Republic of the Philippines
Department of Education
REGION V
SCHOOLS DIVISION OF CAMARINES SUR
Baao National High School
San Vicente, Baao, Camarines Sur
The Problem
INTRODUCTION
Parenting is one of the most important influences on a
child’s emotional development, especially during the teenage
years.
As
students
reach
grade
11,
they
go
through
many
emotional changes (Raising Children Network, n.d.). The way
their parents raise them can affect how they handle their
feelings, relationships with others and their overall wellbeing.
One
of
which
is
the
parenting
style
that
is
permissive. Many students in Baao national high school are
under this kind of parenting style as it is the most common
one (Child Rearing Practices Among Families in Philippines,
2023). This parenting style allows students to acquire a
larger freedom of action while being looked out by their
parents. However, these kinds of parenting style, while being
responsible of the care, the lack of boundaries and limits
can have unintended consequences. Permissive parenting is a
more relaxed way or approach where parents are lenient and
don’t set many rules and limits. This style can create an
environment where children aren’t always clear about
Republic of the Philippines
Department of Education
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Baao National High School
San Vicente, Baao, Camarines Sur
expectations, making it harder for them to control their
emotions or deal with consequences. They can struggle with
issues like self-discipline and emotional control, especially
when
they
(Baumrind,
face
challenges
2013).
in
Therefore,
school
or
this
study
social
settings
explored
how
permissive parenting style affects emotional regulation. The
researchers of Baao National High school aims to analyze and
examine the emotional development of students amidst such
style of parenting.
STATEMENT OF THE PROBLEM
This study was conducted:
1. What are the specific emotional development outcomes in
grade 11 students of permissive parenting?
2
Republic of the Philippines
Department of Education
REGION V
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Baao National High School
San Vicente, Baao, Camarines Sur
2. How do grade 11 students in Baao National Highschool
overcome the pressure of permissive parenting style.
3. How do the key informants describe the way of their
parent’s parenting style.
SCOPE AND DELIMITATION
The researcher should gather data and the interview were
conducted by open-ended questionnaires, ask a person-toperson
inter
based
on
each
participants’
preference.
The
study entitled “Exploring the Negative Effects of Permissive
Parenting Style on the Emotional development of Grade 11
students in Baao National High School” will be conducted at
Baao National High School – Extension Campus, San Vicente,
Baao.
The
researcher
sought
to
determine
the
effects
of
permissive parenting style the participants are under during
this 2025th year in Baao National High School for the school
year 2024-2025.
3
Republic of the Philippines
Department of Education
REGION V
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Baao National High School
San Vicente, Baao, Camarines Sur
SIGNIFICANCE OF THE STUDY
The significance of studying how permissive parenting
style affects the emotional development of Grade 11 students
lies
in
understanding
how
parental
influence
shapes
adolescents’ emotional well-being during a critical period of
growth.
As
students
face
academic
and
social
challenges,
their emotional well-being, self-esteem, and coping abilities
are
impacted
permissive
by
their
parenting
parent’s
style,
the
involvement
study
can
by
examining
offer
valuable
insights for parents, educators, and counselors, helping them
provide better supports to students.
4
Republic of the Philippines
Department of Education
REGION V
SCHOOLS DIVISION OF CAMARINES SUR
Baao National High School
San Vicente, Baao, Camarines Sur
San Vicente, Baao, Camarines Sur
END NOTES
Raising Children Network.(n.d.) Social and emotional changes
(9-15
years).
Raising
Children
Network.https://raisingchildren.net.au/preteenage/development/social-emotional-changes-9-15-years
Morris, A. S., J. S., Steinberg, L., Aucoin, K. L., & Keyes,
A. W. (2011). The influence of mother-child emotion
regulation strategies on children’s expression of anger and
sadness. Developmental Psychology , 47(7), 213-225.
https://doi.org/1037/a0021021
Baumrind, D. (2018) Permissive parenting Revisited . History
and Current Status. Current opinion in Psychology, 7, 13-19.
https://doi.org/1016/j.copsyc.2015.02.003
Grusec, J. E., & Davidow, M. (2010) . Toward a broad and
inclusive view of parenting. Child development , 81(1), 141150.
https://doi.org/10.1111/j.1467-8624.2009.01307.x
Filipino Parenting Style Parenting in the Philippines. (n.d.)
https://afamchi.com/travel/philippines/filipino-parentingstyle/
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Republic of the Philippines
Department of Education
REGION V
SCHOOLS DIVISION OF CAMARINES SUR
Baao National High School
San Vicente, Baao, Camarines Sur
CHAPTER II
REVIEW ON RELATED LITERATURE
Firstly, this research explores the profound impact of
permissive parenting on the socio-emotional development of
adolescents, emphasizing the behavioral outcomes associated
with this style. The study finds that permissive parenting,
characterized
by
a
discipline,
leads
lack
to
of
boundaries
increased
and
anxiety
inconsistent
and
emotional
instability. Adolescents raised in such environments often
exhibit symptoms like excessive worry, heightened sensitivity
to
stress,
and
emotional
outbursts,
which
hinder
their
ability to manage relationships effectively. This pattern is
particularly detrimental during the critical developmental
phase of adolescence.
Secondly, García and Sánchez (2023) present a detailed
examination
of
how
permissive
parenting
affects
emotional
regulation during childhood and adolescence. Their findings
reveal that children exposed to permissive parenting tend to
experience severe emotional dysregulation, often manifesting
as mood swings, impulsivity, and heightened emotional
6
Republic of the Philippines
Department of Education
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Baao National High School
San Vicente, Baao, Camarines Sur
reactivity. This poor regulation leads to difficulties in
controlling
escalate
anger,
into
more
anxiety,
and
frustration,
severe
emotional
which
may
such
as
disorders
depression and generalized anxiety disorder (GAD) as they
transition into adolescence.
Subsequently,
extensive
review
Williams
and
of
negative
the
Johnson
(2021)
impact
provide
of
an
permissive
parenting on adolescent self-esteem. The study suggests that
permissive parenting leads to a lack of emotional support and
guidance,
which
directly
correlates
with
lower
self-
regulation capabilities in adolescents. This deficiency often
results in heightened vulnerability to self-esteem issues,
with
adolescents
chronic
frequently
self-doubt,
displaying
excessive
symptoms
such
as
self-criticism,
and
an
inability to handle peer rejection. Over time, these symptoms
can manifest as social withdrawal and diminished confidence
in academic or extracurricular achievements.
In addition, Brown and Thomas (2020) focus on the significant
relationship
between
permissive
parenting
and
problematic
internet use among adolescents. The study highlights that
7
Republic of the Philippines
Department of Education
REGION V
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Baao National High School
San Vicente, Baao, Camarines Sur
permissive parenting fails to instill boundaries on screen
time and internet use, leading to adolescents becoming
engrossed in online environments as a means of escape from
real-world
emotional
challenges.
Symptoms
of
problematic
internet use include obsessive online engagement, neglect of
physical activity, and a decline in academic performance,
which
in
turn
exacerbates
emotional
instability
such
as
anxiety, depression, and a sense of isolation.
Moreover,
Choi
and
Park
(2021)
investigate
the
link
between permissive parenting, deviant peer affiliations, and
delinquent behavior. Their findings suggest that adolescents
raised in permissive households are more likely to associate
with peers engaging in antisocial behaviors, which heightens
their risk of engaging in similar activities. Symptoms of
this
behavioral
shift
include
involvement
in
criminal
activities, such as substance use, theft, and truancy, as
well as a significant decline in school performance. These
behaviors
contribute
to
emotional
distress
and
a
growing
sense of alienation from societal norms.
Following
this,
Roberts
and
Green
(2023)
explore
the
detrimental effects of permissive parenting on emotional and
8
Republic of the Philippines
Department of Education
REGION V
SCHOOLS DIVISION OF CAMARINES SUR
Baao National High School
San Vicente, Baao, Camarines Sur
manifest
in
instability,
symptoms
and
such
as
impaired
emotional
outbursts,
decision-making.
The
mood
study
emphasizes that adolescents from permissive households are
more likely to develop mental health issues and exhibit risky
behaviors, including self-harm and substance abuse, as they
lack
the
emotional
boundaries
and
guidance
necessary
for
investigate
the
healthy development.
Thereafter,
Lee
and
Chung
(2022)
relationship between permissive parenting, self-regulation,
and risk-taking behavior among adolescents. Their research
demonstrates a clear connection between permissive parenting
and low self-regulation, which is a key factor in adolescents
engaging in risky behaviors such as reckless driving, unsafe
sexual practices, and substance abuse. Symptoms observed in
these adolescents include impulsive decision-making, lack of
foresight in assessing consequences, and a general disregard
for personal safety and well-being, which contribute to longterm emotional and psychological distress.
In the same vein, Morrison and Collins (2020) explore
how permissive parenting affects the emotional well-being of
9
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Department of Education
REGION V
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Baao National High School
San Vicente, Baao, Camarines Sur
adolescents.
They
argue
that
permissive
parenting
often
leaves emotional needs unmet, leading to emotional distress.
Adolescents in these environments frequently show symptoms
such as chronic feelings of sadness, lack of motivation, and
a general sense of emotional emptiness. The study reveals
that such adolescents are at a heightened risk for developing
depression,
anxiety
challenges
due
to
disorders,
the
lack
and
of
other
structure
mental
and
health
emotional
validation from their caregivers.
Additionally, Smith and Thomas (2022) provide insight
into
the
parenting,
unexpected
behavioral
particularly
difficulties
it
the
fosters.
consequences
emotional
The
and
research
of
permissive
decision-making
demonstrates
that
permissive parenting often leads to poor decision-making in
adolescents,
with
inability
regulate
to
symptoms
including
emotions,
and
impaired
a
tendency
judgment,
to
make
impulsive choices without considering the long-term effects.
These
adolescents
are
more
prone
to
risky
behaviors
and
emotional outbursts, which interfere with their academic and
social development.
10
Republic of the Philippines
Department of Education
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Baao National High School
San Vicente, Baao, Camarines Sur
Lastly, Harris and Lee (2021) conduct a meta-analysis
that highlights the long-term negative effects of permissive
parenting on self-control and emotional regulation throughout
adolescence. The study indicates that adolescents raised in
permissive households often struggle with impulse control,
leading to symptoms such as difficulty in managing emotions,
poor stress coping mechanisms, and an increased likelihood of
engaging
in
socially
inappropriate
behaviors.
These
adolescents are frequently unable to.
REVIEW OF RELATED STUDIES
According to Johnson, R., & Davis, S. (2019), this study
explores
the
permissive
negative
parenting.
behavioral
It
finds
outcomes
that
associated
permissive
with
parenting,
characterized by leniency and a lack of firm boundaries,
often leads to higher rates of impulsive behaviors, defiance,
and non-compliance among adolescents. These children tend to
struggle with authority and exhibit poor self-control due to
the absence of clear rules and expectations.
11
Republic of the Philippines
Department of Education
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Baao National High School
Secondly, Foster, M., & Greene, K. (2020), this research
investigates the connection between permissive parenting and
academic underachievement. It finds that adolescents raised
by
permissive
academic
parents
motivation,
are
lack
more
of
likely
to
discipline,
exhibit
and
lower
difficulty
adhering to structured learning environments. These factors
contribute
to
poor
academic
performance
and
reduced
Fisher,
(2021),
educational aspirations.
Subsequently,
study
focuses
Morris,
on
the
L.,
social
&
J.
repercussions
of
this
permissive
parenting. The research suggests that permissive parenting
can
result
in
adolescents
healthy
boundaries
Without
strong
in
having
friendships
guidelines
or
difficulty
and
peer
emotional
establishing
relationships.
regulation
from
parents, adolescents may struggle with conflict resolution
and maintaining stable relationships. In addition, Clark, M.,
& Richards, R. (2018), this research explores how permissive
parenting contributes to increased risk-taking behaviors in
adolescents.
The
study
finds
that
the
lack
of
rules
and
boundaries in permissive households often leads adolescents
to engage in high-risk behaviors such as substance use,
12
Republic of the Philippines
Department of Education
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Baao National High School
San Vicente, Baao, Camarines Sur
reckless driving, and unsafe sexual practices, as they have
not learned to effectively evaluate the consequences of their
actions.
Moreover, Reed, K., & Thompson, N. (2017), this study
investigates the relationship between permissive parenting
and
aggression
in
adolescents.
The
findings
suggest
that
permissive parenting can lead to higher levels of aggressive
behavior,
as
consequences
adolescents
for
their
may
not
actions.
experience
The
absence
consistent
of
parental
discipline results in adolescents developing poor conflict
management skills and an increased propensity.
Following this, Martin, G., & Williams, D. (2019), this
research explores the mental health effects of permissive
parenting. It suggests that permissive parenting can lead to
adolescent
mental
depression,
and
health
feelings
problems
of
such
insecurity.
as
anxiety,
Adolescents
in
permissive households may lack the emotional guidance and
support needed to cope with stress, which can contribute to
the development of mental health issues.
Thereafter, Clarkson, H., & Richards, B. (2020), this
study examines the effects of permissive parenting on
13
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Department of Education
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Baao National High School
San Vicente, Baao, Camarines Sur
adolescent dependency. The research suggests that adolescents
raised by permissive parents often struggle with developing
independence. Because of the over-involvement and lack of
boundaries in permissive households, these adolescents may
experience
difficulties
making
decisions
or
functioning
independently, often relying on others for guidance.
In same vein, Nelson, L., & Harper, G. (2018), this
study explores how permissive parenting impacts selfregulation
in
adolescents.
The
findings
suggest
that
adolescents raised in permissive households often experience
difficulties in self-control and emotional regulation. The
absence
of
consistent
discipline
and
structure
in
their
upbringing makes it more challenging for these adolescents to
manage
their
emotions
and
behaviors,
particularly
in
stressful situations
Additionally, Henderson, R., & Miller, L. (2019, this
research investigates how permissive parenting can hinder the
development of autonomy in adolescents. The study shows that
permissive parenting, by not enforcing boundaries, can lead
to confusion about personal responsibility and limits. As a
result, adolescents may struggle to develop a clear sense of
14
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Baao National High School
San Vicente, Baao, Camarines Sur
autonomy, impacting their ability to make independent
choices in adulthood.
Lastly, Tanner, L., & Johnson, M. (2020), this study
examines the relationship between permissive parenting and
low self-esteem in adolescents. The research indicates that
permissive parenting, while initially fostering a warm and
accepting environment, may fail to provide the structure and
discipline necessary for adolescents to develop a healthy
sense of self-worth. As a result, adolescents may struggle
with feelings of inadequacy and insecurity.
SYNTHESIS OF THE STUDY
All the data and information gathered from the review of
related literature were vital for the study, comprising the
essential foundation in which we draw and conclusions.
The
literature review characterized the thoughts, feelings, and
lived experiences of the informants. Emergent themes were
identified and classified to explain the phenomena of board
examination failure
15
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RESEARCH GAP
Despite the existing knowledge regarding the generally
negative
impact
of
permissive
parenting
on
adolescent
development, more critical research is needed to give nuances
of emotional development, particularly in relation to
permissive parenting among grade 11 students. The majority of
the research does not focus specifically on the grade 11
students
or
provide
detailed
analysis
of
some
specific
emotional development outcomes.
CONCEPTUAL FRAMEWORK
Input
Review of existing studies on permissive parenting on the
emotional development in adolescents. Their comments of the
Permissive parenting styles of the parents, their emotional
regulation and coping mechanisms.
Process
16
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Gathering data consists of in-depth interview, analysis and,
interpretation of data.
Output
Summary, Findings, Recommendations, and Conclusions.
17
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INPUT
•Review of
existing
studies on
permissive
parenting on
the emotional
development in
adolescents.
•Their
comments of
the Permissive
parenting
styles of the
parents, their
emotional
PROCESS
•Gathering
data
consists of
in-depth
interview,
analysis
and,
interpretati
on of data
OUTPUT
•Summary
•Findings
•Recommendation
s
Figure 1. Conceptual Paradigm
18
•Conclusions
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Definition of terms
Parent
A person who has given birth or has adapted a child.
Permissive Parenting style
Permissive
parenting
is
a
parenting
style
that
is
very
lenient, avoiding discipline and boundaries.
Teenager
An individual whose age is more than 13 but less than 20.
Emotional Development
Refers
to
the
gradual
and
ongoing
process
by
which
individuals acquire the capacity to recognize, understand,
express, regulate, and manage their emotions in a healthy and
adaptive
manner,
developing
emotional
awareness,
intelligence, and resilience as they navigate various social,
cultural,
and
environmental
contexts
lives.
19
throughout
ut
their
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END NOTES
García, J., & Sánchez, R. (2023). The Impact of Permissive
Parenting
on
Emotional
Regulation
in
Children
and
Adolescents. Journal of Child Development and Family Studies.
https://www.jcdfsjournal.com/impact-permissive-parentingemotional-regulation
Williams,
L.,
&
Johnson,
T.
(2021).
The
Influence
of
Permissive Parenting on Adolescent Self-Esteem. Adolescent
Psychology
Review,
29(3),
234-245.
https://www.aprjournal.com/permissive-parenting-self-esteem
Brown, P., & Thomas, D. (2020). Permissive Parenting and
Problematic
Adolescent
Internet
Use
Behavioral
Among
Adolescents.
Studies,
15(4),
Journal
of
156-168.
https://www.jabsjournal.com/permissive-parenting-internet-use
Choi, Y., & Park, S. (2021). Permissive Parenting, Deviant
Peer Affiliations, and Delinquent Behavior in Adolescents.
International Journal of Child and Adolescent Studies, 12(1),
42-59.
https://www.ijcasjournal.com/permissive-parenting-delinquency
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Roberts, A., & Green, P. (2023). Emotional and Behavioral
Problems in Adolescents with Permissive Parents. Journal of
Adolescence
and
Mental
Health,
39(2),
111-127
https://www.jamhjournal.com/permissive-parenting-behavioralissues)
Lee, J., & Chung, S. (2022). Permissive Parenting, SelfRegulation, and Risk-Taking Behavior in Adolescents. Journal
of
Risk
and
Adolescent
Development,
23(4),
78-89.
https://www.jradjournal.com/self-regulation-risk-taking
Morrison, L., & Collins, R. (2020). Permissive Parenting and
Adolescent
Emotional
Well-Being
Journal
of
Emotional
Development, 31(3), 192-206.
https://www.jedjournal.com/emotional-well-being-permissiveparenting)
Smith, A., & Thomas, M. (2022). Behavioral Consequences of
Permissive Parenting in Adolescents. Journal of Child and
Adolescent
Behavior,
16(2),
https://www.jcabjournal.com/behavioral-consequences)
21
67-78.
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Harris,
P.,
&
Lee,
M.
(2021).
Permissive
Parenting
on
Regulation.
Journal
Child
40(3),
312-328.
of
The
Long-Term
Self-Control
and
Effects
of
and
Emotional
Adolescent
Psychology.
https://www.jcapjournal.com/long-term-
effects-self-control
Johnson,
R.,
&
Davis,
S.
(2019).
Behavioral
Outcomes
of
Permissive Parenting in Adolescents. Psychological Reports on
Parenting, 22(1), 45-56.
https://www.prpjournal.com/behavioral-outcomes-permissiveparenting
Foster, M., & Greene, K. (2020). Permissive Parenting and
Academic Underachievement. Journal of Educational Psychology,
15(2), 88-101. https://www.jeducpsychjournal.com/permissiveparenting-academic
Morris, L., & Fisher, J. (2021). Social Repercussions of
Permissive Parenting on Adolescents. Journal of Adolescent
Social Development, 18(3), 145-160.
https://www.jasdjournal.com/social-repercussions-permissiveparenting
Clark, M., & Richards, R. (2018). Permissive Parenting and
Risk-Taking Behaviors in Adolescents. Journal of Adolescent
22
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Risk
Behavior,
28(5),
210-223.
https://www.jarbjournal.com/permissive-parenting-risk-taking
Reed, K., & Thompson, N. (2017). Permissive Parenting and
Aggression in Adolescents. Aggression and Behavior Studies
Journal,
11(2),
120-132.
Retrieved
from
https://www.absjournal.com/permissive-parenting-aggression
Martin, G., & Williams, D. (2019). Mental Health Effects of
Permissive Parenting on Adolescents. Journal of Mental Health
and Parenting. 24(6), 137-150
https://www.jmhpjournal.com/mental-health-effects-permissiveparenting)
Clarkson, H., & Richards, B. (2020). Permissive Parenting and
Adolescent Dependency. Journal of Developmental Psychology,
35(4), 94-108.
https://www.jdpjournal.com/adolescent-dependency-permissiveparenting)
Nelson,
L.,
Permissive
&
Harper,
Parenting
in
G.
(2018).
Adolescents.
Self-Regulation
Journal
of
Regulation and Child Behavior, 26(2), 78-89.
https://www.jsrcbjournal.com/self-regulation-permissiveparenting
23
and
Self-
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Henderson, R., & Miller, L. (2019). Autonomy Development in
Adolescents
Raised
Developmental
with
Permissive
Parenting.
Autonomy,
17(1),
Journal
of
55-66.
https://www.jdajournal.com/autonomy-permissive-parenting)
Tanner,
L.,
Adolescents
Adolescent
&
from
Johnson,
M.
(2020).
Permissive
Self-Esteem
Low
Self-Esteem
Parenting
Home.
Studies,
9(3),
Journal
24
of
123-135.
https://www.jasesjournal.com/low-self-esteem-permissiveparenting
in
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CHAPTER III
METHODOLOGY
Research Method
Qualitative methods is the most appropriate to the study
because of the limited empirical knowledge base rewarding
negative effects on the emotional development. The complexity
and
uncertainty
of
this
study’s
phenomenon
of
interest
reduces the power of quantitative inquiry, which presumes
that we know enough or can easily capture the various facets
of this experience through a test of a specific hypothesis.
Research design
A qualitative approach will be used to obtain a holistic
understanding of the negative impacts of permissive parenting
on
the
emotional
development
of
grade
11
students.
This
design shall conduct interviews to gain deeper insights into
the lived experiences of other people.
Respondent of the study
To shed light and understand the phenomena of board exam
failure, twenty-five (25) respondents were interviewed. The
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respondent of the study are those who are teenagers enrolled
in Baao National Highschool - Extension Campus and are under
permissive parenting style. They are from the vicinity of
Baao, Camarines Sur.
Instrument of the study
The instruments of the study consisted of Face to face,
in-depth interviews that were carefully designed and pilottested to elicit rich, detailed, and contextualized responses
from participants, with the interview protocol comprising a
comprehensive
several
set
thematic
of
open-ended
sections,
,
questions
parenting
organized
style,
into
emotional
development, and challenges and coping mechanisms, which were
crafted to explore participants' experiences, perceptions,
and meanings related to the research phenomenon, and were
informed
by
a
thorough
review
of
the
literature
and
theoretical frameworks, with the interview guide serving as a
flexible tool to ensure consistency and adaptability during
the interviews, which were conducted in a private, quiet
setting, in-person to person interview with each interview
lasting approximately 15- 20 minutes, and participants being
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assured
of
confidentiality
and
anonymity,
and
providing
informed consent prior to the commencement of the interview,
which was transcribed verbatim to create a written record of
each interview, which was then analyzed using a thematic
analysis
approach,
theme
analysis,
to
identify
patterns,
relationships, and meanings in the data, and to develop a
nuanced understanding of the research phenomenon.
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END NOTES
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CHAPTER IV
Results and Discussions
From this chapter present the result in discussion of
in-depth interview conducted on the study entitled Exploring
the negative effects of permissive validating style on the
emotional development of grade 11 students in Baao National
High School. All gathering data is presented in Tabular. This
was guided by the SOP and its guide questions.
SOP
NO.
1)
What
are
the
specific
emotional
development
outcomes in grade 11 students under permissive parenting?
Table 1: What are the emotional outcomes of the grade 11
students?
CODE
Number of occurrence
Cannot control one’s emotions
19
Prefers
18
not
to
reach
help
from a parent/s
Difficulty reaching help
18
Pessimistic thinking
15
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Increased anxiety
Prefers
13
independent
coping
9
during low state in life
Risk taking behavior
2
Table 1 a: Presents the max results of the emotional outcomes
of
permissive
students
think
parenting
in
grade
pessimistically.
11
Only
students
(2)
of
where
the
(15)
students
would take a risk jumping off a cliff for fun. (18) of the
students have difficulty reaching out for help from a parent.
(13) of the students have increased anxiety starting off from
childhood. (9) of the students copes independently during low
state of life. (18) of the students preferred to not get help
from
their
parents.
Lastly,
(19)
of
the
students
cannot
control one’s emotions.
SOP
NO.2.)
How
do
the
grade
11
students
overcome
the
emotional
pressure under permissive parenting style.
Table 2. Coping ways and Anxiety-induced adaptive strategies grade 11
students utilize against emotional pressure
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CODE
Number of occurrence
Dealing Alone
19
Heightened Anxiety
14
Harder coping
10
Dealing with friends
6
Distracting One’s self
2
Table 2 b. presents the max results of how do the grade 11
students
overcome
the
parenting
style.
(19)
emotional
of
the
pressure
under
permissive
students
deals
emotional
pressure alone. (6) of the students deals emotional pressure
with their friends. (2) of the students distracts one’s self
from
emotional
pressure.
(10)
of
the
students
experience
harder coping with emotional pressure. (14) of the students
have heightened anxiety from now on.
SOP NO.3.) How do the key informants describe the way of
their parenting style?
Table 3. Describing how their parents act as a parent in
terms of their characteristics
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CODE
Number of occurrence
Uncomfortable to approach and
open
up
under
19
emotional
pressure
Chill punishing style
19
Ephemeral Vociferation
17
Table 3 b. presents the max results of the descriptions of parenting
of grade 11 students. (19) of the students describe their parent/s as
being chill in terms of punishing. (17) of the students describe
their
parent/s
as
having
ephemeral
vociferations.
(19)
of
the
students describe or feel as they are uncomfortable in terms
of approaching their parent/s during emotional pressure.
Interpretation
SOP
NO.
1)
What
are
the
specific
emotional
development
outcomes in grade 11 students under permissive parenting?
Permissive parenting is a style where parents are lenient and
don't set many rules. It is non-linear and could be in a
different form. The results show some emotional challenges in
students that may be linked to this type of parenting.
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First, 15 students think pessimistically, meaning they often
have
a
negative
view
of
life.
This
could
be
because
permissive parenting may not teach them how to deal with
problems in a healthy way.
Only 2 students would take a risk like jumping off a cliff
for
fun.
This
might
show
that
some
students
lack
good
decision-making skills and don't know how to set limits for
themselves,
possibly
because
of
the
freedom
given
by
permissive parenting.
18 students have trouble asking their parents for help. This
might suggest that, because of permissive parenting, these
students don't feel comfortable reaching out to their parents
when they need support.
The
research
anxiety
also
starting
shows
from
that
13
childhood.
students
This
have
could
increased
mean
that
permissive parenting doesn't give enough emotional support to
help children manage stress and anxiety properly.
9 students cope by themselves when going through tough times.
While this may seem like a good thing, it might also show
that they don’t seek help when needed, possibly because they
haven't learned how to ask for support from their parents.
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18 students prefer not to get help from their parents. This
supports the idea that permissive parenting may make students
feel less connected to their parents and less likely to ask
for help.
Finally, 19 students struggle to control their emotions. This
suggests that without enough structure and guidance, students
may find it harder to manage their feelings.
SOP
NO.2.)
how
do
the
grade
11
students
overcome
the
emotional pressure under permissive parenting style.
This
research
emotional
looks
pressure
at
how
under
grade
permissive
11
students
parenting.
cope
with
Permissive
parenting is when parents are more lenient and don’t set many
rules or boundaries, which can affect how children deal with
stress and emotions.
First, the results shows that 19 students deal with emotional
pressure on their own. This suggests that many students may
not feel comfortable or confident enough to seek help from
others,
possibly
because
permissive
parenting
doesn’t
encourage strong emotional support or guidance from parents.
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6 students cope with emotional pressure by talking to their
friends.
This
comfortable
indicates
seeking
that
support
some
from
students
peers
rather
feel
more
than
their
parents, which could be because they don’t have a strong
emotional connection with their parents due to the permissive
parenting style.
2 students distract themselves from emotional pressure. This
might show that a small number of students try to avoid their
emotions instead of dealing with them directly, which can
sometimes make the problem worse in the long run.
10
students
have
a
harder
time
coping
with
emotional
pressure. This suggests that for many students, the lack of
clear
boundaries
and
emotional
guidance
from
permissive
parenting can make it harder to manage stress and difficult
emotions effectively.
Finally, 14 students have heightened anxiety as a result of
emotional pressure. This shows that, over time, dealing with
emotional pressure on their own or without the right kind of
support may lead to increased anxiety for these students.
SOP NO.3.) How do the key informants describe the way of
their parenting style?
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This research looks at how grade 11 students describe their
parents. The results show some important things about how
students feel about their parents' actions.
First, 19 students say their parents are "chill" when it
comes to punishment. This means their parents don't punish
them strictly. While this might make students feel relaxed,
it could also mean they don’t learn important lessons about
responsibility.
17 students say their parents' words are loud but short. This
means their parents might yell or speak loudly in the moment,
but the problem is forgotten quickly. This could confuse
students
because
they
don’t
always
understand
what
their
to
their
parents want or why they are upset.
Lastly,
19
students
feel
uncomfortable
talking
parents when they are stressed or upset. This shows that many
students don’t feel they can get help or support from their
parents
when
parents
don't
they
need
give
it.
enough
This
could
emotional
guidance.
36
be
because
support
or
their
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CHAPTER V
SUMMARY, FINDINGS, CONCLUSIONS, RECOMMENDATIONS
SUMMARY
Most of the students in this research are affected by
permissive parenting, a style where parents are lenient, set
few rules, and allow their children a lot of freedom. While
this
parenting
style
might
seem
relaxed,
it
can
cause
emotional challenges for students, especially when it comes
to managing their feelings.
Most of the students under permissive parenting face
difficulties in dealing with emotional pressure. "15 students
think pessimistically," which means they often view life in a
negative
way.
"Only
2
students
would
take
a
risk"
like
jumping off a cliff, suggesting that they might lack the
skills
to
make
responsible
decisions.
"18
students
have
trouble asking their parents for help" when they are upset or
stressed. Many students also "feel uncomfortable approaching
their parents" during emotional pressure, indicating they
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don’t feel they can count on their parents for support. "6
students
cope
by
talking
to
their
friends,"
instead
of
challenges
in
seeking help from their parents.
Most
students
different
ways.
deal
"2
with
emotional
students
distract
themselves
from
emotional pressure," which may provide temporary relief but
doesn’t address the underlying issue. "10 students find it
harder to cope with emotional pressure," showing that without
clear
becomes
boundaries
or
emotional
difficult
to
handle
support
stress.
from
"14
parents,
students
it
report
heightened anxiety," meaning that over time, not receiving
enough emotional support causes increased anxiety.
Most
students
also
describe
their
parents'
parenting
style in a certain way. "19 students describe their parents
as 'chill' in terms of punishment," meaning their parents
don’t enforce rules strictly. While this may seem relaxed, it
could result in students not learning important lessons about
responsibility. 17 students say their parents' reactions are
loud but short-lived," meaning their parents may yell or get
upset,
but
the
issue
is
forgotten
quickly,
which
leaves
students confused. "19 students feel uncomfortable talking to
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their
parents"
about
emotional
issues,
suggesting
a
weak
emotional connection between the students and their parents.
This
research
shows
that
most
students
under
permissive
parenting face emotional difficulties such as anxiety, poor
decision-making,
and
a
lack
of
support.
These
findings
highlight the importance of having a more balanced parenting
approach,
where
students
receive
both
freedom
and
clear
guidance to help them develop emotionally.
Findings
SOP No. 1: Specific Emotional Development Outcomes in Grade
11 Students of Permissive Parenting
The results show that many students under permissive
parenting
have
emotional
challenges.
"15
students
think
pessimistically," which means they often feel negative about
life. "Only 2 students would take a risk" like jumping off a
cliff, showing they may not make good decisions. "18 students
have trouble asking their parents for help," meaning they
don't feel they can ask for support when needed. "13 students
experience increased anxiety,” which suggests that not having
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enough
guidance
causes
worry.
"9
students
cope
by
themselves," showing they don't ask for help when times are
tough.
"18
students
prefer
not
to
get
help
from
their
parents," indicating a lack of emotional connection. Finally,
"19 students struggle to control their emotions," meaning
they have difficulty managing their feelings.
SOP No. 2: How Grade 11 Students Overcome Emotional Pressure
Under Permissive Parenting
The
findings
show
how
students
handle
emotional
pressure. "19 students deal with emotional pressure on their
own," meaning they don’t ask for help. "6 students talk to
their
friends"
stressed.
"2
instead
students
of
their
distract
parents
when
themselves,"
they
feel
showing
they
avoid facing their problems. "10 students find it harder to
cope with emotional pressure," showing that they struggle
more without clear boundaries. "14 students report heightened
anxiety," which means they feel more anxious over time.
SOP No. 3: How Key Informants Describe Their Parenting Style
The
findings
also
show
how
students
describe
their
parents. "19 students describe their parents as ‘chill’ with
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punishment,"
meaning
their
parents
are
not
strict.
"17
students say their parents' reactions are loud but shortlived," meaning their parents yell for a short time but don’t
follow through. "19 students feel uncomfortable talking to
their parents about emotional issues," showing they don’t
feel close to their parents.
These findings show that permissive parenting makes it harder
for
students
to
deal
with
emotions
and
problems.
They
struggle with anxiety, asking for help, and controlling their
emotions.
Parents
need
to
find
a
balance
between
being
lenient and giving clear guidance to help their children grow
emotionally.
Conclusions
SOP No. 1: Specific Emotional Development Outcomes in Grade
11 Students Under Permissive Parenting
The
findings
show
that
students
under
permissive
parenting face several emotional challenges. Many students
have
a
negative
outlook
on
life,
as
"15
students
think
pessimistically." This might be because permissive parenting
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does
not
provide
the
emotional
support
needed
to
help
students deal with life's difficulties. Most students also
struggle with making decisions, as only "2 students would
take a risk" like jumping off a cliff. This suggests they may
lack
the
guidance
or
boundaries
to
help
them
make
safer
choices. Additionally, "18 students have trouble asking their
parents for help" and "19 students struggle to control their
emotions," showing that permissive parenting does not teach
students
how
to
manage
their
feelings
or
reach
out
for
support. The increased anxiety reported by "13 students" also
points to the emotional impact of not having enough structure
in
their
upbringing.
Overall,
these
results
show
that
permissive parenting does not provide the emotional tools and
structure necessary for students to develop healthy coping
skills.
SOP No. 2: How Grade 11 Students Overcome Emotional Pressure
of Permissive Parenting
The
results
show
that
most
students
cope
with
emotional
pressure in ways that are not always healthy or effective.
"19 students deal with emotional pressure on their own,"
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which suggests that permissive parenting does not encourage
students
to
seek
help
when
they
face
challenges.
Some
students turn to their friends, with "6 students coping by
talking
to
friends,"
which
indicates
they
feel
more
comfortable getting support from peers rather than from their
parents. A few students "distract themselves" from emotional
pressure, which may provide temporary relief but does not
solve the problem in the long run. "10 students find it
harder to cope with emotional pressure," which shows that
without proper emotional guidance, students may struggle more
with stress and anxiety. Additionally, "14 students report
heightened
anxiety,"
meaning
that
dealing
with
emotional
challenges on their own or without clear support leads to an
increase in anxiety. These findings suggest that students
raised in permissive environments may lack the skills to
manage emotional pressure effectively.
SOP No. 3: How Key Informants Describe Their Parenting Style
The findings about how students describe their parents
suggest
that
permissive
parenting
does
not
provide
support that students need. "19 students describe their
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parents as 'chill' with punishment," meaning their parents do
not set clear rules or enforce consequences. While this might
create a relaxed atmosphere, it also means students may not
learn the importance of responsibility and consequences. "17
students say their parents' reactions are loud but shortlived," showing that their parents may get upset but do not
follow through with expectations. This can leave students
confused about their parents' expectations and how to handle
situations. Finally, "19 students feel uncomfortable talking
to their parents" about emotional problems, suggesting that
permissive parenting leads to a weak emotional connection,
where students do not feel they find it difficult to cope
with emotional pressure and are uncomfortable seeking help
from their parents. These findings suggest that permissive
parenting does not provide enough guidance, structure, or
emotional support for students to develop healthy emotional
skills. Parents need to find a better balance between being
lenient and providing the necessary emotional support to help
their children manage challenges and grow into emotionally
resilient individuals.
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Recommendations
SOP No. 1: Specific Emotional Development Outcomes in Grade
11 Students Under Permissive Parenting

Ask
in
terms
decision-making
of
by
how
students
receiving
can
develop
better
clear
guidance
from
parents.

Ask in terms of how students' emotional regulation could
improve if parents provided more emotional support.
SOP No. 2: How Grade 11 Students Overcome Emotional Pressure
of Permissive Parenting

Ask in terms of how students might cope with emotional
pressure more effectively by seeking help from trusted
adults.

Ask in terms of how students could reduce anxiety by
learning
to
talk
about
their
feelings
with
family
members.
SOP No. 3: How Key Informants Describe Their Parenting Style
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
Ask in terms of how students might feel more secure if
parents
communicated
expectations
clearly
and
consistently.

Ask in terms of how students’ emotional connection with
parents could improve if parents listened more actively
to their concerns.
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Bibliography
Baumrind, D. (1991). The influence of parenting style on
adolescent competence and substance use. Journal of Early
Adolescence,
11(1),
56-95.
https://doi.org/10.1177/0272431691111004
Journal Articles:
Lamb, M. E., & Lewis, C. (2013). The role of parenting in
children’s
emotional
development.
Perspectives,
Child
7(4),
Development
227-233.
https://doi.org/10.1111/cdep.12060
American
Psychological
Association.
(2021,
April
6).
Permissive parenting: Understanding the impact on emotional
development. https://www.apa.org/topics/parenting/permissive
National Institute of Child Health and Human Development.
(2017).
Parenting
styles
and
emotional
development
in
adolescence (NIH Publication No. 17-1234). U.S. Department of
Health
and
Human
https://www.nichd.nih.gov/research/reports
47
Services.
Republic of the Philippines
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Baao National High School
APPENDIX A
Permit to conduct study
Erma D. Escuro PhD.
Principal IV
Baao National High School
Ma’am,
Good Day!
We are from Grade 11- HUMSS A. As potential fulfillment
for our Practical Research 1, we will conduct a qualitative
study entitled Exploring the Negative Effects Of Permissive
Parenting On The Emotional Development In Grade 11 students
In Baao National High School.
The purpose of this study is to explore and explain the
negative effects of permissive parenting in grade 11 students
in Baao National High School.
In light of all of this, we ask for your permission to
conduct the data gathering and collection on March 2025.
Thank you for your support in making this effort a
success. God Bless you.
Truly’
Bisenio, Seanly
Bala, Rube
Tormes, Christine Mae
Mercado, Michaela
Palaypayon, Alexa
Benosa, Aljohn
Bañaria, Sharl Mark
Sabularse, Avil
NOTED:
JOY ANN ROSE VERCHES-ECO
Practical Research Teacher
APPROVED:
Erma D. Escuro Ph.D
Principal IV
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APPEDIX B
GUIDE QUESTIONS
SOP NO.1.)
what are the specific emotional development
outcomes in grade 11 students under permissive parenting?
4. How easy would it be to ask your parent to respond
emotionally when you have a problem?
6. Do you ever struggle with understanding or regulating
your feelings, like when you are anxious or upset whenever
your parents punish you? Elaborate.
9. For some fun, you were asked to jump off a cliff. Why
would you jump, if not, why? You have 5 seconds.
SOP NO.2.)How do the grade 11 students overcome the
emotional pressure under permissive parenting style?
1. How do you feel about handling emotional challenges
on your own, like stress or frustration? Do you find
it hard to manage these feelings without much support
or guidance from your parents? Elaborate.
2. Can you think of a time when you felt overwhelmed or
confused about how to handle a situation because
there were no clear rules or expectations from your
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parents? How did you cope with it?
5. Were you able to control your anxiety when you
were a kid? To this day, can you tell me how have
you been handling anxiety? Is it more heightened
now than you were a kid?
SOP NO.3.) How do the key informants describe the way of
their parents’ parenting style?
3. Describe your parent/s when they are mad? How long
does their sermon last? Are they chill after some
time or two of reprimanding you or are they in full
length of sermon with vociferating tone?
7. How do you react when you face situations where rules
and limits are not clearly defined? How did you often
feel confused or uncertain?
8. IMAGINING THESE IF IT WERE REAL:
A break up from your jowa shattered your heart. How
would you react if your parents are the available ones
to talk to? Why did it feel uncomfortable and why not?
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APPEDIX C
RESPONDENT NO.1
1. Having emotional challenges without any support from
my family is hard because, as a kid, I wanted someone
to notice my pain and someone who would care.
But as
a kid, I learned to hide my feelings and I became
more selfcentered.
2. When I was a kid, my sister was the smartest person I
know, and it led me to overwhelmed when it came to my
academics. I felt like I needed to do my best so that
my parents would be proud, but they didn’t
reciprocate it. So I handled this by focusing on my
academics more and became less close with them.
3. When my parents are mad, my mom would do all the
sermon while my dad stays silent. My mom would even
punish me. It would last at least 1hour.after some
time, they would come to me and ask what I want, and
they become chill. In the end ,they would say sorry.
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4. I wouldn’t know that because I never really opened up
with them.
5. When I was a kid, my anxiety was not that bad and I
handle it very well. But as time went by, when life
hit me hard and I encountered some traumas, my
anxiety was heightened. It would lead me to isolate
myself and not eat for days.
6. I always struggle with understanding my own feelings
because I would just feel tired, and I would get mad
at everyone even though I don’t know where my anger
came from. I would always blame myself for everything
that happened.
7. I would just do what felt right. I was a shy kid, so
I always asked someone what I should do, and
sometimes I would feel confused, but wouldn’t say
anything and just stay silent.
8. I would rather keep it to myself than tell them what
I feel because I always want them to see me as a
person who doesn’t care about someone and who’s
strong.
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9. I would not jump because I don’t like someone telling
me what to do and who are they to talk about that
certain topic.
RESPONDENT NO.2
1. To be honest, I actually handled my emotional alone.
I can control it when I am with my family especially
when I am with my parents. But sometimes I really
find it hard to manage without their guidance.
2. I am with my friends and I don’t ask for permission
from my parents. I didn’t know what time I should go
home because I went out without their permission so,
I handled it by going home early so that they would
not worry too much.
3. Sometimes they are chill enough because they are
worried but sometimes when they are truly mad their
sermon lasts for a few minutes and raise their voice
of course I think that’s normal
4. It is not easy when it comes to responding to me when
I have a problem because I am not that open to them
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and I stay quiet when I have a problem so I can’t say
directly how easy it is for them to respond.
5. I handle it alone I got used to keeping everything to
myself and sometimes I just cry it out.
6. Yes, sometimes I would get upset because they didn’t
understand me and they were too strict when it came
to me but I understand it
7. I just stayed quiet
8. Of course it would be uncomfortable because just I
have said I am not that open to them and of course I
would feel shy and awkward
9. I will not jump because I value my life
RESPONDENT NO.3
1. Yes super hard to handle really the emotions especially
when I am drained and there’s things adding more to my
stress
2.
Yun nga, it is always about sa grades and dun ako
sobrang na overwhelmed kasi nga yung mga expectations
nanggagaling sa parents ko is sobrang pressuring because
3.
It's so hard because I grew up so much that I didn't let
my emotions be me when I was a child. I'm still me, I
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can still handle some emotions because of course I'm still
a child. I can handle some emotions before but I can't
carry them without someone.
4. I used to have no anxiety at all but it's gotten worse
and worse. When I have anxiety, I just calm myself down
like I shake my hands because I'm shaking so much or
sometimes when I don't really have any. So I just listen
to music and at the same time I stay away from people so
they don't get affected because when I have anxiety,
when they ask me questions it gets worse.
5. Of course, those struggles will never go away for us
because I hope I grow up and don't show my emotions. So
when I'm really tired, I'll suddenly give orders and
then I'll get angry with them. Later on, I'll get
emotional because why did I do that? Why am I getting
angry with them?
6. Nothing I just accept the fact
7. I cannot relate
8. I will not just even i have pending problems. I know it
will resolve by God. I don’t want to give up even though
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there are many problems. It won't go away if you are the
only one who goes away because you can't recover or end
the root of the problem. It is better to be close to the
lord than to take back your life.
RESPONDENT NO.4
1. Yes, it hurts, I'm having a hard time handling things
that I can't handle, so I need my parents to support me
and to tell me my problems and also to guide me in my
decisions.
2. Of now I'm my own ally in everything. I don't expect
anyone to listen to me because my parents aren't here. I
do things that make me happy.
3. When my parents get angry, of course it's really the
hallway because they're angry, they end up having a cold
for 5 minutes like that, after that it stops and it's
like the whole area is quiet.
4. It's not easy to get along with them because you
shouldn't be the one asking for their attention, they
should give it to you. But from my own experience, I
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didn't tell them anything because sometimes they scold
me or tell me it's my fault.
5. As of now, I've probably only experienced it a little
bit because my parents aren't with me anymore.
6. When I was a child, yes, I used to get angry because
even though I wasn't wrong, I was the one being scolded
or beaten.
7. The rules at home are very strict, if I don't follow
them I'll be beaten, unlike at school where there's
freedom where I can do everything, have fun, play,
etcetera.
8. I don't feel comfortable with them because they don't
allow me to have a boyfriend. I know that's not allowed,
or if I open up to them that we're breaking up, they
might slap me or scold me.
9. Why would I jump for no reason? I would only think about
jumping if I was stressed out by all the problems.
RESPONDENT NO.5
1. I tried to handle emotional challenges situation on my
own but sometimes it is hard without the guidance and
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support as a student I struggled to manage stress and
frustrations alone but over time I learned to cope in my
own way
2. There were times where I felt lost and overwhelmed
because despite my parents expectations I was not always
sure if I could take or make it or meet it and I coped
by trying my very best seeking for advice and comfort
from my friends and also I also learned from my
mistakes.
3. It is like a dog barking for about 5 minutes sometimes
the neighbor can hear it
4. When I am a problem I just talk to my mother about what
I should go for the problem I am facing
5. Sometimes I am a child I cannot control myself because I
don’t understand much yet sometimes I just calm myself
down
6. Sometimes when I am always seen. My siblings cannot be
ordered at school when all the subject are the same time
you don’t now which one to prioritize so you are confuse
about what to do.
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7. If I had a break up I would slowly open up to my parents
about what happened I don’t think it would be an issue
because they are my parents and I am feel comfortable
talking to them
8. My friends and I often joke about this question saying
that one of us will jump over cliff or building if we
could not handle our problems however I would not jump
because I value my life and I would not risk it just for
fun
RESPONDENT NO.6
1. It's hard because sometimes I need my parents to help
me solve or overcome challenges, especially stress.
2. Maybe I thought it was okay for them not to be in the
honor list because I was being honest with them and
that was for school. I was already pressured because
I should always be on the honor list.
3. Calm at first, but when it starts to bring emotion or
anger, it almost feels like they want to hurt.
4. It's hard because I'm the type of person who is open
with my parents. Sometimes I just keep my problems to
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myself.
5. Just being calm, I guess.
6. I don't know if what I'm doing is right or wrong.
7. Sometimes it gets confusing because the rules given
are not clear.
8. I won't tell them the story of my breakup. They'll
just find out.
9. I would be injured or else die so I would not jump.
RESPONDENT NO.7
1. My feeling is based on the data I have learned from a
lot of texts and I can only understand these emotions in
the context of human experiences and if you have an
emotional challenge it is important to seek help from
professionals or people you trust.
2. Based on my study of people's experiences, I understand
that a lack of clear guidelines can cause anxiety and
confusion, and finding trustworthy people to talk to and
learning ways to manage stress are important in such
situations. And being open to conversation and finding
solutions is key to the success of the steps.
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3. When he was angry, he would give us a very serious
sermon and they would wait until you finished household
chores, and they wouldn't stop lecturing you until you
couldn't do anything and they would just stop when you
were done.
4. It is easy
5. I used to control my anxiety when I was a child and to
this day I can only tell my dad to take care of me. I am
so anxious and I am better able to control my emotions
now.
6. Sometimes I have a hard time because I get angry easily
over even the smallest things, but I can control it.
7. My only reaction is to understand the rules better so I
don't get confused about things.
8. I can only say that I can't tell my parents because my
emotions are my own and my reaction will be sad of
course.
9. Why would I jump if I would lose my life?
RESPONDENT NO.8
1. As a person who grew up in an environment where you
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should be able to handle your own problems and emotions
handling frustration and stress is easy.
2. It's possible that I'm confused and not sure what to do.
3. It depends on the situation. Sometimes it takes a long
time for anger to go away, while there are times when it
can be resolved quickly.
4. If we were open with each other, maybe I could tell
them. But in my current situation, I can't tell them
everything since we're not that close to each other.
5. When I was a kid, I didn't really know what that thing
was. But now I'm lost. I can't control it often.
6. When I'm annoyed or angry, I have a hard time
controlling my own emotions.
7. If the rules and limits are not clear, whether at home
or at school, I will feel confused or lack direction.
8. If that were to happen to me and my parents were the
only ones available to talk to me. Maybe that's awkward
and I'm not open to my mom about things like that. And
we are not that close as parent and daughter.
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9. should be able to handle your own problems and emotions.
RESPONDENT NO.9
1. Of course, it's hard because it feels heavy, especially
since I don't have parents to guide me and support me
whenever I need them.
2. It's possible. I'm the type who just copes even though I
know I can't face it alone.
3. Haha, my mom's voice is loud when she lectures me, but
I'm proud of her when she scolds us because even when
she's angry, she still makes us feel that she loves us.
4. It was easy because my mom used to guide me when I did
something wrong.
5. I agree to say yes on that.
6. It's difficult because no one can control it.
7. I don't know because I usually follow the roles I feel.
I mean my own rules
8. It would be uncomfortable because just what I have said,
I am not that open to them. Of course shy and it is
awkward.
9. Won’t jump of course. What am I? A fool?
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RESPONDENT NO.10
1. To be honest I actually handle my emotional challenges
alone and I can control it when I am with my family
especially when I am with my parents but sometimes I
really find it hard to manage without their guidance.
2. When I'm with my friends, I don't tell my parents
because I don't know what time I should go home because
I go out without their permission, so I handle it by
going home early so they don't have to worry too much.
3. Sometimes they are chill enough because of worry less,
but sometimes when they are truly mad, their sermon also
lasts a few minutes and they raised their voice, of
course, and I think it’s normal.
4. It is not that easy when it comes to responding to me
when I have a problem because I am not that open to
them. I just quiet when I do have a problem, so I cannot
say directly if it is for them to respond.
5. I handled it alone. I'm used to handling everything
myself. Sometimes I just cry.
6. Yes, because sometimes I would get upset because they
did not understand me and they are too strict when it
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comes to me, but I understand them.
7. I just stayed quiet.
8. Of course, it would be uncomfortable because what I have
said I am not that authentic to them and ashamed of it.
It is awkward.
9. Of course, no. what am i? a fool?
RESPONDENT NO.11
1. It’s challenging because there are times when I really
need my parents to help me deal with problems,
especially when I’m stressed.
2. Perhaps I thought it wasn’t a big deal if they weren’t
on the honor list because I was being truthful with
them, and it was related to school. I was already
feeling pressure to always be on the honor roll.
3. At first, I stay calm, but when emotions or anger kick
in, it almost feels like they’re trying to hurt me.
4. It’s tough because I’m someone who usually shares
everything with my parents, though sometimes I just keep
my issues to myself.
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5. I guess it’s just about staying calm.
6. I’m unsure whether what I’m doing is right or wrong.
7. It can be confusing sometimes because the rules provided
aren’t very clear.
8. I won’t talk to them about my breakup; they’ll
eventually find out on their own.
9. I wouldn’t jump because I would either get hurt or die.
RESPONDENT NO.12
1. It's not easy for me.
2. Yes, when I was young, there were things I didn't
know were right or wrong because no one told me how
to act, and once I was scolded for something I
thought was okay to do.
3. Back then, I didn't really know how to control my
anxiety. All I knew was that when I was nervous, I
just tried to hide it.
4. Yes, sometimes I feel like I don't know how to
explain my feelings, so in the end I just keep quiet.
5. It's frustrating sometimes, it seems like it's hard
to decide what to do because nothing is clear.
Sometimes I try to ask others or observe how others
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do things before I act.
6. I probably wouldn't tell them, depending on their
mood if they're okay talking to me, I might say it.
But if I know they don't understand, or they might
just say something else. Besides, maybe I'll just
choose what else to say. Don't talk about it.
7. I won't make my life meaningless if I just ruin it
for the fun of others and waste the life that the
Lord gave me. I still have a dream that I want to
fulfill.
RESPONDENT NO.13
1. When I am stressed, I am very lonely and yes it is
difficult especially if you do not have anyone to
2. talk to but all I do is try to calm myself down or
find something to distract myself
3. My parents role was inconsistently enforced my
sister’s defiance one day led me to keep her
believing she needed a lesson while dad did not
physically punish me his disappointment was far more
impactful than in his spanking.
4. When my parents get angry they talk to us calmly and
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they are actually only angry for about three minutes
once they have come down they will talk to us so they
don’t take their anger out on us.
5. Actually, it is easy for me to ask my mom for
emotional support especially since we are really
close and almost like friends.
6. When I was younger there were definitely, I could not
really manage my anxiety it felt like the world was
huge.
7. Yes, there were definitely times when I struggle to
understand and control my emotions particularly when
I felt anxious or frustrated due to parental
punishment.
8. When rules and limits are unclear I tend to become
cautious and seek clarification.
9. It’s not uncomfortable since we are legal.
10.
I would refuse and because I am not that stupid
RESPONDENT NO.14
1. Yes, I experience hardships from time to time,
especially now that I have no support from my
parents. It's really hard, there's a lot of
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stress going on in my life. I won't back down from what
I do, but I have one word for it. That is, I can handle
all the challenges in life.
2 Everyone experiences a very difficult situation. It
happened to me too, but I faced it through my own will,
what I want, that's what I follow.
3 Lesson: When my mother scolds me, sometimes I answer her
not because I'm angry but because I'm just expressing my
pain. I learned a lot when my mother scolds me because I
know that my mother loves me, that's why she can scold
me.
4. It's hard because I don't open up to my mom much, but
when there's a problem at school, I tell my parents
right away.
5. I didn't experience coke balm when I was young but
now I'm starting to experience it just like the girls
at school. I didn't know that I would be passed over
that day when I experience a breakdown. I just calmed
myself down.
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6. I didn't experience coke balm when I was young but
now I'm starting to experience it just like the girls
at school. I didn't know that I would be passed over
that day when I experienced a breakdown. I just
calmed myself down.
7. My parents don't punish me, but I just experience it.
I can't control myself when I'm angry, so I prefer to
keep quiet and not say anything.
8. I already know the rules at home and school so I
don't do what's forbidden. So I don't experience
confusion or frustration.
9. I don't tell them, but when they ask and I feel
strange, I immediately tell them what happened to me.
10.
I will oppose this. Of course, I am not crazy
enough to follow the cliff jumping for the pleasure
of others.
RESPONDENT NO.15
1. When I'm stressed, I feel very alone, and it can be
tough, especially if there's no one to talk to.
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2. My parents' discipline was inconsistent. One day,
my sister's defiance made me think she needed a
lesson, while my dad didn't physically punish me,
but his disappointment had a stronger impact than
any spanking.
3. When my parents get angry, they speak to us calmly,
and their anger only lasts for about three minutes.
Once they've calmed down, they talk to us so that
they don’t direct their frustration at us.
4. It's easy for me to seek emotional support from my
mom because we’re very close and share a
friendship-like bond.
5. When I was younger, I had a hard time managing my
anxiety. The world felt overwhelming.
6. There were definitely moments when I struggled to
understand and control my emotions, especially when
I was anxious or frustrated due to punishment from
my parents.
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7. When the rules or boundaries are unclear, I tend to
be cautious and ask for clarification.
8. It's not uncomfortable because we are legally
allowed to do it.
9. I would refuse, as I'm not foolish.
RESPONDENT NO.16
1. Minsan nahihirapan ako pero sa tingin ko kailangan rin
Talaga ng guidance sa parents ko.
2. I was really struggling at the time. Sometimes I just
got through it by hanging out with friends.
3. The voice will rise for just a few minutes, but not full
sermon.
4. Sometimes I have a hard time but sometimes yes.
5. When I was young, I didn't experience anxiety that much.
But now I do.
6. Yes, because I know what it's supposed to feel like.
7. No, I just learned things on my own.
8. It's easy for them to tell.
9. Of course not.
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RESPONDENT NO.17
1. Sometimes I struggle, but I think I really need
guidance from my parents.
2. I was going through a tough time. I often managed by
spending time with my friends.
3. The voice may get louder for a few minutes, but it's
not a full lecture.
4. Sometimes it's hard for me, but other times it's okay.
5. When I was younger, I didn’t experience much anxiety,
but now I do.
6. Yes, because I understand what it’s supposed to feel
like.
7. No, I learned everything on my own.
8. I can easily tell them.
9. Of course not.
RESPONDENT NO. 18
1. Because there was no guidance from my parents. And I
couldn't open up to them, so I just hid my problems.
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2. I just want to cry and when I can't take it anymore, the
tears just come out on their own because the problems
are all happening at once.
3. Ma'am, my eyebrows will meet in about five minutes, then
they'll be gone as long as I learn their lessons.
4. It's hard because I'm not used to opening up to them.
5. I didn't experience pain immediately when I was a child.
I'm just feeling it now and it's even worse now because
it came on so suddenly.
6. I'm not punished because they don't know, so I just do
it secretly.
7. When I overthink, I think about whether they might get
angry or if my answer might be wrong or if I might fail
academics.
8. When I overthink, I think about whether they might get
angry or if my answer might be wrong or if I might fail
academics.
9. I'm not stupid, I wouldn't do that because I still want
to live.
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RESPONDENT NO.19
1. I'm just trying not to really experience it.
2. I am strengthening myself.
3. They calm down easily.
4. Sometimes it's hard, but I just choose not to share
and keep it to myself.
5. Yes, when my mother scolds me, I don't really feel
the pain.
6. Yes, when there is a problem, I adjust quickly.
7. I will ask my mother questions so I can find the
correct answer and avoid making mistakes.
8. Sharing emotions with parents brings comfort to the
heart.
9. lot to do in life and I still have dreams.
RESPONDENT NO.20
1. It's like the end of the world, maybe, or maybe
that's how I really feel.
2. I don't remember much because it was a long time ago.
3. When my parents are angry, they often give me a
sermon when they're not tripping, and I only finish
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when they say everything they want to say.
4. I'm not the kind of person who says I have a problem
with my parents and if I could, I would just hide
myself.
5. The problem is, but now as a teenager I'm reflecting.
I hope I can figure out how to fix it.
6. As I said, I don't pay attention to their sermons and
it's like they're not there for me.
7. Always ask questions to make sure and avoid
misunderstandings.
8. I prefer to take my problems to religion not because
I'm uncomfortable but because I can fix them on my
own.
9. I'm not stupid enough to jump off a cliff.
RESPONDENT NO.21
1. Of course it’s really hard because first I don’t have
anyone to advice, I don’t have comfort when you have
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problems or it is really painful when you do not have
parents who are there for you
2. I was able to go to them because I probably have a
convection that I am strong and I cannot get up on life
3. Challenges like anything when I am confused that’s why
that’s the reason why I got through it
4. Mom took a long loved them to score dead as long as I
did not understand my mistake it was just as cold and
scold of a long time now most like that sometimes even
after a few days she still reminds me so that we can
understand.
5. It's easy because mom told me I have a problem. Don't be
shy to talk to them, so it's really easy.
6. I think my anxiety is higher now that I am older because
we are more struggles now
7. I can control myself
8.
I don’t think it’s really comfortable especially if
you’re not really close to your parents because that’s
9. the reason why it’s not comfortable because you made a
mistake with a girl you love and then you told your
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parents I’ll stop in humor but for me that was going to
talk to them is with your parents because they can give
you the right and the best advice. they can give you the
right and the best advice.
10.
I am not stupid just for fun I will kill myself and
put myself in danger, so I won’t allow for useless
pressure.
RESPONDENT NO.22
1. Of course, it was difficult because there were no
supportive or guiding parents
2. Yes, but I was able to cope with it because I persevered
3. It took a long time to preach, and I was serious when
preaching
4. Sometimes it was easy, sometimes it was not depending on
the situation
5. I am more anxious now because when I was young when I
had the problem, I was not ashamed to tell my parents
when I had the problem I calmed myself down as a coping
mechanism focusing on the problem
6. I understand sometimes I do not
7. No because I will just face the problem
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8. Yes, because she is my mother they will understand me
9. no because I have my own principles
RESPONDENT NO.23
1. Always until now since I have not been open with my
parents even when I am full of things like problems
stress or controlling emotions and it is hard because I
2. I still don’t understand everything I guess I lack
knowledge, so it is hard without parental guidance
3. I cannot forget the feeling that parents should be the
ones guiding their children but sometimes they do not
because I face it alone and I don’t know how there are
times when even I am confused about how to deal with it
4. It depends on what makes me angry, for example they are
full of things when they make statements it took us a
while to understand our mistakes
5. I do not know like I said earlier I am not open with my
parents, but I think if I open up especially if they
know or can do something they will do it.
6. If I was young, I would not know because I would forget
quickly sometimes I can control it but sometimes I
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cannot especially when I have negative thoughts it seems
like my anxiety gets worse. Yes I think about it when my
parents called me or tell me I am always the one it’s
okay if I am not
7. I feel comfortable telling my parents because we don’t
think the same in me what else they will say
8. I will not do it I will not exchange my life for the
happiness of others without thinking about what the
exchange of their happiness will be.
RESPONDENT NO.24
1. I just take the problem into my own hands and solve the
problem I'm facing.
2. That's it, because I can't talk about my personal
problems, so I'm just facing them alone and solving
them.
3. Well, at first when my parents told me about the
mistakes I was making, they were angry at first. But
after a few minutes, they weren't anymore.
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Department of Education
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SCHOOLS DIVISION OF CAMARINES SUR
Baao National High School
4. Well, at first when my parents told me about the
mistakes I was making, they were angry at first. But
after a few minutes, they weren't anymore.
5. I'm not opening up personal problems to them.
6. My anxiety is higher now because as I get older the
problems, I face become more severe and I control it by
calming myself down and encouraging myself. I can face
it and do it.
7. Sometimes I have a hard time controlling my emotions
when they lecture me, but I can answer them.
8. I tell my parents that's why I make mistakes like
studying things that need to be done.
9. I'm uncomfortable because I don't open up about personal
problems.
10.
It's not because I love my life anymore and I don't
want to waste the days when I'm close to my goals in
life.
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Republic of the Philippines
Department of Education
REGION V
SCHOOLS DIVISION OF CAMARINES SUR
Baao National High School
RESPONDENT NO.25
1. For me, it's very painful, especially since I'm
feeling my problems alone without anyone knowing.
2. I'm facing this head on. I need a little mental
relaxation first.
3. If I were to describe my parents, they would probably
be like broken records that repeat the sermon over
and over until they stop, and their sermons are long
and loud.
4. First of all, I don't really ask my parents for a
response, so they know how I feel because I really
don't want anyone to know about my personal problems.
5. Yes, because when I was a child, I used to think that
I wouldn't have any problems to face, even if I was
6. Sometimes yes, but I still look up to them more
because they are my parents. They say your parents
don't love you if they don't scold and beat you deep
cliff, why would I jump if it's okay for him to do
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Republic of the Philippines
Department of Education
REGION V
SCHOOLS DIVISION OF CAMARINES SUR
Baao National High School
7. Sometimes yes, but I still look up to them more
because they are my parents. They say your parents
don't love you if they don't scold and beat you deep
cliff, why would I jump if it's okay for him to do
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Republic of the Philippines
Department of Education
REGION V
SCHOOLS DIVISION OF CAMARINES SUR
Baao National High School
APPEDIX D
Documentations
84
Republic of the Philippines
Department of Education
REGION V
SCHOOLS DIVISION OF CAMARINES SUR
Baao National High School
CURRICULUM VITAE
Seanly S. Bisenio
Santa Teresita, Baao Camarines Sur
09949010060
PERSONAL INFORMATION
Age
: 16
Date of Birth
: June 29,2008
Place of Birth
: Baao Camarines Sur
Sex
: Male
Civil Status
: Single
Nationality
: Filipino
Religion
: Roman Catholic
Father’s Name
: Joel Bisenio
Mother’s Name
: Norie Jane Bisenio
EDUCATIONAL BACKGROUND
Elementary
: Sistes Elementary School
Secondary
: Agdangan National High School &
Baao National High School
85
Republic of the Philippines
Department of Education
REGION V
SCHOOLS DIVISION OF CAMARINES SUR
Baao National High School
Rube B. Bala
Itonan Street, Buluang, Baao Camarines Sur
09502480175
PERSONAL INFORMATION
Age
: 17
Date of Birth
: February 02,2008
Place of Birth
: Buluang Baao Camarines Sur
Sex
: Female
Civil Status
: Single
Nationality
: Filipino
Religion
: Born Again Christian
Father’s Name
: Rudy G. Bala
Mother’s Name
: Leni B. Bala
EDUCATIONAL BACKGROUND
Elementary
: Buluang Elementary School
Secondary
: Baao National High School
86
Republic of the Philippines
Department of Education
REGION V
SCHOOLS DIVISION OF CAMARINES SUR
Baao National High School
Christine Mae J. Tormes
San Jose, Baao, Camarines Sur
09519758393
PERSONAL INFORMATION
Age
: 17
Date of Birth
: December 24, 2007
Place of Birth
: Tondo Manila
Sex
: Female
Civil Status
: Single
Nationality
: Filipino
Religion
: Roman Catholic
Father’s Name
: Richard F. Tormes
Mother’s Name
: Marilou J. Valera
EDUCATIONAL BACKGROUND
Elementary
: Baao West Central School
Secondary
: Fatima Integrated Farm School
Inc. & Baao National High School
87
Republic of the Philippines
Department of Education
REGION V
SCHOOLS DIVISION OF CAMARINES SUR
Baao National High School
Sharl Mark Bañaria
San Vicente, Baao, Camarines Sur
09984295924
PERSONAL INFORMATION
Age
: 17
Date of Birth
: September 29, 2007
Place of Birth
: Salvacion Baao Camarines Sur
Sex
: Male
Civil Status
: Single
Nationality
: Filipino
Religion
: Iglesia ni Cristo
Father’s Name
: Salvador Bañaria Jr. IV
Mother’s Name
: Ma. Dania R. Bañaria
EDUCATIONAL BACKGROUND
Elementary
: La Consolacion Collage Baao
Secondary
: Baao National High School
88
Republic of the Philippines
Department of Education
REGION V
SCHOOLS DIVISION OF CAMARINES SUR
Baao National High School
Aljhon R Benosa
Sta Cruz, Baao Camarines Sur
09452113984
PERSONAL INFORMATION
Age
: 17
Date of Birth
: February 19,2008
Place of Birth
: Del Rosario, Baao Camarines Sur
Sex
: Male
Civil Status
: Single
Nationality
: Filipino
Religion
: Roman Catholic
Father’s Name
: Ariel E. Benosa
Mother’s Name
: Jocelyn R. Benosa
EDUCATIONAL BACKGROUND
Elementary
: Baao West Central School
Secondary
: Baao National High School
89
Republic of the Philippines
Department of Education
REGION V
SCHOOLS DIVISION OF CAMARINES SUR
Baao National High School
Michaela Mercado
San Vicente, Baao, Camarines Sur
09814791823
PERSONAL INFORMATION
Age
: 16
Date of Birth
: July 10, 2008
Place of Birth
: Maricum Pastrana, Leyte
Sex
: Female
Civil Status
: Single
Nationality
: Filipino
Religion
: Roman Catholic
Father’s Name
: Michael Mercado
Mother’s Name
: Ma Salvacion Salopado
EDUCATIONAL BACKGROUND
Elementary
: Maricum Elementary School
Pastrana, Leyte
Secondary
: Baao National High School
90
Republic of the Philippines
Department of Education
REGION V
SCHOOLS DIVISION OF CAMARINES SUR
Baao National High School
Alexa Palaypayon
San Vicente, Baao, Camarines Sur
09672938693
PERSONAL INFORMATION
Age
: 17
Date of Birth
: January 19, 2008
Place of Birth
: Naga City
Sex
: Female
Civil Status
: Single
Nationality
: Filipino
Religion
: Roman Catholic
Father’s Name
: Felix B. Palencia Jr.
Mother’s Name
: Aleth P. Bersabal
EDUCATIONAL BACKGROUND
Elementary
: Baao Central School
Secondary
: Baao National High School
91
Republic of the Philippines
Department of Education
REGION V
SCHOOLS DIVISION OF CAMARINES SUR
Baao National High School
Avil F.Sabularse
San Juan, Baao, Camarines Sur
09123488912
PERSONAL INFORMATION
Age
: 20
Date of Birth
: October 25, 2004
Place of Birth
: San Juan Baao Camarines Sur
Sex
: Male
Civil Status
: Single
Nationality
: Filipino
Religion
: Roman Catholic
Father’s Name
: Ariston B. Sabularse
Mother’s Name
: Salve F. Sabularse
EDUCATIONAL BACKGROUND
Elementary
: San Juan Elementary School
Secondary
: Baao National High School
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Republic of the Philippines
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SCHOOLS DIVISION OF CAMARINES SUR
Baao National High School
93