1. 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

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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
to empower the
youth in harnessing
and enhancing
social, emotional
and academic skills
and potentials
through a strong
The developed
sense of initiative
and volunteerism
which will lead to
sense of
responsibility
among the students
and teachers.
1. Recruitment of
Peer Facilitators and
collaboration of
Homeroom
Advisers and Grade
Level Advisers.
Formation of a
group of students
that will participate
in Guidance
programs of the
Guidance office.
August to
September
Delayed
application of
students interested
to become a Peer
Facilitator.
Waywardness of
some teachers and
not finding the
program
immediately useful
for themselves.
2. Peer Facilitator’s
Training and module
making and planning
of the activities that
will be implemented
for the school year
Motivated and
trained peer
facilitator who are
ready to participate
and effect change in
the school. Ideas
August to October Irregularity of
attendance in the
training.

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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
with the help of
Guidance staff and
teachers
and solutions
contributed by the
Guidance staff and
teachers.
Educating students
and teachers for their
holistic
development.
3. Seminars/Talks/
Workshop for High
school students (and
teachers) which is
subject to the
modules
planned/decided on
during the module
making and activity
planning.
October to February
Lack of interest of
the students
Lack of
participation and
indifferent attitudes
toward the topic
Sense of self is
instilled in the
students that will
make the students
realize their role and
contribution in the
school and
community.
Empowered parents
and guardians that
will foster a healthy
relationship between
parent and students;
increased
participation of
parents in the growth
a.1. Symposium on
Self-concept/Self-
awareness
a.2 Talk on How to:
Parenting Today’s
Teens
Establishment of a
relationship
between and among
the students.
Appreciation of the
differences and
similarities that
each student
possesses.
Awareness of the
current problems
the teens face today
and development of
insight into their
own ways of
dealing with their
children
October
October

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students’ growth
and personality.
and development of
their children
Increased
motivation and
academic
competence that will
lead the students to
excel in their
studies.
b. Seminar on Study
Habits
Acquisition of
Study
habits/learning
styles suited to the
different types of
students/learners
November Student might not
take the topic
seriously and may
feel that they are
being imposed as to
the style of learning
they have to adopt.
Formation of a
harmonious
relationship between
students and
teachers; foster a
caring relationship
based on mutual
respect and
responsibility.
c. Seminar on
Positive Discipline
methods and
Teaching strategies
Trained and
Motivated teachers
equipped with
effective teaching
methods and
classroom
management;
increased desirable
behaviors of
students.
December Teachers may not
be open to learn and
adopt/ modify
teaching and
discipline methods.
Career-oriented
students who have
ample knowledge
and motivation to
behave and act in
accordance to their
career options or
values and priorities
d. Seminar and
Workshop on Values
and Priorities
Career Talk for
graduating students
Awareness of the
values and priorities
the students have
and uphold, and
increase in goal-
oriented and
appropriate
behaviors.
January Students, especially
the younger ones
may be shy to
participate in the
workshop and may
not be able to relate
with the topic.

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