PSYCHOLOGICAL INFLUENCE OF ATROCITY AND ARMED CONFLICT ON

YOUTH IN BASILAN

An Undergraduate Thesis
Presented to
The Faculty of the Psychology Department
Collage of Liberal Arts
Western Mindanao State University

In Partial Fulfilment of the

Requirements for the Degree of
Bachelor of Science in Psychology

A Research study by:

Ranolo, John Bonilou N.

March 2018
 1

APPROVAL SHEET

The undergraduate thesis entitled, “PSYCHOLOGICAL IMPACT OF ATROCITY IN

ARMED CONFLICT ON YOUTH IN BASILAN” prepared and submitted by RANOLO,
JOHN BONILOU N. has been examined and found satisfactory and is hereby recommended and
approved for oral examination.

PROF. NELIBELLE ULAMA

Thesis Adviser

Approved by the Committee on Oral Examination on October 23, 2017 with a rating of

PROF. BRENDA Q. SALANG

Chairperson

DR. EXPEDITO H. MALBAGO Ph.D. PROF. MAGNOLIA T. GREFALDE

Member Member

PROF. JENNIFER T. COMPOSA

Member

Accepted as partial fulfillment of the requirements for the degree of Bachelor of Science in
Psychology.

PROF. BRENDA Q. SALANG PROF. CRISTINA S. QUINALAYO

Research Professor Head, Psychology Department

DR. ADRIAN P. SEMORLAN Ed.D.

Dean, College of Liberal Arts
 TABLE OF CONTENTS

TITLE PAGE PAGE

APPROVAL SHEET ......................................................................................................... i

ACKNOWLEDGMENT .................................................................................................. ii

ABSTRACT ...................................................................................................................... iii

CHAPTER I – Introduction

Background of the Study .........................................................................................1

Review of Related Literature ...................................................................................3

Theoretical Framework ..........................................................................................31

Conceptual Framework ..........................................................................................32

Statement of the Problems .....................................................................................33

Significance of the Study .......................................................................................33

CHAPTER II - Methodology

Research Design.....................................................................................................35

Participants .............................................................................................................35

Settings ...................................................................................................................37

Measures ................................................................................................................37

Operational Definitions ..........................................................................................38

Procedure ...............................................................................................................40

Data Analysis .........................................................................................................40

Limitation of the Study ..........................................................................................41

CHAPTER III – Results

Influence of atrocities on youth .............................................................................42

Youth involvement in terms of armed conflict ......................................................43

Coping mechanisms of youth after the atrocity ....................................................44

Background Data of Respondents ..........................................................................45

CHAPTER IV – Discussion.............................................................................................46

CHAPTER V – Summary, Conclusion and Recommendation

Summary ................................................................................................................61

Recommendations ..................................................................................................62

Conclusion .............................................................................................................62

REFERENCES .................................................................................................................63

APPENDICES

Ethics Clearance.....................................................................................................66

Letters ....................................................................................................................67

Background Data………………………………………………………………....72

Questionnaires........................................................................................................75

Translated Transcription ........................................................................................76

Curriculum Vitae ...................................................................................................83

 LIST OF TABLES AND FIGURES

TABLES PAGE

Figure 1. Conceptual Framework………………………………………………...32

Table 1. Influence of Atrocities on Youth .............................................................42

Table 2. Youth involvement in terms of Armed Conflict ......................................43

Table 3. Coping mechanisms of Youth after the Atrocity ....................................44

Table 4. Background Data of Respondents………………………………………45

 ACKNOWLEDGEMENT

The Researcher would like to take a deep courage to heartily thank and acknowledge the

assistance and expertise of these people who helped made this study a success.

To Prof. Brenda Salang, our adviser, for her persistent efforts, support and dedication all

throughout the undertaking of this study, whose expertise and advise had contributed much to the

improvement of this study; For her constructive criticism and supportive suggestions in the

refinement of this research.

I would also like to thank the Respondents for their cooperation and giving their time to

answer the questions during the interview.

And of course to my beloved parents for their unending support financially, spiritually

and morally, for their patient love and unflagging beliefs during the time and duration when I

was working on my thesis and even through the lives.

To Cherine and Jeth, for the overwhelming and heartwarming love and support that cause

me to motivate on doing the success of my thesis through difficult times they are my sunshine.

Above all the ALMIGHTY GOD for his sustaining grace, strength and wisdom giving

that keeps me standing in my everyday battle, for the hopes that through Him, this study will be

possible to completion.

ii
 ABSTRACT

Young Basilenyos are determine of looking a great opportunities for themselves and
dreaming for a high hopes for their community whereas they are considered as the middle man
who are affected in the armed conflict on their bloody and chaotic place.

This study became a medium to educate the left-out youth of the importance of their

involvement in the community through reaching out to them. This study determines us to form a

better understanding of conflicts in the country and to provide concrete solutions to these
conflicts.

It specifically aims to answer the following questions: 1) What attitude have the youth
shown that affected them during the Atrocity, 2) How does the situation lead the youth to involve
in terms of Armed Conflict, and 3) How do youth cope with the challenges brought by the
Atrocity and Armed Conflict.

This study used a qualitative research method through a phenomenological case study.

The researchers use this approach being the most appropriate design to pursue the objectives of

the study.

The result of this study determine that youth of Basilan act as the middle man who are
affected in the armed conflict on their bloody and chaotic place. Instead of achieving the role of
having a good moral in order to become a better citizen they tend to drop out and commit
themselves in a practical way but through education they’re able to achieved their goals.

The researchers recommend to the readers that it is better to understand and determine
deeply the ongoing conflicts in the country and to provide concrete solutions to these conflicts

instead of giving judgements and prejudicing people who are in Armed Conflict. To

psychologists, contribute a research and provide counseling programs and services, and
appropriate intervention for the recovery of trauma victims of war

iii
 CHAPTER I

INTRODUCTION

The concerned and alarming issue in our society is that most of the youth especially out

of the school has been reportedly recruited as one of the function of the group, addicted to illegal

drugs and even kidnappings. The great miseries of the youth has been devastated their lives and

its role to the community. It has a greater psychological effect among the innocent youth who

became a victim of suffered cruelty and until now it is an invisible problem where they don’t

even recognize and reach out from their environment.

Young Basilenyos are determine of looking a great opportunities for themselves and

dreaming for a high hopes for their community whereas they are considered as the middle man

who are affected in the armed conflict on their bloody and chaotic place. Instead of achieving the

role of having a good education in order to become a better citizen they tend to drop out and

commit themselves in a practical way. Bombs and guns have already innate on their living. One

of its Municipalities of Basilan has been describe as ghost town and where Beheading incident,

ambushes and killings were always rumored to happen and it is the crucial Municipal of Tipo-

Tipo.

For us, the fault of rebel groups and terrorist frame the general picture of Basilan and

young Basilenyos. It will be a great loss to our leaders if youth are not given an opportunity to

exercise their talent and skills. In fact it is the Government’s responsibility to guide and provide

proper facilities and programs to equip the young people for nation building. The youth of

Basilan hopes for a world full of opportunities, so great minds can conquer them and become

better individuals. So it is proper to conduct a research on the psychological influence of atrocity

and armed conflict on youth, know the experiences, involvements and motivations in order to

help the government find a better and concrete solution. They need good morals and values to

handle conflicts in a positive way.

 REVIEW OF RELATED LITERATURE

The study of Purwar, Dhabal and Chakravarty on Children connotes that

“Children’s responses are mediated through a developing organism continuing to mature

physically, cognitively, emotionally, and socially, and who is usually living within a family

system”. The evolving development of self and others and the adaptive mechanisms for coping

stressors are still hard on a child with issues of separation. Its derivative effects of exposure to

war-related stressors on developing child are far-ranging and affect the elaboration and

consolidation of personality structures, identity formation within social identity or self-identity,

adaptive and coping mechanisms, internalized standards of right and wrong, intrinsic

mechanisms for modulating aggressive impulses, the habitual mode of relating to others in

addition to having enduring neurobiology consequences.

In their article entitled: Psychological Effects of War and Terrorism on children, they

gave an example of a situation during the 2nd World War, a child shepherded by her mother to a

surface shelter, was reading a story book in shelter while bombing is taking place outside and on

the other hand an unexploded bomb lay in the neighborhood garden, and children were advised

to keep away from it. They often became unmindful of the situation whenever they returned to

their games or their stuffs and when it lay there for a few days they started challenging its

presence or associated with danger. Children do not fully realize the enormity of the situation

because they are not mature enough to understand such things. The evolving experience affects

the development of the child till adolescent. Children can easily adapt the influence of the adult

even most of the words that we easily take for granted. A child lacks the cognitive capacities

available to the youth. Its theories are ego-centric. They are rarely able to talk about their

traumatic experiences. Unable to transform their internal conflicts and feelings into words, they
are expressed in repetitive re-enactments, intrusive visual images, traumatic specific fears

aggressive and regressive activities, and other behavioral states.

In the study of Child experiences, Adler points out the kinds of early influences that

predispose the child to a faulty style of life. Pampered children and the neglect of the child

considered them to be potentially the most dangerous class in society if badly treated in

childhood, when adult they become the enemies of the society.

Some authors also noted that older children (youth) are more vulnerable than younger

ones to the psychological effects of war (Bloch, Silber, &Perry, 2008; Green et al., 2009).The

children psychological response resonates with the parental response as they have less cognitive

capacity to independently evaluate dangers and that the older ones manifested more depressive

and anxiety reactions.

The study of Adolescent Identity Development is condensed from the ACT for Youth

online presentation by Alana Butler, Cornell University. Despite the fact that identity

development occurs throughout one’s lifetime, adolescence is the first time that individuals begin

to think about how one identity may affects lives. It is said that the development of a strong and

stable sense of self is widely considered to be one of the central tasks of adolescence. During

adolescence, it is much more self-conscious about the changing identities than at any other stage

in ones lives.

To define what identity is, and then it refers to the sense of who as an individuals and as

members of social groups. Identities grow in response to both internal and external factors; it is

not simply our own creation. The extent of identity varies on the choices but identities also can

form by environmental forces out of the control. Identity is dynamic and complex, and changes

over time. The study of Adolescent Identity Development focuses on two identities; self-identity
and the social identity. The self-identity refers on how we see ourselves. It forms the basis of the

self-esteem. Self-identities shape the perceptions of belonging. In adolescence, the way we see

ourselves changes the response to peers, family, and school, among the social environments. The

Social identity is constructed by others; it refers on how others see us. Basically, people usually

categorize individuals according to broad, socially-defined labels. It is like if you are from a

place where war usually occurs and terrorist hid, you may be labeled “terrorist” by others even

though you may not have adopted that identity for yourself.

The Erickson’s theory of Psychosocial Development proceeds in 8 stages, called

crisis. Erik Erickson argued that adolescents face a major identity crisis the fifth stage, called

Identity vs. Identity Diffusion. An Adolescent in this stage may achieve a secure identity or

identity diffusion which is an insecure/weak sense of self. The key to resolving this crisis lies

within the adolescent’s interaction with others. James Marcia, also a developmental psychologist,

described similar tasks for adolescents, but rather than characterizing them as "stages" he

believed the process was non-linear. Marcia proposed that "statuses" of identity development

occur in response to crises in domains such as school, relationships, and values, rather than

progressing in a linear fashion. According to Marcia:

Identity Diffusion is the status of adolescents who have not made a commitment to a particular

identity. A youth who has not yet considered college or job prospects, for example, could be

said to be in the "identity diffusion" status with respect to his professional identity (although in

other dimensions his self-identity may be strong). This status may not be resolved unless some

experience forces a crisis.

Identity Foreclosure involves committing to an identity prematurely without exploration or

choice. This might occur, for example, when traditions are compulsory or parents are insistent on

a particular identity, "foreclosing" conscious choice by the adolescent.

Identity Moratorium is a stage of active exploration coupled with low commitment to a particular

identity .This is an interesting, exciting, and potentially dangerous time for an adolescent that

often leads to conflict with parents or other authority figures. Adolescents need to be free to

explore their identities, but also need guidance and support to proceed safely through this status.

Identity Achievement is said to occur when the adolescent, having had the opportunity to closely

explore an identity, chooses that identity with a high degree of commitment.

Self-identities and social-identities may not only be different but may also confer

privilege. This is an impact that a sense of purpose can help the youth to successfully navigate

challenges in life. This is a better understanding of oneself from their crucial experiences to the

society. Statuses in development change over time thru experiences. Our many identities may

intersect and cannot be separated from each other in our minds especially in youth. Identity is a

very important aspect for youth self-esteem.

Erikson's belief is that throughout each person's lifetime, they experience different

crises or conflicts. Each of the conflicts arises at a certain point in life and must be successfully

resolved for progression to the next of the eight stages. The particular stage relevant to identity

formation takes place during adolescence. The "Identity versus Role Confusion" stage consists of

adolescents trying to figure out who they are in order to form a basic identity that they will build

on throughout their life, especially concerning social and occupational identities. They face the

complexities of determining one's own identity. The influences may vary from the many factors
that affect our identity. There are an abundant amount of influences on identity formation.

Among the many influences, four influences stand out to be especially important.

Cognitive development influences identity formation. When adolescents are able to think

abstractly and reason logically they have an easier time exploring and contemplating possible

identities. When an adolescent has advanced cognitive development and maturity they tend to

resolve identity issues more so than age mates that are less cognitively developed. When identity

issues are solved quicker and better, there is more time and effort put into developing that

identity. Having a solid identity earlier is a preferred situation and is one of the first steps in

forming the desired life and goals of the individual.

Adolescents that have a post-secondary education tend to make more concrete goals and

stable occupational commitments. So going to college or university can influence identity

formation in a productive way. Of course, the opposite can also be true, where identity influences

education and academics. The two can influence each other, ultimately forming identity in the

process. Education's effect on identity can be beneficial for the individual's identity; the

individual will be getting educated on different approaches and paths to take in the process of

identity formation. Ultimately scholastics are important for our brains as well as our identities.

Sociocultural influences are those of a broader social and historical context. For example,

in the past, adolescents would likely just adopt the job, religious beliefs, etc. that was expected of

them or that were the same as their parents. In a society like today’s, adolescents have more

resources to explore identity choices as well as more options for commitments. This influence is

becoming less significant due to the growing acceptance of identity options that were once less

accepted. Also, more of the identity options from the past are becoming unrecognized and less

popular today. The changing sociocultural situation is forcing individuals to develop a unique
identity based on their own aspirations. Sociocultural influences are playing a different role

identity formation now than they have in the past. However, it still affects identity, just in a

different way.

The type of relationship that adolescents have with their parents has a significant role in

identity formation. For example, when there is a solid and positive relationship between parent

and adolescent they are more likely to feel freedom in exploring identity options for themselves.

A study found that for boys and girls, identity formation is positively influenced by parental

involvement specifically in the areas of: support, social monitoring and school monitoring. In

contrast, when the relationship is not as close and the adolescent fears rejection from the parent,

they are more likely to feel less confident in forming a separate identity from their parent(s).

These are just examples; of course there are other outcomes possible in adolescent identity

formation when examining the parenting as well as the parent-child relationship.

The identity formation stage of Erik Erikson's theory of psychosocial development is a

crucial stage in life but in fact can help the youth on recognizing the development of the identity

and Identifying the tasks and statuses on the society.

Child Labor in the Philippines is the employment of children in risky works or illegal

employment below the age of 18. They are not directly under the sole responsibility of their

parents or legal guardians and it does not have the appropriate qualifications and conditions

below the age of 15, where children are obliged to work on regular basis to earn a living for

themselves and their families. Their works can endanger their lives, safety, health and morals or

impairs their normal development including their right in attending school and as a result are

disadvantaged educationally and socially.

 The most common definition of child labor is when a child participates in a variety of

work situations, on a more or less regular basis, to earn a livelihood for himself or herself or for

others. The layman’s definition, however, does not reflect aspects of work situations that are

considered offensive to society. This is where the distinction between child work and child labor

is drawn. (Osment, 2014)

In the developing countries, the psychological effect of child labor is substantially intense

as distinguished to the rest of the world because of poverty, low proficiency and improper

supervision with children. Child labor has been a worldwide concern because it damages, spoils

and destroys the future of the children. The problem of child labor is a serious matter not only in

Asia but also in other third-world countries. Children are the hope and the future of a nation. Yet,

there are millions deprived children in our country who have never known a normal, carefree

childhood. One of the most uncertain conditions of child labor is that it hinders the child’s

intellectual development. There are children who do not attend school at all, which prevents their

intellectual knowledge from evolving. And children who also works part-time performs lower in

their academic studies because of exhaustion from their work.

These children who started working when they were still young will sooner or later

continue to work for the rest of their lives without gaining any grasp on what a normal and

comfortable life is. Beyond that, Forensic Psychology also stated that those families who live in

poverty are more likely to break the law later in life. (Okusa, 2008)

Working has a very negative impact on a child’s social buildup because of spending too

much time doing labor instead of interacting with their peers and learning more academic

knowledge at school. Even teenagers who spend their time mostly on work are also impacted

negatively and are at risk to develop unsettled social behaviors like drug abuse or aggression and
in the end will perform poorly with their studies. Spending long time hours in working even part-

time jobs will result to insecure adults who are at risk for other emotional problems when they

grow up. (Johansson, 2010)

Child labor has a really disadvantage point for the children’s future because it prevents

them from developing healthy emotions as they mature and can lead to unstable mental thinking.

Also, children who work heavily are usually not in the good condition when it comes to physical

appearance. They’re either smaller or thinner or even both than those children who grow

naturally with family support. These children are at high risk for illnesses and malnutrition which

will result to them suffering from mental and health conditions someday.

Some of the repulsive emotional effects of child labor are despair, anguish, humiliation,

fault, lack of self-esteem and anxiety will lead to a dangerous mental illness and antisocial

behavior. To diminish the psychological effects of child labor, proper guidance of education in

society are the extreme necessity. (Bukht, 2009)

Child labor is a very widespread problem which has moved from a matter of specific to

general anxiety until it becomes an international discussion and if possible needs a global

prevalence and custom deception. One must fully comprehend the factors which result in child

labor, its consequences, and how to keep it from happening without harming affected children in

order to overcome this immense problem of our generation.

The younger generations of the third-world countries are the main victims due to the

problem of child labor depending considerably on culture and geographical locations. According

to UNICEF’s calculations, about one-third of the child population in the developing nations do

not even complete four years of education, culminating in circumstances of child labor. The

poverty of a family is one of the common reasons that push children to work forcibly. Most of
the time, their work sometimes ends up unpaid and compensated for only by their renting or

boarding of shelter. Out of all the high risks that child labor creates there’s nothing more

devastating but the psychological effect. (UNICEF, 2008).

About 40% of child laborers are affected by abnormal psychological growth. Reason

because many children become involved in different labor-related works have no opportunity to

develop their psycho-social health.

Usually the scale of hazards to which these children are exposed in, both the parents and

children are often not aware of it. In some cases, the parents just don’t have any idea of what

alternative ways for them to create a source of income for their family’s daily needs. Efforts

must be made to create an environment to pacify child labor which makes it easier for every

child to go to school and prevents their parents from pulling them out before they can finish their

education.

As previously cited; the main and common reasons that push children to work is the

financial condition of their family. In most situations, a child’s family cannot even afford their

daily food and housing, what more when it comes to their child’s education. No one can blame

them, though. There are many reasons behind those poor economic conditions, including

traditional, historical, and cultural background. (Jordan. 2012)

Children that were separated from their families often encounter sexual abuse and

emotional trauma. Discouragement, sorrow, remorse, guilt, nightmares, lack of self-confidence,

low-self-esteem and anxiety are the appalling consequences faded by these trafficking children.

This cynical evidence influences their senses and put them in a cycle of self-blame.

Psychological abuse enormously affects self-concept, personal aims, and relationships with

others and seriously damages emotional well-being. Sexually abused children are more likely to
experience displeasing emotional outcomes such as symptoms of post-traumatic stress disorder

(PSTD) and suicide. Children exposed to these numerous experiences of victimization are at a

high risk of mental illness. Adults who experience such forms of child labor are likely to resort to

violence and display antisocial behavior. (Halton, 2014)

The utmost importance to distinguish child labor is to systematize a set of multiple

actions with well-meaning intentions. For example, to address the main causes of child labor, we

must prevent young children from dropping out of school and discourage parents from putting

their children to becoming a child laborer. It is mandatory to set up appropriate and succinct laws

and policies which not only guarantee child protection but are also understood by the parents in

such a way so as to oblige them to obey those laws.

In closure, child labor is a social, emotional and moral problem which destroys the

society continually. To understand and mitigate this problem, one should first fully comprehend

the reasons as to why children were force into child labor, what will be the outcome of child

labor and its impact on our society, and lastly to explore convenient approaches on how to bring

back the children from child labor to schools. Governments, as well as other responsible

organizations around the world must provide a curriculum which makes it easier for poor people

to keep their children in school and create awareness in communities about child labor and its

negative outcomes. (Khan, 2016)

To ascertain if the work that the children perform is allowed within the framework of

protecting their rights as a child in a given country, it is important to consider why the children

are working under that certain condition. Therefore, it is necessary to take into consideration the

implementation of flexible and adaptable programs suited for the children and the community in

which they are living.

 Child labor is work done for payment by a person who is at the stage of childhood, under

18 years of age. But what exactly are "child" and "childhood"? Considering the diversity of

cultures, economies and political settings, there is no single standard definition of "child" or

"childhood." Since each society has its own interpretation of these two terms, it is ambiguous

and challenging for many organizations to define and draw the line between "child" and "adult."

The term "child labor" is also ambiguous. When we hear "child labor," we imagine it as

any type of labor conducted by children. However, in the field of development, the term "child

labor" does not include all piecework conducted by children. In the international Conventions,

"child labor" or, in other words, "all economic performance conducted by children," is classified

into several different categories by grouping them by the magnitude of the working conditions.

Thus, the term "child labor" in the field of development becomes highly differentiated. (Brown,

2002)

"Childhood" is interpreted as "the state of being a child," "the time in which persons are

children" and "the condition or time from infancy to puberty". In the field of international

development, childhood is recognized as much more than just the space between birth and the

attainment of adulthood. UNICEF defines childhood as the time for children to be in school and

at play, to grow strong and confident with the love and encouragement of their family and an

extended community of caring adults. Thus, childhood refers to the state and condition of a

child's life, to the quality of those years. Childhood is to be a period of school-learning, of

recreation, and of physical, mental and social development, and not primarily income-bearing

work. It should, ideally, be a time for children to live free from fear, safe from violence, and

protected from abuse and exploitation. (Young, 2003)

 The global community has the consensus view that work that falls within the legal limits

established by the country where the child is employed, and does not interfere with the child's

health and development or prejudice their schooling, can be a positive experience.

When the United Nations (UN) organizations present global estimates and trends, there

are three different categories of work performed by children: economic activity, child labor, and

hazardous work. Each category includes different types of productive work and is tackled

differently by organizations in order to identify and prioritize the children who need our support

the most in the field. (ILO, 2006)

"Child Labor" is a narrower concept than "economically active children," excluding all

those children aged 12 years and older who are working only a few hours a week in permitted

light work and those aged 15 years and above whose work is not classified "hazardous." Light

work is the work permitted by law for children of at least 12or 13 years of age that is not harmful

to a child's health and development and does not prejudice attendance at school or participation

in vocational training.

"Hazardous Work" by children is any activity or occupation that, by its nature or type,

has or leads to adverse effects on a child's safety, both physical and mental health and moral

development. The ILO estimates that 126 million out of the 218 million child laborers are

engaged in "hazardous work"

"Labor perfumed by a child who is under the minimum age specified for that kind of

work" is defined as work which likely impedes the child's education and full development. The

minimum age specified for that kind of work is defined by national legislations in accordance

with accepted international standards. "Hazardous work" is defined as work which involves toxic

chemicals or fumes, high-powered equipment or vehicles, cutting, pounding or blasting (ILO,

2005). Hazards could also derive from excessive use workload, physical conditions of work,

and/or work intensity in tonus of the duration of the hours of work even where the activity or

occupation is known to be non-hazardous or 'safe.' Children at any age are prohibited to be

engaged in both "worst focus of child labor" and "hazardous labor." Each country sets the

minimum age for the employment of children in any kind of work based on the international

Conventions. (Redlinger, 2004)

Approximately 70,000 nationwide companies will undergo through inspection to check if

they are complying with the child labor laws and would be conducted by the Department of

Labor and Employment. (DOLE).

Rosalinda Baldoz, the Secretary of Labor said that the Labor Law Compliance System

((LLCS) will be implemented on 2014.

It aims to inspect business establishments to reduce cases of labor-related violations by

developing labor law.

“The special audit and assessment of business establishments all over the country… will

ensure that businessman are paying the correct amount of minimum wage to their workers and…

are not employing child workers,” Baldoz said at the “Red Card Child Labor” press conference

organized by the International Labor Organization (ILO) in Taguig City.

The Labor Law Compliance System (LLCS) was established to encourage company

workers to heed labor laws, Baldoz said.

A certificate of compliance will be given to the companies that enforce labor laws. While

technical certificate will be given by the Department of Labor and Employment and be closely

monitored by Labor Laws Compliance Officers to the non-compliant establishments.

 “The issuance of certificates of compliance is an encouragement to company owners to

be follow labor laws and make their employees aware of their rights. Having a certificate of

compliance means an establishment will no longer be inspected if they are complying with labor

laws for two years. This means less bother for the owner.” She said. (Arangel, 2013)

There are manners in the field of psychology that talks about “defense mechanisms” in which

people behave or think in definite ways to protect or defend themselves. This so-called “defense

mechanism is a mental process initiated typically, unconsciously, to avoid conscious conflict or

anxiety.

Defense mechanisms have been categorized by researchers based on how related to or

primitive they are. When a defense mechanism is primitive, it becomes less effective for a person

over long-term. Nevertheless, it is more effective usually on short-term, and thus are chosen by

both adults and children.

Most people don’t realize that they’re using defense mechanisms. Generally, it is fairly

unconscious. With the help of psychotherapy, some defense mechanisms can be recognize by an

individual and know how potent, or hoe useful they are. (Grohol, 2012)

Denial is an action in which a person fails to acknowledge an unacceptable truth or emotion or to

admit it into consciousness. This defense mechanism is the most primitive for it has the

characteristics of early childhood development. Denial is often use by people who avoids painful

feelings or things in their lives they don’t want to admit freely.

Regression is when you revert back to an earlier level of development and earlier, less

demanding behaviors, as a way of protecting yourself from having to confront the actual

situation. The problem with regression is that you may regret letting your childish behavior
become self-destructive. And this can eventually cause even more problems than you started out

with.

Acting Out is the type of defense mechanism that performs an extreme behavior in a

succinct way. For example instead of saying “I’m angry with you.” the person will rather throw

things or punch a wall. This defense mechanism t is handling the pressure by giving in to one

side, whereas most other coping mechanisms seek to handle the pressure of not giving in.

Dissociation is walling off specific areas of the personality from consciousness.

Compartmentalization is a 'divide and conquer' process for separating thoughts that will conflict

with one another. This may happen when they are different beliefs or even when there are

conflicting values. Compartmentalizing is building walls to prevent inner conflict. To some

extent, we all compartmentalize our lives, living different value sets in the different groups to

which we belong. Thus we may be ruthless at work but loving at home. We rationalize this by

explaining that 'that's just the way it is'

When a person has uncomfortable thoughts or feelings, they may project these onto other

people, assigning the thoughts or feelings that they need to repress to a convenient alternative

target.

Reaction Formation occurs when a person feels an urge to do or say something and then

actually does or says something that is effectively the opposite of what they really want.With

reaction formation, you are going beyond denial and behaving in the opposite way to which you

think or feel. Typically, reaction formation is marked by a blatant display.

Repression involves placing uncomfortable thoughts in relatively inaccessible areas of

the subconscious mind. Thus when things occur that we are unable to cope with now, we push
them away, either planning to deal with them at another time or hoping that they will fade away

on their own accord. (Grohol, 2012)

Displacement is the shifting of actions from a desired target to a substitute target when there is

some reason why the first target is not permitted or not available. Displacement may involve

retaining the action and simply shifting the target of that action. Where this is not feasible, the

action itself may also change. Where possible the second target will resemble the original target

in some way. Phobias may also use displacement as a mechanism for releasing energy that is

caused in other ways.

Intellectualization is a 'flight into reason', where the person avoids uncomfortable

emotions by focusing on facts and logic. The situation is treated as an interesting problem that

engages the person on a rational basis, whilst the emotional aspects are completely ignored as

being irrelevant.

When something happens that we find difficult to accept, then we will make up a logical

reason why it has happened. The target of rationalization is usually something that we have done,

such as being unkind to another person. It may also be used when something happens

independent of us which causes us discomfort, such as when a friend is unkind to us. We not

only rationalize actions and the things we have done, we also find reason for

our beliefs, models, values and other inner structures and thoughts. These systems are often

implied in rationalization statements. We rationalize to ourselves. We also find it very important

to rationalize to other people, even those we do not know.

Undoing is performing an act to 'undo' a previous unacceptable act or thought.

It is often a form of apology, although it may not include the actual act of saying that you are

sorry.
 Sublimation is the transformation of unwanted impulses into something less harmful.

This can simply be a distracting release or may be a constructive and valuable piece of work.

When we are faced with the dissonance of uncomfortable thoughts, we create psychic energy.

This has to go somewhere. Sublimation channels this energy away from destructive acts and into

something that is socially acceptable and/or creatively effective.

Where a person has a weakness in one area, they may compensate by accentuating or

building up strengths in another area. Thus when they are faced with their weakness, they can

say 'ah, but I am good at...', and hence feel reasonably good about the situation Compensation

may also occur in ad hoc situations, for example where a person does not get a joke, they may

compensate by hearty laughter or by feigning disinterest.

Assertive behavior means standing up for your rights and expressing your truths in a way

that neither shrinks from what you want to communicate nor assumes that they are the only valid

truths. Assertiveness also includes recognizing and respecting the equality, rights and truths of

other people. (Grohol, 2012)

Psychologists Richard Lazarus and Susan Folkman scientifically defined coping as the

sum of cognitive and behavioral efforts, which are constantly changing, that aim to handle

particular demands, whether internal or external, that are viewed as taxing or demanding. Simply

put, coping is an activity we do to seek and apply solutions to stressful situations or problems

that emerge because of our stressors. Actually, the term "coping" is more associated with

"reactive coping", because in general, we see coping as a response to a stressor. On the other

hand, there's also what we call "proactive coping", wherein the coping response is aimed at

preventing a possible encounter with a future stressor.

While coping mechanisms are brought about by a person's conscious minds, it doesn't

mean that all of them bring about positive coping; there are some types of coping mechanisms
which are maladaptive. Other psychologists say that maladaptive coping is also synonymous to

"non-coping", since a person who responds to a stressor using a coping mechanism but isn't able

to positively ward off the stressor or solve the stressful situation hasn't coped with the stress at

all.

Over the years, psychologists and researchers have identified about 400 to 600 coping

strategies, and yet there are so many other potential coping strategies that are still under research.

Because of this, the classifications of coping strategies vary from textbook to textbook.

One of the recognized groupings of coping strategies is that which was written in the

psychology textbook by Weiten, which includes the appraisal-focused or adaptive cognitive, the

problem-focused or adaptive behavioral, and the emotion-focused.

The appraisal-focused strategies are those coping mechanisms which involve the change

of mindset or a revision of thoughts. Denial is the most common coping mechanism under this

category.

The problem-focused strategies are those that modify the behavior of the person. A good

example of this is learning how to cook a family dinner upon knowing that your spouse's family

would come over your house this weekend.

The emotion-focused strategies include the alteration of one's emotions to tolerate or

eliminate the stress. Examples include distraction, meditation, and relaxation techniques.

Many psychologists also contributed in the study of coping mechanisms by grouping

mechanisms or strategies according to their manifestations and purposes. In general, here are the

general classifications of coping mechanisms:

 Defense is the unconscious ways of coping stress. Examples: reaction formation,

regression. Adaptive tolerates the stress. Examples: altruism, symbolization. Avoidance keeps

self away from the stress. Examples: denial, dissociation, fantasy, passive aggression, reaction

formation. Attack diverts one's consciousness to a person or group of individuals other than the

stressor or the stressful situation. Examples: displacement, emotionality, projection. Behavioral

modifies the way we act in order to minimize or eradicate the stress. Examples: compensation,

sublimation, undoing. Cognitive alters the way we think so that stress is reduced or removed.

Examples: compartmentalization, intellectualization, rationalization, repression, suppression.

Self-harm intends to harm self as a response to stress. Examples: introjections, self-harming.

Conversion changes one thought, behavior or emotion into another. Example: somatization.

(Sapountzi, 2013)

In the constructed perspective of UNESCO to the Global wars, wars begin in the minds

of men. The dissertation of Dr. Usman entitled Magison-ison (2005) quotes that “The terrors of

war in different countries of the world have only brought about one thing in common- despair.

And from these man-made catastrophe, universally constructed meanings of “war” came about to

continuously perpetuate waves of hatred and violence among nations through generations.”

There are different definitions of war in the different parts of the world. The

representation of war towards us has a negative psychological perspective that it is the result of

human living together that hates each other and from the anger of humans going forward

together.

The Apartheid in South Africa is a classic example of war between the English colonizers

and the Dutch descendants (Boers and Afrikaners) against preferential treatment. The Apartheid

laws in 1946 institutionalized racial discrimination that touched every aspect of the Africans
social life from prohibition of marriage between non-whites and whites and the sanctioning of

“white only jobs” in 1950. The passage of the Public Safety Act and the Criminal Law

Amendment further legitimized racial oppression that led to massive protests and the killing of

several Negroes in 1960. The ethical questions that were raised centered on colonial racism and

imperialism. These concepts have been sustained because socially constructed meanings

legitimized and strengthened acts of racial discrimination (Robinson,).

The Jacobite war of the 18th century took place during the restoration period in

Modern Ireland when the country was denominationally divided between the Protestant loyalists

and the Roman Catholics. The religious dimension was very strong from the conflict when

Protestant ascendancy dominated in proportion to the population and ownership of the land by

the Protestant Episcopalian church. The Catholic majority was excluded from political rights by

the Test Act of 1704 which made tenure of office dependent on the willingness to receive

communion from the Protestant Episcopalian (church of Ireland) rites. Refusal of the Catholics

to do so meant exile and banishment from public life (Mills, 2005).

The Israeli-Palestenian war is another kind of conflict that suggests a struggle for

territorial rights and jurisdiction. The Israelis as the “haves” in this fight and the Palestenians as

the “have nots” would seem to show disparity in the tug-of-war of opponents. Nevertheless the

Oslo Declaration of Peace (DOP) was initiated as a regional peace initiative that provided the

principles that laid down the foundation for self-government and the transfer of land to the

Palestenians as part of the peace process. The DOP was criticized as having failed for the

following reasons: from the Palestinians' stance, the transfer of land was erratically implemented

and did not give them justice and dignity; from the Israelis' opinion, the peace accord did not

bring security and put an end to acts of terrorism against them and finally from the onlookers'
views the economic and social underpinnings of peace in the DOP were mere slogans of good

intentions. As a result the peace process did little to close the gap. The resulting stalemate has led

to low intensity conflicts going on in the area. And the struggle for power and influence from

two sides has continued (Center for Strategic and International Studies).

Highlighting the effects of violence on the physical, psychological and social well-being

of youth is crucial. Conflict, war and violence damage the future of youth and make it extremely

difficult to develop and empower them. Nonetheless, even laboring against these formidable

constraints, young people are agents. They can be resilient and resourceful, and they can find

ways to help rebuild their communities, and, in so doing, they can find fulfillment by developing

and empowering themselves constructively, even though marginalized and at-risk youth are

subject to structural violence on a daily basis.

The continuous conflict in Iraq since 1990 has had detrimental effects on the health status

of youth. Life expectancy at birth and health-adjusted life expectancy did not improve among

young people between 1990 and 2010. Life expectancy among 20–24-year-olds was 54.4 years

in 1990 and had risen to only 54.7 by 2010. In a comparable time period, life expectancy among

20–24-year-olds increased from 54.7 to 59.0 years in neighboring Syria, which had not yet

experienced violent conflict. The health-adjusted life expectancy rate for the same age-group

also stagnated in Iraq at 45 years, while it improved from 45 to 49 years in Syria.

In conflict-ridden societies of Palestine, younger generations suffer more from mental

health problems than their counterparts in more peaceful societies. Over 80 percent of

adolescents in Palestine have witnessed shootings, and over 60 percent have seen family

members injured or killed. Similar rates of exposure to traumatic violence, such as shooting and
seeing other community members exposed to violence and humiliation, were found by another

study in a representative sample of the Ramallah district in the West Bank.

Somalia stood near the bottom of the world’s Human Development Index rankings, at

165 out of 170 in 2010. In a country that had suffered a protracted civil war and still suffers great

destitution, sharp inequalities threaten development as they perpetuate two traps: poverty and

violence. In 2006, a quarter of young Somali women (15–29) were illiterate. A survey conducted

in 2012 showed that 48 percent of youth were literate (53 percent of young men and 43 percent

of young women) and that youth literacy was higher in urban areas. While these rates are still

alarmingly low, there is a glimmer of hope: the cohort aged 15–29 shows higher literacy than the

overall adult population, particularly men. Somalia’s youth unemployment rate of 67 percent in

2012 and the average duration of a period of unemployment reaching one year is among the

world’s highest. The rate among young women stood at 74 percent. Somalia, like Syria, shows a

high rate of inactive youth: around 21 percent were neither in the labour force nor in education in

2012.

The Mindanao conflict in Southern Philippines is a long-standing controversy that has

eluded comprehensive solutions. Despite efforts of the Government of the Philippines (GRP) and

the representatives from the peoples of Mindanao in undertaking peace initiatives, “the war:”

continues. The establishment of the Autonomous Region of Muslim Mindanao (ARMM) as

embodied in an organic law provided in the 1986 Philippine Constitution has not seemed to bring

about the much-anticipated progress. Even with the so-called “autonomy” already in place to

substantiate the clamor of the Muslims for self-rule in the Tripoli Agreement, conflict has

escalated signifying unrest among the people.

 According to Yara Musa a Rappler mover and an active youth in Basilan “Filipinos have

been blinded by negativity about Basilan, and it is a sad reality.” Whether we admit it or not,

whenever Basilan is mentioned, the first things that come into our minds are war, killings, and

kidnappings. When she said that she came from Basilan, she knew what their facial expression

meant of other people. If only she could bring everyone to Basilan so that the impression of,

“When you go to Basilan, you can’t get back home “would be erased.

But those are just misconceptions because our youth is actually our most powerful

weapon. Basilenyos have always believed in the power of the youth to create positive change.

Unlike other provinces that said the essence of the quote of Dr. Rizal that The youth is the

nation’s hope, is slowly vanishing due to problems arising in the sector especially now because

of the influence of social media it is something that people in Basilan still believe in.

The youth has always played a significant role in building Basilan. The leaders that we

have at present were once just like us, dreaming and hoping for a better province. They were

once just like us who were trying to turn their dreams for Basilan into reality, doing small things

that could transform the province in any possible way.

And that is what Yara Musa a rappler mover and the Basilan Youth Congress, Basilan

Junior Jaycees, Basilan Youth Parliament, NAGDILAAB, Lantawan Youth Association, Muslim

Youth Union of Basilan, Basilan Young Leaders Program, ABA Trainings and other youth

organizations in Basilan are aiming for, to be able to build a better Basilan, one full of hope.

According to her that a question is still in her mind that isn’t this manifestation of nation-

building? How come the youth in our province are still neglected? Why are people so much

clouded by their so-called sympathy and unjust views about Basilan that they forget that there
are young people here whose mindsets are still innocent? How come people forget to listen to the

beautiful stories of the youth?

Again, what they need in Basilan is for people to help them cultivate what they have.

They actually have so much it’s just that all of us should see it for the country to be able to

discern what they really need. We have the youth as our capital; help us experience what other

young Filipinos have.

The Zamboanga City crisis or Zamboanga Siege was an armed conflict in Zamboanga

City, Philippines between the forces of the Philippine government and a faction of the Moro

National Liberation Front, generally known as the Rogue MNLF Elements (RME) under the

Sulu State Revolutionary Command (SSRC) led by Ustadz Habier Malik and Khaid Ajibon,

whose group continues to recognize Nur Misuari as MNLF Chairman. The crisis erupted on

September 9, 2013 when this MNLF faction attempted to raise the flag of the self-proclaimed

Bangsamoro Republik at Zamboanga City Hall, which had earlier declared its independence on

August 12, 2013 in Talipao, Sulu. This armed incursion, which has been variously, described a

"crisis", a "standoff", a "siege", and a "humanitarian crisis", was met by the Armed Forces of the

Philippines (AFP) and the Philippine National Police (PNP), which sought to free the hostages

and expel the MNLF from the city. The standoff degenerated into urban warfare, and brought

parts of the city into a standstill for days. The clashes caused the displacement of more than

100,000 people, the occupation of several barangays (villages) by the MNLF, the deaths of

several civilians, the closure of the Zamboanga International Airport, and a reduction of

economic activity in the city.

 On September 28, the government declared an end of military operations in Zamboanga

City. Commander Malik, reportedly the leader of the MNLF forces, remains at large, and several

skirmishes are still being regularly reported.

The Armed Forces of the Philippines (AFP) received intelligence reports that the MNLF

would launch mass operations in Zamboanga City, three days before the incident. AFP

spokesman Col. Ramon Zagala said that according to intelligence reports the MNLF troops were

deployed to the coastal barangays (villages) of Rio Hondo, Sta. Barbara, Mariqui and Sta.

Catalina. According to initial reports, the MNLF group who entered the barangays was unarmed

and it was the night before the incident that the MNLF were armed in Rio Hondo. Zagala

claimed that the MNLF group involved in the incident is a breakaway faction of the militant

group.

The Philippine government stated that the MNLF were using the hostages as Human

Shields. While the MNLF, claimed that they just used them as Guides, for they are not from

Zamboanga City. The MNLF is also burning down houses and when the fire fighters try to stop

the fire they are also firing at them. The MNLF unclaimed the issue that it was the Philippine

Army were behind the burning of houses to drive the MNLF away who are trying to stay in that

particular area.

Sept. 9 last year, about 200 rebels from the Moro National Liberation Front (MNLF)

faction led by Nur Misuari stormed into Zamboanga City in boats and took over several coastal

villages, triggering a standoff between government forces and the rebels who held civilians

hostage.
 The assault, apparently aimed at thwarting a government peace plan with another

separatist group, the Moro Islamic Liberation Front (MILF), paralyzed the city of over a million

residents, razed 10,000 homes and reduced 30 to 40 hectares of once-thriving communities to

rubble.

On Sept. 13, President Aquino flew to Zamboanga City to take direct command of

military operations, with about 4,500 soldiers and policemen deployed to the city to crush

Misuari’s deadly attempt to derail a final peace agreement between the government and the

MILF.

The fighting left about 218 dead and hundreds more wounded. Over 100,000 residents

fled to evacuation centers.

The Marawi siege and the Marawi crisis, is an on-going armed conflict in Marawi, Lanao

Del Sur, which started on 23 May 2017 between Philippine government security forces and

affiliated militants of the Islamic State of Iraq and the Levant (ISIL), including the Maute and

Abu Sayyaf Salafi jihadist groups. According to the Philippine government, the clashes began

during an offensive in Marawi to capture Isnilon Hapilon, the leader of the ISIL-affiliated Abu

Sayyaf group, after receiving reports that Hapilon was in the city, possibly to meet with militants

of the Maute group. A deadly firefight erupted when Hapilon's forces opened fire on the

combined Army and police teams and called for reinforcements from the Maute group, an armed

group that pledged allegiance to the Islamic State, and who are believed to be responsible for the

2016 Davao City bombing, according to military spokesmen. A deadly fire fight erupted when

Hapilon's forces opened fire on the combined Army and police teams and called for

reinforcements from the Maute group, an armed group that pledged allegiance to the Islamic

State, and who are believed to be responsible for the 2016 Davao City bombing, according to
military spokesmen. They also occupied the main street and set fire to Saint Mary's Cathedral,

Ninoy Aquino School and Dansalan College, run by the United Church of Christ in the

Philippines (UCCP).The militants also took a priest and several churchgoers hostage. On 26 May

2017, the Armed Forces of the Philippines stated that some of the terrorists are foreigners who

have been in the country for quite some time, offering support to the Maute group in Marawi.

Their main objective was to raise an ISIL flag at the Lanao Del Sur Provincial Capitol and

declare a wilayat or provincial ISIL territory in Lanao del Sur.

The Armed Forces of the Philippines (AFP) stated that the fighting in Marawi was due to

a raid conducted by the military in coordination with the Philippine National Police, contrary to

earlier reports that the clash was initiated by the militant groups. Rolando Bautista, commanding

general of the Philippine Army 1st Infantry Division, stated that they had received reports of

impending activity two or three weeks ahead of time. As the combined military and local police

team conducted zoning in Marawi to validate the information that suspicious personalities

including Omar and Abdullah Maute were consolidating in the area, their team spotted instead

Isnilon Hapilon. According to the Philippine military, Hapilon had been appointed as emir of the

IS forces in the Philippines and was consolidating his group with the Maute and other terrorist

groups. After residents of Marawi reported the presence of an armed group within their locale

and after the AFP verified the information, the military launched a "surgical operation" to

capture Hapilon. The fighters allegedly replaced the Philippine flag hoisted in the hospital with

the Black Standard used by the Islamic State group. The 103rd Brigade of the Philippine Army

stationed at Camp Ranao was attacked by at least 500 Maute group militants. A number of

militants were then seen waving their ISIS black flags as they roamed the streets of Marawi. The

whole city was put on lockdown as several buildings and houses were set ablaze by members of

the Maute group. The gunmen occupied the Marawi City Hall and there are also prisoners who
escaped from Marawi City Jail and there are also 39 prisoners from Malabang District Jail when

the Maute attacked. Electricity supplies were cut and the roads were also closed. There are also

civilian who were kidnapped and became hostages, one of them is a priest and more of them are

parishioners of Cathedral of Our Lady Help of Christians.

 THEORETICAL FRAMEWORK

The theory of Moral Development is a very interesting subject that anchored and

support the study stemmed from Jean Piaget’s theory of Moral Reasoning. Developed by a

prominent contributor to this theory include psychologist Lawrence Kohlberg. This theory made

us understand that morality starts from the early childhood years that progress through three

levels of Moral thinking, Pre conventional Morality, Conventional Morality and Post

conventional Morality that build on our cognitive development and can be affected by several

factors.

In this study the researcher wants to focus and relate this theory in the case of level 3 of

Moral Development which is the Post conventional throughout the post conventional level; a

person’s sense of morality is defined in terms of more abstract principles and values. People now

believe that some laws are unjust and should be changed or eliminated. This level is marked by a

growing realization that individuals are separate entities from society and that individuals may

disobey rules inconsistent with their own principles. Post-conventional moralists live by their

own ethical principles that typically include such basic human rights as life, liberty, and justice

view rules as useful but changeable mechanisms, rather than absolute dictates that must be

obeyed without question. Because post-conventional youth elevate their own moral evaluation of

the crisis over social conventions, their behavior, may sometimes be confusing. Through the

stage of social contract orientation, youth look at various opinions and values of different people

before coming up with the decision on the morality of the action and the last stage. The last stage

considers universally accepted ethical principles it is the judgement become innate and may even

violate the laws and rules as the youth becomes attached to his principles of justice.
 CONCEPTUAL FRAMEWORK

PSYCHOLOGICAL

BASILAN YOUTH ARMED CONFLICT INFLUENCE

(Atrocity)

Input Process Output

Figure 1. The Process Framework

The process framework illustrated in the Figure 1 depicting the Image of Basilan Youth

on the aspect of Armed Conflict represented by two squares having an arrows moving forward

traversing on the Psychological Influence of Atrocity. The first square is illustrated with the

input is to suggest the base point of the study which is the youth illustrated by the Image of

Basilan Youth symbolizing the young victims of the community in Armed Conflicts regardless

of diversity are bound by common political, economic and social conditions.

The center where the Armed Conflict illustrated with the process indicates an area of

objective realities where rebel groups and government group have an incompatible goal and its

impact on the community. While the last figure in the illustration with the output of

Psychological Influence is the type of social influence that resulted to change the behavior or

perception of others specially youth in Basilan through their experiences of atrocities. Depending

on the context and motivations it may constitute underhanded manipulation

 STATEMENT OF THE PROBLEM

It is important to determine the general experiences and involvement in their communities,

especially in Tipo-Tipo, Basilan. This study specifically intends to answer the following

questions;

1. What attitude have the youth shown that affected them during the Atrocity?

2. How does the situation lead the youth to involve in terms of Armed Conflict?

3. How do youth cope with the challenges brought by the Atrocity and Armed Conflict?

SIGNIFICANCE OF THE STUDY

The researcher immerses himself in an in-depth and detailed phenomenological study to

figure out the psychological influence of atrocities from the environment and biological factors

to the youth. This study became a medium to educate the left-out youth of the importance of

their involvement in the community through reaching out to them. This study determines us to

form a better understanding of conflicts in the country and to provide concrete solutions to this

conflicts that may impact and unify a great nation. The concept of peace and development

between two parties, the rebel and government group, is very vital to understand its approach

towards the resolution of Mindanao conflicts and the root causes, how the youth struggle and

their sacrifices in a conflict area despite its devastating effects on their parts. In a significant
matter, the study can be an avenue to the young basilenyos to uplift them and hear their stories to

utilize a lasting solution to their problem.

This study can certainly contribute to the limited literature existing about Basilan conflict
 CHAPTER II

METHODOLOGY

RESEARCH DESIGN

The researcher utilized a qualitative study of research design through a phenomenological

case study. The researcher used this approach being the most appropriate design to pursue the

objectives of the study. It seeks to generate in-depth and detailed information from the

respondents through interview on the in-depth and detailed description of events. This research

design shows how these youth of Basilan decipher their subjective and phenomenological

experiences.

PARTICIPANTS

The respondents of the research are the youth aged between 18 yrs. old to 25 yrs. old of

Ungkaya Pukan, Tipo-Tipo, Basilan and three (3) participants are chosen as respondents. This

study utilized a purposive sampling and non-probability sampling as sampling design. The

researchers have disregarded the socio-economic status.

The objective and consent of the research is shown to the youth respondent for them to

feel assured and secured of their answers. The participation of the respondents on this study is

voluntary and can be withdrawn anytime without penalty on the side of the respondents.
 A. Inclusion:

1. Youth who are resident of Ungkaya Pukan, Tipo-Tipo who experienced atrocity and

armed conflict

2. Youth who are willing to participate in the study and agreed to the informed consent

3. Youth who are aged between 18 yrs. old and 25 yrs. old regardless of religion

B. Exclusion:

1. Youth who are not from the place but experienced atrocity and armed conflict

2. Youth who are not willing to participate in the study

3. Youth who are below 18 yrs. old

RESEARCH SETTING

The study was conducted at Zamboanga City, this place is selected for knowing the

efficiency of the said study to the researchers and to respondents for them to feel comfortable

and secured, and they are accommodated.

 RESEARCH INSTRUMENT

The used of in-depth one-on-one interview varies from two types or variations were the

informal Conversational Interview and the structured Open-ended Interview.

OPERATIONAL DEFINITION OF TERMS

Abuse – is the improper usage or treatment of an entity, often to unfairly or

improperly gain benefit. Abuse can come in many forms, such as physical
or verbal maltreatment, injury, assault, violation, rape, unjust practices,
crimes etc.

Armed Conflict- a relationship between two parties (rebel and government) with the use of
force or armed violence that has incompatible goals.
Atrocity- an act of unusual or illegal cruelty inflicted by an armed force on a certain
community or individual.
Basilan Conflict- the Moro uprising of 1971 in the Province of Basilan. It was led by Moro
National Liberation Front (MNLF) originating from Sulu, headed by
University of the Philippines lecturer Nur Misuari and the on-going
conflicts in Basilan.

Child Labor – is the employment and use of children in industry or business, especially
when illegal or considered inhumane under the age 15.

Childhood – is interpreted as the state of being a child or the time in which persons are
children and the condition or time from infancy to puberty.

Coping Mechanism – a mental process initiated typically, unconsciously, to avoid conscious

conflict or anxiety.

Deprived – is referred to taking something away from or to keep from possessing or

suffering a severe and damaging lack of basic material and cultural
benefits.

Family – a basic social unit or persons closely related by blood consisting of parents
and their children, considered as a group, whether dwelling together or
not.

Influence- the power to change or affect someone or something. It is the power to

cause change without directly forcing them to happen.
Mindanao Conflict- is a long-standing controversy in southern Philippines wherein the
struggle for power between the government and the Muslim freedom
fighters (MNLF/MILF) is believed to have worsened poverty and
unrest among peoples in conflict areas

Minors – a person who is under the age of eighteen (18) and who does not have the
legal rights of an adult.

Next Generation – pertaining to the next stage of development

Parent – one that begets or brings forth offspring; a person who brings up and cares
for another basically termed as mother and/or father.

Poverty – the state or the condition where people’s basic needs for food, clothing
and shelter are not being met or having little or no money, goods, or
means of support. It denotes serious lack of the means for proper
existence.

Psychological Influence- is an effect caused by environmental and biological factors on

individual's social and psychological aspect aspects.

UNICEF – United Nations Children’s Fund is a United Nations (UN) program

headquartered in New York City that provides humanitarian and
developmental assistance to children and mothers in developing
countries.

Youth- is state or condition of being young and the period of life ranges 18 and 25
yrs. old in Basilan who are not married and are victims of atrocity and
armed conflict.
 PROCEDURES

A consultation with the research professor was made to conduct the said study and

followed by seeking a research adviser to guide the study. When the study has completed the

protocol with the objectives and methods of the research, the study is subject for a proposal

through defense with the panelists and its target of getting a validation of instruments to conduct

the study, and then a letter together with the study is subject for submission on the ethics

committee for the proper protocol. After the defense and upon approval of the ethics committee,

researchers found three respondents and informed consent is made for the respondents to assure

their willingness and to voluntarily participate in the study and asked to take part in an interview,

a letter to the respondents is made to administer the study. After the data obtained, data have

been transcribed, interpreted and analyzed. Lastly it is subject for the final defense and

evaluation.

DATA ANALYSIS

In order for a qualitative research to be analyzed it must be first grouped into a

meaningful patterns and/or themes that researchers observed. This process is the core of

qualitative research. A Thematic Analysis (TA) is use in this study which is a widely qualitative

data analysis method that is theoretically-flexible. This means that it can be used within different

frameworks from essentialist to constructionist, to answer quite different types of research

question because the search for, and examination of, patterning across language does not require

adherence to any particular theory of language, or explanatory meaning framework for human

beings, experiences or practices. Thematic analysis is suited to a wide range of research interests

and theoretical perspectives, and is useful as a ‘basic’ method because: a) it works with a wide

range of research questions, from those about people’s experiences or understandings to those
about the representation and construction of particular phenomena in particular contexts; b) it

can be used to analyse different types of data, secondary sources such as media transcripts of

focus groups or interviewers; c) it works with a large or small data-sets and d) it can be applied

to produce data driven or theory driven analysis.

LIMITATIONS OF THE STUDY

The researchers have focus on the local young people of the municipality of Ungkaya

Pukan, Tipo-Tipo, Basilan. The participants were youth aged between 18 yrs. old to 25 yrs. old

regardless of their religion and culture who have witnessed the war and its consequences in the

community.

Since qualitative research consumed much time, we concentrated only on three youth to

participate in the community and each one from the designated age. The design has its

limitations in terms of generalizability. What is presented only constitutes a portion of the total

picture that comprises the existing Basilan crisis. The study only provides insightful revelations

extracted on the prevailing perceptions of youth in the conflict community.

 CHAPTER III

RESULTS

1. What attitude have the youth shown that affected them during the Atrocity?

Table 1

Respondent Theme Characteristic Response

He is angry and hates the government

forces because their normal living was
1 Planted Anger and Hatred devastated by the siege.

He was angry for he saw his 3 close

friends died because of war and his
2 Anger
father also died on the same situation.

He felt aggressive that time because of

the trauma of the war. Instead he wants
3 Aggression and Revenge to avenge and take revenge.

The table indicates the answers of each respondent when asked about the influence of

atrocities during armed conflict. All 3 respondents have similarities in their answers.
 2. How does the situation lead the youth to involve in terms of Armed Conflict?

Table 2

Respondent Theme Characteristic Response

Triggered to Join the Rebel He wants to join the rebel group to fight
1 Group the government forces for he blames the
government for what the situation is.

Joined the Abu Sayyaf Group
2 because of the Influenced of
friends.
3 Restrained by the Guidance of
Parents and Education
His friends invited him to join the Abu
Sayyaf Group and had his training.
If he stayed longer in the community
perhaps he had become a member of a
rebel group but his parents’ guide him
through education.

This table indicates the answers of the participants’ when asked about their involvements

in terms of armed conflict. Respondent 1 and 2 have similarities in their answer while

Respondent 3 have different answer.

 3. How do youth cope with the challenges brought by the Atrocity and Armed

Conflict?

Table 3

Participant Theme Characteristic Response

1 Uses appraisal-focused and His experience has leaded him to do
emotion-focused coping better in school and achieve his dreams
mechanism therefore he became a public
(Challenges self and administrator.
Emotional Disclosure)
2 Uses appraisal-focused and He enjoys his studies and due to his
emotion-focused coping past experiences he appreciated to take
mechanism seriously his studies and enjoy the
(Challenges self and moment.
Emotional Disclosure)
3 Uses appraisal-focused and He got the opportunity to adapt new
emotion-focused coping learnings and overwhelm more through
mechanism his education and able to influence new
(Challenges self and people with his past experiences.
Emotional Disclosure)

The table indicates the answers of the respondents when asked about how they cope up

after the atrocities. The data suggest that the respondents cope up by the use of appraisal-focused

and emotion-focused coping mechanism (Challenges self and Emotional Disclosure).

 BACKGROUND DATA OF RESPONDENTS

Table 4

Respondent Age Sex Ethnicity Religion Educational Birth Length of

Attainment Place Stay in
Basilan

#1 23 M Yakan Islam College Manila 18

#2 21 M Yakan and Islam College Basilan 20

half

Visayan

#3 25 M Yakan Islam College Basilan 21

 CHAPTER IV

DISCUSSION

1. What attitude have the youth shown that affected them during the Atrocity?

Based on the result shown in the table, being a youth in Armed Conflict where guns and

bombs have innate on their living where atrocities has a huge impact on the community and

whenever Basilan is mentioned, the first things that come into our minds are war, killings, and

kidnappings. People are more often usually lead them to blinded judgments because they are

afraid about things that Basilan usually have, the feelings for the place and more to the extent

that they do give a significant generalization of the place and everything that have just to make

the strange people go away.

Being a youth involved in armed conflict, it is really not unusual for them to hear people

criticizing them especially in the neighborhood place, from other people, and even their relatives

in other places.

Looking at the results or responses that the researchers have gathered, participants

usually have the influence of atrocities in them. They feel the sense of anger and aggression on

the situation that they are facing. They are lack of education about the circumstances that

happened on them before. It is their different ways in order to move on their principles that

conflict are caused by the government forces and not by the rebel group.

And as stated in the table, they are vulnerable of the settings and concepts they have. But,

it is still their parents or families that have supported them in everyday living. The difficulties

they usually experienced are those unforgettable experiences that they have before because they
cannot afford to focus on their education because education deprived them to shift their moods

due to the atrocity on their place.

To define what identity is, and then it refers to the sense of who as an individuals and as

members of social groups. Identities grow in response to both internal and external factors; it is

not simply our own creation. The extent of identity varies on the choices but identities also can

form by environmental forces out of the control. Identity is dynamic and complex, and changes

over time. The study of Adolescent Identity Development focuses on two identities; self-identity

and the social identity. The self-identity refers on how we see ourselves. It forms the basis of the

self-esteem. Self-identities shape the perceptions of belonging. In adolescence, the way we see

ourselves changes the response to peers, family, and school, among the social environments. The

Social identity is constructed by others; it refers on how others see us. Basically, people usually

categorize individuals according to broad, socially-defined labels. It is like if you are from a

place where war usually occurs and terrorist hid, you may be labeled “terrorist” by others even

though you may not have adopted that identity for yourself.

The Erickson’s theory of Psychosocial Development proceeds in 8 stages, called

crisis. Erik Erickson argued in 1960s that adolescents face a major identity crisis the fifth stage,

called Identity vs. Identity Diffusion. An Adolescent in this stage may achieve a secure identity

or identity diffusion which is an insecure/weak sense of self. The key to resolving this crisis lies

within the adolescent’s interaction with others. James Marcia, also a developmental psychologist,

described similar tasks for adolescents, but rather than characterizing them as "stages" he

believed the process was non-linear. Marcia proposed that "statuses" of identity development

occur in response to crises in domains such as school, relationships, and values, rather than

progressing in a linear fashion. According to Marcia:

Identity Diffusion is the status of adolescents who have not made a commitment to a particular

identity. A youth who has not yet considered college or job prospects, for example, could be

said to be in the "identity diffusion" status with respect to his professional identity (although in

other dimensions his self-identity may be strong). This status may not be resolved unless some

experience forces a crisis.

Identity Foreclosure involves committing to an identity prematurely without exploration or

choice. This might occur, for example, when traditions are compulsory or parents are insistent on

a particular identity, "foreclosing" conscious choice by the adolescent.

Identity Moratorium is a stage of active exploration coupled with low commitment to a particular

identity .This is an interesting, exciting, and potentially dangerous time for an adolescent that

often leads to conflict with parents or other authority figures. Adolescents need to be free to

explore their identities, but also need guidance and support to proceed safely through this status.

Identity Achievement is said to occur when the adolescent, having had the opportunity to closely

explore an identity, chooses that identity with a high degree of commitment.

Self-identities and social-identities may not only be different but may also confer

privilege. This is an impact that a sense of purpose can help the youth to successfully navigate

challenges in life. This is a better understanding of oneself from their crucial experiences to the

society. Statuses in development change over time thru experiences. Our many identities may

intersect and cannot be separated from each other in our minds especially in youth. Identity is a

very important aspect for youth self-esteem.

Erikson's belief is that throughout each person's lifetime, they experience different

crises or conflicts. Each of the conflicts arises at a certain point in life and must be successfully

resolved for progression to the next of the eight stages. The particular stage relevant to identity
formation takes place during adolescence. The "Identity versus Role Confusion" stage consists of

adolescents trying to figure out who they are in order to form a basic identity that they will build

on throughout their life, especially concerning social and occupational identities. They face the

complexities of determining one's own identity. The influences may vary from the many factors

that affect our identity. There are an abundant amount of influences on identity formation.

Among the many influences, four influences stand out to be especially important.

Cognitive development influences identity formation. When adolescents are able to think

abstractly and reason logically they have an easier time exploring and contemplating possible

identities. When an adolescent has advanced cognitive development and maturity they tend to

resolve identity issues more so than age mates that are less cognitively developed. When identity

issues are solved quicker and better, there is more time and effort put into developing that

identity. Having a solid identity earlier is a preferred situation and is one of the first steps in

forming the desired life and goals of the individual.

Adolescents that have a post-secondary education tend to make more concrete goals and

stable occupational commitments. So going to college or university can influence identity

formation in a productive way. Of course, the opposite can also be true, where identity influences

education and academics. The two can influence each other, ultimately forming identity in the

process. Education's effect on identity can be beneficial for the individual's identity; the

individual will be getting educated on different approaches and paths to take in the process of

identity formation. Ultimately scholastics are important for our brains as well as our identities.

Sociocultural influences are those of a broader social and historical context. For example,

in the past, adolescents would likely just adopt the job, religious beliefs, etc. that was expected of

them or that were the same as their parents. In a society like today’s, adolescents have more
 resources to explore identity choices as well as more options for commitments. This influence is

becoming less significant due to the growing acceptance of identity options that were once less

accepted. Also, more of the identity options from the past are becoming unrecognized and less

popular today. The changing sociocultural situation is forcing individuals to develop a unique

identity based on their own aspirations. Sociocultural influences are playing a different role

identity formation now than they have in the past. However, it still affects identity, just in a

different way.

The type of relationship that adolescents have with their parents has a significant role in identity

formation. For example, when there is a solid and positive relationship between parent and

adolescent they are more likely to feel freedom in exploring identity options for themselves. A

study found that for boys and girls, identity formation is positively influenced by parental

involvement specifically in the areas of: support, social monitoring and school monitoring. In

contrast, when the relationship is not as close and the adolescent fears rejection from the parent,

they are more likely to feel less confident in forming a separate identity from their parent(s).

These are just examples; of course there are other outcomes possible in adolescent identity

formation when examining the parenting as well as the parent-child relationship.

The identity formation stage of Erik Erikson's theory of psychosocial development is a

crucial stage in life but in fact can help the youth on recognizing the development of the identity

and Identifying the tasks and statuses on the society.

2. How does the situation lead the youth to involve in terms of Armed Conflict?

There are many instances that youth of Basilan has tend to drop out and go on their way

but in the case of some Basilenyos they used their experience as to achieved their goals on

becoming a successful person. Some of them become a member of Abu Sayyaf and join the
freedom fighters while some of them focus on their education and followed their desire of being a

successful person.

It is also an effect that Child labor has been a worldwide concern because it damages,

spoils and destroys the future of the children. The problem of child labor is a serious matter not

only in Asia but also in other third-world countries. Children are the hope and the future of a

nation. Yet, there are millions deprived children in our country who have never known a normal,

carefree childhood. One of the most uncertain conditions of child labor is that it hinders the

child’s intellectual development. There are children who do not attend school at all, which

prevents their intellectual knowledge from evolving. And children who also works part-time

performs lower in their academic studies because of exhaustion from their work.

These children who started working when they were still young will sooner or later

continue to work for the rest of their lives without gaining any grasp on what a normal and

comfortable life is. Beyond that, Forensic Psychology also stated that those families who live in

poverty are more likely to break the law later in life.

Working has a very negative impact on a child’s social buildup because of spending too

much time doing labor instead of interacting with their peers and learning more academic

knowledge at school. Even teenagers who spend their time mostly on work are also impacted

negatively and are at risk to develop unsettled social behaviors like drug abuse or aggression and

in the end will perform poorly with their studies. Spending long time hours in working even part-

time jobs will result to insecure adults who are at risk for other emotional problems when they

grow up.

The involvements of the youth has a really disadvantage point for the children’s future

because it prevents them from developing healthy emotions as they mature and can lead to
unstable mental thinking. Also, children who work heavily are usually not in the good condition

when it comes to physical appearance. They’re either smaller or thinner or even both than those

children who grow naturally with family support. These children are at high risk for illnesses and

malnutrition which will result to them suffering from mental and health conditions someday.

Some of the repulsive emotional effects of child labor are despair, anguish, humiliation,

fault, lack of self-esteem and anxiety will lead to a dangerous mental illness and antisocial

behavior. To diminish the psychological effects of child labor, proper guidance of education in

society are the extreme necessity.

Having a conflict is a very widespread problem which has moved from a matter of

specific to general anxiety until it becomes an international discussion and if possible needs a

global prevalence and custom deception. One must fully comprehend the factors which result in

child labor, its consequences, and how to keep it from happening without harming affected

children in order to overcome this immense problem of our generation.

The younger generations of the third-world countries are the main victims due to the

problem of child labor depending considerably on culture and geographical locations. According

to UNICEF’s calculations, about one-third of the child population in the developing nations do

not even complete four years of education, culminating in circumstances of child labor. The

poverty of a family is one of the common reasons that push children to work forcibly. Most of

the time, their work sometimes ends up unpaid and compensated for only by their renting or

boarding of shelter. Out of all the high risks that child labor creates there’s nothing more

devastating but the psychological effect.

 About 40% of child laborers are affected by abnormal psychological growth. Reason

because many children become involved in different labor-related works have no opportunity to

develop their psycho-social health.

Usually the scale of hazards to which these children are exposed in, both the parents and

children are often not aware of it. In some cases, the parents just don’t have any idea of what

alternative ways for them to create a source of income for their family’s daily needs. Efforts

must be made to create an environment to pacify child labor which makes it easier for every

child to go to school and prevents their parents from pulling them out before they can finish their

education.

As previously cited; the main and common reasons that push children to work is the

financial condition of their family. In most situations, a child’s family cannot even afford their

daily food and housing, what more when it comes to their child’s education. No one can blame

them, though. There are many reasons behind those poor economic conditions, including

traditional, historical, and cultural background.

Children that were separated from their families often encounter sexual abuse and

emotional trauma. Discouragement, sorrow, remorse, guilt, nightmares, lack of self-confidence,

low-self-esteem and anxiety are the appalling consequences faded by these trafficking children.

This cynical evidence influences their senses and put them in a cycle of self-blame.

Psychological abuse enormously affects self-concept, personal aims, and relationships with

others and seriously damages emotional well-being. Sexually abused children are more likely to

experience displeasing emotional outcomes such as symptoms of post-traumatic stress disorder

(PSTD) and suicide. Children exposed to these numerous experiences of victimization are at a
high risk of mental illness. Adults who experience such forms of child labor are likely to resort to

violence and display antisocial behavior.

The utmost importance to distinguish child labor is to systematize a set of multiple

actions with well-meaning intentions. For example, to address the main causes of child labor, we

must prevent young children from dropping out of school and discourage parents from putting

their children to becoming a child laborer. It is mandatory to set up appropriate and succinct laws

and policies which not only guarantee child protection but are also understood by the parents in

such a way so as to oblige them to obey those laws.

In closure, child labor is a social, emotional and moral problem which destroys the

society continually. To understand and mitigate this problem, one should first fully comprehend

the reasons as to why children were force into child labor, what will be the outcome of child

labor and its impact on our society, and lastly to explore convenient approaches on how to bring

back the children from child labor to schools. Governments, as well as other responsible

organizations around the world must provide a curriculum which makes it easier for poor people

to keep their children in school and create awareness in communities about child labor and its

negative outcome

3. How do youth cope with the challenges brought by the Atrocity and Armed Conflict?

Defense mechanisms have been categorized by researchers based on how related to or

primitive they are. When a defense mechanism is primitive, it becomes less effective for a person

over long-term. Nevertheless, it is more effective usually on short-term, and thus are chosen by

both adults and children.

 Most people don’t realize that they’re using defense mechanisms. Generally, it is fairly

unconscious. With the help of psychotherapy, some defense mechanisms can be recognize by an

individual and know how potent, or hoe useful they are.

Denial is an action in which a person fails to acknowledge an unacceptable truth or emotion or to

admit it into consciousness. This defense mechanism is the most primitive for it has the

characteristics of early childhood development. Denial is often use by people who avoids painful

feelings or things in their lives they don’t want to admit freely.

Regression is when you revert back to an earlier level of development and earlier, less

demanding behaviors, as a way of protecting yourself from having to confront the actual

situation. The problem with regression is that you may regret letting your childish behavior

become self-destructive. And this can eventually cause even more problems than you started out

with.

Acting Out is the type of defense mechanism that performs an extreme behavior in a

succinct way. For example instead of saying “I’m angry with you.” the person will rather throw

things or punch a wall. This defense mechanism t is handling the pressure by giving in to one

side, whereas most other coping mechanisms seek to handle the pressure of not giving in.

Compartmentalization is a 'divide and conquer' process for separating thoughts that will

conflict with one another. This may happen when they are different beliefs or even when there

are conflicting values. Compartmentalizing is building walls to prevent inner conflict. To some

extent, we all compartmentalize our lives, living different value sets in the different groups to

which we belong. Thus we may be ruthless at work but loving at home. We rationalize this by

explaining that 'that's just the way it is'

 When a person has uncomfortable thoughts or feelings, they may project these onto other

people, assigning the thoughts or feelings that they need to repress to a convenient alternative

target.

Reaction Formation occurs when a person feels an urge to do or say something and then

actually does or says something that is effectively the opposite of what they really want.With

reaction formation, you are going beyond denial and behaving in the opposite way to which you

think or feel. Typically, reaction formation is marked by a blatant display.

Repression involves placing uncomfortable thoughts in relatively inaccessible areas of

the subconscious mind. Thus when things occur that we are unable to cope with now, we push

them away, either planning to deal with them at another time or hoping that they will fade away

on their own accord.

Displacement is the shifting of actions from a desired target to a substitute target when there is

some reason why the first target is not permitted or not available. Displacement may involve

retaining the action and simply shifting the target of that action. Where this is not feasible, the

action itself may also change. Where possible the second target will resemble the original target

in some way. Phobias may also use displacement as a mechanism for releasing energy that is

caused in other ways.

Intellectualization is a 'flight into reason', where the person avoids uncomfortable

emotions by focusing on facts and logic. The situation is treated as an interesting problem that

engages the person on a rational basis, whilst the emotional aspects are completely ignored as

being irrelevant.

When something happens that we find difficult to accept, then we will make up a logical

reason why it has happened. The target of rationalization is usually something that we have done,

such as being unkind to another person. It may also be used when something happens
independent of us which causes us discomfort, such as when a friend is unkind to us. We not

only rationalize actions and the things we have done, we also find reason for

our beliefs, models, values and other inner structures and thoughts. These systems are often

implied in rationalization statements. We rationalize to ourselves. We also find it very important

to rationalize to other people, even those we do not know.

Undoing is performing an act to 'undo' a previous unacceptable act or thought.

It is often a form of apology, although it may not include the actual act of saying that you are

sorry.

Sublimation is the transformation of unwanted impulses into something less harmful.

This can simply be a distracting release or may be a constructive and valuable piece of work.

When we are faced with the dissonance of uncomfortable thoughts, we create psychic energy.

This has to go somewhere. Sublimation channels this energy away from destructive acts and into

something that is socially acceptable and/or creatively effective.

Where a person has a weakness in one area, they may compensate by accentuating or

building up strengths in another area. Thus when they are faced with their weakness, they can

say 'ah, but I am good at...', and hence feel reasonably good about the situation Compensation

may also occur in ad hoc situations, for example where a person does not get a joke, they may

compensate by hearty laughter or by feigning disinterest.

Assertive behavior means standing up for your rights and expressing your truths in a way

that neither shrinks from what you want to communicate nor assumes that they are the only valid

truths. Assertiveness also includes recognizing and respecting the equality, rights and truths of

other people.

Psychologists Richard Lazarus and Susan Folkman scientifically defined coping as the

sum of cognitive and behavioral efforts, which are constantly changing, that aim to handle
particular demands, whether internal or external, that are viewed as taxing or demanding. Simply

put, coping is an activity we do to seek and apply solutions to stressful situations or problems

that emerge because of our stressors. Actually, the term "coping" is more associated with

"reactive coping", because in general, we see coping as a response to a stressor. On the other

hand, there's also what we call "proactive coping", wherein the coping response is aimed at

preventing a possible encounter with a future stressor.

While coping mechanisms are brought about by a person's conscious minds, it doesn't

mean that all of them bring about positive coping; there are some types of coping mechanisms

which are maladaptive. Other psychologists say that maladaptive coping is also synonymous to

"non-coping", since a person who responds to a stressor using a coping mechanism but isn't able

to positively ward off the stressor or solve the stressful situation hasn't coped with the stress at

all.

Over the years, psychologists and researchers have identified about 400 to 600 coping

strategies, and yet there are so many other potential coping strategies that are still under research.

Because of this, the classifications of coping strategies vary from textbook to textbook.

One of the recognized groupings of coping strategies is that which was written in the

psychology textbook by Weiten, which includes the appraisal-focused or adaptive cognitive, the

problem-focused or adaptive behavioral, and the emotion-focused.

The appraisal-focused strategies are those coping mechanisms which involve the change

of mindset or a revision of thoughts. Denial is the most common coping mechanism under this

category.
 The problem-focused strategies are those that modify the behavior of the person. A good

example of this is learning how to cook a family dinner upon knowing that your spouse's family

would come over your house this weekend.

The emotion-focused strategies include the alteration of one's emotions to tolerate or

eliminate the stress. Examples include distraction, meditation, and relaxation techniques.

Defense is the unconscious ways of coping stress. Examples: reaction formation,

regression. Adaptive tolerates the stress. Examples: altruism, symbolization. Avoidance keeps

self away from the stress. Examples: denial, dissociation, fantasy, passive aggression, reaction

formation. Attack diverts one's consciousness to a person or group of individuals other than the

stressor or the stressful situation. Examples: displacement, emotionality, projection. Behavioral

modifies the way we act in order to minimize or eradicate the stress. Examples: compensation,

sublimation, undoing. Cognitive alters the way we think so that stress is reduced or removed.

Examples: compartmentalization, intellectualization, rationalization, repression, suppression.

Self-harm intends to harm self as a response to stress. Examples: introjections, self-harming.

Conversion changes one thought, behavior or emotion into another. Example: somatization.

In the constructed perspective of UNESCO to the Global wars, wars begin in the minds

of men. The dissertation of Dr. Usman entitled Magison-ison quotes that “The terrors of war in

different countries of the world have only brought about one thing in common- despair. And

from these man-made catastrophe, universally constructed meanings of “war” came about to

continuously perpetuate waves of hatred and violence among nations through generations.”

There are different definitions of war in the different parts of the world. The

representation of war towards us has a negative psychological perspective that it is the result of
human living together that hates each other and from the anger of humans going forward

together.
 CHAPTER V

SUMMARY, RECOMMENDATIONS AND CONCLUSION

SUMMARY

The researchers investigate the psychological impact of atrocity in armed conflict on

youth in Basilan. The results of the research show that there’s a psychological impact on the

youth through their experiences and for what they have been through during the war.

In this study, psychological impact refers to the effect the environmental and biological

factor. With an answers of the respondents the impact that gained by the youth of Basilan is

made up Traumas, Shock and Frightened of the situation that caused them to have a feeling of

Aggression and Anger towards Government Forces.

On the other hand, they even thought of supporting or be part of the rebel group for it

cause them to have a revenge for the circumstances that happened to their community. The

action that made them think of it is not only on the influenced of friends but it is also because of

their inward perception of the happenings of them.

This study is not only indicating the impact of the atrocity but of course the coping

mechanisms that made the youth overcome the bitter experiences they had. This study proves

that whatever situation the youth of Basilan have been through but there is so much Hope deep

on their hearts that can fulfill the long term solution to the conflict of Armed Forces.
 RECOMMENDATIONS

The researchers recommend to the readers that it is better to understand and determine

deeply the ongoing conflicts in the country and to provide concrete solutions to these conflicts

instead of giving judgements and prejudicing people who are in Armed Conflict. To

psychologists, contribute a research and provide counseling programs and services, and

appropriate intervention for the recovery of trauma victims of war

CONCLUSION

Based on the results of the data, the researchers concluded that most of the youth of the

atrocity in armed conflict has experienced a lot of trouble towards their living It made them

realized bitter experienced may help them recover their situation in the present times. Most of

them are successful in terms of coping up their experiences due to their desire to overlap their

traumas that they have been through. They conquer by embracing the constructive realities of

life. Therefore, the researcher conclude that Morality has a great help of overcoming such

psychological deviance and it’s coping mechanisms in surviving such dilemma of life.

REFERENCES
 References

A. Books

Burr, Vivien 2007. “A Paper on Social Constructionism and Psychology”. The New

Psychologist. M.B.A. Dyer-Smith ed. London: Routledge

Crispin, Maslog 2008. A Manual on Peace Reporting in Mindanao, Philippine. Press

Institute: Intramuros Manila, Philippines.

Gomez, Hilario M. 2000. The Moro Rebellion and the Search for Peace: A Study on

ChristianMuslim Relations in the Philippines. Silisilah Publication, Zamboanga

City, Philippines.

B. Thesis and Dissertation

Laput, Lea Usman, Ph.D. Magison-ison: A Parallel Reality Construction of War among

Joloano Muslim Survivors in Sulu, Philippines. University of the Philippines-

Diliman, October 2007.

Tahil, Benhar J., M.A. The MNLF Taosug Concepts of Peace and Development:

Prospects for National Reconcilation. Western Mindanao State University,

Zamboanga City, Philippines, July 2009.

Torres, Mercede dela Paz, Ph.D.. Concepts of Ideal Persons, Moral Acts,, and Moral

Reasoning among Basilan Youth, Graduate School, Western Mindanao State

University, Zamboanga City, Philippines

C. Internet Sources

https://en.wikipedia.org/wiki/Identity_formation#Influences_on_identity

http://www.arabstates.undp.org

https://www.astro.umd.edu

http://www.un.org/esa/socdev/documents/youth/fact-sheets/youth-armed-conflict.pdf

https://en.wikipedia.org/wiki/Erikson's_stages_of_psychosocial_development

The MNLF siege of Zamboanga City By: Inquire sources -

http://newsinfo.inquirer.net/635995/what-went-before-the-mnlf-siege-of-

zamboanga-city#ixzz4vPaM0XBn

All-out war vs Abu Sayyaf by: FernanMarasigan - http://www.manilatimes.net/all-out-

war-vs-abu-sayyaf/273178/

Marawi siege over in October, says military by: Reports from JeoffreyMaitem and Richel

V. Umel - http://newsinfo.inquirer.net/933348/marawi-siege-over-in-october-

says-military#ixzz4vPPsu3v6

Zamboanga City crisis - https://en.wikipedia.org/wiki/Zamboanga_City_crisis

Battle of Marawi- https://en.wikipedia.org/wiki/Battle_of_Marawi
APPENDIX
ETHICS
 Republic of the Philippines
Western Mindanao State University
College of Liberal Arts
Department of Psychology

Date:

Dear Respondent,

Good Day!

I am a fourth year BS-PSYCHOLOGY student conducting a study on Psychological Impact of

Atrocity in Armed Conflict on Youth in Basilan. This is in compliance with the course
requirement in Psychology 118 (Thesis Writing).
This study seeks to document the involvement of the youth of Basilan in terms of Armed
Conflict, to identify the result of atrocities to the youth, to gain a better understanding of how the
conflict has influence the youth, to evaluate the coping mechanisms that been applied for after
the armed conflict, and to provide baseline data for the development of programs to answer the
needs of the youth.
In connection with this, we would like to ask your consent to be the participant of our study.
Please be assured that information obtained from this study shall be kept confidential. The
benefit of this research is that you will be helping us to determine the different parenting styles
that were used by your parent. This will only take approximately 20 minutes of your time; there
is no penalty for refusing to take part, and if you choose to take part, you may stop at any time,
or skip any questions you do not wish to answer without penalty. Should you agree to be our
respondent for this study, you can signify by affixing your signature below. We look forward for
your time and your participation.
If you have questions about the research in general please feel free to contact

John Bonilou N. Ranolo (0906-663-0720).

Thank you for your cooperation.

Very truly yours,

John Bonilou N. Ranolo

Student Research

Respondent’s Signature
 Republic of the Philippines
Western Mindanao State University
College of Liberal Arts
Department of Psychology

Dear Sir:

Good Day!

In partial fulfillment of the requirement in Psychology 118 (Thesis Writing), we are currently
conducting our study entitled “Psychological Impact of Atrocity in Armed Conflict on Youth
in Basilan.” This thesis paper seeks to to gain a better understanding of how the conflict has
influence the youth and to evaluate the coping mechanisms that been applied for after the armed
conflict.

In line with this, we are requesting your permission to conduct an interview to the youth aged 18
yrs. old and above of Municipality of Tipo-Tipo, Basilan, who will be the respondents of our
study.

With this, we are seeking for your full support in the completion of the said study by allowing us
to conduct an interview outside the University’s premises. Your approval on this matter is deeply
appreciated. Rest assured that gathered data will be kept confidential and utilized for the
completion of this study.

Thank you for your valuable support and more power.

Very truly yours,

John Bonilou N. Ranolo

Researcher

Noted by:

Prof. Nellibelle C. Ulama

Thesis Adviser

Approved by:

Dr. Adrian P. Semorlan

Dean, College of Liberal Arts

 WESTERN MINDANAO STATE UNIVERSITY
College of Liberal Arts
Psychology Department

September 6, 2017

Mrs. Magnolia Grefalde

Psychology Instructor

Dear Madam:

In partial fulfillment for research in Psychology II (PSYCH 118), we are conducting a research entitled
“Psychological Impact of Atrocity in Armed Conflict on Youth in Basilan.” We would like to request
for your expertise in validating the interview questionnaire for the said research.

Thank you very much!

Sincerely yours,

John Bonilou N. Ranolo

Approved by: Prof. Brenda Salang

PSYCH 118 Instructor

Noted by: Prof. Nellibelle C. Ulama

Thesis Adviser

Mrs. Magnolia Grefalde

Signature
 WESTERN MINDANAO STATE UNIVERSITY
College of Liberal Arts
Psychology Department

September 6, 2017

Prof. Cristina Quinalayo

Psychology Department Head

Dear Madam:

In partial fulfillment for research in Psychology II (PSYCH 118), we are conducting a research entitled
“Psychological Impact of Atrocity in Armed Conflict on Youth in Basilan.” We would like to request
for your expertise in validating the interview questionnaire for the said research.

Thank you very much!

Sincerely yours,

John Bonilou N. Ranolo

Approved by: Prof. Brenda Salang

PSYCH 118 Instructor

Noted by: Prof Nellibelle C. Ulama

Thesis Adviser

Prof. Cristina Quinalayo

Signature
 WESTERN MINDANAO STATE UNIVERSITY
College of Liberal Arts
Psychology Department

September 6, 2017

Prof. .Clarissa B, Miranda

Psychology Instructor

Dear Madam:

In partial fulfillment for research in Psychology II (PSYCH 118), we are conducting a research entitled
“Psychological Impact of Atrocity in Armed Conflict on Youth in Basilan.” We would like to request
for your expertise in validating the interview questionnaire for the said research.

Thank you very much!

Sincerely yours,

John Bonilou N. Ranolo

Approved by: Prof. Brenda Salang

PSYCH 118 Instructor

Noted by: Prof. Nellibelle C. Ulama

Thesis Adviser

Prof. Clarissa B. Miranda

Signature
 Republic of the Philippines
Western Mindanao State University
College of Liberal Arts
Department of Psychology

Background Data

Name (Optional): Respondent # 1

Educational Attainment: College

Gender: Male

Age: 23

Ethnicity: Yakan

Religion: Islam

Birthplace: Manila

Length of Stay in Basilan: 18 years

 Republic of the Philippines
Western Mindanao State University
College of Liberal Arts
Department of Psychology

Background Data

Name (Optional): Respondent # 2

Educational Attainment: College

Gender: Male

Age: 21

Ethnicity: Yakan

Religion: Islam

Birthplace: Basilan

Length of Stay in Basilan: 20 years

 Republic of the Philippines
Western Mindanao State University
College of Liberal Arts
Department of Psychology

Background Data

Name (Optional): Respondent # 3

Educational Attainment: College

Gender: Male

Age: 25

Ethnicity: Yakan

Religion: Islam

Birthplace: Basilan

Length of Stay in Basilan: 21 years

 Western Mindanao State University
College of Liberal Arts
Department of Psychology

Interview schedule/Guide Questions for the participants

Interview Place: Date:
Time started: Time ended:
Direction: The following questions are for in-depth interview and description of events. These

questions are to be read by the researchers and to be answered by the respondents. The whole

duration of the interview will be recorded for transcription for data analysis.

A. How are you today? How are you feeling?

B. Do you feel comfortable in sharing your personal experiences and thoughts about our topic?

Questionnaire:
1. Where were you during the armed conflict?
2. What did you do during the armed conflict?
3. What did you feel when the conflict happened?
- (Narrate your experience of the war in your place and the circumstances prior to and after the siege)
4. How does it affect you?
- (Describe what emotions you have felt then and what emotions have lingered until now?)

5. What are the reasons that made you join the rebel or made you hate the armies?

6. What attitude have you shown towards those reason that affect you in the
situation?

7. What instances and who are the people who have remained memorable to you?

8. How would describe your community? How would you describe people?

9. Are your attitude to them was the same as it was before?

10. How would you describe yourself as a youth in community before and thereafter?

11. How did you cope with it? What are the instances to overcome it?
 TRANSLATED TRANSCRIPTIONS

Researcher: Where were you during the armed conflict?

Saan kayo sa panahong nangyare ang armadong salungatan?
Respondent 1: At the time of the occurrence of the armed conflict I was staying at my house
and it occurred in another barangay.
Nung nangyare ang sagupaan ay nasa bahay lang ako at nangyare ito sa ibang
barangay.
Respondent 2: Sometimes at the house and often times at the evacuation center.
Minsan sa bahay tapos kadalasan sa evacuation bale pabalik-balik lang kame.

Respondent 3: I was staying at my house at that time because I cannot even have the urge to
go out because of the ongoing war.
Nasa bahay lang po kasi di ka naman makalabas ng bahay kasi baka tamaan
ka ng bala.
Researcher: What did you do during the armed conflict?
Anong ginagawa nyo sa panahong nangyayare ang armadong salungatan.
Respondent 1: I was in my house; I was vigilant on the possible things that can happen.
Nasa bahay lang ako nag mamanman sa anong pwedeng mangyare
Respondent 2: I didn’t do anything because as a child in such an early age who
is innocent of the circumstances that life may bring. I have so many questions
that are unanswered and I just want to be happy on that moment but I am home
stayed.
Wala lang, kasi bilang isang bata na wala pa masyadong alam sa buhay,
madami akong mga tanong na di masagot-sagot na gusto ko lang maging
masaya at malaya so nasa bahay lang ako nagtatago.

Respondent 3: We were leaving our place to evacuate because I have no choice but to follow
the decision of my parents.
Bale paalis alis kame sa lugar namin para mag evacuate kasi wala naman ako
magawa kundi sumunod na lang sa decision ng mga magulang ko.
Researcher: What did you feel when the conflict happened?
Ano po yung naramdaman niyo nung nangyare ang sagupaan?
Respondent 1: Of course, I was scared because of the high-powered weapons that they were
using.
Syempre natakot ako dahil mga high powered weapons ang mga gamit nila.
Respondent 2: I was irritated because there were no classes and then most of the time we
were staying at evacuation. And who are in charged to guard the house? That
is the reason why I was irritated in the Government and the ASG both side
because we believe that there will be no conflicts if only the Government did
not enter because ASG are on the same place.
Naiinis ako dahil wala parati klase tapos most of the time sa evacuation kame,
 sino na lang yung magbabantay sa bahay? Yun yung rason tapos naiinis din
ako sa Government at mga taga ASG bale both side sila. Kasi kino consider
namin na wala namang giyera pag hindi pumasok ang mga sundalo kasi
yang mga ASG nasa isang lugar lang yan sila steady ba.

Respondent 3: I was scared and that inflicted trauma because it was so noisy and chaotic and
I don’t know if this conflict will ever end, or there will be another conflict
again sooner or later.
Natatakot kumbaga may trauma na ako kasi masyadong maingay at magulo di
mo alam if matatapos pa ba ako ang gulo o hinde na o baka may biglang
papasok na sundalo doon na naman mag simula ang gulo.
Researcher: How does it affect you?
Paano ito nakakaapekto sayo?
Respondent 1: I was discouraged about my abilities. Because we are less fortunate and It
that instead of running and hiding why not join the rebel group to fight the
government forces because I blame the government for what our situation is.
Nagkaraoon ako ng discouragement sasarili ko. Kasi mahirap lang kame.
Dumating sa punto na instead na tatakbo nalang sasale nalang ako sa mga
rebelde para kalabanin ang mga gobyerno. Ang sinisisi kasi naming pag may
gyera ay ang mga gobyerno.

Respondent 2: It affected me in such a way that I didn’t have the attention of my

parents before and on the second recruitment I was able to enter in the ASG
because I was a kicked out in Claret School when I was in my first year college I
was angry at the dean and then my friend invited me to join the group that is why I
accepted it and had my trainings not as a fully pledge member. I was influenced by
my friends because I have no choice.
Actually naapektuhan talaga ako noon nung di ko nakuha yung attention ng
mga parents ko noon, yung second recruitment nakapasok na talaga ako noon sa
ASG kasi na kick out ako sa Claret nung First Year College na ako kasi naiinis
ako sa Dean namin noon then sakto that time na nag invite ang kaibigan ko na
maging myembro ng grupo so ayun nag training na ako pero not pa as in fully
pledge bale sumasama ako sa kanila pumunta sa town para mag muni-muni sa
lugar. Na Influentiahan ako ng mga kaibigan ko that time kasi wala na ako
magawa.

Respondent 3: My studies was affected and if I stayed at the community there is a

chance that I will join the rebel group because my friends are a member too. I am
privileged to have my education in Isabela City if that was not granted I was
probably one of the member and be the leader of the rebel group.
So yung epekto talaga ng giyera sa akin ay ang pag aaral siguro pag nagtagal ako
sa community baka nakapasok ako sa rebel group kasi yung mga kaibigan ko ay
 andoon na. Ako kasi naagapan kasi nakapg aral ako dito sa Isabela City kung
hindi ako nakapag aral siguro isa ako sa mga kumader ngayon.

Researcher: What are the reasons that made you join the rebel or made you hate
the armies?
Ano ang mga rason kung bakit kayo pumanig sa rebelled o ano yung nag
udyuk sayo para sumale?
Respondent 1: One main reason why I joined the rebel group is that we don’t have enough
support of the Government. And we don’t need their protection because we
are not being harmed by the rebel group. It’s so stressful when the soldiers
from the government officials will arrive because that means war again and
there are innocent people who have been murdered overtime.
Ang pinaka key reason kung bakit kame pumanig sa rebel group dahil wala
kameng support galing sa Government. Di namin kailangan ang protection
nila kasi di naman kame ginagalaw ng rebel group mas nakaka stressed pag
dadating ang mga sundalo tapos mag giyera kasi madami ang mamatay na
civilian at madaming masisira na properties.
Respondent 2: Lack of education because what the ASG teaches them they will
follow it. In our case we are persuaded easily about the teachings especially the
teachings of Islam because they include the practices. If this doesn’t work
sometimes, persuaded by money.
Bale sa tingin ko kulang sila sa Edukasyon kasi kung ano ang tinuturo sa
kanila ng ASG yun lang din ang natuto nila. Saamin kasi madali lang kame
madala kung ano ang pinagtuturo specially pag turo na ng Islam kasi isinasali
talaga nila ang mga practices. Meron din pag di madala sa ganung paraan
minsan dinadaan sa pera kasi minsan ang dahil sa hirap ng buhay ang di
mabigay ng magulang natin na bibigay nila, tulad ng pera, motor, baril at
madami pa.

Respondent 3: At that moment I was scared of soldiers because they burned

houses down and clothes were stolen as well as jewelries. And my cousin was
murdered by the hands of the soldiers. We were more scared to soldiers than the
rebel group.
That time natatakot tlaga kame sa mga sundalo dahil yung mga bahay ng
kaibigan ko sinusunog nila tapos yung mga damit nawawala , yung mga alahas
nawawala at yung cousin ko sila mismo pumatay sa kanya kaya mas natatakot at
alanganin kame sa mga sundalo compared sa mga rebelde.. pag tatakbo ka kasi
akala ng mga sundalo rebelde ka, so babarilin ka nila.

Researcher: What attitude have you shown towards those reason that affect you in the
situation?
ano ang saloobin na naipakita doon sa mga rason nan aka apekto sa
sitwasyon?
 Respondent 1: I planted hatred and full of anger against government forces
because our normal living was devastated and even our simple living was ruined
by the siege.
May galit na ako sa government forces kasi nawasak lahat ang normal na
pamumuhay naming kahit yung nakasanayan namin na gawain nung nagsimula
ang giyera.
Respondent 2: I was angry for I saw my 3 close friends died because of war and
my father also died on the same situation.
Galit kasi nakita ko yung tatlong kaibigan ko na namatay sa giyera at yung tatay
ko namatay dahil din sa giyera.
Respondent 3: I felt aggressive that time because of the effect of war. Instead you
want to be in a classroom, you want to join the freedom fighter cause you think
that the one you think that can help you is the one who’s going to destroy you so I
wanted to take Avenge, Revenge because based on what I see many civilians died
and that made me hurt of the situation.
Parang agresibo yung nafefeel ko that time kasi grabe yung epekto ng
war. Instead you want to be in a classroom, you want to join the freedom fighter
cause you think that the one you think that can help you is the one who’s going to
destroy you .. so feeling na gusto mo mag avenge.. revenge …kasi sa nakikita ko
noon nasasaktan lang ako kasi madami ang namamatay na civilian yun ang
nagiging epekto
Researcher: What instances and who are the people who have remained memorable to you?
Ano ang mga pangyayare at sino ang mga taong nagging memorable sayo?
Respondent 1: My Mother because she was the only one whom I love because I don’t have a
father anymore.
Ang nanay ko dahil sya nalang ang mahal ko dahil wala na yung tatay ko.
Respondent 2: My uncle supported me because he was the one who adopted me
and sustained my training needs when I was in ASG before.
Yung uncle ko kasi siya yung sumuporta saakin. Siya na kasi ang kumuha, binago
at nag paaral sa akin nung nasa ASG pa ako.
Respondent 3: No other than but my parents.
Wala nang iba kundi parents ko lang.
Researcher: How would you describe your community prior to the siege and thereafter?
Paano mo ilarawan ang communidad bago nangyare ang siege and
pagkatapos ito nangyare?
Respondent 1: The community was very happy because we are free to do what we want to do.
masaya lang ang community naming dahil nagagawa naming ang mga gusto
naming gawin. Pero nung pagkatapos ng pangyayare parang marami na ang
nagbago dahil nagging wasak wasak na ang mga nakasanayan naming gawin.
Respondent 2: Before our way of living is in harmony we are able to do what we
want to do but when the conflict started, it was like you are walking in a dark
valley but you cannot walk without a flashlight.
 Dati maaliwalas ang aming pamumuhay nagagawa naming ang gusto naming
gawin pero nung nagka giyera para nang isang madilim na lugar na di ka
makalakad kung wala kang dalang flashlight.
Respondent 3: Before the siege there were Islamic or madrasa Islamic learing where in you
are just happy, at the afternoon we play basketball and we have independent
houses where in I can see my childhood friend are learning for Islamic
education. But all of these were lost because of the siege.
before ng siege, may islamic or madrasa Islamic learning kung saan ..
masaya masaya every afternoon naglalaro kame ng basketball tapos pag
saabi may sariling bahay kame kung saan ang mga kababata ko nag aaral para
sa Islamic education.. so parang nawala yun after ng siege lahat yun nawala.
Researcher: Are your attitude to them were the same as it was before?
Pareho lang ba ang attitude mo kagaya nung dati?
Respondent 1: Not anymore.
Hinde na.
Respondent 2: It was changed but not like before.
Nagbago di na gaya noon.
Respondent 3: No, I have changed,
Hinde na mas naging ibang tao na ako ngayon.
Researcher: How would you describe people prior to the siege and thereafter?
Paano mo maisalarawan ang mga tao noon bago nangyare ang sagupaan at
pagkatapos?
Respondent 1: Before we are allowed to do the things that we like to do and we are not
restrained from doing this. Me and my friends are happy before but now a lot
of things have changed in a way that some of my friends were dead, others are
out of communication and others joined the rebel group.
Dati pwede lang naming gawin ano ang gusto naming gawin at di kami an. Ang
mga kaibigan ko ay masaya dati pero ngayon ang dami na ang nagbago dahil
yung ibang mga kaibigan ko patay na, yung iba di na mahagilap at yung iba
naman pumanig na sa mga rebelde.
Respondent 2: I am happy when I’m with my three friends before and there was no conflict.
But now they were dead. I cannot find them after the siege.
Siguro masaya pa ako kasama ang tatlo kong kaibigan noon at wala pang gulo
pero ngayon patay na sila at wala na ang mga kakilala ko kasi di ko na sila
makita pagkatapos ng giyera.
Respondent 3: Before people was just carefree about their daily living and our way of living
is just simple but now we were devastated and worried how to get up from the
chaos.
Dati wala pang masyadong pino problema ang mga tao tungkol sa pang araw
araw nila kasi simple lang talaga ang pamumuhay noon pero ngayon nasira
na ang lahat mas naging mabigat sa kanila ang result at kung paano sila
babangon.
Researcher: How would you describe yourself as a youth in community before and after?
Paano mo maisalarawan ang iyong sarili bilang isang kabataan ng
communidad noon at ngayon?

Respondent 1: Before I was not a stubborn in our community because I am maximizing my

time well and I was not a bystander. Right now I am able to inspire the youth
because of my experience before, I encountered horrible wars and we don’t
have financial stability that is why I work hard so that I am able to afford
education. They were inspired because we don’t have money but I persevered
so I can attain a sustainable social economic status.
Dati di ako nagging problema sa community dahil ginagamit ko ang aking oras
ng mabuti di ako nagging tambay. Ngayon naman ay nagging inspiration na ako
sa mga kabataan dahil sa mga na experience ko. Dahil dati naranasan ko ang
gyera and dati walang wala kame kayat kumayod ako para makapag aral. Kaya
sila nainspire dahil dati wala kameng pera peronag pursigi para umahon sa
kahirapan.

Respondent 2: Before I was not proud that Im from Tipo-Tipo, Basilan because I
don’t know
and I was scare of what people can say to me and I am hopeless in our
situation. But times have changed and we didn’t expect that amidst those chaos
there is still a glimpse of hope in our city.
Siguro before di ako proud na I’m from Tipo-Tipo, Basilan kasi di ko alam at
takot ako kung ano ang sabihin ng ibang tao at tiyaka hopeless na din ako sa
situation naming pero after di naming inaasahan na may bagong pag asa pa
pala para sa amin sa Tipo-Tipo kasi mismo ang mga sundalo na ang
nagpapatayo ng bahay hindi na giyera ang pinupuntahan nila.

Respondent 3: As a youth that time a full of confusion, full of curiosity and we don’t have the
opportunity. And we don’t have the right thinking on what is right and what Is
wrong. Either you sympathize with the freedom fighters or you keep on hating
the armed forces because of the incidents and experience. But now education
has lead us realizing and reconstructing our principles about soldiers.
As a youth that time a full of confusion, full of curiosity and walang
opportunity then thinking of kung ano ba ang dapat at kung ano ba ang tama
kasi either you sympathize with the freedom fighters or you keep on hating the
armed forces because of the incidents and experience. Ngayon dahil sa epekto
ng education, hearing the story of both sides. parang nagbago yung pananawa
ko sa sundalo, di pala lahat ng pinaglalaban ng freedom fighters ay tama.
Researcher: How did you cope with it? What are the instances to overcome it?
panno mon a cope ang mga pangyayare? Ano ang mga pagkakataon para ito
ay magtagumpay?
Respondent 1: I left Basilan so that I can go to school. Because I wondered that if
I don’t
change the way I’m living right now that I am always afraid of what Is going to
happen and unemployed the result is that I don’t have a pleasant
future ahead of me. That is what all of my experienced and I take it as a tool so
that I can finish my academics that is why I became a public administrator.

Umalis ako ng basilan papuntang Zamboanga para mag aral. Dahil naisip
kokung hindi ko babaguhin ang estado ko sa buhay, na lagi lang natatakot at
walang matratrabaho wala akong mararating kayat sa lahat ng naranasan ko sa
buhay ito ay ginamit ko para makapag tapos kaya ako ngayon ay isa public
administrator.
Respondent 2: I enjoyed going to school again and I did my best to do good in school and on
that reason, I forgot what happened to me in the past and I was challenged
because before when I was a child I didn’t value the importance of education.
Now everything has change in terms of our principles and way of living.
Actually, nag enjoy naako nung pumasok ulit ako sa school at nag aral ng
mabuti kasi doon ko lang nalimutan yung nangyari sa akin before kasi na
challenge ako sa mga kaibigan ko ngayon. Nung bata kasi ako parang wala
lang sa amin parang naglalaro lang kame pero nung dumating na ako sa
college doon ko na naisip na mas maganda pala mag aral kaysa sa walang
ginagawa dahil sa pag aaral ko hinde lang nagbago ang pananaw ko,
nagbago na din ang mga kaibigan ko din sa pamamagitan din sa pa
influentia sa kanilana mag aral din sila.

Respondent 3: I developed a balance idea through education and theres so many changes to
consider one of it is my way of living because living in a city compared to
province are different. Before I was always with my friends 24/7 but when you
are in a city you will meet different kinds of peple. And I will say this to them
that if you have no time for someone that is the beginning of hatred but if you
know the story of someone that is the beginning of love. It’s all about
understanding.
Nagkaroon ako ng balance of idea through Education talaga actually
nagbago kasi yung life ko sa city magkaiba talaga din sa bundok. Yung na
move ako dito nagbago yung pananaw ko kasi before saamin from Monday to
Sunday then 24/7 you are always with your yakan friends and all are the same
and same happenings pero kung pupunta ka sa City bale iba’t-ibang tao ang
makikita mo at makakausap mo kagaya ng sinabi ko kanina if you have no
time for someone that is the beginning of hatred but if you know the story of
someone that is the beginning of love.. It’s all about understanding.
John Bonilou Necesario Ranolo

Tugbungan. Zamboanga City

Mobile #.: +639066630720

bonilou_necesario@yahoo.com

Educational Attainment:

Bachelor of Science in Psychology

Western Mindanao State University

Normal Road, Baliwasan, Zamboanga City

2017-2018

Zamboanga City High School-Main

Tetuan, Zamboanga City

2010-2014

Tugbungan Elementary School

Tugbungan, Zamboanga City

2004-2010