood education.

Course Learning Outcomes

At the end of the course, the pre-service teachers should be able to:
A. demonstrate understanding of axiology or the theory of value as a discipline and its relevant
application in solving present-day issues and challenges;
B. demonstrate an understanding of how personal and professional reflection of personal value system
and learning improve their life choices and practice and its impact in their role in values formation;
and demonstrate understanding of the importance of the K to 12 Edukasyon sa Pagpapakatao (EsP)
Framework as guide in Values/personhood education

COURSE OUTLINE:

A. Nature of values
1. Definition of Axiology or Theory of Values
2. Historical Background
3. Definition of Values
4. Properties of values
5. Value and Other Metaphysical Realities: value and being, value and good, value and
truth, value and beauty

B. Classification of Values
a. Intrinsic and Instrumental Values
b. Accidental and Natural Human Values
c. Primary and Secondary Values
d. Moral or Ethical Values
e. Religious Values
f. Cultural Values g. Social Values
C. Legal Basis of Values/Personhood Education in Schools: The Philippine Constitution
Articles II, XIII and XV
 D. Ethical Foundations of Values Education
1. Meaning of Ethics
a. Ethics as a Branch of Philosophy
b. Ethics Defined
c. What is Ethics and What is Not Ethics?
d. Ethics and Feeling; Ethics and Religion; Ethics and Law; Ethics and
what Society Accepts
e. Importance of Ethics
2. Ethics and Values Education
3. Ethics and Its Emphasis on the Moral Agent
a. Virtue Ethics (Socrates, Plato, Aristotle)
b. Divine Command Theory
c. Natural Law

E. Hierarchy of Values
1. Plato’s Scale of Values
2. Max Scheler’s Hierarchal Doctrine of Values

F. Conflict of Values

G. Conservation of Values

H. Forming Our Value System

1. Sources of Values
2. The Norm and Standard of Values
a. The Supreme Being as the Ultimate Norm and Standard of Values
b. Normative and Metanormative Standard of Values
3. Modes of Participation on Value

I. Axiology and Values/Personhood Education:

1. Man as the Focus of Values Teaching
2. Role of Schools in Value/Personhood Education
a. Values for the Filipino (1997)
b. The K to 12 Edukasyon sa Pagpapakatao Framework (2016)

J. The K to 12 Edukasyong sa Pagpapakatao Framework

1. Philosophy
2. Principles
3. Approaches
4. Scope

K. Roles of the Values Education Teacher in the realization of the K to 12 Edukasyon sa

Pagpapakatao Framework for students personal renewal and social transformation

L. Values Education in the Disciplines

1. Values Education in the Social Sciences
2. Values Education the Physical Sciences
3. Values Education in Science and Technology
4. Values Education in Arts
5. Values Education in Teaching Language
6. Values Education in Math

M. Values Education in the Philippines

Issues and Problems in Philippine Values Education
a. Good Manners and Right Conduct
b. Character Education
c. Personhood
Suggested References

Babor, E. (2006). Ethics: The philosophical discipline of action. Manila: Rex Bookstore.
Bailey, R. (2014). Teaching values and citizenship across the curriculum: Educating children for the world. London:
Routledge.
Bauzon,P. (1994). Essentials of values education. Manila: National Bookstore.
Bellofiore, R. (April 2018).The multiple meanings of Marx’s value theory. Retrieved from
https://monthlyreview.org/2018/04/01/the-multiple-meanings-of-marxs-value-theory.
Cairns, J., Gardner, R., & Lawton, D. (2013). Education for values: Morals, ethics and citizenship in contemporary
teaching. London: Routledge.
Department of Education. (2014). K to 12 curriculum guide. Retrieved from
https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-education-curriculum/
Dorbolo, J, (2002). Plato II objective values. Retrieved from
https://oregonstate.edu/instruct/phl201/module/Philosophers/Plato/plato02_objective_values.htm
Dy, M. (1994). Values in Philippine culture and education. US: Council for Research in Values and Philosophy.
Freakley,M., Burgh,G. & Tilt, L. (2008). Values education in schools: A Resource book for student inquiry. Victoria:
Camberwell.
Halstead, M. & Taylor, M. (1996). Values in education and education in values. Routledge Falmer.
Haydon, G. (2007). Values in education: Continuum studies in research in education. London: Bloomsbury Pub.
Hart, S. (1971). Axiology--Theory of values. Philosophy and phenomenological research, 32(1), 29-41.
doi:10.2307/2105883
Hennig, R. (1983). Philippine values in perspective:An analytical framework. Philippine sociological review,31 (3/4),
55-64. Retrieved from http://www.jstor.org/stable/23898198
Palispis, E. (1995). Introduction to values education. Quezon City: Rex Bookstore.
Perrin, R. (1991). Scheler’s hierarchy of values. In Max Scheler’s concept of the person. London: Palgrave
Macmillan.
Rebollo, M. (2000). Moral education in the school. Manila: UST Publishing House.
Schroeder, M. (2016). Value theory. In The Stanford encyclopedia of philosophy. Retrieved from
https://plato.stanford.edu/archives/fall2016/entries/value-theory/.
Smith, T. (1922). Dewey’s theory of value. The Monist,32 (3), 339-354. Retrieved from
http://www.jstor.org/stable/27900913
The Philippine Constitution. (1987). Retrieved from https://www.officialgazette.gov.ph/constitutions/1987.
Tiempo, A. (2005). Social philosophy: Foundations of values education. QC. Rex Bookstore.
Tomar, B. (2014). Axiology in teacher education: Implementation and challenges. Journal of Research & Method in
Education, 4(2), 51-54.
Vincent, C. (2018). Civic virtue and values teaching in a ‘post-secular’ world. Theory and Research in Education,
16(2), 226–243. Retrieved from https://doi.org/10.1177/1477878518774128
MC VED 02 Psychological Theories of Values Development
Time: Days: Monday & Wednesday
Instructor's Name: Mrs. Josefina B. Basilla
Office Designation: DComC Guidance Counselor Office Days: Monday to Friday

Program Outcomes (from CMO No. 75, s. 2017, p. 5-6):

a. demonstrate understanding of the Values Education Framework of K to 12

b. demonstrate understanding of how psychological, moral, spiritual, and socio-cultural factors
shape human values
c. become an exemplar of Filipino values
d. show understanding of the theories, principles and application of strategies for effective intra and
interpersonal relations

Course Description

This course is designed to develop in the student an understanding of the psychological theories
underlying values/personhood development across life stages. It focuses on critical reflection of personal
and social experiences and observations to understand the needs of learners in difficult circumstances.
This will promote understanding and appreciation of individual differences and the uniqueness of each
person.

Course Learning Outcomes

At the end of the course, the pre-service teachers should be able to:
A. demonstrate an understanding of research-based psychological theories underlying the development
of values/personhood across life stages to promote appreciation of individual difference and
uniqueness of each person; and
B. exhibit critical thinking in analyzing personal, social experiences and observations to understand
the needs of learners in difficult circumstances

COURSE OUTLINE:

A. Historical Background of the Psychology of Values/ Personhood Development

B. Cognitive Developmental Theories

1. Piaget’s cognitive development theory
2. Information Processing Approach
3. Vygotsky’s Sociocultural Theory

B. Erickson as the Starting Point for an Integrated Psychological Theory of Moral

Development
1. Erickson: A Broader Paradigm of Moral Action
2. Developmental Stages of Moral Development: Erickson’s View
a. Hope: the first year of life
b. Will: the second year of life
c. Purpose: Ages 3 to 7
d. Competence: age 7 to puberty
e. Fidelity: adolescence to adulthood
f. Adulthood as commitment

C. Moral Developmental Theories

3. Piaget’s Theory of Moral Development
4. Kohlberg’s Theory of Moral Development
5. Gilligan’s Theory of Moral Development
6. Turiel’s Social Domain Theory

D. A Deeper Understanding of Moral Development Across Life Stages from Piaget’s,

Kohlberg’s Theory, Turiel’s, and Gilligan’s theory (continued)
 E. Moral Character: Social Learning Perspective
1. Social Learning theory (Bandura)
1. Bandura’s Theory of Efficacy
2. Mischel’s Social Learning Conceptualization of Personality
• Rotter’s Locus of Control
3. Criticisms on the Limitations of Social Learning theory in the study of moral and
values/ personhood development
4. Adler’s Individual psychology
5. Bronfenbrenner’s Ecological theory

F. Moral Choice: Psychological Perspective

1. Determination, self-determination and indeterminism
2. Analysis of Skinner’s View
3. Freudian psychoanalysis view
4. E.O Wilson’s View

G. Neo-psychoanalytic views on values development

H. Neo-psychoanalytic views (Rogers, Maslow, Erickson, Frankl, Bettelheim, Menninger

and Assagioli)

I. Lifelong Moral Development

* Psychological Components of Personal growth: Environment, Vital Aspect and
Ego or Cognitive Aspects
a. Early Childhood
b. Elementary School Children
c. Adolescence or High School
d. College Youth
e. Young Adulthood
f. Middle Age
g. Later Adulthood

Suggested References

Carlson, S., et. al (2018). Cohort effects in children’s delay of gratification. Developmental Psychology, 54 ( 8), 1395-
1407.
Engler, B. (2016). Theories of personality (9th Ed.). Taguig City: Cengage Learning Asia Pte Ltd.
King, L. (2016). Experience psychology (3rd Ed.). New York: McGraw-Hill Education.
Jambon M. & Smetana, J. (2015). Theories of Moral Development. Retrieved from
https://www.researchgate.net/publication/304183544.
Kurtiness, W. Gewirtz, J. & Lamb, J. (2014). Handbook of moral behavior and development theory (Vol. 1). New
York: Psychology Press
Feist, J , Feist G.,& Roberts, T. (2013) Theories of personality (8th Ed.). New York: Mc-Graw Hill.
Smetana, J. (2013). Moral Development: The Social Domain Theory View. Retrieved from
https://www.researcggate.net/publication/285637197.
Herman, W. (2005). Values acquisition and moral development: An integration of Freudian, Eriksonian, Kohlbergian
and Gilliganian viewpoints. Forum on Public Policy, (1)4, 391-410.
Nevid S. & Rathus, S. (2005). Psychology and the challenges of life: Adjustment in the new millennium (9th Ed.).
New Jersey: John Wiley and Sons.
Knowles, G. & McLean, G. (1992). Psychological foundations of moral education and character development: An
approach. USA: University Press of America
Wren, T. (1982). Social learning theory, self-regulation, and morality. Ethics, 92(3), 409-424. Retrieved from
http://www.jstor.org/stable/2380729
MC VED 03 Dynamics of Intrapersonal and Interpersonal Relations

Time: Days: Monday & Wednesday

Instructor's Name: Mrs. Josefina B. Basilla
Office Designation: DComC Guidance Counselor Office Days: Monday to Friday

Program Outcomes (from CMO No. 75, s. 2017, p. 5-6):

a. Demonstrate understanding of the Values Education Framework of the K to 12

b. Demonstrate knowledge and understanding of various philosophical and theoretical
underpinnings of teaching Values Education
c. Demonstrate understanding how psychological, moral, spiritual, socio-cultural shape
human values
d. Exhibit critical mindedness in analyzing local, regional, national, and global trends and
issues relevant to values education.
e. Become an exemplar of Filipino values
f. Show understanding of the theories, principles and application of strategies for effective
intra and interpersonal skills
g. Demonstrate commitment to student’s development for personal renewal and
social transformation

Course Description

The course intends to develop in the student an understanding of the theories, principles and
application of strategies for effective and healthy intra and interpersonal relations. As a process-
oriented course, it focuses on the development of emotional intelligence and basic communication
skills through reflective and relational experiential activities. It aims to develop awareness of an
individual’s capacities and potentials that will inspire him/her to become fully-functioning person
capable of creating learning environments that promote pakikipagkapwa, pakikisama, kabutihang-
loob,malasakit, tiwala sa sarili, pagkapantay pantay, paggalang at malasakit.

Course Learning Outcomes

At the end of the course, the pre-service teachers should be able to:

A. demonstrate content knowledge on the theories, principles, and strategies that may be applied
for effective intra and nterpersonal relations; and
B. demonstrate knowledge in the implementation of reflective and relational experiential
activities to develop emotional intelligence, basic communication skills, and awareness of an
individual’s capacities and potentials for personal development
C. demonstrate the value of intra and interpersonal skills in creating learning environments that
promote pakikipagkapwa, pakikisama, kabutihang-loob,malasakit, tiwala sa sarili, pagkapantay
pantay, paggalang at malasakit.

COURSE OUTLINE

A. Definition of Intra and Interpersonal Relations

B. Importance of Intra and Interpersonal Relations
C. Nature of the Self
1. Definition of Self
2. Dimensions of the Self

D. Theories on the Development of Self

1. Looking Glass Self
2. Self-Perception Theory (Daryl Bem)
3. Social Comparison Theory
4. Reflected Appraisal Theory
E. The Social Self
5. Perceived Self-control
a. General Description
b. Components of Personal Control
c. Constructs and measures (Efficacy, attribution, locus of control)

6. Self-presentation Theory
a. Meaning, Nature and importance of Self Presentation
b. Creating Desired Impressions
b.1. Impressions people try to create
b.2. What Constitute a Desirable Impression

E. Kinds of Self (Ideal and Real)

F. Levels of Self
1. Physiological
2. Psychological
3. Inner Core

G. Principles of Intrapersonal Relations

1. Developing a Healthy Self-concept
a. Self-awareness
a. 1. Importance of Self-awareness
a. 2. Strategies for Self- awareness
a. 3. Self-introspection
b. Self-acceptance and Self-Esteem
b.1. Meaning
b.2. Signs of high and low self-esteem
b.3. Self-serving bias as defense mechanism to protect self-esteem
b.4. Tips for Improving Self-Esteem
c. Strategies in improving the Body and the Mind
c.1. Loving and Empowering the Body and the Mind

2. Intrapersonal Communications
a. Types of Intrapersonal Communications
a.1. Internal Discourse
a.2. Solo Vocal Communication
a.3. Solo written Communication
b. Aspects of Intrapersonal Communications
b.1. Self-concept
b.2. Perception
b.3 Expectations
b.4. Motivation (Maslow)

H. Theories of Interpersonal Relationships

1. Social Exchange Theory
2. Uncertainty Reductions Theory
3. Politeness Theory
4. Interpersonal Relationships Model
a. Directional Components
a.1 Others to Self
a.2 Self to others
b. Assistive Polarity
b.1 Assistive Attitude
b.2 Resistive Attitude
b.3 Level of Intentionality

I. The Social Self

1. Stages in Interpersonal Relationships
 a. Acquaintance
b. Build Up Stage
c. Continuation Stage
d. Deterioration
e. Termination Stage
2. Types of Interpersonal Relationship
a. Friendship
Forming and maintaining friendship
b. Love
Attraction, Love, and Intimacy
c. Platonic Relationship
d. Family Relationship
e. Professional Relationship

Factors for healthy relationship:

 Malasakit
 Pagpapatawad
 Paggalang
 Pagkapantay-pantay,
 Kabutihang loob

H. Challenges to Healthy Interpersonal relations

1. Barriers to Understanding Others
a. Cultural Influences Ethnocentrism Racism
b. Stereotyping
c. Prejudice
2. Discrimination

J. Strategies in improving self-disclosure skill:

1. Trust Openness Respect Acceptance Sincerity
2. Effective Interpersonal Communication
a. Verbal communication
a. 1. Using Language Effectively
a. 2. Listening and responding with empathy
Know Your Authentic Self
Become Self Aware
Stay True to Yourself Under Pressure
Disclose Yourself to Others
Listening and Responding Strategies
b. Non-verbal communication

3. Conflict Resolution and Management

a. Interpersonal Conflicts
b. Managing Interpersonal Conflicts
c. Conflict Orientations
d. Conflict Responses
e. Communication Patterns
f. Conflict Management Skills

4. Understand Socio- emotional Intelligence: The Emotional Quotient

a. Meaning and importance Emotional Quotient
b. Relationships between Primary Emotions and other Related Emotions
c. Explain Socioemotional Development
d. Implications and Applications of EQ
5. Guidelines to Improve Interpersonal Relations
a. Cultivate a Positive Outlook
b. Control Your Emotions
c. Acknowledge Others’ Expertise
 d. Practice Active Listening
e. Be Assertive
f. Practice Empathy

Suggested References

Barriers to Understanding Others. Retrieved from http://www.yourthoughtpartner.com

Elkind, David (1970). The origins of religion in the child. Review of Religious Research, Vol. 12, No. 1
(Autumn,1970), pp. 35-42
Friedman, Harris, et. al. (2010). Transpersonal and other models of spiritual development. International
Journal of Transpersonal Studies, 29 (1), 2010, 79-94.
Joseph, S. (2015). Positive psychology in practice. 2nd Ed. Hoboken, New Jersey: John Wiley and Sons, Inc.
Perceived Self Control. Retrieved from https://www.tanfonline.com
Roehlkepartain, Eugene C., et. al. (2006). The handbook of spiritual development in children and
adolescents. California: Sage Publications, Inc.
Runzo, Joseph, et. al. (2007). The meaning of life in the world religions. Oxford: OneworldPubications.
Sadock, Benjamin James, et. al. (2015). Synopsis of Psychiatry. 11th Ed. Philadelphia: Wolters Kluwer.
Self Serving Biases. Retrieved from http://www.psychologytoday.com
Stages of Interpersonal Relationship. Retrieved from http://www.managementstudyguide.com
The Self Esteem. Retrieved from https://www.amazon.com/selfesteem
The Self Presentation. Retrieved from https://psychology.iresearchnet.com

MC VED 04 CONTEMPORARY FAMILY LIFE

Time: Days: Monday & Wednesday

Instructor's Name: Mrs. Josefina B. Basilla
Office Designation: DComC Guidance Counselor Office Days: Monday to Friday
Program Outcomes (from CMO No. 75, s. 2017, p. 5-6):

a. demonstrate understanding of how psychological, moral, spiritual, and socio-cultural factors shape
human values
b. show passion and commitment in becoming advocates of universal values of openness, peace, tolerance
social justice and respect of human rights
c. become an exemplar of Filipino values
d. show understanding of the theories, principles and application of strategies for effective intra and
interpersonal relations
e. demonstrate commitment to student’s development for personal renewal and social transformation
f. demonstrate competence in the conduct of research and utilization of results to improve values
education
g. show reflective skills in applying strong moral and ethical principles in their decisions and actions as a
values education teacher

Course Description

This course helps students appreciate responsible parenthood and the role of the family as the primary
educator of values and its responsibilities in nation-building through the lens of social approaches in the
dynamics of the Filipino family and the appreciation of one’s socio-cultural heritage and beliefs,
traditions, practices, etc., as vital factors in the development of values-system of the contemporary and
indigenous Filipino families.

Course Learning Outcomes

At the end of the course, the pre-service teachers should be able to:
A. demonstrate knowledge of responsible parenthood and the role of the family as the primary educator of
values and its responsibilities in building the nation;
B. demonstrate an understanding of the dynamics of the Filipino family and one’s socio-cultural heritage
as vital factors in the development of values-system of the contemporary and indigenous Filipino
families.

COURSE OUTLINE
4647
 The meaning and roles of the Filipino family from the perspective of the State
• The essential features of Executive Order No. 209 or the Family Code of the Philippines (July 6, 1987)
 Article II, Section 12 of the 1987 Philippine Constitution
• Article XV, Section 1

The Social Approach to the Study of the Family

 Structural-functional
 Social conflict
 Symbolic interactionist
 Social exchange
 Developmental approach
 Feminist approach

The nature of family and kinship as part of the Filipino socio-cultural heritage, traditions and practices
 Concepts of family and household
 Nuclear vs extended family
 Conjugal vs consanguineal family
 Rules of residence
 Rules of descent
 Authority patterns
 The larger kin group
 Changing structures (Soloparent families and other family norms)

The roles/functions of the family in developing the sociocultural heritage of the individual and the
Philippine society
• Sexual regulation
• Biological reproduction
• Socializing children
• Status placement
 • Welfare and protection
• Functions in relation to other institutions
• Changing functions

Functions of the Filipino Family

* Values from the various Filipino practices (includes indigenous families) on Filipino courtship and
marriage patterns
* Implications of the various Filipino courtship and marriage patterns to values system formation
through applying creative thinking
• Traditional courtship
• Modern courtship
• Dating
• Going steady
• Engagement
• Wedding
• Singlehood
• Cohabitation/live-in relationship

The Filipino practice of mate selection and its impact on the Filipino Values System formation:
• Cultural and legal determinants (endogamy & exogamy; Article 5 & Article 37 of the Family Code)
• Role of the family and other primary groups
• Propinquity and Availability of partners
• Ideal Mate and Romantic love
• Role of formal agencies, mass media, and text messaging
• Mate Selection theories (homogamy; heterogamy; exchange theory; StimulusValue-Role Theory)

Toulmin’s model to resolve current issues related to love and sex as elements of marriage
 Conceptualizing love
 Sex norms
 Premarital sex
 Sex in marriage
 Extramarital Sex
 Sex crimes

How parent-related issues affect Filipino families, including indigenous families in adjusting to different
societal changes (e.g. migration, technology, and globalization and values from the parent-related issues
Parent-related issues
• parenthood and parenting skills
• parent-child and marital relations
• parent experiences and traits
• impact of work to the parents
• Comparative parenting (rural and urban parents; mothers and fathers)

The effect of child-related issues on family solidarity, communication in the family, etc.
Child-related issues
Impact of family structure, composition, functioning, parenting styles, parent personality on
various child-related variables (achievement, socialization, adjustment, and perception parents)

The effect of family context-based issues on how Filipino families adjust to different societal changes
Family context-based issues
• environmental context
• rural vs urban
• immigrants vs. non-migrants
• OFWs vs. non-OFWs households

Values from nontraditional types of Filipino families

 Single parent families
 Disruptive families (due to abandonment, separation, work abroad, death)
 Adoptive families
 Cohabitation
  Blended families/ “step families”
 Same sex/domestic partnerships

Some current challenges confronting contemporary Filipino family life

 Global and urban migration -nuclear family has become smaller -emergence of “skip generation
families” -emergence of transnational family
 Changing role of women - “househusbands” and “housebands” -Emergence of female-headed
households
 Technological advancement- -(gadget) as substitute to parents
-effects of mass media
-family socialization
-digital generation
 Common notion of a nuclear family and self-identification • Solo-parent families and other
emerging structures

Responsible Parenthood
• RH LAW (Republic Act No. 103541: Responsible Parenthood and Reproductive Health)
• Reproductive Health
• Importance of Family Planning to: Mother Father Children Family Community

The changing role and parental beliefs throughout history and how it affects the formation of Filipino
Values System
• Traditional and changing role of parents in Filipino family
• Value of children
• Role of parents in socialization
• Parental beliefs throughout history and Research Evidences on parenting “Parental beliefs through
history and research evidence on parenting”

The impact of different factors and controversies on parent-child relations

 Child-rearing patterns
 Fatherhood
 Solo parenthood
 Child abuse and child labor
 Changing parent-child relations

Appreciation and increase awareness of the importance of family and responsible parenthood
toward the formation of positive values system

 Responsible Parenthood and the Contemporary Family

Suggested References

Aguilar Jr, F. V. (2013). Brother’s keeper? Siblingship, overseas migration, and centripetal ethnography in a
Philippine village. Ethnography, 14(3), 346-368.
Alampay, L. P. (2014). Parenting in the Philippines. In Parenting across cultures (pp. 105-121). Springer,
Dordrecht.
Alipio, C. (2013). Young men in the Philippines: Mapping the costs and debts of work, marriage, and family
life. The Annals of the American Academy of Political and Social Science, 646(1), 214-
232.
Asis, M. M. B., Huang, S., & Yeoh, B. S. (2004). When the light of the home is abroad: Unskilled female
migration and the Filipino family. Singapore Journal of Tropical Geography, 25(2), 198-
215.
Bankoff, G. (2015). “Lahat para sa lahat” (everything to everybody) Consensual leadership, social capital and
disaster risk reduction in a Filipino community. Disaster Prevention and
Management, 24(4), 430-447.
Bernarte, R. P., Jalandra, A. K. L., Jarquio, J. R. F., & Sanggo, M. E. (2016). The Criteria of Love: Trait
Desirability of Filipino Youth on Mate Selection. Asia Pacific Journal of Multidisciplinary
Research, 4(3).
Cabigon, J. (1999). Understanding Filipino adolescents: Research gaps and challenges. Philippine Social
Sciences Review, 56(1-4), 107-129.
Cabral, E. (2014). Reproductive health law in the Philippines. Journal of the ASEAN Federation of Endocrine
Societies, 28(1), 26.
Constitutional Commission. (1987). The 1987 constitution of the republic of the Philippines. Retrieved from
http://1987-philippine-constitution. blogspot.com/
Cruz, G. T., Laguna, E. P., & Mejia-Raymundo, C. (2001). Family influences on the lifestyle of Filipino youth.
de Irala, J., Osorio, A., del Burgo, C. L., Belen, V. A., de Guzman, F. O., del Carmen Calatrava, M., & Torralba, A.
N. (2009). Relationships, love and sexuality: what the Filipino teens think and
feel. BMC Public Health, 9(1), 282.
De Jose, E. G. (2013). Filipino adolescents’ sexual attitudes and behaviors: results from a University cohort.
Academic Journal of Interdisciplinary Studies, 2(8), 717.
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