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ADVERSITY QUOTIENT AS CORRELATES TO TEMPERAMENT AND EMOTIONAL


PROFILE OF AN ABUSED TEENAGER IN MANILA BOYSTOWN COMPLEX

A Research Study Presented to


The Faculty of Psychology
Arellano University

In Partial Fulfillment
Of the Requirements of the Degree
Bachelor of Science in Psychology

By:

Richard C. Gawala
Nicole Paola M. Lagatoc
Marchelyn Q. Tabligan

October 2017
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APPROVAL SHEET

This research output here to entitled:


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“Adversity Quotient as correlates to Temperament and Emotional Profile of an

abused teenagers in Manila Boystown Complex”

Prepared and submitted by Richard C. Gawala, Nicole Paola M. Lagatoc,


Marchelyn Q. Tabligan in partial fulfillment of the requirements for the degree
Bachelor of Science in Psychology, has been examined and recommended for
acceptance for ORAL EXAMINATION.

PAULO MANUEL L. MACAPAGAL ,PHD, FRIPsy, RPm, RPsy


Adviser

Approved by the Committee on Oral Examination with a grade of ______

AMOR MIA H. ARANDIA, MA, Rpm, Rpsy


Chairman

NOVEE MAE S. PABON, MA Rpm, Rpsy MYLEEN Y. SANGINES, MA


Member Member

JENNIFER BOYERO, MA
Member

Accepted in partial fulfillment of the requirements for the degree,


Bachelor of Science in Psychology
Date: September. 25, 2017

PAULO MANUEL L. MACAPAGAL, PhD, FRIPsy, RPm, RPsy


Program Chair
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ABSTRACT

TITLE: Adversity Quotient as correlates to Temperament and


Emotional profile of an abused teenager in Manila i
Boystown Complex
NAME: GAWALA, RICHARD C.
LAGATOC, NICOLE PAOLA M.
TABLIGAN, MARCHELYN Q.
DEGREE: Bachelor of Science in Psychology
SCHOOL: Arellano University
SCHOOL YEAR: 2017 – 2018
ADVISER: Paulo Manuel L. Macapagal, PhD, FRIPsy, RPm, RPsy

The study aimed to determine the Adversity quotient as correlates to

temperament and Emotional Profile of an Abused Teenagers. Rogers (1959) as

cited in the website Simply Psychology, people want to feel, experience and

behave in ways which are consistent with our self-image and which reflect what

we would like to be like, our ideal-self. The closer our ideal-self and ideal-image

are to each other the more consistent or congruent we are and the higher the

sense of self-worth. The Humanistic approach states that the self is composed of

three different concepts which are unique to every person these are self-worth,

self-image and ideal self. Self-worth is what we think about ourselves, Rogers

believed that self-worth is developed in early childhood and were formed with

the interaction of a child to its parents. Self-image is how we see ourselves and

has an effect on how a person thinks, feels and behaves in the world, which is a
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very important factor to good psychological health. The Ideal-self is what the

person would want to be, it consists of ambitions, dreams and goals in life.
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The researchers focused on the correlation of adversity quotient to the

temperament and emotional profile of an abused teenager. In studying the

correlation of the three variables, the researcher used correlation method in this

study. Correlation means association more precisely it is a measure of the extent

to which two variables are related. A correlation study is a quantitative method

of research wherein the researchers had two or more quantitative variables from

the same group of subjects, tried to determine if there was a relationship

between the two or more variables. Theoretically, any two quantitative variables

can be correlated as long as you have scores on these variables from the same

participants.

The majority of the respondents is between the ages of 16 & 17 years old.

Most of the respondents were Male with a frequency of 63 out of 100

respondents. Among all the cases of abuse, neglect was the highest with 47

respondents. The total number of abused teenagers that had a majority total of

85% of high resilience. The total number of abused teenagers that had a majority

total of 98% of average temperament The Highest Frequency and Percentage of

the emotional level of the respondents said that their behavior are Controlled

with the frequency of 62, and with the percentage of 62%. The 3 sub-factors,
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individual, caregiver and context, under the adversity quotient have significantly

correlation with only effortful control, affiliativeness, and surgency. By using


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Pearson-r correlation in determining the significant relationship between

adversity quotient and emotional profile, it was found out that all of the 9

subfactors of emotional profile have no significant correlation with any of the

three factors of adversity quotient only the caregiver and timid with 0.46 r score.
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ACKNOWLEDGEMENT

The researchers are deeply grateful to the people who provided their
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guidance and those who contributed and shared their knowledge, time and

expertise for the completion of this study.

The researcher would like to express their deepest appreciation to their

research adviser and also Dean Program Chair, Prof. Paulo Manuel L. Macapagal

for guiding them and for the continuous support he has given for the study, for

giving so much patience to achieve this goal and for being consistent in

reminding that they can surpass all this without his assistance and dedication in

every step throughout the process, this paper would never been accomplished.

They would like to thank the panelist for sitting on their panel and taking time to

read this thesis.

The researcher would also give thanks and gratitude to Manila Boystown

Complex and their staff who assisted us in the time of our test administration,

also to the orphan who give their time and effort to participate in this study.

Most importantly, they would like to express their appreciation and

gratitude to their family, classmates and friends, who have been a constant

source of love, concern and support and strength and above all, The Almighty

God who has never been there against all odds, giving them guidance, courage,

strength, patience, confidence, wisdom and make this study a reality.


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TABLE OF CONTENTS

Page i
Title i
Approval Sheet ii
Abstract
iii
Acknowledgement vi
Table of Contents
vii
List of Tables ix
List of Figures x

CHAPTER I The Problem and its Background


Background of the Study 1
Statement of the Problem 4
Significance of the Study 5
Hypothesis 5
Theoretical Framework 6
Conceptual Framework 9
Scope and Delimitation 9
Definition of Terms 10

CHAPTER II Review of Related Literature and Studies


Related Literature 11
Synthesis 50

CHAPTER III Methodology


Research Design 51
Instrumentation 52
Research Locale 53
Ethical Considerations 54
Sampling Technique 55
Data Gathering Procedure 55
Statistical Treatment 56

CHAPTER IV Presentation, Analysis and Interpretation of Data 59

CHAPTER V Summary, Conclusion and Recommendation


Summary 76
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Summary of the Findings 77 viii


Conclusion 79
Recommendation 81
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Bibliography

Appendix I: Letter for Manila Boystown Complex


Appendix II: Letter for Validators
Appendix III: Certificate of Validation
Appendix IV: Research Protocol
Appendix V: Consent Form
Appendix VI: Letter for the Respondents
Appendix VII: Research Tool
Appendix VIII: Statistician Computation
Appendix IX: General Table of Data

Curriculum Vitae
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LIST OF TABLE

Table Title Page i


1 Range and Interpretation of EATQ-R 56
2 Range and Interpretation of CYRM 57
3 Frequency and Percentage Distribution According to Age 59
4 Frequency and Percentage Distribution According to Gender 61
5 Frequency and Percentage Distribution According to Type of Abuse 62
6 Mean and Standard Deviation of Adversity Quotient 63
7 Frequency and Percentage of Adversity Quotient 65
8 Mean and Standard Deviation of Temperament 66
9 Frequency and Percentage of Temperament 67
10 Frequency and Percentage of Emotional Profile 69
11 Significant Relationship of Adversity Quotient and Temperament 71
12 Significant Relationship of Adversity Quotient and Emotional Profile 73
13 Significant Relationship of Temperament and Emotional Profile 74
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LIST OF FIGURE

Figure Title Page i


1 Conceptual Framework 9
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CHAPTER I

THE PROBLEM AND ITS BACKGROUND


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Background of the Study

The protection of children from all forms of violence is a fundamental

right guaranteed by the convention on the Rights of the Child and other

International human rights treaties and standards. Yet violence remains an all-

too-real part of life for children around the globe- regardless of their economic

and social circumstances, culture, religion, or ethnicity- with both immediate and

long term consequences. Children who have been severely abused or neglected

are often hampered in their development, experience learning difficulties and

perform poorly at school. Over the last decade, recognition of the pervasive

nature and impact of violence against children has grown. Still, the phenomenon

remains largely undocumented and underreported. This can be attributed to a

variety of reasons, including the fact that some forms of violence against children

are socially accepted, tacitly condoned or not perceived as being abusive. Many

victims are too young or too vulnerable to disclose their experience or to protect

themselves.

Child abuse is a common case in the Philippines; more and more children

are falling victim to different kinds of abuse like physical abuse, sexual abuse,

child neglect, exploitation, child labor and child soldiering. Most of the victims

are girls while there is a small amount of boys, but that does not mean it is less
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alarming than the other. In most provinces here in the Philippines, boys are used

to do labor like farming, wood-cutting and fishing. Boys are also used as soldiers
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in some terrorist group, while girls are often associated with sexual abuse. The

Philippine National Police is known as the main anti-child trafficking enforcement

said that there is no centralized hotline for people to report incidents of child

abuse. Although the government made efforts to prevent or at least reach for the

victims of the abuse, there are insufficient resource and programs to cover the

large number of children.

There are a lot of cases about child abuse in the Philippines; some of

them liveda comfortable life while the others is suffering and struggling to

overcome past experience. There are some children’s who are struggling because

of different problems like financial, family problems and other personal reasons.

These children’s try to cope and adjust to their problems and overcome their

trials for them to live happily and have a good life.It is important for these

children’s to have a healthy body and a healthy mind. Their well-being will have

huge role in their daily life. Whether they lead a good or bad experience; it will

have an effect on how they will deal with their problems in school and in life.

An adversity quotient (AQ) is a score that measures the ability of a person

to deal with adversities in his or her life. Hence, it is commonly known as the

science of resilience. According to Paul Stoltz (Adversity Quotient: Turning

Obstacles into Opportunities, 1997) To quantify adversity quotient, Stoltz


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developed an assessment method called the Adversity Response Profile (ARP).

The AQ is one of the probable indicators of a person’s success in life and is also
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primarily useful to predict attitude, mental stress, perseverance, longevity,

learning and response to changes in environment.

According to Immanuel Kant, Herman Lotze and David W. Keirsey In

Psychology, temperament refers to those aspects of an individual’s personality,

such as introversion or extroversion that are often regarded as innate rather than

learned. A great many classificatory schemes for temperament have been

developed; none, though, has achieved general consensus in academia.

Historically, the concept of temperament was part of the theory of the four

humors, with their corresponding four temperaments. They drew upon the early

models of temperament when developing the Keirsey Temperament Sorter. More

recently, scientist seeking evidences if a biological basis of personality have

further examined the relationship between temperament and character.

However, biological correlations have proven hard to confirm.

For these reasons, the researchers decided to conduct a study about the

adversity quotient as correlates to temperament and emotional profile of an

abused teenager. The study focuses on the success of the teenagers who were

abused.
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Statement of the Problem

This research mainly focused on Adversity Quotient, Temperament and


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Emotional Profile of the children who have been abused. Specifically this

research sought for the answer to the following questions:

1. What is the demographic profile of the respondents in terms of:


1.1 Age
1.2 Gender
1.3 Type of Abuse
2. What is the Adversity Quotient of abused teenager in Manila Boystown

Complex?
3. What is the level of temperament of abused teenager in Manila Boystown

Complex?
4. What is the Emotional Profile of abused teenager in Manila Boystown

Complex?
5. Is there a relationship between Adversity Quotient and Temperament?
6. Is there a relationship between Adversity Quotient and Emotional Profile?
7. Is there a relationship between Temperament and Emotional Profile?

Significance of the Study

This study would be beneficial to the following:

Victims of the abusive acts. Their story will give the other victims a prior

motivation and challenge them to overcome those past stories that they need to

forget or make it an inspiration.


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Parents/ Future Parents. To give awareness that abused are not happen

only physically but emotionally, socially & spiritually.


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Child Psychologist/ Counsellors. They may use this study as basis for their

future clients who experienced being abused as a teenager.

Researchers. This study will give them an understanding and guidance

about the Adversity Quotient and the Temperament of the children who were

abused as a teenager.

Hypothesis

The following were tested at .05 level of significant:

HO: There is no significant relationship between the following:

1. Adversity Quotient and Temperament


2. Adversity Quotient and Emotional Profile
3. Temperament and Emotional Profile

Theoretical framework

The researchers had chosen the Humanistic Theory of Personality by Carl Rogers.

Carl Rogers was born and raised in Chicago suburb of Oak Park, Illinois. He

was fourth of six children of Walter Rogers and Julia Cushing. Rogers was raised

in a strict, religious family. He originally planned to study agriculture at the

University of Wisconsin- Madison, with an under-graduate focus on history and


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religion; after receiving his bachelor’s degree in 1924 he entered a Protestant

seminary in New York City. Rogers spent two years in the seminary before
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transferring to Columbia University Teacher’s college. Rogers received his

master’s degree in 1928 and a PhD in Clinical psychology in 1931. Rogers began

his career in Child Psychology in 1930 as the director of the Society for

Prevention of Cruelty to Children. He also lectured at the University of Rochester.

He published the Clinical Treatment of the Problem Child in 1939 and accepted

the position as a professor in clinical psychology at Ohio State University in 1940.

Rogers moved to Chicago in 1945 to work as a professor. He established a

counselling centre there and published results of his research in Client-Centered

Therapy, in 1951 and Psychotherapy and Personality Change in 1954. Later,

Rogers returned to the University of Wisconsin, where he remained until he

moved to California in1963 to join the staff of Western Behavioural Sciences

Institute. In 1968, some of the staff joined Rogers in developing the Center for

Studies of the Person. He remained in La Jolla, California until his death in 1987.

Carl Rogers was a Humanistic psychologist who accepted the assumptions of

Abraham Maslow but added that for a person to “grow” they need an

environment that provides them with genuineness, acceptance and empathy.

Rogers believed that any person can achieve their goals wishes and desires in life.

When, or rather if they did so, Self-Actualization takes place. Carl Rogers rejected

the deterministic nature of both Psychoanalysis and Behaviorism and maintained


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that we behave as we do because of the way we perceive our situation. Rogers

believed that we humans have one basic motive, which is the tendency to self-
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actualize. Like a tree that could grow to its full potential if the conditions are right

but it can also be constricted by its environment. For Rogers people who are able

to self-actualize are called fully-functioning persons, which means the person is


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in touch with the here and now, his past experiences and his past adversities.

Rogers (1959) as cited in the website Simply Psychology, people want to

feel, experience and behave in ways which are consistent with our self-image and

which reflect what we would like to be like, our ideal-self. The closer our ideal-

self and ideal-image are to each other the more consistent or congruent we are

and the higher the sense of self-worth. The Humanistic approach states that the

self is composed of three different concepts which are unique to every person

these are self-worth, self-image and ideal self. Self-worth is what we think about

ourselves, Rogers believed that self-worth is developed in early childhood and

were formed with the interaction of a child to its parents. Self-image is how we

see ourselves and has an effect on how a person thinks, feels and behaves in the

world, which is a very important factor to good psychological health. The Ideal-

self is what the person would want to be, it consists of ambitions, dreams and

goals in life.

Carl Roger’s theory is applicable to this research as it discusses the

personality growth of a child when exposed to an unpleasant environment where


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they were abused. It will also help the researchers to identify the factors affecting

the child’s temperament and emotional profile when exposed to an environment


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where they face adversities such as abuses and neglect a child.

Conceptual Framework

INDEPENDENT VARIABLE

ADVERSITY
QUOTIENT

TEMPERAMENT EMOTIONAL
PROFILE
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DEPENDENT VARIABLE DEPENDENT VARIABLE


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Figure 1

The Paradigm has illustrated the relationship between the independent

variable and dependent variable. The Independent Variable is the Adversity

Quotient (IV) while the Dependent Variables are the Temperament and

Emotional Profile (DV).

Scope and delimitation

The Manila Boystown Complex is located at Parang Marikina City. The

respondents will be male and female at ages 13—18 years old and had
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experienced an abused by their families, relatives or caregivers.

This study was focused on the adversity quotient as correlates to

temperament and emotional profile amongteenagers who are currently under

and living at the Manila BoystownComplex.The study tried to know the

emotional profile and temperaments of these children after they had been

abused and how they were able to replace their adversities into a positive and

motivated way.

Definition of terms

The following were defined operationally for better understanding of the study:
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Adversity Quotient- A score that measures the ability of a person to deal with

adversities in his or her life. Commonly known as “Science of Resilience”.


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Child Abuse- Physical, mental, sexual maltreatment to children.

Personality- A person’s unique and relatively stable pattern of thinking,

emotions, and behaviour.

Temperament- The hereditary aspects of personality, including sensitivity,

activity levels, prevailing moods, irritability, and adaptability.

Emotional Profile- Are defined as feeling states with psychological, cognitive and

behavioural components.

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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

In this chapter the researchers discussed the literatures and studies that

were relevant to the research study Adversity Quotient as correlates to

Temperament and Emotional Profile of an abused teenager in Manila Boys

town Complex.
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Adversity Quotient

Kohlberg et al., (1980) as cited by Ciccarelli, K, S., & White, N, J., stated
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that Cognitive Development isn’t enough. Kohlberg thought that the

development of moral reasoning also required support from the social

environment. Specifically, he claimed that in order to foster mature moral

reasoning, a child’s or teenager’s social environment must provide him with

opportunities for meaningful, reciprocal dialogue about moral issues.

Longitudinal research relating parenting styles and family climate to levels of

moral reasoning suggests that Kohlberg was right. Parents ability to identify,

understand, and respond to children’s and adolescents’ less mature forms of

moral reasoning seems to be particularly important to the development of moral

reasoning. This ability is important because people of all ages have difficulty

understanding and remembering moral arguments that are at a more advanced

level than their own. Thus, a parent who can express her own moral views in

words that reflect her child’s level of understanding is more likely to be able to

influence the child’s moral development.

As an individual’s capacity for moral reasoning grows, so does her ability

to think logically about issues in other domains. For example the complexity of

an individual’s political reasoning is very similar to complexity of her moral

reasoning. Further, attitudes towards the acceptability of violence also vary with

levels of moral reasoning. Individuals at lower levels are more tolerant of


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violence. Perhaps most importantly, teenagers’ level of moral reasoning appears

to be positively correlated with prosocial behaviour and negatively related to


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antisocial behaviour. In other words, the highest levels of prosocial behaviour are

found among teens at the highest levels of moral reasoning (compared to teens).

Alternatively, the highest levels of antisocial behaviour are found among

adolescents at the lowest levels of moral reasoning. (Ciccarelli, Saundra; White J.


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Noland)

Baumeister et al., (2003) as cited by Coon, D., &Mitterer, O, J., stated that

Self-Esteem a negative self-evaluation. A person with high self-esteem is

confident, proud, and self-respecting. One who has low self-esteem is insecure,

lacking in confidence, self-critical. Like Alesha, people with low self-esteem are

usually anxious and unhappy. People who have low self-esteem typically also

suffer from poor self-knowledge. Their self-concepts are inconsistent, inaccurate,

and confused. Self-esteem tends to rise when we experience success or praise. It

also buffers us against negative experiences. A person who is competent and

effective and who is loved, admired, and respected by others will almost always

have high self-esteem. The reasons for having high self-esteem, however, can

vary in different cultures.

Genuine self-esteem is based on an accurate appraisal of your strengths

and weaknesses. A positive self-evaluation that is bestowed too easily may not
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be healthy. People who think very highly of themselves may at first seem

confident, but their arrogance quickly turns off other people. Self-esteem shows
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some interesting shifts during the teenaged years. The overall trend is a steady

rise in self-esteem through the years of adolescence. The average 19 or 20 year

old has a considerably more positive sense of her global self-worth than she did

at age 8 or 11. However, the rise to higher self-esteem during adolescence is not

continuous. At the beginning of adolescence, self-esteem very often drops rather

abruptly. In one study, developmentalists followed a group of nearly 600 Hispanic

American, African American and White youngsters over the two years from sixth

grade to junior high. Researchers found a significant average drop in self-esteem

over that period, a decline that occurred in each of the three ethnic groups. To

study the relationship of self-esteem to important developmental outcomes,

such as school achievement, researchers often divide teens into four groups

based on the stability of their self-esteem ratings across adolescence. The largest

group, about half in most studies, displays consistently high self-esteem

throughout adolescence. (Dennis Coon & John O. Mitterer 2012)

According Scheier and Carver (1981) as cited by Augoustinos, M., &

Walker, I., &Donaghue, N., Self-Regulation involves deliberate engagement in and

monitoring of behavior with the intention of bringing about a desired outcome

for the self, or avoiding an undesired outcome. Sometimes self-regulation is

about approachingdesired goals, and other times it is about avoidingundesired


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consequences. A reference value may represent any goal from an abstract

principle (e.g., ‘I want to be well-informed’) through more specific examples (e.g.,


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‘I will spend my free time reading rather than watching television’) to the specific

actions that represent physical enactments of the relevant behaviors (e.g.,

turning off the television, picking up the book). The reference values at different

levels of abstraction are linked by the output function of the feedback loops that

compare actual behaviour with the reference value. Thus, a system that returns a

discrepancy between the reference value and actual behavior would produce an

output designed to reduced that discrepancy and that output would take the

form of increased accessibility of the next most specific reference value and

activation of the feedback process with respect to it. This process continues until

the reference value representing the physical enactment of the desired


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behaviour is reached or the enactment of a programme is frustrated.

The main goal of the control-process model is to explain how self—

regulatory behaviour results from perception of discrepancy between the actual

self and an alternative self. Nonetheless, it is also possible to extend the model to

predict that the extent to which the discrepancy-reducing system is working may

have implications for how a person feels about themselves. In other words,

positive effect occurs when the actual rate of discrepancy reduction is faster than

expected and negative affect occurs when the actual rate of reduction is slower;

affect is conceptualized as a result of the relative success or failure of efforts to


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reduce discrepancy, rather than simply an automatic consequence of the

perception of a discrepancy. (Martha Augoustinos, Iain Walker &NgaireDonaghue


16 i
2014)

Abraham Maslow (1954) as cited by Compton, C, W., & Hoffman, E.,

stated that Self-Actualization“ may be loosely described as the full use and

exploitation of talents, capacities, potentialities.” For Maslow, self-actualization

was not a state but rather described an ongoing process of development.

Beginning with a question about why some people adjusted extraordinarily well,

he searches for exemplars of optimal well-being: people who showed evidence of

fulfilling their potential. He concluded that self-actualization “was not possible in

our society for young, developing people.” He believed that a person needed

some life experience before he or she could be considered self-actualizing.

Indeed, one must have faced some difficult situations and coped with them well.

A person had to be “tested by life” before his or her degree of self-actualization

could be discerned. Maslow developed his definition of self-actualization through

an iterative process. That is, first he chose participants, next he evaluated those

people, and then he adjusted the original definition based on the first evaluation.

Using this process, Maslow expanded his explanation of self-actualization: “Such

people seem to be fulfilling themselves and to be doing the best that they are

capable of doing, reminding us of exhortation, ‘Become what thou art!’ They are
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people who have developed or are developing to the full stature of which they

are capable.
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Once Maslow identified examples of the self-actualizing person, he began

to develop a theory of personality to explain how such people came to be the

way they were. He proposed a theory of personality development based on a list

of basic needs, a relatively common practice psychology at the time. Maslow

initially delineated five basic human needs that must be met in order for people

to feel fulfilled in life. Graphically, he presented these needs in the shape of a

pyramid. The pyramidal shape, suggest that lower needs were more pervasive

and that higher needs were more tenuous, more easily overwhelmed by the

influence of lower needs. Maslow posited all five sets of needs as innate to the

human species and these are Physiological, Safety, Belongingness and love,
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Esteem and Self-actualization. (William C. Compton; Edward Hoffman 2013)

Bargh et al.,(1989) as cited by Augoustinos, M., & Walker, I., &Donaghue,

N., that the content of the working self-concept at a particular time is considered

to be influenced by a number of factors. Some self—representations that are

interrelated with a wide variety of other representations, and that have been

frequently accessed in the past, may be chronically accessible for some people.

The working self-concept moves away from the models of self that focus

primarily on cognitive aspects of the self by giving a central role to motivation in

determining the content of the working self-concept. The working self-concept


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allows for the notion of the self as a multifaceted, dynamic structure, which can

appear very different in different places and at different times. At face value, it
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seems to allow for the kinds of contradictory, inconsistent presentations of self

that are invoked by some critics of cognitive models of the self to problematize

the very notion of a coherent, stable self that somehow ‘underlies’ behaviour

and experience. However, although the working self-concept model is much

more social than many other models of self, in that it allows for dramatic changes

in the self as a function of social context, It still preserves an essential distinction

between the individual, interior, cognitive self and the external social contexts

which the self encouters. (Martha Augoustinos, Iain Walker &NgaireDonaghue

2014)
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According to Robert W. White(1959), as cited by Compton, C, W., &

Hoffman, E., If positive psychology in part involves the promotion of human

flourishing, then somehow people must be motivated to pursue that goal. In fact,

motivation and emotion are so intertwined that it is often difficult to separate

their individual effects. This section examines how psychology has explained the

forces that propel people toward their goals. As might be expected, there is no

simple answer to what cause us to pursue certain goals. Over 50 years ago, he

argued that people can be motivated by more than simple drives to fulfil

psychological needs, or “tissue needs.” White urged psychologists to consider the


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relevance of motivation that propel people toward a sense of competence or

effectance motivations. He said that people are also compelled to engage their
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immediate environment in ways that produce effective outcomes. In his view,

people are driven to engage the world on ways that give them a sense of

competence and accomplishment that go beyond the basic meeting of


19
psychological needs. (William C. Compton & Edward Hoffman 2013)

Sheldon & Higgins (2000-2008) as cited by Compton, C, W., & Hoffman, E.,

High congruence between one’s personality and goals is referred to as self-

concordance and as “regulatory fit.” Studies have found that when there is a

better fit between a person’s values and her goal or his goal, then a more positive

evaluation of the goal, greater motivation, greater commitment to the goal, and

higher well—being ensue. In general, it is also appears that well-being is

enhanced by seeking goals associated with positive relationship and helping

others, while relatively self-centered goals decrease well-being. One example is a

study by Kaser and Ryan (1993), who found that subjective well-being was

enhanced when people pursued goals that facilitated affiliation, intimacy, self-

acceptance, and community involvement. Conversely, reported that well-being

was lowered when people sought relatively self-centered goals related to

physical attractiveness, fame, and wealth. Goals that are valued by one’s society

or culture may also be more effective in raising well-being. Obviously, pursuing


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goals admired in one’s culture can lead to more social rewards. (William C.
20
Compton & Edward Hoffman 2013)
i
According to Lent, Singley, Sheu, Gainor, Brenner et al., (2005) Compton,

C, W., & Hoffman, E., That Approach goals motivate us to move toward

something (for example, “I want to get a Ph.D. in psychology”). Avoidance goals

motivate us to avoid difficulties, dangers, or fears (for example, “I try to avoid

speaking in public because it makes me nevous”). Studies have found that

approach goals are more likely to be associated with subjective well-being than

are avoidance goals. Well-being is higher when people move toward something

they value rather than avoid something difficult or painful. However, motivations

are complex, and both approach and avoidance goals can feel good depending

on the situation. What is also important is the rate at which people approach

their valued goals. Making adequate or better than expected progress toward

important goals translates into higher well-being. That is, rate of progress a

person has made, or expects to make, toward goals may even be more important

than actual achievement. Acceptable rates of progress are associated with more

positive emotions. For instance, a goal such as “to learn play the piano well” is

one that is never quite reached because you can always play better than you do

now. For most people satisfaction comes, in part, from learning to play better

with an acceptable rate of progress. (William C. Compton & Edward Hoffman

2013)
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James Marcia (1966) Ashford, B, J., &Lecroy, W, C., &Lortie, L, K., stated

that Adolescence is believed to be an important time for the development of


i
identity. Young people seek to answer important questions about themselves.

Who am I? What is important to me in my life? These types of questions

represent the stage of life that Erikson characterized as identity confusion. Young

people enter what Erikson calls a psychological moratorium a gap between

childhood security and adult autonomy. Erikson’s ideas were extended and

developed a classification system for adolescent identity statuses, or modes of

resolution. Identity Diffusion this is the least mature status for the adolescent to

be in. Adolescents at this stage have not yet experienced a crisis, that is, they are

not exploring meaningful alternatives. No commitments have been made to

important attitudes, values, or plans for the future. Identity Foreclosure in this

stage adolescents have made a commitment to particular goals, values, and

beliefs but have not yet experienced a crisis. Most often in identity foreclosure,

parents push a commitment on their adolescents in an authoritative manner

(you will go to college or the army). Yet adolescents have not had the necessary

opportunities to adequately explore their own perceptions, ideologies, and

beliefs. Identity Moratorium this status describes adolescents who are currently

experiencing a crisis actively exploring values, ideologies, and beliefs. Their

commitments may be either absent or only vaguely defined. Identity

Achievement at this final stage, adolescents have undergone and resolved their
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crisis by making strong commitments to such things as an occupation, a sexual

orientation, or a religious ideology. (Jose B. Ashford & Craig W. Lecroy& Kathy L.


22 i
Lortie)

According to Spencer &Dornbusch (1990) Ashford, B, J., &Lecroy, W, C.,

&Lortie, L, K., During adolescences, young people must integrate their image of

being within ethnic group while being exposed to values and images of the

mainstream white culture. Young people often perceive a negative image from

the white majority and then face the task of developing a positive identity as a

member of an ethnic group. Because of their cognitive maturity, adolescents of

color are often quite aware of how others are evaluating their minority status.

Issues that such youth face as they focus on identity development include racial

stereotypes that affect their “looking glass self”; cultural devaluation of the

symbols and heroes of their group; and lack of successful role models with whom

to identity. Identity development during adolescence leaves many young people

making comparisons between themselves and others. Eventually, adolescents of

color must reconcile their lives from the standpoint of two contrasting cultural

systems their own ethnic and cultural values and the white majority cultural

values. This challenge often leads to three options: alienation, whereby young

people reject the majority culture and the opportunities it provides; assimilation,

whereby they reject their ethnic values and strive to conform and assimilate to

white majority; and biculturalism, whereby they learn to negotiate both their
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ethnic values and the values of the dominant culture. In this case, the value

structures of both groups are available, and the young people must negotiate
i
which standards to use depending on the situation. (Jose B. Ashford & Craig W.
23
Lecroy& Kathy L. Lortie)

According to Santrock (1996) Ashford, B, J., &Lecroy, W, C., &Lortie, L, K.,

Independence is related to developing an identity. To help a young person

successfully develop an identity, issues of independence need to be carefully

reviewed. Young people face many challenges as they attempt to establish an

identity making new commitments to friends, gaining greater independence

from parents, and developing more intimate friendships and relationships. Also

at this time, the young person is increasingly learning to reflect on his or her

actions as he or she makes increasingly important life decisions. Parents can be

important influences in the adolescents development of identity. Research has

found that the adolescent’s connectedness to parents and the presence of a

family atmosphere promotes individuation in the adolescent’s identity

development. Connectedness refers both to the adolescent’s sensitivity to and

respect for others’ views and to the adolescent’s openness and responsiveness to

others’ views. Individualization has two parts separateness and self-assertion.

Separateness is the expression of the individual’s distinct self from others. Self-

assertion refers to adolescents’ expression of their viewpoints and their clear

communication. Consider the situation in which the adolescent’s mother has not
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“let go” of her daughter. The girl is tied to the mother financially and emotionally

in ways that do not let her mature independently. Under these circumstances,
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the girl could have difficulties in developing mature intimate relationship and in

career choices. She may turn down important opportunities for increased

responsibility, doubting her abilities to be independent. Similarly, rather than

confronting difficulties in her intimate relationships, she may turn to her mother

for support and comfort. In working with adolescents, social workers need to be

aware of their need for independence and help young people chart a course of

increased maturity. This may involve working with parents or school staff on

independence-granting skills to encourage responsibility and maturity. Too often,

society sees the young person as immature and not ready for adult roles rather

than systematically encouraging the young person to take increasing

responsibility for mature behavior. (Jose B. Ashford & Craig W. Lecroy& Kathy L.

Lortie)

Temperament

Galen ( AD 131-200) according to Galen, as cited by Sue Stockdale & Clive

Steeper said that greek pre-Socratic philosopher, Empedocles, is regarded as

being the originator of the cosmogenic theory of the four classical elements, or

“roots”- earth, water, air and fire. An important early writer on the subject of

medicine, used this theory of the four elements in his search for physiological

reasons for different bahaviour in humans. He developed the first typology of


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Temperamentin his dissertation. De temperamentis, in which he mapped these

bahaviour to a matrix of hot/cold and wet/dry taken from the four elements.
i
According to Galen, these elements were used by Hippocrates in describing the

human body in association with the four humours: yellow bile (fire), black bile
25
(earth), blood (air), and phlegm ( water).

Aristotle, another famous ancient Greek, proposed a fifth element,

aether, which he viewed as a highly concentrated pure essence (quintessence).

He thought that earth, water, air and fire were “of the world” and corruptible,

while the stars must be made from a different, unchangeable, heavenly

substance. The study of personality began is not certain, both the ancient and

Greek physicians explored what we now call personality. The influence and legacy

of these philosophers and physicians of ancient times is immense and worthy of

consideration in terms of our own Temperament.The degree to which our

personality changes is the mixture of the interpreted risk that has been sensed

and the familiarity (training) we have in controlling ourselves. Our personality

may be adjusted, the degree to which our personality change is a mixture of the

interpreted risk that has been sensed and the familiarity (training) we have in

controlling ourselves. Another factor will be the situation we are in; for example,

some people need silence when studying whereas others like music in the

background. Two elements that will influence the level of protection we want is

our propensity for risk and our mental toughness.


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According toRothbart, Adi and Evans, (2000) as cited by Coon, D.,

Mitterer, O, J., Psychologists typically use the word Personality to describe


i
patterns in the way children and adults relate to the people and objects in the

world around them. Individual differences in personality appear to develop

throughout childhood and adolescence, based on a basic set of behavioral and

emotional predispositions present at birth. These predispositions are usually

referred to as Temperament. Psychologists who study infant temperament have

yet to agree on a basic set of temperament dimensions. Other researchers have

examined temperament from a trait perspective rather than a categorical

perspective. They view an individual infant’s temperament as function of how

much or how little of various characteristics she possesses. For example an infant

in whom a high level of physical activity was combined with emotional irritability

would have different temperamental profile than an infant in whom high activity

was combined with a more easygoing nature. Temperament researchers are still

struggling to define the key dimensions of temperament and have not reached a

clear agreement. However, over the past decade or so, a consensus has emerged

that is reflected in the writings of leading researchers in the field. (Dennis Coon,

John O. Mitterer 2014)

Moreover, temperamental differences appear so early in life, even during

the prenatal period. It may seem that genes are entirely responsible for them.

However, research suggests that both nature and nurture contribute to individual
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differences in temperament. Research shows that some aspects of temperament

are stable across infancy and into children’s later years. In addition, some experts
i
suggests that parental influences may be greatest for children who are at the

extremes of a given temperamental continuum. That is, children who are

extremely inhibited may be more subject to parental influence than those who

are moderately so. How parents and caregivers react to their child’s

temperament can affect the child and their overall well-being. Each type requires

a parent who understand their temperament and can adjust to their demands in

ways that create positive interactions for the child. Having a difficult child is not

the end of the world for a parent who is prepared and responsive to their child’s

need. Difficult children should be seen as unique individuals with their own

strength that can nurtured by the parent. Having the right knowledge about

parenthood is the best way to guide their children in the way that they will be a

better person.

According to Cloninger, Svrakic, and Przybeck, 1993 as cited by Michael

Pluess stated that psychological model of personality measured with the TCI.

Consists of four TCI temperament and three TCI character dimensions. The TCI

temperament dimensions are defined in terms of individual differences in

behavioral learning mechanisms: (1) novelty seeking, the behavioral activation

system which reflects the tendency toward the exploratory action and intense

excitement in response to novel stimuli; (2) harm avoidance, the behavioral


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inhibition system which reflects the tendency to respond intensely to signals of

aversive stimuli and avoid punishment and novel stimuli; (3) reward dependence,
i
the behavioral maintenance system which reflects the tendency to form signals

of reward and to learn to maintain rewarded behavior based on social cues; (4)

persistence, the propensity to persevere in behaviors despite frustration and

fatigue. The three-character dimensions are: (1) self- directedness, which

indicates how responsible, purposeful, an individual is in working to achieve her

goals and values. (2) cooperativeness, which indicates how well adapted the

individual is in getting along with other fairly and flexibly, with kindness. (3) self-

transcendence, voidance which indicates transpersonal identification or


28
conscience.

Although most people think of positive and negative experiences as

opposite ends of a single continuum, There are extensive evidence that they are

best thought of as two distinct and dissociable systems. According to Ito and

Cacciopo (1998, a unidimensional model, with ill- being at one pole and well-

being at the other, presents qualitative differences between individuals who are

high compared to low in both dimensions. Positive and negative affect represent

more general biobehavioral systems that lead to different motivational

orientations: positive affect is related to the BAS or sensitivity to reward as well

as approach motivation, while negative affect is related to the BIS or sensitivity to

signals of punishment as well as avoidance motivation (Gray,1981; Watson et


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al.,1999). For instance, the broaden-and build theory (Fredrickson, 1998, 2006)

posits that the function of positive affect is related to approach-related behavior,


i
which builds an individual’s resources for survival and well-being, while negative

affect, inhibits behavior that might lead to pain, punishment, or some other
29
undesirable consequence.

Chess & Thomas (1984) as cited by Pastorino, E., & Portillo, D, S., said that

babies come into the world showing a general disposition to behave in certain

ways in response to their surroundings. These differences are believed to be due

more to the child’s biological make up than to his or her environment, especially

because the child has not yet exposed too any environment other than the

womb. These differences at birth in behavioral style are referred to as

Temperament. From observing babies tendencies on these variables, three

temperamental styles of behaviour emerged: easy infants, difficult infants, and

slow-to-warm-up infants. As the label implies, easy infants are generally in a good

mood, establish a regular pattern of eating and sleeping, readily approach new

objects and people, and adapt readily to changes in their routines. Difficult

infants, in contrast, show more intense negative emotions such as crying. They

have a more irregular pattern of eating and are not as likely to approach new

people and situations. (Ellen Pastorino& Susann Doyle- Portillo 2013)

A close connection between nature and nurture also influences a child’s

social and personality development. Children come into the world with a
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biological tendency to behave in a certain way. How parents and others respond

to these behaviors can influence the child’s personality as well as the


i
relationships the child develops with others. The attachment bond is readily seen

in specific infant behavior by the end of the first year. For example, most babies

reserve certain behaviors for their parents. Infants smile when a parent

approaches them, raise their hand toward the parent to be picked-up. And nestle

close when the parent hold them. Two additional signs of attachment include

separation anxiety and stranger anxiety.

30

Kagan (1997) as cited by Peter K. Smith, Helen Cowie, and Mark Blades,

said that temperament may be an important aspect to consider in child

development and parenting outcomes. A number of studies have looked at how

the approach/withdrawal dimension in infancy may be predictive of shyness and

social isolation in the pre-school years. Kagan argues that 4 month old infants

who are easily aroused and distressed by unfamiliar stimuli are more likely to be

fearful and subdued in early childhood, while those with a high arousal threshold

are more likely to become bold sociable. (Peter K. Smith, Helen Cowie, and Mark

blades 2015)

Most investigators consider that a transactional model of development is

useful in this context. The infant may bring some temperamental characteristics
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with them. But how caregiver(s) respond is an important part of a developing

process. Temperamentally difficult babies are more of a challenge for parent to


i
cope with, and seem to be more at risk for later bahavior problems. This was

shown directly in a study by Stright et al. (2008). In a large, US sample from the

NICHD, they assessed temperament at 26 months, and also parenting quality

( providing emotional support and encouraging autonomy) from 6 months

through 6 years. They also looked at outcome in first grade at school from

teacher-rated academic and social competence. For ‘ difficult infants’ the

outcome was greatly affected by parenting quality ; difficult infants with poor

parenting did worse than average, but difficult infants with high-quality parenting

did better than average. Moreover, the role of a caregiver have a big part in

temperamental characteristics of a child. It can help of or break a child’s

temperament, parents or caregiver can influence a child in shaping and molding

their characteristics. Having difficult babies are more of a challenge for parents to

cope with, and seem to be more at risk at later behavior problems.

Evans & Rothbart (2007), as cited in Annual Review of Psychology volume

63, stated that Temperament is studied primarily in infants and young children

but, over the course of development, temperamentforms the basis for many

aspects of personality, and the distinction between temperament and personality

becomes less meaningful. By adulthood, temperament map quite quiet well onto

the big five traits. The biological basis of temperament address processes going
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on under the skin but also provide insight into personality processes outside the
32
skin. (Annual review of psychology volume 63, 2012)
i
Theories of temperament include psychobiological and developmental

mechanisms to explain why people behave as they do. For example, in

temperament theory, biologically based approach and avoidance systems have

been proposed that produce individual differences in sensitivity to reward and

punishment (Gray 1987). These biological systems give rise to differences in

approach and avoidance behaviors that temperament researcher call “positive

emotionality” and “negative emotionality” and personality trait researcher label

with trait terms such as “extraversion” and “neuroticism”. Caspi and colleagues

views the development of personality as gradual merger of temperament and

the five-factor model and, in so doing, addressed both trait structure and

processes. They identified several mechanisms that maintain stability or create

change in personality traits over the life course, one of which in particular, niche

building or situation selection, has proved useful for thinking about personality

processes more generally. That is people create, seek out, or otherwise gratified

to environments that are compatible with their traits. This tendency is

comparable to instrumental processes described by McCrae & Costa (1991). In

contrast to temperamental processes, which refer to trait-consistent reactions

people have to their environments, instrumental personality processes refer to

the active alteration of environments to attain trait-consistent outcomes.


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Cattell & Kline (1977) as cited by Duane Schultz & Sydney Ellen Shultz that

after more than decades of intensive factor analytic research, cattell identified 16
i
source traits as the basic factors of Personality. These factors are best known in

the form in which they are most often used, in an objective personality test

called the sixteen personality factor (16pf) questionnaire. Cattell presented the

traits in bipolar form, and, as you can see, the personality characteristics

associated with these traits are expressed in words we are likely to use in

everyday conversation when describing our friends and ourselves. Cattell

designated Temperament traits because they relate to the general style and

emotional tone of behavior. He gave as examples excitability, zest, self- discipline,

politeness, and self-assurance.

Moreover, it is important to remember that in Cattell’s system, source

traits are the basic elements of personality just as atoms are the basic units of

the physical world. He argued that psychologists cannot understand or generate

laws about personality without describing precisely the nature of these

elements. Cattell also described dynamic traits as the concerned with motivation,

which is an important issue in many personality theories. Cattell believed that a

personality theory that failed to consider the impact of dynamic, or motivating,

force is incomplete, like trying to describe an engine but failing to mention the

type of fuel on which it runs.


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Rothbart (2007) as cited by Gregory J. Feist stated that Temperament, the

“raw material” form personalities are formed, refers to the hereditary aspects of
i
your personality, such as biological predispositions to be sensitive, irritable, and

distractible and to play a typical mood.Temperament has a large impact on how


34
infants interact with their parents.

Temperament is the biologically based disposition to behave in certain

ways, which lays the foundation for later personality traits. Evidence suggests

that temperament and personality differences are manifest even before birth.

Apparently, fetal activity, and heart rate can reveal something about

temperament differences over the first year of life. In particular, a high heart rate

at 36 weeks gestation (nearly full term) foreshadowed less predictable eating and

sleeping habits 3 and 6 months after birth and less emotionality at 6 months

after birth. Having high activity levels at 36 weeks gestation predicted being slow

to adopt to new people or situations and having more irregular eating and

sleeping habits at 3 and 6 months as well as being more difficult or fussy at 6

months. The prenatal environment may play an important role in shaping

personality. in fact, the amount of stress the mother experiences during

pregnancy may alter the infants own stress response. That is, infants born to

mothers who have experienced an unusual amount of stress during pregnancy

tend to have impaired stress function; higher baseline levels of stress hormones;

and a faster, stronger, and more pronounced physiological response to stress, all
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of which persist into childhood. Personality theories have long grappled with the

relative roles of nature and nurture in shaping personalities. Some theories, such
i
as trait theory psychoanalytic theory, stress the role of inherited biological

predispositions, whereas others, including behavioral and humanist theories,


36
stress the role of learning and life experiences.

John D. Delamater & Daniel J. Myers, 2012 cited that another source of

attitudes is the social media, specially television and films. Here, the mechanics

maybe observational learning. The media interpretive packages or frames about

an object that may influence the attitudes of viewers and readers. By portraying

events and actors in certain ways, TV news, news magazines, and newspaper can

produce cognitive images of a racial group as being volatile, dangerous and

unreasonable that in turn produce negative attitudes. We acquire attitudes

through learning. But why do we retain them, sometimes for months, years, or

even a lifetime? One answer is that they serve a least some important functions

for us ( Katz, 1960; Pratkanis& Greenwald, 1989). The first is the heuiristic or

instrumental function. We develop favorable attitudes towards object that aid or

reward us and unfavorable attitudes toward object that thwart or punish us.

Once they are developed, attitudes provide a simple and efficient means of

evaluating objects. Second, attitudes serve a schematic or knowledge function—

because the world is too complex for us to completely understand, we group

people, objects, and events into categories or schemas and develop simplified
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(stereotyped) attitudes that allow us with meaning—with a basis for making

inferences about its members.


i
Not all the time that social media or any form of media can give us

negative attitudes. Parents have the responsibility to educate our children to

watch only those movies or tv program that can enhance and benefit them. In

our world today, we cannot control the generation to create another source of

technology but we can always remind our children the proper ways of using
37
media.

Spencer A. Rathus, 2016 said that Attitudesare enduring behavioral and

cognitive tendencies that are expressed by evaluating particular people, places or

things with favor or disfavour (Bolmer& Decker, 2011). Attitudes are largely

learned, although we may have inborn predispositions to learn one way or

another on issues.Attitudes can foster love or hate. They can give rise to helping

behavior or to mass destruction. They can lead to social conflict or the resolution

of conflicts. Attitudes can change, but not easily. Consider a role for conditioning

(Hutter&Sweldens, 2013). Laboratory experiments have shown that attitudes

toward national groups can be influenced by associating them with positive

words (such as gift or happy) or negative words (such as ugly or failure) parents

are often reward children for saying and doing that agree with their own

attitudes. Patriotism is encouraged by showing children approval whn they sing

the national anthem or wave the flag.


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Moreover, Attitudes formed through direct experience may be stronger

and easier to recall, but we also acquire attitudes by observing, listening to, or
i
reading the works of other people. Our own experiences can change us, the way

we think, the way we act, and the way of understanding the situation.

Sometimes our experiences could help us mold and discover the better version

of our self and makes this experiences to be our motivation to move forward and

continue to achieve our goals and aspirations in life. Although genetics and early

learning can influence attitudes, attitude formation is not fully mechanical.

People are also motivated to understand the environment so that they can make

predictions and exercise some control over it. People also sometimes form or

change attitudes on the basis of new information (Bohner et al., Dickel, 2011).

For example, we may believe that a car is more reliable than we had thought if a

survey by consumer reports finds that it has an excellent repair record. Even so,

initial attitudes act as cognitive anchors. We often judge new ideas in terms of

how much they deviate from our existing attitudes. Accepting larger deviations

requires more information processing—that is, more intellectual work.

Robert Frager& James Fadiman, 2013 said that Skinner argues that if you

have base your definition of the self on observable behavior, you need not

discuss the inner working of the self or the personality at all.

Personalitytherefore, in the sense of separate self, has no place in a scientific

analysis of behavior. Personality, as defined by skinner, is a collection of behavior


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patterns. Different situations evoke different response pattern. An individual

response is based solely on previous experiences and genetic history. To “look for
i
mental and psychic states”, says skinner, is to look in the wrong place”. Buddhism

to the surprise of the most behaviorist, also concludes that there is no

observable individual self, the self does not exist. Buddhist do not believe in an

entity called personality, but in overlapping behaviors and sensations, all of

which are impermanent. Skinner and the Buddhist developed their ideas based

of the assumptions of no ego, no self, no personality, except by a characterized

by a collection of behaviors. Both theories emphasize that a proper

understanding of the causes of behavior eliminates confusion and

misunderstanding.

Behavior, no matter how complex, can be investigated, like any other

observable phenomena. The goal is to look at a behavior and it’s contingencies

(from a latin word meaning “to touch on all sides”). For skinner, these include the

antecedents of the behavior, the response to it, and the consequences or results

of the response. Behavior, for skinner, is anything an organism can be observed

doing (Skinner, 1938, p.6). a complete analysis of the behavior would also

consider the genetic endowment of the organism and previous behaviors related

to those being studied. The scientific analysis of behavior begins by isolating the

parts of a complex event so that the individual items can be better understood.

Skinner’s experimental research follows this analytic procedure, restricting itself


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to conditions amenable to rigorous scientific analysis. The results of his

experiments can be verified independently, and his conclusions, checked against


39 i
the recorded data.

Wayne Weiten, 2013 stated that social psychologists have traditionally

viewed attitudes as being made up of three components: a cognitive component,

an affective component, and a behavioral component (Fazio and Olson, 2003).

However it gradually became apparent that may attitudes do not include all

three components. Thus, it is more accurate to say that attitudes may include up

to three components. The cognitive component of an attitude is made up of the

beliefs that people hold about the object of an attitude. The affective component

of an attitude consists of the emotional feelings stimulated by an object of

thought. The behavioral component of an attitude consists of predispositions to

act in certain ways toward an attitude object.

Attitudes also vary along several crucial dimensions, including strengths,

accessibility and ambivalence (Olson &Maio, 2003). Definition of attitude

strength differ. However, strong attitudes are generally seen as ones that are

firmly held (resistant to change), that are durable overtime, and that have a

powerful impact on behavior (Petty, Wheeler & Tormala,2003). The accessibility

of an attitude refers to how often one thinks about it and how quickly it comes to

mind. Highly accessible attitudes are quickly and readily available (Fabrigar,

MacDonald, & Wegener, 2005). Attitude accessibility is correlated with attitude


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strength, as highly accessibl attitudes tend to be strong. However, the concepts

are dictinct and there is no one-to-one correspondence. Ambivalent attitudes are


i
conflicted evaluations that include both positive and negative feelings about an

object of thought (Fabrigar et al., 2005). Like attitude strength, attitude

ambivalence has been measured in various was (Priester& Petty, 2001). Generally

speaking ambivalence increases as the ratio of positive to negative evaluations

gets closer to being equal. When ambivalence is high, an attitude tends to be less

predictive of behavior and more pliable in the face of persuasion.

Raymond G. Miltenberger, 2016 cited that some breeds of dogs have

reputations for being friendly, aggressive, intelligent, calm, or emotional. Such

differences fall in the realm if behavioral genetics, the study of inherited

behavioral traits. We know that facial features, eye color, body type and many

other physical characteristics are inherited. So are many of our behavioral

dispositions. Genetic studies have shown that intelligence, language, some

mental disorders, Temperament, and other complex qualities are influenced by

heredity. In view of such finding, it wouldn’t be a surprise to find that genes

affectpersonality as well.

On several decades, psychologists at the University of Minnesota have

been studying identical twins who grew up in different homes. Medical and

psychological tests reveal that reunited twins are very much alike, even when

they are reared apart (Bouchard, 20014; Bouchard et al., 1990). If one twin excel
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at art, music, dance, drama, or athletics, the other is likely to as well—despite

wide differences in childhood environment. They may even be similar in voice


i
quality, facial gestures, hand movements, and nervous tics, such as nail bitting.

Studies of twins make it clear that heredity has a sizable effect on each of us. All

told, it seems reasonable to conclude that heredity is responsible for about 25 to

5o percent of the variation in many personality traits (Caspi, Roberts, & Shiner,

2005; Loehlin et al.,1998). Notice however, that the same figures imply that

personality is shaped as much, or more, by environment as it is by biological

predispositions. Each personality, then, is a unique blend of heredity and

environment, nature and nurture, biology and culture. We are not –thank

goodness—genetically programmed robots whose behavior and personality traits

are “wired in” for life. Where you go in life is the result of the choices you make.

Although these choices are influenced by inherited tendencies, they are not

merely a product of your genes. To predict how a person will act, it is better to

focus on both personality and external circumstances. Because personality traits

are consistent, they can predict such things as job performance, dangerous

driving, or a successful marriage. Situations also greatly influence our behavior.

David G. Myers 2013, cited that the attitudes that best predict behavior

are accessible (easily brought to mind) as well as stable. (Glassman &Albarracin,

2006) And when attitudes are forged by experience, not just by hearsay, they are

more accessible, more enduring, and more likely to guide actions. In one study,
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university students all expressed negative attitudes about their school’s response

to a housing shortage. But given opportunities to act—to sign a petition, solicit


i
signatures, join a committee, or write a letter—only those whose attitudes grew
42
from direct experience acted (Regan & Fazio, 1977).

In social psychology, has taught us anything during the past 25 years, it is

that we can think ourselves into a way of acting. Now we turn to a more startling

idea: that behavior determines attitudes. It’s true that we sometimes stand up

for what we believe. But it’s also true that we come to believe in what we stand

up for. Social psychological theories inspired much of the research that underlies

that conclusion. Self–conscious people usually are in touch with their

attitudes(Miller & Grush,1986) That suggests another way to induce people to

focus on their inner convictions. Make them self- aware, perhaps by having them

act in front of a mirror. Maybe you, too, can recall suddenly being acutely aware

of yourself upon entering a room with a large mirror. Making people self- aware

in this way promotes consistency between words and deeds. We can predict

behavior by knowing their past experiences, that Is why we more likely to like

other by knowing that you have the same experiences with them. Attitudes

efficiently sixe up the world. When we have to respond quickly to something, the

way we feel about it can guide how we react. The study of attitudes is central to

social psychology and was one of its first concerns. For much of the last century,

researchers wondered how much or attitudes affect our actions.


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Paul Eggen 2010, stated that Modeling is a general term that refers to

behavioral, cognitive, and affective changes deriving from observing one or more
i
models. (Shunk,2004, p.880). Modeling is the central concept of social cognitive

theory. Tim, for example observed that susan was successful in her approach to

studying for exams. As a result, he imitated her behaviour; direct imitation is one

form of modelling. The importance of modelling in our everday lives is difficult to

overstate. Children learn acceptable ways of behavingby observing the behaviors

of parents and other adults. Teen agers hair and dress are influenced by both

televisions and movies. Even as adults, we pick up cues from others in deciding

how to dress and act. Modeling is also important in schools. Teachers

demonstrate a variety of skills, such as solutions to math problems, effective

writing techniques, and critical thinking (Braaksma et al 2004) Teachers also

display courtesy and respect for others, tolerance for dissenting opinions,

motivation to learn, and other attitudes and values. When teachers or coaches

display intellectual or physical skills, they are direct models. In addition to

modelling, people also learn by observing the consequences of other’s actions

and adjusting their own behavior accordingly, a process called vicarious learning

(Gholson & Craig, 2006). For example, you saw the sports car pulled over, and

you slowed down, so you were vicariously puniched, and when a student is

publicly reprimanded for leaving his seat with- out permission, other students in

the class are vicariously punished.


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Expectations helps us understand the effectiveness of vicarios learning.

Tim expected to be reinforced for imitating Susan’s behavior, and the other
i
students expect to be reinforced for imitating kevin’s behavior. You expected to

be punished if you continue speeding, so you slowed down. Through imitation,

people can acquire abilities they couldn’t display before observing the model.

Solving an algebra problem after seeing the teacher show a solution, making a

new recipe after seeing it demonstrated on television, or learning to write a clear

paragraph after seeing an exemplary one are all example

Emotional Profile

Aquino & Miranda (2003) stated that “How to gain, how to keep, how to

recover happiness is in fact for most men at all times the secret motive for all

they do.” Understandably so, for one’s state of happiness or unhappiness colors

everything else. People who are happy perceive the world as safer, makes

decision easily, rate job applicants more favourably, and report greater

satisfaction with their whole lives. When your mood is gloomy, life as a whole

seems depressing. Let your mood brighten, and suddenly your relationships, your

self-image, and your hopes for the future all seem more promising.

Moreover, this one of psychology’s most consistent findings when we feel

happy we are more willing to help others. In study after study, a mood-boosting

experience, such as finding money, succeeding on a challenging task, or recalling

a happy event, made people more likely to give money, pick up someone’s
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dropped papers, volunteer time, and so forth. It’s called the feel-good, do-good

phenomenon. Apart from prolonged grief over the loss of a loved one or
i
lingering anxiety after a personal trauma, such as child abuse, rape, or terrors of

war, even tragedy is not permanently depressing. The finding is surprising but

reliable. People who become blind or paralyzed usually recover near-normal

levels of day-to-day happiness. The effect of dramatically positive events is

similarly temporary. Once their rush euphoria wears off, lottery winners typically

find their overall happiness unchanged. (Gaudencio V. Aquino & Norma C.

Miranda 2003)

According to Solomon (2008), as cited by Rathus, A, S., Emotion color our

lives. We are green with envy, red with anger, blue with sorrow. Positive

emotions such as love and desire can fill our days with pleasure. Negative

emotions such as fear, depression, and anger can fill us with dread and make

each day a chore. Sometimes our emotions “lurk in the background.” Sometimes

they seize control of the day. And emotion can be hard to define. An emotion can

be a response to a situation, in the way that fear is a response to a threat. An

emotion can motivate behaviour, as anger can motivate aggression. An emotion

can also be a goal in itself. We may behave in ways that will lead us to experience

or love. Emotions are thus intertwined with motivation. We are driven by

emotions, and meeting or failing to meet our needs can have powerful emotional
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results. Emotions are defined as feeling states with psychological, cognitive, and
46
behavioural components. (Spencer A. Rathus 2014)
i
According to Aquino & Miranda (2003) Fear can be a poisonous emotion.

It can torment us, rob us of sleep, and preoccupy our thinking. People can be

literally scared to death. Fear can also be contagious. As what have happened

many times, when someone yelled “Fire!” the crow become excited and

panicked. Everybody rushed out and many people perished, most of them

trampled or smothered in a stampede. More often, fear is an adaptive response.

Fear prepares our bodies to flee danger. Fear of real or imagined enemies binds

people together as families, tribes, and nations. Fear of injury protects us from

harm. Fear of punishment or retaliation constrains us from harming one another.

A key to fear-learning lies in the amygdala, a limbic system neural center deep in

the brain. New experiments show the amygdala’s role in associating various

emotions, including fear, to certain situations. Not only does the amygdala link

situations with fear responses, its output is wired to all the parts of the brain that

produce the bodily symptoms of extreme fear, such as diarrhea, and shortness of

breath. Furthermore, some people are very fearful of threatening or

embarrassing situations. To be ever-attentive to potential threats is to be

chronically anxious. (Gaudencio V. Aquino & Norma C. Miranda 2003)

According to Horace, Vigil, Fuller, Shakespeare and Cato (65 B.C-1965) as

cited by (Aquino, V, G., & Miranda, C, N., Anger is said by the sages to be “a short
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madness that carries the mind away and can be many times more hurtful than

injury that caused it.” But other sages say “noble and brings back…strength.”
i
What makes us angry? Often the anger is a response to friends or loved ones’

perceives misdeeds. Anger is especially common when another person’s act

seem wilful, unjustified, and avoidable, but blameless annoyance foul odors, high

temperature, aches and pains also have power to make us angry. Some people

react assertively rather than hurtfully when they are angry. Their anger

frequently lead them to talk things over with the offending person, thereby

lessening the aggravation. Such controlled expressions of anger are more

adaptive than either hostile outbursts or internalizing the angry feelings.The

“vent your anger” advice presumes that emotional expression provides

emotional release, or catharsis. The catharsis hypothesis maintains that we

reduce anger by releasing it through aggressive action or fantasy. When people

retaliate against someone who has provoked them, they may indeed calm down,

if their counterattack is directly against the provoker, if their retaliation seems

justifiable, and if their target is nit intimidating. In short, expressing anger can be

temporarily calming if it does not leave us feeling guilty or anxious. (Gaudencio V.

Aquino & Norma C. Miranda 2003)

William C. Compton (2004) said that Another biologically based

perspective on emotion concerns the question of whether heredity impacts our

emotional responses. It is quite obvious that some people are more cheerful and
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more easy-going while others are more prone to anxiety and worry. Could it be

that being a cheerful person, an anxious person, or someone who always takes it
i
all in stride is a matter of genes and not necessarily the result of learned coping

skills? In fact, some researchers have proposed that average lifetime levels if

emotionality are primarily inherited. Lykken and Tellegen (1996) suggested that

up to 80 percent of the long-term stability of well-being is due to heredity.

Specifically, they found in their studies of twins that 40 percent of the long-term

variability among people in positive emotionality. 55 percent of the variability in

negative emotionality, and 48 percent of the variability in overall well-being is

due to genetics ( tellege, Lykken, Bouchard, Wilcox, & Rich, 1988). They found

that shared family environment or learning accounted for only 22 percent of

positive emotionality and an extremely small 2 percent of negative emotionality.

In other words, they suggest that our families may be important to our eventual

emotional lives as adults but not because of what we learn from our families.

According to Nick Haslam (2012) As the example of conscientiousness

shows, the Big Five personality factors are associated with a wide variety of

psychology phenomena. One set of phenomena to which they are particularly

relevant are emotions and moods. Emotions are relatively short- lived feeling

states that involve the evaluation- positive or negative- of events that people

encounter (e.g., good or bad news, praise or criticism, reassurance, or threats).

Moods are often distinguished from emotions for being longer-lasting, generally
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less intense, and less connected to particular events. A person can experience a

state of mild happinesss or anxiety that lasts much of the day is not directly in
i
response to a particular occurrence. Together, emotions and moods are often

referred to as ‘affects’. In much the same way that the personality traits has been

clarified, researchers have attempted to determine the basic dimensions of

affective states. Although there has been some controversy over how these

dimensions should be conceptualized (Fieldman Barrett & Russell, 1999), factor-

analytic evidence indicate that there are just two of them. The most popular and

most consistently model labels these ‘Big Two’ dimensions positive and negative

affect ( Watson &Tellegen, 1985). Like traits, both of these broad dimensions

incorporate more specific affective states in a hierarchical fashion


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50

Synthesis

Adolescence is a time of increasing independence and exploration, which

can include trying out different lifestyles and engaging in some risk-taking as part

of normal development. However, this can lead to teenagers’ actions being

written off as “typical teenage behaviour” instead of a sign of emotional abuse or

neglect. Below are some of the key findings from the review relating to risky

behavior and emotionally abused and neglected teenagers.

Substance Misuse: Some neglected teenagers may exhibit alcohol-related

problems in both early and late teens. Although it is clear that neglected

teenagers may be highly likely to engage in substance misuse, particularly those

aged 14-16 years, many of the studies did not compare them to other teenagers

in the same community. Therefore, it is difficult to determine how much more

likely they are to engage in substance misuse. The studies did not find any
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association between teenagers who had been emotionally abused and their

reported alcohol or substance misuse.


i
Sexual Behavior: One small study showed an increased risk of teenage

pregnancy amongst neglected teenagers. However, there is little research

relating to risky sexual behaviour and the links with neglect or emotional abuse.

51

CHAPTER III

Methodology

This chapter followed a procedure that explained the method which was

usedin this paper. This chapter has specified the research design that was used,

the respondents that were chosen and the sampling technique, the instrument

that was used and statistical treatment of data.

Research Design

The researchers focused on the correlation of adversity quotient to the

temperament and emotional profile of an abused teenager. In studying the

correlation of the three variables, the researcher used correlation method in this

study. Correlation means association more precisely it is a measure of the extent

to which two variables are related. A correlation study is a quantitative method

of research whereinthe researchers hadtwo or more quantitative variables from


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the same group of subjects, tried to determine if there was a relationship

between the two or more variables. Theoretically, any two quantitative variables
i
can be correlated as long as you have scores on these variables from the same

participants.

In the quantitative aspect, the researchers used the correlation method

of research to determine the relationship of Adversity Quotient and

Temperament among the emotional profile of the abused teenager.


52

Instrumentation

The researchers used three standardized questionnaires. These

standardized questionnaires are CYRM, EATQ-R and EPI which was essential for

measuring the temperament of an abused teenage. The questionnaires are a

structured technique for collecting primary data that would be needed in

continuing the study. It is generally a series of written questions for which the

respondents have to provide the answers. If a questionnaire is well designed, it

will motivate the respondents to give accurate information; as such, it should

provide reliable and relevant data in return.

The Child and Youth Resilience Measure (CYRM) is a measure of the

resources (individual, relational, communal and cultural) available to individuals

that may bolster their resilience. The measure was developed as part of the

International Resilience Project (IRP) at the Resilience Research Centre (RRC) in


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14 communities around the world. The IRP originated in 2002 under Dr. Michael

Ungar at the School of Social Work, Dalhousie University, and was funded at the
i
time by the Social Sciences and Humanities Research Council of Canada, as well
53
as the Nova Scotia Health Research Foundation.

The EATQ-R is a revision of a 1992 instrument developed by Capaldi &

Rothbart (Capaldi, D. M. & Rothbart, M. K., [1992]. Development and Validation

of an Early Adolescent Temperament Measure. Journal of Early Adolescence, 12,

153-173). The current questionnaire has been designed to specifically tap

experiences common to adolescents, and is available in self- and parent-report

formats. It assesses temperament and self-regulation via adaptation of scales

used in studies of children and adults. The revised questionnaire also contains

two behavioral scales to allow examination of the relationship of temperament

to social-emotional functioning.

The Emotional Profile Index (EPI) by Plutchik and Kellerman (1974) is

based on nine emotional dimensions on an individual’s emotional function. The

EPI assesses the relative importance of these nine basic emotions in a person’s

life. The EPI is a 62-item test, composed of 12 trait terms, which are paired in all

possible combinations, for example, the individual will choose personality traits

as descriptive of himself or herself, and thus they are automatically revealing

something about the underlying emotions that are theoretical components of

the traits.
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Research Locale
54
Manila Boystown Complex HISTORY
i
This non-profitable organization is to help an orphanage in the Philippines

called Manila Boystown Complex. This institution caters for Manila’s abandoned,

forgotten, and voluntarily surrendered children, teenagers, and senior

citizens.D'Artanian was an orphan here at the age of two for five years until he

got adopted at the age of seven into Australia.D'Artanian believes it's time to

share some of the care & love he received from his friends and family to the

children and the elderly in the orphanage by giving them opportunities, hope

and a better chance in life that we all deserve as a human being. The institution

that the researchers have chosen is based on the recommendation of other

institutions to us. The researchers decided to conduct the research in Manila

Boystown Complex because the respondents are qualified to the requirements

given by the researchers.


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55
Ethical Considerations
i
Major ethical consideration concerned the children’s integrity and how to

handle delicate situations of asking about severe trauma without causing

emotional turmoil. Questions about abused teenagers will be in a questionnaire.

The researchers retrieve data about the abused via the questionnaire. The

researchers also have an access to an external staff with no relation to the

project. The researchers assure the confidentiality and anonymity of the

respondents and the people who will be involved in this study.

Sampling Technique

Purposive Sampling Technique

For the researchers to find out the correlation of adversity quotient to the

temperament and emotional profile of an abused teenager in Manila Boystown

Complex in this study, the researchers select 100 abused teenager as

respondents. The researchers used Purposive sampling in gathering data. The

Purposive Sampling Technique was used because the researchers handpicked the

respondents who would be the subject for this study. Purposive Sampling

Technique is typically used when there are limited people who can fulfil the

purpose of being a primary data due to the nature of the study.

Data Gathering Procedure


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The researchers gather information by giving questionnaires to the

respondents. In order to support the validity of the data, a series of


i
questionnaireswereconducted to gather the necessary information that will be

needed for this study. The researchers also consulted books, related studies and

journals that will help with the developmentofthe study. The researchers

continued to visit different libraries and universities to have detailed study and

also read materials that are relevant to the study being conducted. The

researchers used a 3 standardized tool named Child and Youth Resilience

Measure (CYRM), Early Adolescence Temperament Question-Revised (EATQ-R),

Emotional Profile Index (EPI).

The survey questionnaire is made up of 3 variety ofquestionnaires (CYRM,

EATQ-R, EPI), which are related to the participant’s perceptions regarding abuse.

The researchers assuredthe confidentiality of the respondent’snames and

statements. The respondents were given enough time to answer the questions

and the researchers will collect the questionnaires right after they finished

answering it.

Statistical Treatment

The likert scale will be used to interpret items in the questionnaire. These

responses were based on the respondents' Temperament Early Adolescent

Questionnaire Revised (EATQ-R) that affects the respondents in their daily life.

The range and interpretation of the five-point scale are shown below:
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Table 1

Early Adolescent Questionnaire Revised (EATQ-R)


i
Range Interpretation
3.67-5.00 High

2.34-3.66 Average

1.00-2.33 Low 57

The likert scale will be used to interpret items in the questionnaire. These

responses were based on the respondents Child and Youth Resilience Measure

(CYRM) that affects the respondents in their daily life. The range and

interpretation of the five-point scale are shown below:

Table 2

Child and Youth Resilience Measure (CYRM)

Range Interpretation
3.67-5.00 High

2.34-3.66 Average

1.00-2.33 Low

The researcher will be using percentage formula for the question no. 1 in

the statement of the problem. The percentage formula is shown below:

Where: P – Percentage F

F – Frequency P= ------------------ X 100


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N – Total number of respondents N

58 i

The researchers used standard deviation of the weighted mean for the questions

2, 3, 4 in the statement of the problem. The standard deviation of the weighted

mean is shown below:

The researcher will be using Pearson R for the in the statement of the

problem. The Pearson R formula is shown below:


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59
i

CHAPTER IV

Presentation, Analysis and Interpretation of Data

This chapter represents the analysis and interpretation of data in answer

to the research questions in this study. Data presentation includes stabilization

and followed by analysis and interpretation of data.

The questionnaire was administered to 100 respondents. The research

aimed to determine the Adversity Quotient as correlates to the Temperament

and Emotional Profile of an abused teenager in Manila Boystown Complex.

The researcher analysis is supported by statistics found in the

accompanying tables and figures as well as information taken from the related

literature and studies.

1. What is the demographic profile of the respondent?

1.1 Age

Table 3

Frequency and Percentage Distribution According to Age

Age Frequency Percentage

14 years old and below 37 37%


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15 to 16 years old 40 40%


60
17 years old and above 23 23% i

Total 100 100%

The table above shows the age distribution of the population size, there

are 18 ages 13 years old respondent which is 18% of the population size; 19 ages

14 years old respondents which is 19% of the population size; there are 16 ages

15 years old respondents which are 16% of the population size; 24 ages 16 years

old which is 24% of the population size; there are 20 ages 17 years old

respondent which is 20% of the population; 3 ages 18 years old respondent

which is 3% of the population.

Based on the table above its shows that majority of the respondents is

age between 16&17 with a frequency of 40 and which is 40% of the total

population. While the minority of the respondents is age between 17&18 with a

frequency of 23 which is 23% of the total population.

According to Kohlberg et al., (1980) the highest levels of prosocial

behaviour are found among teens at the highest levels of moral reasoning.

Alternatively, the highest levels of antisocial behaviour are found among

adolescents at the lowest levels of moral reasoning.


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61 i

1.2 Gender

Table 4

Frequency and Percentage Distribution According to Gender

Gender Frequency Percentage

Male 63 63%

Female 37 37%

Total 100 100%

The table above shows the gender distribution of the population size,

there are 37 female respondents which is 37% of the population size; 63 male

respondents which is 63% of the population size.

Based on the table above it shows that majority of the respondents is

Male with a frequency of 63 and which is 63% of the total population. While the

minority of the respondents is female with a frequency of 37 and which is 37% of

the total population.

According to Raymond G. Miltenberg (2016) To predict how a person will

act, it is better to focus on both personality and external circumstances. Because

personality traits are consistent, they can predict such things as job performance,
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dangerous driving, or a successful marriage. Situations also greatly influence our

behavior.
62 i

1.3 Type of Abuse

Table 5

Frequency and Percentage Distribution According to Type of Abuse

Type of Abuse Frequency Percentage

Neglect 47 47%

Physical Abuse 33 33%

Sexually Abuse 6 6%

Emotional Abuse 14 14%

Total 100 100%

The table above shows the number of respondents with the type of their

abuse. The respondents of the researcher are 100 respondents in Manila

Boystown Complex. There are 47 respondents in Neglect. There are 33

respondents in Physically Abuse. While in Emotional Abuse there are 14

respondents and in Sexually Abuse there are 6 respondents.

Based on the table above it shows that the majority of the respondents

were in Neglect with a frequency of 47 which is 47% of the total population.

While the minority of the respondents were in Sexually Abuse with a frequency

of 6 which is 6% of the total population.


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According to Kohlberg (1980), Parents ability to identify, understand, and

respond to children’s and adolescents’ less mature forms of moral reasoning


i
seems to be particularly important to the development of moral reasoning. A

parent who can express her own moral views in words that reflect her child’s

level of understanding is more likely to be able to influence the child’s moral

development.

2. What was the Adversity Quotient of abused teenager in Manila Boystown

Complex?

Table 6

Mean and Standard Deviation of Adversity Quotient

Adversity Quotient Mean Standard Deviation Remark


Personal Skills 3.86 0.40 High
Peer Support 4.05 0.59 High

Social Skills 3.90 0.37 High


Individual 3.94 0.35 High
Physical Caregiving 3.86 0.66 High
Psychological Caregiving 3.90 0.48 High
Caregiver 3.88 0.47 High
Spiritual 3.90 0.55 High
Education 3.96 0.60 High 64
Cultural 4.00 0.37 High
Context 3.95 0.33 High
Legend
3.67-5.00 High
2.34-3.66 Average
1.00-2.33 Low
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The table above shows that the majority of the respondents had a High

remark in all the categories of Adversity Quotient. Based on the table above the
i
respondents had a score of High in all the sub scales of Adversity Quotient.

The respondents have an ability to successfully adapt to life tasks in the

face of social disadvantage or highly adverse condition. The institution are giving

proper care and guidance to the respondents, it is one of the factors why they

are mostly high adversity qoutient.

According Bargh et al., (1989) Some self—representations that are

interrelated with a wide variety of other representations, and that have been

frequently accessed in the past, may be chronically accessible for some people.

The working self-concept moves away from the models of self that focus

primarily on cognitive aspects of the self by giving a central role to motivation in

determining the content of the working self-concept. The working self-concept

allows for the notion of the self as a multifaceted, dynamic structure, which can

appear very different in different places and at different times.

65

Table 7

Frequency and Percentage Distribution of Adversity Quotient


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Adversity Quotient Frequency Percentage


High Adversity Quotient 85 85%
Average Adversity Quotient 15 15% i

Low Adversity Quotient 0 0%


Total 100 100%

The table above shows the total number of High Adversity Quotient has a

frequency of 85 with a percentage of 85%; the Average Adversity Quotient has a

frequency of 15 with a percentage of 85% and the Low Adversity Quotient has a

frequency of 0 with a percentage of 0%.

The Manila boystown has a good environment to feel that they are worth

enough. They are all going to school and most of them are aiming to finish their
66
studies despite their struggles.

According to Abraham Maslow (1954)Self-Actualization was not a state

but rather described an ongoing process of development. Beginning with a

question about why some people adjusted extraordinarily well, he searches for

exemplars of optimal well-being: people who showed evidence of fulfilling their

potential. He concluded that self-actualization “was not possible in our society

for young, developing people.” He believed that a person needed some life

experience before he or she could be considered self-actualizing. Indeed, one

must have faced some difficult situations and coped with them well. A person

had to be “tested by life” before his or her degree of self-actualization could be

discerned.
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3. What was the level of temperament of abused teenager in Manila

Boystown Complex?
i

Table 8

Mean and Standard Deviation of Temperament

Standard
Temperament Mean Deviation Remark
Attention 3.10 0.46 Average
Inhibitory Control 3.16 0.56 Average
Activation Control 2.98 0.64 Average
Efforful Control 3.08 0.38 Average
Shyness 3.33 0.96 Average
Fear 3.65 0.83 Average
High Intensity Pleasure 3.31 0.52 Average
Surgency 2.57 0.59 Average
Frustration 3.43 0.74 Average
Depressive Mood 3.19 0.59 Average
Aggression 3.02 0.84 Average
Negative Affect 3.22 0.61 Average
Affiliation 3.66 0.73 Average
Pleasure Sensitivity 3.18 0.74 Average
Perceptual Sensivity 3.52 0.79 Average
Affiliativeness 3.45 0.59 Average
Legend
3.67-5.00 High
67
2.34-3.66 Average
1.00-2.33 Low

The table above shows that the majority of the respondents had an

Average remark in all the sub categories of it.


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Based on the table above it shows that the respondents had a score of

Average Temperament it means that they know how to control their emotions or
i
they are being cautious in their actions and adapt their mood according to a

certain situation.

According to Cloninger, Svrakic and Prxybeck, (1993) The three-character

dimensions are: (1) self- directedness, which indicates how responsible,

purposeful, an individual is in working to achieve her goals and values. (2)

cooperativeness, which indicates how well adapted the individual is in getting

along with other fairly and flexibly, with kindness. (3) self-transcendence,

voidance which indicates transpersonal identification or conscience.

Table 9

Frequency and Percentage Distribution of Temperament

Temperament Frequency Percentage

High Temperament 2 2%

Average Temperament 98 98%

Low Temperament 0 0%
68
Total 100 100%

Based on the table above it shows that majority total of 98% of average

temperament meanwhile, in the minority of the respondents of Low

temperament with the frequency of 0 which is 0% of the total population.

These children came from different situation but they are all victims of

abuse in different form. The orphanage is helping them to shape their


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temperament by sending them to school and teaching them good morals. By

educating the respondents help them also shaping their temperament.


i
According to Rothbarth (2007) Temperament is the biologically based

disposition to behave in certain ways, which lays the foundation for later

personality traits.

69

4. What was the Emotional Profile of abused teenager in Manila Boystown

Complex?

Table 10

Frequency and Percentage Distribution of Emotional Profile

Distrustful Frequency Percentage


20% and below 9 9
Dyscontrolled Frequency Percentage 21% to 40% 47 47
41% to 60% 38 38
61% to 80% 6 6
81% and above 0 0
Total 100 100
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20% and below 2 2


21% to 40% 29 29
41% to 60% 49 49
61% to 80% 20 20 i
81% and above 0 0
Total 100 11

Timid Frequency Percentage


20% and below 0 0
21% to 40% 30 30
41% to 60% 52 52
70
61% to 80% 17 17
81% and above 1 1
Total 100 100

Depressed Frequency Percentage Gregarious Frequency Percentage


20% and below 18 18 20% and below 5 5
21% to 40% 34 34 21% to 40% 23 23
41% to 60% 38 38 41% to 60% 36 36
61% to 80% 9 9 61% to 80% 27 27
81% and above 1 1 81% and above 9 9
Total 100 100 Total 100 100

The tables above shows that, 46% of the respondents scored of 41%-60%

trustiness; 49% of the respondents scored 41%-60% dyscontrol; 52% of the

respondents scored 41%-60% timid; 47% of the respondents scored 21%-60%

distrust; 62% of the respondents scored 41%-60% controlled; 40% of the

respondents scored 21%-40% aggressiveness; 36% of the respondents scored

41%-60% gregarious.

It is because these children are learning through the program of the

orphanage and being guided by their caregivers. They make friends and family
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inside that’s why there is higher possibility for them to divert their traumatic

experience into a happy, controlled and more meaningful life.


i
According to Solomon (2008), Emotion colour our lives. We are green

with envy, red with anger, blue with sorrow. Positive emotions such as love and

desire can fill our days with pleasure. Negative emotions such as fear, depression,

and anger can fill us with dread and make each day a chore.

71

5. What was the relationship between Adversity Quotient and

Temperament?

Table 11

Mean df p-
Correlatio Descriptio Decisio
Variables valu Interpretatio
n n n
e n
Adversity
16188.0
Quotient and
0 9 .002 .313 Moderate Reject Significant
Temperamen
9
t
Remark: If p-value is less than or equal to the level of significance, which is 0.05, then we reject
Ho. Otherwise, if the p-value is greater than the level of significance then we fail to reject Ho.

The table above shows the correlation between Adversity Quotient and

Temperament with a Ho: “There is no significant relationship between Adversity


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Quotient and Temperament” with a level of significance of 0.05 and a Pearson

Correlation of .313 and a p-value of .002. The researchers therefore, reject the
i
null hypothesis at 0.05 level of significance wherein the correlation description is

moderate. There is a significant positive relationship between Adversity Quotient


72
and Temperament.

Researchers had found out that the Adversity Quotient correlates to their

temperament. The result showed that the temperament in the area of effortful

control was able to predict the adversity quotient. If we desire that the children

are able to respond to difficult events and overcome them, we must train them

to have intention, patience, responsibility, consideration before tasks or actions,

waiting, inhibitory control and emotional adjustment.

According to Kohlberg et al., (1980) Cognitive Development isn’t enough.

Kohlberg thought that the development of moral reasoning also required support

from the social environment. Specifically, he claimed that in order to foster

mature moral reasoning, a child’s or teenager’s social environment must provide

him with opportunities for meaningful, reciprocal dialogue about moral issues.

Longitudinal research relating parenting styles and family climate to levels of

moral reasoning suggests that Kohlberg was right.


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73

6. What was the relationship between Adversity Quotient and Emotional

Profile?
Table 12

Mean df p- Decisio
Variables Correlation Description
value n Interpretation
Adversity
Quotient 11989.0
and 0 9 . 496 . 069 Weak Reject Significant
Emotional 9
Profile
Remark: If p-value is less than or equal to the level of significance, which is 0.05, then we reject
Ho. Otherwise, if the p-value is greater than the level of significance then we fail to reject Ho.

The table above shows the correlation between Adversity Quotient and

Emotional Profile with a Ho: “There is no significant relationship between

Adversity Quotient and Emotional Profile” with a level of significance of 0.05 and

a Pearson Correlation of .069 and a p-value of .496. The researchers therefore,

accepts the null hypothesis at 0.05 level of significance wherein the correlation
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description is weak. There is no significant relationship between Adversity

Quotient and Emotional Profile.


i
Adolescents have no good emotional control, so they sometimes feel

wrathful, stressed, confident, unsure, accept something easily but sometimes

stubborn. However, the adolescents learn and have self-development by age,

know how to adapt themselves, accept their own strength and weakness, and

are ready to live.

According to Robert W. White (1959), If positive psychology in part

involves the promotion of human flourishing, then somehow people must be

motivated to pursue that goal. In fact, motivation and emotion are so intertwined

that it is often difficult to separate their individual effects.


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74

7. Is there a relationship between Temperament and Emotional Profile?

Table 13

Mean d
p- Correlatio Decisio
Variables f Description Interpretatio
value n n
n

Temperame
17195.0
nt and
0 9 . 097 -.167 Weak Reject Significant
Emotional
9
Profile

Remark: If p-value is less than or equal to the level of significance, which is 0.05, then we reject
Ho. Otherwise, if the p-value is greater than the level of significance then we fail to reject Ho.

The table above shows the correlation between Adversity Quotient and

Emotional Profile with a Ho: “There is no significant relationship between

Adversity Quotient and Emotional Profile” with a level of significance of 0.05 and

a Pearson Correlation of .069 and a p-value of .496. The researchers therefore,

accepts the null hypothesis at 0.05 level of significance wherein the correlation
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description is weak. There is no significant relationship between Temperament

and Emotional Profile.


i
Adolescents emotions are intense and changing rapidly. As their emotions

are intense and sensitive, they may be pricked easily or be induced to try, either

good or bad things. Short-term emotion may cause adolescents to show


75
improper behaviors.

Evans & Rothbart (2007) stated that Temperament forms the basis for

many aspects of personality, and the distinction between temperament and

personality becomes less meaningful.


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76

CHAPTER 5

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter will show the results of the research that the researchers

had gathered the data from the respondents who answered the questionnaires.

SUMMARY

The study aims to determine the Adversity quotient as correlates to

temperament and Emotional Profile of an Abused Teenagers. Specially, it will

answer the following research questions: Research Question 1.What was the

demographic profile of the respondents in terms of: 1.1 Age; 1.2 Gender; 1.3

Type of Abuse; 2. What was the Adversity Quotient of abused teenager in Manila

Boy’s town Complex? 3. What was the level of temperament of abused teenager

in Manila Boystown Complex? 4. What was the level of temperament of abused

teenager in Manila Boystown Complex? 5. What was the relationship between

Adversity Quotient and Temperament? 6. What was the relationship between

Adversity Quotient and Temperament? Rogers (1959) as cited in the website


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Simply Psychology, people want to feel, experience and behave in ways which are

consistent with our self-image and which reflect what we would like to be like,
i
our ideal-self. The closer our ideal-self and ideal-image are to each other the

more consistent or congruent we are and the higher the sense of self-worth. The

Humanistic approach states that the self is composed of three different concepts

which are unique to every person these are self-worth, self-image and ideal self.

Self-worth is what we think about ourselves, Rogers believed that self-worth is

developed in early childhood and were formed with the interaction of a child to

its parents. Self-image is how we see ourselves and has an effect on how a

person thinks, feels and behaves in the world, which is a very important factor to

good psychological health. The Ideal-self is what the person would want to be, it

consists of ambitions, dreams and goals in life.

The researchers focused on the correlation of adversity quotient to the

temperament and emotional profile of an abused teenager. In studying the

correlation of the three variables, the researcher used correlation method in this

study. Correlation means association more precisely it is a measure of the extent

to which two variables are related. A correlation study is a quantitative method

of research wherein the researchers had two or more quantitative variables from

the same group of subjects, tried to determine if there was a relationship

between the two or more variables. Theoretically, any two quantitative variables
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can be correlated as long as you have scores on these variables from the same

participants.
78 i
SUMMARY OF FINDINGS

Based on the age demographics of the respondents, its shows that

majority or 40 of the respondents is aged between 16 and 17 while the 23 of the

respondents is age between 17 and 18. Meanwhile, based on the gender

demographics of the respondents, it shows that majority or 63 of the

respondents is Male while the minority of the respondents is female. Lastly,

based on the type of abuse demographics of the respondents, the majority or 47

of the respondents were neglected.

Based on the data gathered from the abused teenagers in Manila

Boystown Complex using Children and Youth Resiliency Measure, it was found

that majority or a total of 85% has high Adversity Quotient.

Based on the data gathered from the abused teenagers in Manila

Boystown Complex using Early Adolescence Temperament questionnaire, it

shows that the 98 of the abused teenagers has an average Temperament.

Based on the data gathered from the abused teenagers in Manila

Boystown Complex using Emotional Profile Index, it shows that 62 respondents

scored 41%-60% on ‘controlled’ characteristic.

Based on the gathered data which resulted to at the significant level of .

05 at a two tailed test shows that there is no significant relationship between the
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Adversity Quotient and Temperament with a correlation of .313 with the p-

value .002 that will now lead to the rejection of the null hypothesis which is
i
there is no significant relationship between the Adversity Quotient and
79
Temperament.

Based on the gathered data which resulted to at the significant level of .

05 at a two tailed test shows that there is a significant relationship between the

Adversity Quotient and Emotional Profile with a correlation of .496 with the p-

value .069 that will now lead to the acceptance of the null hypothesis which is

there is no significant relationship between the Adversity Quotient and

Emotional Profile.

Based on the gathered data which resulted to at the significant level of .

05 at a two tailed test shows that there is a significant relationship between the

Temperament and Emotional Profile with a correlation of -.167 with the p-value .

097 that will now lead to the acceptance of the null hypothesis which is there is

no significant relationship between the Adversity Quotient and Temperament.

CONCLUSION

Based on the findings the following conclusions were drawn:

1. The majority of the respondents is between the ages of 16 & 17 years old.

Most of the respondents were Male with a frequency of 63 out of 100

respondents. Among all the cases of abuse, neglect was the highest with

47 respondents.
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2. The total number of abused teenagers that had a majority total of 85% of

high Adversity Quotient.


3. The total number of abused teenagers that had a majority total of 98% of i

average Temperament
4. The Highest Frequency and Percentage of the emotional level of the

respondents said that their behavior are Controlled with the frequency of
80
62, and with the percentage of 62%.
5. By using Pearson-r correlation in determining the significant relationship

between adversity quotient and temperament, it was found that there is

a significant positive relationship between the two variable.


6. By using Pearson-r correlation in determining the significant relationship

between adversity quotient and emotional profile, it was found that there

is no significant relationship between the two variable.


7. By using Pearson-r correlation in determining the significant relationship

between Temperament and Emotional Profile, it was found that there is

no significant relationship between the two variables.


8. The management of child abuse can be complicated, and often require a

multidisciplinary approach, encompass professionals who will identifying

the cause of the abused treatment of the immediate problems and

referral of the child to the relevant child protection authority for action.

Counseling services for the child and the caregivers should form part of

the management regime. Since the family is the core of love and care for

the child, it is important to bring the attention and highlight the causes

and effects of child abuse, so they can play significant role in stopping the
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matter. Therefore, proper awareness of the community plays an

important role in preventing this problem from going further. Preventing


i
child abuse is not simply a matter of parents doing a better job, but rather

it is also our responsibility being an individual to be aware and have the

concern for the rights of the children. It remains important to remind the

public that child abuse are serious threats to a child’s healthy

development and that overt violence toward children and a persistent

lack of attention to their care and supervision are unacceptable. When

the problem is owned by all individuals and communities, prevention will

progress, and fewer children will remain at risk.

RECOMMENDATION

Based on the findings the following recommendations were drawn:

1. The researchers’ recommendation to the victims who had

experienced abuse in the past to not give up or to continue moving

forward. Look at the brighter side of life, among those struggles, they

will surely see a reason to continue and believe that everything will

fall into the right place.


2. To the parents and caregivers who are responsible to guide and

educate their children. List the ways they can change the environment

inside their home so that the children will feel the love and
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understanding. Parents should always secure the feelings of their


82
children.
3. To the teachers, please observe the children if they are behaving i

differently. The behavior of a child can be an indicator of their

feelings. Talk to the child immediately and ask if there is something

that you can help.


4. The Guidance Counselor could coordinate with the parents or the

caregivers of the child, if they found that the children are experiencing

abuse.
5. School Administration can integrate a curriculum that aims in

educating and informing the child of prevention in possible abuse. It

can help a child know the things they can do if they experience

harassment or any kind of abuse.


6. The staff of the institution/Orphanage nurtures and gains the child’s

trust. If they can feel safe and secure from the people who did the

abusive acts to them, it can be easy for them to move on and

continue their life.


7. The prevention on Abuse can also be done by the Barangay by

implementing the programs and help spread awareness that abuse is

not only exclusive to young girls but also to boys.


8. For the future researchers, may they conduct further studies of other

factors that may lead to stronger correlations.


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9. For the future researchers, may they conduct this study while

considering that there may be more factors that may affect the
i
83
correlation between the stated variables.

10. The researchers would recommend this study for future researchers

who would like to use this study as a reference who aims to develop

further findings about the Adversity Quotient, Temperament and

Emotional Profile.
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84

Bibliography

This contains all the literatures, studies, journal and internet sources cited

in Chapters 1 to 5. It is arrange alphabetically.

Journal

Fiske, T.S., & Schacter, L.D., & Taylor, E.S., 2012 Annual Review of Psychology Vol.

63 Palo Alto, California, USA.

Books

Aquino, V.G., & Miranda, C.N., 2003 Introduction to Psychology 2ndEdition

Navotas Press, Navotas, Metro Manila

Augoustinos, M., & Walker, I., &Donaghue, N., 2014 Social Cognition: An

Integrated Introduction 3rd Edition, SAGE Publications INC. Thousand Oaks

California 191320

Ashford, B, J., &Lecroy, W, C., &Lortie, L, K., 2001 Human Behavior in the Social

Environment: a Multidimensional Perspective, Wadsworth/Thompson Learning,

CA 94002-3098 USA

Burger, M.J., 1997 Personality 4th Edition, Brooks/Cole Publishing Company,

Pacific Grove, CA 93950 USA


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Ciccarelli, K.S., & White, N.J., 2012 Psychology 3rd Edition Pearson Education
85
South Asia Pte Ltd. Jurong, Singapore 629733
i
Compton, C.W., & Hoffman, E., 2013 Positive Psychology: the Science of

Happiness and Flourishing 2nd Edition, Wadsworth, Cengage Learning, United

States

Coon, D., &Mitterer, O.J., 2014 Psychology A Journey 5th Edition Wadsworth,

Cengage Learning, United States

DeLamater, D.J., & Myers, J.D., 2012 Social Psychology 7th Edition Cengage

Learning Asia Pte Ltd. New Tech Park, Singapore, 55641

Eggen, P., &Kauchak, D., 2010 Education Psychology: Windows on Classrooms 8 th

Edition Pearson Education, INC., Upper Saddle River, New Jersey 07458

Feist, J.G., & Rosenberg, L.E., 2012 Perspectives and Connections 2 nd Edition,

McGraw-Hill Companies INC., New York, NY 10020

Frager, R., & Fadiman, J., 2013 Personality and Personal Growth 7th Edition

Pearson Education INC., USA

Miltenberger, G.R., 2016 Behavior Modification Priciples and Procedures 6 th

Edition Cengage Learning, Boston, MA 02210 USA

Myers, G.D., 2013 Social Psychology 11th Edition, McGraw Hill New York, NY

10020

Nevid, S.J., 2012 Essentials of Psychology Concepts and Applications 3 rd Edition,

Wadsworth Cengage Learning, USA


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Pastorino, E., &Portillio, D.S 2013 What is Psychology? Essentials, Wadsworth


86
Cengage Learning, USA
i
Pluess, M., 2012 Genetics of Psychological Well-Being, USA

Rathus, A.S., 2016 Psych Insructor Edition 4 Cengage Learning, USA

Rathus, A.S., 2014 Psychology Philippine Edition 3rd Edition, Cengage Learning,

USA

Rathus, A.S., 20014 Psychology 3rd Edition, Cengage Learning, USA

Smith, J.E., 2014 Strength-Based Therapy: Connecting Theory, Practice and Skills,

Sage Publication, Thousand, Oaks California 91320

Smith. K.P., & Cowie, H., & Blades, M., 2015 Understanding Childrens

Development 6th Edition, John Wiley & Sons Ltd., United Kingdom

Stockdale, S., & Steeper, C., 2013 The Personality Workbook, Mc Graw Hill

Companies and INC., Hachette, UK

Weiten, W., 2013 Psychology: Themes and Variation 9th Edition Wadsworth

Cengage Learning, USA

Internet Sources

https://www.google.com.ph/webhp?sourceid=chrome-

instant&ion=1&espv=2&ie=UTF-8#

https://www.google.com.ph/search?

q=temperament&oq=temperament&aqs=chrome..69i57.5678j0j7&sourceid=chr

ome&ie=UTF-8#
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http://www.simplypsychology.org/carl-rogers.html

http://www.goodtherapy.org/famous-psychologists/carl-rogers.html
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Appendix I
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Letter for Manila Boystown Complex

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Appendix II
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Letter for Validators

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Appendix III

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Certificate of Validation

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Appendix IV i

Research Protocol

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RESEARCH PROTOCOL

Adversity Quotient as correlates to Temperament and


Emotional Profile of an abused teenager in Manila
Boystown Complex

Researchers:
Head Researcher: Richard C. Gawala
Co-Researcher: Nicole Paola M. Lagatoc
Co-Researcher: Marchelyn Q. Tabligan

A. Aims of the study:

The major focus of this study is to guide the researchers to justify

teenagers who experienced physical abuse, emotional abuse, sexual abuse and

neglect. There are a lot of cases about abuse in the Philippines; some of them

lived a comfortable life while the others is suffering and struggling to overcome

past experience. There are some teenagers who are struggling because of

different problems like financial, family problems and other personal reasons.
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These children’s try to cope and adjust to their problems and overcome their

trials for them to live happily and have a good life.


i
For these reasons, the researchers decided to conduct a study about the

adversity quotient as correlates to temperament and emotional profile of an

abused teenager.

B. Research Design:

The researcher will focus on the correlation of Adversity Quotient to the

Temperament and Emotional Profile of an abused teenager. In studying the

correlation of the three variables, the researcher will use correlation method in

this study. Correlation means association more precisely it is a measure of the

extent to which two variables are related. A correlation study is a quantitative

method of research wherein the researchers will have two or more quantitative

variables from the same group of subjects, will try to determine if there will be a

relationship between the two or more variables.

C. Research Setting:

This non-profitable organization is to help an orphanage in the Philippines

called Manila Boystown Complex. This institution caters for Manila’s abandoned,

forgotten, and voluntarily surrendered children, teenagers, and senior citizens.

D'Artanian was an orphan here at the age of two for five years until he got

adopted at the age of seven into Australia. D'Artanian believes it's time to share
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some of the care & love he received from his friends and family to the children

and the elderly in the orphanage by giving them opportunities, hope and a better
i
chance in life that we all deserve as a human being. The institution that the

researchers have chosen is based on the recommendation of other institutions to

us. The researchers decided to conduct the research in Manila Boystown

Complex because the respondents are qualified to the requirements given by the

researchers.

D. Respondent of the Study:

The respondents of the study are abused teenagers in Manila Boystown who

are 13-18 years old.

E. Eligibility Criteria

E.1 Inclusion Criteria:

In the criteria of respondents, must be 13 to 18 years old. And

who is a teenager who experienced abuses such as Physical, Emotional,

Sexual and Neglect.

E.2 Exclusion Criteria:

This study will not be applicable to teenager who does not

experience any abusive acts and cannot be used to measure for 12 years

old and below.


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i
F. Selection of Respondents:

In the selection of respondents, the researchers will use Purposive

sampling technique. This method is used when there are limited people who can

fulfill the purpose of being a primary data due to the nature.

G. Study Procedure

A consent letter will be given to the 100 respondents in order for them to be

aware of what this study is all about and what data that is needed. Once the

respondents deliberates and then agrees to participate, there will be a inform

consent given that will serve as the contract of agreement between the

researchers and the respondents. Indicated in the informed consent, are the

terms and limitations of the interview. State there is also the confidentiality of

the information that the respondents will give, the researcher will give the

respondents the freedom to show and hide information that they have given.

After the agreement and signing, the interview will be conducted in the said

institution where the respondents will feel comfortable and secure. The research

tool will be used to guide the interviewer in the flow of the interview in order to

gather accurate data. The researchers will make sure all of the information given
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will be confidential. After the interview the respondents will be given a token of

appreciation for their kind participation in this study.


i

H. Research Instrument Used:

The researchers will be using a standardized questionnaire in gathering data

which is the correlation of Adversity Quotient to Temperament and Emotional

Profile of an abused teenager in Manila Boystown Complex.

The Child and Youth Resilience Measure (CYRM) is a measure of the

resources (individual, relational, communal and cultural) available to individuals

that may bolster their resilience. It contains of 28 items consisting a 5 point-

Likert’s scale.

The Early Adolescent Temperament Questionnaire (EATQ; Capaldi & Rothbart,

1992) was revised and updated to better assess aspects of temperament related

to self-regulation in adolescents. It contains 65 items assessed on a 5- point

Likert’s scale.

The Emotional Profile Index (Robort Plutchlk, Ph.D. and Henry Kellerman,

Ph.D. 1968) is a tool used among adolescents. It refers to eight emotional

dimensions which include trust, distrustful, control, dyscontrol, timidy,

aggression, gregariousness, depression and bias where the participant scores

high or low scores on the EPI Questionnaire.


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I. Ethical Considerations:

The respondents will be informed beforehand. The researchers will explain all

the details regarding the steps and procedures in conducting the study. If the

respondents do not want to state their identity, their names will be hidden. They

are free to use their own alias name or any name they would like. The participant

will also be requested to sign an informed consent waiver to make sure that

everything were discussed and explained clearly to them and they were not force

to participate in this study.


ARELLANO UNIVERSITY
BACHELOR OF SCIENCE IN PSYCHOLOGY

Appendix V
Consent Form

ARELLANO UNIVERSITY
2600 Legarda St. Sampaloc, Manila
www.arellano.edu.ph
School of Psychology

BACHELOR OF SCIENCE IN PSYCHOLOGY

Adversity Quotient as correlates to Temperament and Emotional


Profile of an abused teenager.
Gawala, Richard C.
Lagatoc, Nicole Paola M.
Tabligan, Marchelyn Q.

CONSENT FORM

I,______________________________, ______________years old, am


being invited to participate in a study entitled " Adversity Quotient as
correlates to Temperament and Emotional Profile of an abused
teenager." to be conducted by the students of ARELLANO UNIVERSITY-
LEGARDA namely Gawala, Richard C., Lagatoc, Nicole Paola M. and
Tabligan, Marchelyn Q.

The purpose of this quantitative study is to find if there will be a correlation


between the Adversity Quotient to the Temperament and Emotional Profile
of an abused teenager.

The study will be conducted in Manila Boystown Complex.

The correlational study will involve asking the abused teenagers to answer
a series test questionnaires. My participation in this study will involve only
30 minutes, or until they finish answering the interview.
ARELLANO UNIVERSITY
BACHELOR OF SCIENCE IN PSYCHOLOGY

I understand that there is no risk involved in the study.

I realize that the results of the study will greatly help in developing an i
andragogy program to address the needs of an abused teenager.

I understand that I will not receive any monetary compensation for my


participation.

I understand that I can withdraw from this study anytime.

I understand that if there will be any publications to be made on this study,


that I will be duly informed.

All personal data will be kept strictly confidential and will be revealed only
upon my request or consent.

If I have any questions in this study, I am free to contact Nicole Paola M.


Lagatoc at 09066002927.

I agree to participate in this study and express my willingness by affixing


my signature on this informed consent.

CONSENT:

Name and signature Date


(Researcher)

Name and Signature Date


(Person taking Informed Consent Process)
ARELLANO UNIVERSITY
BACHELOR OF SCIENCE IN PSYCHOLOGY

Appendix VI
Letter for the Respondents

ARELLANO UNIVERSITY
2600 legarda St. Sampaloc, Manila
www.arellano.edu.ph
School of Psychology

Dear Respondent,
Greetings!
Pagbati!

We the researchers, a 4 th year BS Psychology students from Arellano


University, is conducting a study entitled “Adversity Quotient as correlates to
Temperament and Emotional Profile of an abused teenager”.
Mabuhay! Kami ay mga mag-aaral mula sa Arellano University na
kumukuha ng kursong BS Psychology, na nagnanais na magsaliksik sa isang pag-
aaral na pinamagatang “Adversity Quotient as correlates to Temperament and
Emotional Profile of an abused teenager”.
The research aims to know if there will be a correlation between Adversity
Quotient to the Temperament and Emotional Profile of a teenager who
experienced physical, emotional, sexual abuse and neglect. This study is
ARELLANO UNIVERSITY
BACHELOR OF SCIENCE IN PSYCHOLOGY

consisting of three questionnaires/tools that will determine the Adversity


Quotient, Temperament and Emotional Profile.
Ang pananaliksik na ito ay may layunin na malaman kung mayroong i

kaugnayan sa pagitan ng Adversity Quotient sa Temperament at Emotional


Profile ng isang teenager na nakaranas ng pisikal, emotional, seksual na abuso at
pagpapabaya. Ang pananaliksik na ito ay mayroong tatlong palatanungan na
tutukoy sa Adversity Quotient, Temperament at Emotional Profile.
Your participation in this study is voluntary; you could inform us if you
want to withdraw from the study at any point without penalty. Rest assured that
all the information gathered will be treated confidential and shall be used for this
purpose only. Should there be any questions you may contact us at (0906)356706
or (0906)6002927.
Ang paglahok mo sa pagaaral na ito ay voluntaryo lamang; maari mong
ipaalam sa amin kung gusto mong itigil ang paglahok sa pagaaaral na ito nang
walang anumang kapalit. Makakasiguro ka rin na ang lahat ng impormasyon na
makakalap ay magiging konpidensyal at gagamitin lamang sa pagaaral na ito.
Kung mayroon ka mang katanungan maari kang tumawag o mag-iwan ng
mensahe sa mga numero na ito : (0906)356706 or (0906)6002927.
I hereby certify that all the information I will give to the following
questionnaires is accurate and true to my knowledge to serve the purpose of this
research entitled “Adversity Quotient as correlates to Temperament and
Emotional Profile of abused teenager”.
Ako ay nang ngako na lahat ng impormasyon na aking ibibigay sa mga
sumusunod na mga katanungan ay pawing katotohanan lamang upang matupad
ang layunin ng pag-aaral na may pinamagatang “Adversity Quotient as
correlates to Temperament and Emotional Profile of abused teenager”.
_________________________
Signature of Participant
ARELLANO UNIVERSITY
BACHELOR OF SCIENCE IN PSYCHOLOGY

Appendix VII
Research Tool

ARELLANO UNIVERSITY
2600 Legarda St. Sampaloc, Manila
www.arellano.edu.ph
School of Psychology

Adversity Quotient as correlates to Temperament and Emotional Profile of an


abused teenager in Manila Boystown Complex.

Part I. Demographic Profile


Direction: Put a check (/) on the space provided below with your corresponding
answers.
Name: (optional)
Age: ( ) 13 Gender: ( ) Female ( ) Male
( ) 14
( ) 15
( ) 16
( ) 17

Type of Abuse: ( ) Neglect


ARELLANO UNIVERSITY
BACHELOR OF SCIENCE IN PSYCHOLOGY

( ) Physical Abuse
( ) Sexual Abuse
( ) Emotional Abuse i
ARELLANO UNIVERSITY
BACHELOR OF SCIENCE IN PSYCHOLOGY

i
ARELLANO UNIVERSITY
BACHELOR OF SCIENCE IN PSYCHOLOGY

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ARELLANO UNIVERSITY
BACHELOR OF SCIENCE IN PSYCHOLOGY

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ARELLANO UNIVERSITY
BACHELOR OF SCIENCE IN PSYCHOLOGY

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ARELLANO UNIVERSITY
BACHELOR OF SCIENCE IN PSYCHOLOGY

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ARELLANO UNIVERSITY
BACHELOR OF SCIENCE IN PSYCHOLOGY

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ARELLANO UNIVERSITY
BACHELOR OF SCIENCE IN PSYCHOLOGY

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ARELLANO UNIVERSITY
BACHELOR OF SCIENCE IN PSYCHOLOGY

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ARELLANO UNIVERSITY
BACHELOR OF SCIENCE IN PSYCHOLOGY

Part IV: Emotional Profile of an abused Teenager

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ARELLANO UNIVERSITY
BACHELOR OF SCIENCE IN PSYCHOLOGY

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