CHAPTER 1 THE PROBLEM AND ITS BACKGROUND Introduction Many teenagers are now having behavioral difficulties that

need a requirement of secondary intervention strategies to improve their behavior. Social skills training programs take the view that adolescent problem behaviors are actually a result of social skills deficits. Social skills training are often done in group of peers. Students who are nonresponsive to primary prevention should be identified for secondary prevention plans using school-wide data. Supports include specialized interventions such as social, conflict resolution, and self-regulation.

(http://www.help4adhd.org/en/living/relandsoc/WWK15) Teenagers identified with similar intervention needs are placed in specialized intervention groups where they receive support in a targeted area of intervention such as conflict resolution and study skills. These targeted secondary intervention groups are designed to address why students may be engaging in problem behavior, and to offer a way for students to overcome such behavioral problem. Social skills are not the same things as behavior. Rather, they are components of behavior that help an individual understand and adopt across a variety of social settings. Social skills are critical for the ability to interact with, adopt to, and function within the environment.

The researcher will conduct the study to help understand why such problem behavior occurs. This is also known as a Functional Assessment. The assessment may involve observation, interview, review of behavior diaries, and filling out questionnaires. The researcher will put together a behavior plan that may involve: Modifications to the demands placed on the teenager, skills training to provide alternatives to inappropriate behaviors, and incentive systems. In solution for these problems, social skills training are done to determine the efficacy of social skills intervention. To go a long way to end this problem, a great deal of attention and tremendous efforts has been focused on the social competence of teenagers. Behavior intervention plans can help teenagers learn how to interact appropriately with others and become more successful teens. With this understanding, researchers and educators seek to evaluate and build students social skills within a variety of social contexts.

Statement of the Problem This study will investigate the influence of the various social skills training (SST) on behavior modification of selected juvenile delinquent in CSWC, Lucena City. Specifically, it will try to answer the following: 1. What is the socio-demographic profile of the respondents in terms of: 1.1. 1.2. 1.3. Age? Gender? Cause of being in care of City Social Welfare Complex?

2. What are the factors that greatly affect juvenile delinquents behavior in CSWC, Lucena City? 3. What will be the influence of the social skills training implemented in CSWC, Lucena City? Moderate short-term effects or limited long-term effects?

Significance and Validity The findings accumulated by this study may provide significant benefits to the following groups or individuals:

To the Juvenile Delinquent, this study will be able to know the factors that affect teenagers behavior. Thus, they will be able to manage their situations. This study will serve as a reason for them to be more serious with behavior affecting their lives. To the Rotarians in Lucena City, Khei-Wailea, West Honolulu, Kahului, Maui, Kaneohe, and the Rotarians in Lahaina, this study will be able to realize the role of the Rotarians on the teenagers behavior. They will see their help to the teenagers are worth it. Rotarians can also conduct more services, activities, academic programs and seminars that can be sure fit solution to the teenagers problems influencing their behavior. To the Teachers, this study helps teachers understand why such teenagers experience behavioral problem. They will be able to help teenagers cope with their studies in spite of the factors affecting it. To the Future Researchers and Investigators who want to amplify their familiarity and knowledge on helping teenagers with problems with their behavior, this can serve as a reference for further improvements to be done in their study.

Assumptions

A person who lacks certain social skills may have great difficulty building a network of supportive friends and acquaintances as he or she grows older, and may become socially isolated. Moreover, one of the consequences of loneliness is an increased risk of developing emotional problems or mental disorders. Social skills training have been shown to be effective in treating patients with a broad range of emotional problems and diagnoses. Some of the disorders treated by social skills trainers include shyness; adjustment disorders; marital and family conflicts, anxiety disorders, attention-deficit/hyperactivity disorder; social phobia, alcohol dependence; depression; bipolar disorder; schizophrenia; developmental disabilities; avoidant personality disorder; paranoid personality disorder; obsessive-compulsive disorder; and schizotypal personality disorder. A specific example of the ways in which social skills training can be helpful includes its application to alcohol dependence. In treating patients with alcohol dependence, a therapist who is using social skills training focuses on teaching the patients ways to avoid drinking when they go to parties where alcohol is served, or when they find themselves in other situations in which others may pressure them to drink.

Scope and Delimitation

This study will be limited to the various challenges met by teenagers who need social skills training. Social-Competence Promotion Program for Young Adolescents is an example social skills training program that will enhance adolescents cognitive, emotional, and behavioral skills. The implementation of the program that directed by challenges will be discussed and analyzed. The study will be conducted in City Social Welfare and Development Office, City Social Welfare Complex located in Old Motorpool, Zaballero Subdivision, Lucena City. The study aims to lower the number of teenagers who have difficulties in social skills due to their behavioral problems encountered before they entered the city complex. Because of the increasing number of juvenile delinquents having this problem, this study will help them lower their chances of having more complications of behavioral problem. Challenges and problem in City Social Welfare and Development Office, City Social Welfare Complex particularly the performance of the teens who are engaging in behavioral problem will be the focus of this research. However, every study has its own limitation, since the researchers are only four, there will only be 37 respondents to be studied and analyzed.

Operational Definitions of Variables

Social Skills Training (SST) is a form of behavior therapy used by teachers, therapists, and trainers to help persons who have difficulties relating to other people.

Social-Competence Promotion Program for Young Adolescents is a school prevention program that teaches teens cognitive, behavioral, and affective skills and encourages them to apply these skills in dealing with daily challenges, problems, and decisions.

Social skill is any skill facilitating interaction and communication with others. Social rules and relations are created, communicated, and changed in verbal and nonverbal ways. The process of learning such skills is called socialization.

Reception and Action Center for Street Boys - temporary home for street boys (new building under construction) inside the City Social Welfare Complex.

Girl Crisis Center - shelter for abused girls and battered women inside the City Social Welfare Complex.

Conceptual Framework

Juvenile Delinquents' Behavioral Problem

Social Skills Training Program

Improved Behavior

Fig. 1. The Conceptual Paradigm of the Factors that Affect Juvenile Delinquents Behavioral Problem

Fig. 1. shows the factors and the teenagers are interlinked. As to the juvenile delinquent so as to the factors, both runs a well-known epigram. The factors reinforce the functioning of the teens.

CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review studies and educational literature on the different related studies and literature were conducted to serve as guide in the construction of the study. Part 1 Conceptual Literature Social skills training procedures are in their infancy, relatively speaking, a considerable and growing body of research has supported its use. Gresham (1981) has provided an exhaustive review of it as it relates to handicapped children, and the reader is courage to pursue it.

At least three impressions evolve from the literature in regard to empirical demonstrations of social skills training. First, the researcher clearly indicates that the future vocational and personality adjustment of troubled and handicapped youths is associated with personal and social adjustment. Second, research evidence as reported in many studies (Gresham 1981) indicates that while social skills can be taught, generalization and maintenance of these newly learned skills cannot be assumed. The third and perhaps most far-researching impression from the literature concerns whether person in the natural environments of these trouble adolescents have the necessary

social

skills

to

reinforce

the

improved

social

skills

to

treated

youngsters.

(www.cycnet.org) Effective instruction for Students with Learning difficulties).

There are varieties of methods for social skills training. Examples include:

Social Skills Activities Groups

Social skills activities group for children may be found through organization in the community or schools. These groups may teach social skills such as how to establish and maintain friendships, understanding the feelings of others, dealing with bullies, etc. groups that take place at school may require an IEP in order for the child to participate.

Visual Social Skills Training

Video modelling in a visual for children social skill training where the skill is demonstrated through video for the purpose and demonstrate each part individually. In addition, those with social deficits often like an explanation for why a particular social skill is necessary.

Moreover, approximately 15% of students require secondary intervention strategies to improve teenagers behaviour and to increase academic achievementteaches conflict resolution skills.

Kern and Manz, (2004) recommended the students who are nonresponsive to primary prevention should be identified for secondary prevention plans using schoolwide data. Supports include specialized interventions such as social, conflict resolution,

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self-regulation, and specific academic skills. Approximately 15% of the students body is apt to require secondary prevention.

According to freeman et al (2006), secondary intervention begins with assessing individual students to determine the function their negative behaviour serves. Students identified with similar intervention needs are placed in specialized intervention groups where they receive support in a targeted area of intervention such as conflict resolution and study skills. (www.suite101.com)

Maslow (1980) in Lugo and Hershey (1991) believes that mental illness should not be viewed in such as simple terms as normal and abnormal, but rather in terms of degrees of humanness. He looks upon mental illness or personality decompensation is reached when total stress exceeds total normal adjustive capacities. Depending on whether a persons basis for comparison is the normal or the optimal, it is likely that he would arrive at diverse judgments about normal behaviour.

Learning strategies are task-specific techniques that students use in responding to classroom tasks. They are, in effect, the individual approach to a task. They incorporate elements of cognitive and metacognitive training that enable the students to complte tasks independently (Ellis,Lenz, & Sabornie, 1987a; Schumaker & Deshler, 1984). while learning strategies differ greatly, there are some common characteristics that are useful to note.

Students with learning difficulties may not automatically transfer or generalized skills they learn to other environments, new materials and novel situations (Alley,
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Deshler, Clark, Schumaker & Warner, 1983; Anderson-Inman, Walker &Purcell, 1984b; Ellis, Lenz & Sabornie. 1987a). the greatest challenge regarding school behaviours, organizational skills, and learning strategies is not initial instruction, but rather getting cues, but they tend to avoid specific situation in which their limitations might cause them embarrassments. Social skill training can help these patients to improve their communication and social skills so that they will be able to mingle with other or go to job interviews with greater ease and self-confidence. Some studies indicate that the social skill training given to patients with shyness and social phobia can be applies to those with avoidant personality disorder, but more research is needed to differentiate among the particular types of social skills that benefit specific group of patients, rather than treating social skills as a single entity. When trainers apply social skill training to the treatment of other personality disorders, they focus on the specific skills required to handle the issues that emerge with each disorder. For example, in the treatment of obsessive-compulsive personality disorder (OCD), social skills trainers focus on helping patients with OCD to deal with heavy responsibilities and stress.

People with disabilities in any age group can benefit from social skill training. Several studies demonstrate that children with developmental disabilities ca acquire positive social skills with training. Extensive research on the effects of social skills training on children with attention-deficit/hyperactivity disorder shows that SST programs are effective in reducing these children's experiences of school failure or rejection as well as aggressiveness and isolation hat often develop in them because they have problems relating to others.

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SST can be adapted to the treatment of depression with a focus on assertiveness training. Depressed patients often benefit from learning to set limits to others, to obtain satisfaction for their own needs, and to feel more self-confident in social interactions. Research suggest that patients who are depressed because they tend to withdraw students to actually use the skills that they have been taught. (Cegelka, P.T. & Berdine W.H. (1995) Effective instruction for students with Learning Difficuties).

PART II

RESEARCH LITERATURE

In recent years social skill training have gone beyond the basic provision of skills to promote (a) generalization of these skills situation outside the training setting and (b) maintenance if these skills overtime.

One example of a social skill training program that embodies this goal is the Social-Competence Promotion Program for Young Adolescents (Weissberg, Barton, & Shriver, 1997). This 45-session comprehensive program enhances adolescents' cognitive, emotional, and behavioural skills, so that they can effectively address social tasks.

Likewise, a specific example of the ways in which social skills training can b helpful includes its application to alcohol dependence. In treating patients with alcohol dependence, a therapist who is using social skills training focuses on teaching the patients ways to avoid drinking when they go to parties where alcohol is served, or
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when they find themselves in other situations in which others may pressure them to drink.

Research on effective social skills instruction can provide guidance when trying to help children build social skills (Quinn et al., 2000; Sainato & Carta, 1992; Honig & Wittmer., 1996; Zirpoli & Melloy, 1997). Researchers have also studied particular social skill interventions in a variety if settings, as well as for children of different levels and abilities. Findings suggest that quality intervention and related instructional strategies might:

Focus on social and emotional learning strategies that encourage reflection and selfawareness.

Encourage children to consider how individuals actions and words have consequences.

Develop childrens ability to take different perspective and viewpoint. Teach students to think through situations and/or challenges by rehearsing possible outcomes.

Create opportunities to practice effective social both individually and in groups.

Model effective social skills in the classroom and at home through praise, positive reinforcement, and correction and redirection of inappropriate

behaviours.

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Discuss effective interaction with specific attention to the steps involve. For example, discuss the process of a conversion, showing how effective listening makes such interaction possible.

Role-play scenarios that build social skills.

Adjust instructional strategies to address social skills deficits.

Arrange the physical environment effectively. Clearly state instructional objectives and behavioural expectations throughout each lesson.

Simulate real life challenges students may encounter at school, home, and in the community to place social skills in their practical contexts.

Tailor social skill interventions to individual student needs.

Refer to assessment and diagnostic results when deciding upon an intervention. Investigate strategies designed to meet particular social skills deficits. Make sure the duration and intensity of the intervention are appropriate for the child's need.

Another thing research had shown us is that best interventions may fall short in achieving desired outcomes without a well-defined, systemic framework, or program, to support it. Such programs embed evidence-based interventions into a larger context that considers cultural and environmental issues that may be important factors in contributing to overall success (Greenberg, Domitrovich, & Bumbarger, 1999; Reed, Feibus, & Rosenfield, 1998). School-Wide Positive Behaviour Intervention and Support
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(PBIS) is one such systemic program that addresses effective social skill interventions within broader school, district, and even state contexts (Colvin, Kameenui, & Sugai, 1993; Todd, Horner, Sugai, & Sprague, 1999).

Within this approach, a team of educators agree upon a set of behavioural expectations as the cornerstone of a positive school culture, and social skills play a key role in helping students meet those expectations. Adults support social skill development through modelling and positive reinforcement. Students may have additional opportunities, such as social skills clubs, to practice and understand positive interaction.

According to Bellini (2006), effective programs follow a series of steps. Beginning with an assessment of a students social functioning, educators distinguish between those deficits that can be successfully addressed and those that are unlikely to respond to intervention. For example, the inability to ask a question may be due to either inadequate socialization or an aspect of a specific condition or disability. Such behaviour may also be due to a performance problem, in which a student knows what to do, but uses an inappropriate response because it meets his/her needs. In any case, successful treatment begins with a thorough, individualized assessment, which then forms the basis for a specific intervention strategy. Educators then monitor student progress to modify or refine the intervention, if needed. Many social skills curricula provide lesson plans and guidance for both individual and group activities. Most involve modeling successful social skill through activities, games, and role-play, with teachers and peers providing the necessary feedback that

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allows the student to rehearse interaction (Luiselli, McCarty, Coniglio, Zorrila-Ramirez, & Putnam, 2005). In this way, students practice and internalize skills within the classroom, which can often lead to transfer of certain skills to other settings, especially when direct support is provided to promote the transfer of skills. Skill streaming developed by. Dr. Arnold Goldstein and Dr. Ellen McGinnis for students displaying aggression, immaturity, withdrawal, or other problems (Gibbs, Potter, & Goldstein, 1995; Goldstein, 1999; McGinnis & Goldstein, 1997). The curriculum breaks a specific skill into small, incremental steps, and walk students through those steps to encourage reflection, discussion, understanding, and competency. This approach recognizes the complexity of certain social skill many of us take for granted and lays out the steps students must take along the way. The chart on the following page, taken directly from the Skill Streaming curriculum, shows how this process can be used to teach children how to ask a question (McGinnis & Goldstein, 1997, p. 99). The trainer notes provide suggested prompts or proves teachers may addresses 50 skill sets, organized by both the age/grade level of the child and by the complexity of skill to be acquired(e.g., listening attentively, convincing others). Another example is Social Stories , an intervention designed to help children interpret challenging or confusing social situation by composing personal stories (Lorimer, Simpson, Myles & Ganz, 2002; Sansosti & Powell-Smith, 2006). Each story breaks down a challenging social situation into clear steps, descriptions, and illustrations to help a child understand an entire situation (Ali & Frederickson, 2006). Teachers read the story with the student each day for a specific period of time. Stories can also be used to prompt the student when he or she displays the inappropriate
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behaviors being targeted. Social Stories are designed to help the student learn and internalize the messages and strategies found in the story and use them smoothly and automatically his or her daily activities. The chart below demonstrates how a story might break down a social situation in this case, the end of recess to help a child like Maria understand and meet expectations.

(http://nichcy.org/Research/EvidenceForEducation/PagesSocialSkillsIntro.aspx) Another example of SST are the Walker Social Skills Curriculum which has two programs, the ACCEPT (A Curriculum for Childrens Effective Peer and Teacher Skills) Program and the ACCESS (Adolescent Curriculum for Communication and Effective Social Skills) Program. ACCEPTS is a complete curriculum for teaching classroom and peer-to-peer social skills to children with or without disabilities in grades K-6. The curriculum, designed for use by regular and special education teachers, cognitively teaches social skills as subject matter content. The program can be taught in one-to-one, small-group, or large-group instructional formats. ACCEPTS includes: A nine step instructional procedure based on the principles of direct instruction Scripts that teach critically important teacher child behavioral competencies and peer-to-peer social skills Behavioral management procedures 1. Classroom Skills-Listening to the Teacher, When the Teacher Asks You to Do Something, Doing Your Best Work, and Following Classroom Rules

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2. Basic Interaction Skills-Eye Contact, Using the Right Voice, Starting, Listening, Answering, Making Sense, Taking Turns, Questions, and Continuing 3. Getting Along Skills-Using Polite Words, Sharing, Following Rules, Assisting Others, and Touching the Right Way 4. Making Friends Skills-Good Grooming, Smiling, Complimenting, and Friendship Making 5. Coping Skills-When Someone Says No, When You Express Anger, When Someone Teases You, When Someone Tries to Hurt You, When Someone Asks You To Do Something You Cant Do, and When Things Dont Go Right In the other hand, ACCESS is a complete curriculum for teaching effective social skills to students at middle and high school levels. The program teaches peer-topeer skills, skills for relating to adult, and self-management skills. The ACCESS Curriculum, which is designed for use by both regular and special education teachers, may be taught in one-to-one, small-group, or large-group instruction formats. ACCESS contains: Teaching scripts for 30 social skills identified by secondary teachers and students as critical for social competence. An eight-step instructional procedure Students Study guide containing role play scripts, discrimination exercises, and report forms for contracted practice.

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Suggestions for grouping of students as well as motivational, behavior management, and generalization strategies.

1. Relating to Peers- Listening, Greeting Others, Joining In, Having Conversations, Borrowing, Offering Assistance, Complimenting, Showing a Sense of Humor, Making and Keeping Friends, Interacting with the Opposite Sex, Negotiating, Being Left Out. Handling Group Pressures, Expressing Anger, and Coping with Aggression. 2. Relating to Adults- Getting an Adults Attention, Disagreeing with Adults, Responding to Requests, Doing Quality Work, Working Independently, Developing Good Work Habits, Following Classroom Rules, and Developing Good Study Habits 3. Relating to Yourself- Taking Pride in Your Appearance, Being Organized, Using Self-Control, Doing What You Agree To Do, Accepting the Consequences of Your Actions, Coping With Being Upset or Depressed, Feeling Good About Yourself.

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CHAPTER 3 THEORETICAL FRAMEWORK AND RESEARCH METHODOLOGY This chapter contains the discussion of the research design used, the respondents of the study, the research locale, instrumentation, the data gathering procedure, and the statistical treatment of data. RESEARCH DESIGN The researchers used the descriptive survey method. This method includes giving survey, questionnaires, and conducting interviews. This was used to describe the influences of the various social skills training (SST) on behavior modification of students. According to Siquijor-Enriquez (2000) descriptive method is characterized as a survey as normative approach to the study condition essential guide to ones thinking. His concerned with conditions of relationships that exist, practices that prevail; beliefs process that are going one; effect that are being felt or trends that are developing. RESEARCH METHOD The researchers used the Quantitative Descriptive Method because the study will be done through the assignment of numerical values to variables. Mean and Standard Deviation will be used as Quantitative Descriptive measure. The research is not data free, using all types of sampling techniques and it infers the characteristics of the population.

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In conducting the study, the researchers distributed a survey to selected teenagers in City Social Welfare Complex with the majority of the same case, stealing. After giving ample time to the respondents, the researchers collected the survey form, a list of the selected respondents were organized so copies for the main questionnaire can be given back to the same people. Respondents were given ample time to answer the questionnaire. The collected data were organized, summarized, analyzed, and interpreted. SAMPLING The researchers used the Purposive Random Sampling as it is intend to improve the validity of the sample and its applicable when the population being studied is homogenous. RESEARCH LOCALE The study conducted at City Social Welfare Complex (CSWC) located at Old Motorpool, Zaballero Subdivision, Lucena City. It is a government place where teenagers with behavioral problems stay or live. Some teenagers who live in CSWC are caught with their different cases like intake of illegal drugs, stealing or shop lifting and many more.

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INSTRUMENTATION AND ADMINISTRATION The study used researcher-made questionnaires that were used to determine the factor that greatly affects juvenile delinquents behavior in City Social Welfare Complex (CSWC). The researcher conducted a pre-survey among teenagers with behavioral problem about their perception on how social skills training influence their problem.

STATISTICAL TREATMENT The researchers subjected the data to statistical treatment using the formula: Formula to get percentage:

Wherein: % stands for perfect equivalent F is symbol used to indicate frequency N is the total population

Formula to get the weighted mean:

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Wherein: WM stands for Weighted Mean WV is the summation of Weighted Value F is for the summation of the frequencies With the following: Descriptors LN N HN LHN Description Lubhang Nakakaapekto Nakakaapekto Hindi Nakakaapekto Lubhang Hindi Nakakaapekto Allotted Weighted Points 4 3 2 1

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CHAPTER 4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA WITH DISCUSSIONS This chapter presents the data gathered with the use of questionnaire. The data are treated using frequency and percentage distribution. Part 1 of this chapter denotes the demographic profile of selected 37 juvenile delinquents in City Social Welfare Complex (CSWC). Part 2 embodies the factors that influence teenagers behavior and the result of Social Skills Training implemented in CSWC as revealed by the selected respondents themselves. The results of the descriptive-survey are illustrated in both tables and graphs with their corresponding interpretations and further discussions.

PART I. THE DEMOGRAPHIC PROFILE OF THE RESPONDENTS

AGE 11-12 yrs old 13-14 yrs old 15-16 yrs old 17-18 yrs old TOTAL Table 1.

FREQUENCY 8 15 8 6 37

PERCENTAGE 22% 40% 22% 16% 100%

Percentage Distribution of Reponses According to Age

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The table on the previous page confirms that eight or 22 percent of the respondents are 11-12 years old while 15 or 40 percent are 13-14 years of age and eight or 22 percent of the respondents are 15-16 years old whereas, only six or 16 percent of the respondents disclose that they are 17-18 years old.

GENDER Male Female TOTAL Table 2.

FREQUENCY 15 22 37

PERCENTAGE 41% 59% 100%

Percentage Distribution of Reponses According to Gender

The table above shows the distribution according to gender. This establishes that among the respondents, there are only 15 or 41 percent are male teen respondents. Most of the respondents are female, a quantity of 22 or 59 percent.

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