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The demand for college graduates is high and persons with high school qualifications
are being gradually replaced in the workplace. Employers are now looking for college
graduates, as they have seen by the employers to have manifested consistency and reliability
during their school years. These are the important traits every employer is looking for. With
the advent of increasing number of State Universities and Colleges with free education, it is
ideal for students to continue their senior high school journey and finish it.
Consistency and reliability are the two traits which a student may choose to adapt to
himself during his stay in school in any grade level. But hindrances and distractions are often
One of the most difficult challenges learners face today is family dysfunction. In some
way every family has dysfunction, but there are indicators in which such dysfunction disturbs
Most families normally experience stressful circumstances, such as, death in the
family, a parent's serious illness, separation, loss of household income, violent parental
conflict and prolonged substance abuse by a parent. Healthy families tend to return to normal
functioning after the crisis passes. Smith (2016) defines a dysfunctional family as a family in
which conflicts among parents or other members of the family exist that negatively affect the
children which lead to neglect and abuse. Problems in dysfunctional families are often chronic
Kansas State University in its Counseling Services (n.d) has stated that even though
there are some bickering and yelling happening inside a family. Healthy families become
EXTERNALIZATION OF VOICES TECHNIQUE (EVOT) STRATEGY FOR SENIOR AND HIGH SCHOOL
STUDENTS WITH DYSFUNCTIONAL FAMILIES TO PREVENT TEENAGE PREGNANCY AND ADDICTION
AND INCREASE THEIR ACADEMIC RESILIENCE AND SELF-ESTEEM
normal again after disagreements and disputes. Emotional expression is allowed and
accepted. They can need and want attention and give it to others (Kansas, n.d).
As I entered the public school system, I noticed a lot of times the unwillingness of the
parents to participate and involve themselves in children’s school activities. When I held PTA
meeting on July, only 3 mothers out of supposedly 40 parents only came to meet me. One
could give benefit of the doubt as work and other matters may have come during that meeting,
but it seems that most of them try to avoid these things as much as possible, knowing that
they are Grade 12 students and this is their last academic year in a public school system.
However, since 5 students of my advisory class are already fathers themselves, it feels
alarming to know that all of them came from dysfunctional families based on my short
their set up. One student of mine has revealed that the cause of his absenteeism is he was
blaming himself and saw the future as bleak and hopeless for him and his teenage partner.
Sámano et al. (2017) revealed that often, family dysfunction is the cause of teenage
Berk (2001) explains that the emotional, cognitive, and relational changes that occur
during adolescence often cause tension and dispute between adolescents and their parents,
and in result their teachers. Teenagers start to gain a deeper sense of the complexity of their
world. This is seen through teenagers’ use of hypothetical-deductive reasoning, in which many
EXTERNALIZATION OF VOICES TECHNIQUE (EVOT) STRATEGY FOR SENIOR AND HIGH SCHOOL
STUDENTS WITH DYSFUNCTIONAL FAMILIES TO PREVENT TEENAGE PREGNANCY AND ADDICTION
AND INCREASE THEIR ACADEMIC RESILIENCE AND SELF-ESTEEM
possibilities are assessed and the most appropriate choice is determined through comparison
(Berk, 2001).
The complexity of a rapid change within the body resulting to increased relational
tension with the cause of activated hormones often leave adolescents with rapid and dramatic
mood swings. Mood swings, along with the other stresses of adolescence which are the
majority age of senior high school students, put this age group at higher risk for mental health
issues, substance abuse, and teenage pregnancy (Keyes, 2006; Se´guin, Lynch, Labelle, &
This is why often parents are called to the School Guidance to give help to their
children through parental concentration but is often hindered by diverse economic and time
constraints. Time constraints are a primary obstacle for parents whose work does not allow
adversity (Youngminds.org, n.d.). Building resilience involves doing a whole bundle of things
that don’t always happen in the classroom. We know from years of research that supporting
Academic resilience may also be elaborated as the ability to bounce back and solve a
crisis, and handle stress or pressure in the academic setting. Although numerous studies have
been found to focus on general or life resilience, there has been little research into the issue
of academic resilience.
EXTERNALIZATION OF VOICES TECHNIQUE (EVOT) STRATEGY FOR SENIOR AND HIGH SCHOOL
STUDENTS WITH DYSFUNCTIONAL FAMILIES TO PREVENT TEENAGE PREGNANCY AND ADDICTION
AND INCREASE THEIR ACADEMIC RESILIENCE AND SELF-ESTEEM
Self-esteem may pertain to the attitude of the individual about his or her sense of value
of his or her own worth. Stated in Positive Psychology.com (2019), “It can be considered a
sort of measure of how much a person “values, approves of, appreciates, prizes, or likes him
These are important traits that Externalization of Voices may help students to cultivate.
When a student becomes academically resilient, he or she will likely study hard and identify
his or her weaknesses after learning he experienced an academic setback. Self-esteem will
always be the basis on how the student present himself or herself to the world as if he or she
likes herself, it will radiate to the people or the community surrounding him or her.
The main aim of this action research is to help the students help themselves. What will
Technique created by Dr. David Burns. As a person who experienced before, this technique
helped me overcome negative thoughts about myself to avoid personal misjudgments and
This is what I hope for students to gain after the proposed intervention.
In difficult times, it can be hard to stay positive and find our balance. Being resilient
enables us to protect ourselves from getting too overwhelmed by stress, predicts well-being,
and can protect us from developing mental health difficulties (Mak et al., 2011).
This means believing of one’s control over one’s life. That a student can grow, can improve in
his or her abilities, succeed in tasks he set for himself or herself and learn from mistakes. This
EXTERNALIZATION OF VOICES TECHNIQUE (EVOT) STRATEGY FOR SENIOR AND HIGH SCHOOL
STUDENTS WITH DYSFUNCTIONAL FAMILIES TO PREVENT TEENAGE PREGNANCY AND ADDICTION
AND INCREASE THEIR ACADEMIC RESILIENCE AND SELF-ESTEEM
puts them in a position to bounce back and recover from a challenging period after becoming
1) What is the status of the resilience and self-esteem of senior high school students
2) Will Externalization of Voices Technique (EVOT) Strategy for senior high school
students with dysfunctional families develop the students’ to gain academic resilience and
self-esteem?
3) What are the class behaviors of the respondents before and after the intervention
in terms of:
created and developed by Dr. David Burns. It is one of the role-playing techniques he conducts
in his training sessions of his own group of professional therapists and coaches. David Burns
has explained before in his interviews that he began developing role-playing techniques in the
early days of cognitive therapy because many of the Beckian techniques, such as Examine
the Evidence and the Socratic Technique–while sometimes very helpful, were sometimes a
bit dry, and he wanted to include punchier and more powerful and dynamic techniques in his
EXTERNALIZATION OF VOICES TECHNIQUE (EVOT) STRATEGY FOR SENIOR AND HIGH SCHOOL
STUDENTS WITH DYSFUNCTIONAL FAMILIES TO PREVENT TEENAGE PREGNANCY AND ADDICTION
AND INCREASE THEIR ACADEMIC RESILIENCE AND SELF-ESTEEM
therapeutic toolkit. These role-playing techniques are just one part of what sets TEAM-CBT
easy, which is always combined with the Self-Defense Paradigm and the Acceptance
Paradox.
NEGATIVE EXAMINED
THOUGHTS
THOUGHTS
In this intervention, the student will be bring his or her completed Daily Mood Log also
Then with the help and administration of a guidance counselor, I will explain how
Externalization of Voices Technique works and what it aims. Two personas will be introduced:
Negative and Positive. The “Negative Persona” of the student attacks the Positive Persona
with the Negative Thought the student wrote in his or her Daily Mood Log. As the administrator
of the EVOT, I will act as the negative persona while she plays the role of her own positive
persona to defend herself from my negative attacks. The attacks that I will make against her
are the negative thoughts she recorded which kept recurring in her mind.
perspective, see the reality surrounding those thoughts and how distorted they are, the
student is expected to gain resilience and self-esteem through acceptance and highlighting
The Daily Mood Log and Externalization of Voices Technique has been widely
popularized in the public by Dr. David Burns through his Feeling Good Podcast on the Apple
Podcast. If this action research is approved, I will seek to ask his approval to use his tools in
this action research and the purpose of this action research: to develop academically resilient
students.
The significance of this proposed intervention to the Education community is high. This
is because it is one of the prevalent concerns today but still remain unaddressed. If this
and behavior.
have also found that using CBT strategies contribute to the overall effectiveness of their
program. These programs are designed to address emotional and physical needs and protect
adolescents from harmful sexual behavior. The emphasis of those programs is on reducing a
range of behaviors that include unprotected intercourse, sexually transmitted diseases, and
unintended pregnancy.
important that they may be introduced to David Burns works first to be able to explain and be
In addition, the length of time of the endurance of the resilience these students will
have gained after the session cannot be determined, as Dr. David Burns himself said that
patients’ resilience and self-esteem may vary as time went by. What they could only do is to
repeat the techniques and do the writing exercises as required to implement the intervention
fully.
The negative thoughts which will be attacked by the student respondents will only
concern themselves upon the difficulties in achieving academic resilience and self-esteem. It
will not delve upon traumas, severe depressive experiences, and other life-threatening
information.
of life before, I used Cognitive Behavioral Therapy to recover from my negative thoughts. They
clarified my mind in many ways that I use rationality between my actions. The result of using
I think in many ways, this will help senior high school students, as when they are able
to fight their negative thoughts, they will be primed for focus and completion of their school
This action research is a Qualitative Research to delve deeply into the issues and
doubts of the at-risk students who would like to help themselves recover from academic
setbacks. This may include frustration, inability to catch up with the lessons, perception of
It is perceived that this research will gather data from students who happened to have
bad records previously such as absenteeism, tardiness, disturbance in the classroom, etc. In
addition, if there are existing records, students who reported themselves in the guidance office
to be having difficulty in adapting to the school environment, they may be part of this action
research as well because even though they may not be showing deviances in school
premises, they may experience self-doubt and discouragement to continue their study. They
will be invited to be taught with EVOT Intervention. If they are willing, a preliminary interview
with open-ended questions will be asked about himself or herself in relation to his or her
performance in the class. If based on the interview, with the consultation of his or her adviser,
EXTERNALIZATION OF VOICES TECHNIQUE (EVOT) STRATEGY FOR SENIOR AND HIGH SCHOOL
STUDENTS WITH DYSFUNCTIONAL FAMILIES TO PREVENT TEENAGE PREGNANCY AND ADDICTION
AND INCREASE THEIR ACADEMIC RESILIENCE AND SELF-ESTEEM
he or she qualifies to be taught with the intervention, a letter of permission will be sent out to
his or her parent for him or her to be a case study of this action research.
There will be 10 respondents in this research which will be divided into two groups:
male and female, regardless of their sexual preferences. This is because the focus of this
research is the overall impact of Externalization of Voices on the total academic resilience and
self-esteem of the students, not how EVOT addresses each his or her gender needs. Despite
that, the sampling technique which will be employed in this study will be Homogenous
Purposive Sampling, as the shared characteristic among the respondents are their past
The respondents’ Daily Mood Log results will also be used to describe and compare
There will be two types of data gathering procedures which will be employed in this
action research: one is case study, and the other is focused group discussion. These data
Case study research, through reports of past studies, allows the exploration and
multiple cases in complex situations (Intrac.org, n.d.). It can help explain why change happens
EXTERNALIZATION OF VOICES TECHNIQUE (EVOT) STRATEGY FOR SENIOR AND HIGH SCHOOL
STUDENTS WITH DYSFUNCTIONAL FAMILIES TO PREVENT TEENAGE PREGNANCY AND ADDICTION
AND INCREASE THEIR ACADEMIC RESILIENCE AND SELF-ESTEEM
in some cases but not others. QCA is designed for use with an intermediate number of cases,
typically between 10 and 50. Since this action research’s main data will revolve around case
studies and be studied in counter with focused group discussion, comparative analysis of
situations involved per case will be applied to determine the common difficulties experienced
by the students, and to what extent Externalization of Voices Technique can help them.
https://positivepsychology.com/self-esteem/
https://www.k-state.edu/counseling/topics/relationships/dysfunc.html
https://youngminds.org.uk/media/1465/what-is-academic-resilience.pdf
https://www.intrac.org/wpcms/wp-content/uploads/2017/01/Qualitative-comparative-
analysis.pdf
Berk, L. (2001). Development through the lifespan. Boston: Allyn and Bacon.
Keyes, C.L. (2006). Mental health in adolescence: Is america’s youth flourishing? American
Mak, W. W. S., Ng, I. S. W., & Wong, C. C. Y. (2011). Resilience: Enhancing well-being
through the positive cognitive triad. Journal of Counseling Psychology, 58(4), 610-617.
Sámano et al. BMC Pregnancy and Childbirth (2017) 17:382 DOI 10.1186/s12884-017-1570-
Smith VC, Wilson CR, AAP COMMITTEE ON SUBSTANCE USE AND PREVENTION.
Se´guin, M., Lynch, J., Labelle, R., & Gagnon, A. (2004). Personal and family risk factors for
doi: 10.1080=13811110490444379.