University of NorthEastern Philippines

RESEARCH PROPOSAL

YOUTH CRIME PREVENTION INLINED TO STUDENT

AND TEACHERS

By:
Hazel M. Penolio
Student

Research Coach: Jackson R. Ibasco, LPT

Submitted To:
Dr. Maria P. Dela Vega
Professor Inferential Statistic
 Table of Contents

Page

Chapter 1 – Introduction 1

1.1 – Background 1

1.2.1 – Problem Statement 2

1.2.2 – Justification 3

1.3 – Research Question 4

1.4 – Objectives 5

1.4.1 – General Objectives 6

1.4.2 – Specific Objectives 7

1.5 – Hypothesis 8

1.5.1 – Hypothesis 1 (related to second specific objectives) 9

1.5.2 – Hypothesis 2 (related to third objectives) 10

1.6 – Significance of this Study 11

Chapter 2 – Literature Review 12

2.1 – The Importance of Youth Culture in our Society 13

2.2 – Ways that prevent crime 14

2.3 – Youth culture positive feedback 15

2.4 – The effect of preventing crime to the youth 16

2.5 – The youth culture shape be helpful to everybody 17

ASSUMPTIONS 18

Chapter 3 – Methodology 19
3.1 – Study Design 19

3.2 - Study Period 20

3.3 – Study Location 21

3.4 – Reference Population 22

3.5 – Source Population 23

3.6 – Study Participant 24

3.7 – Inclusion Criteria 25

3.8 – Exclusion Criteria 26

3.9 – Sample Size Determination 27

3.9 – Sampling Methods 28

3.10 – Study Flow Chart 29

3.11 – Intended Statistical Analysis 30

3.11 – Statistical Flow Chart 31

3.12 – Expected Results 32

3.13 – Gantt Chart 33

Chapter – 1 Introduction

1.1 Background

"If you were interested in creating a criminal you would have a pretty

good chance if you took a young person from a seriously troubled home,

put them into a series of foster and group homes, changed their primary

worker on a regular basis, let them run away from 'home' at an early age,

allowed them to drop out of school and enabled them to develop a drug

and/or alcohol addiction. Your chances would improve if, somewhere in

their lonely and painful existence, they had been sexually, physically,

or emotionally abused. If in those few instances that they sought help,

you would ensure that there were no accessible services, that the workers

they encountered were rushed and overwhelmed by heavy caseloads, and that

they would be seen first and foremost as trouble rather than troubled, is

it surprising then that these young people would become perpetrators or

victims of crime?"

If the description above spells disaster, it is no surprise that positive

support for youth helps to prevent youth crime. Here are some important

ways for families, friends, teachers and communities to support youth in

all aspects of their lives (emotional, basic needs, educational,

recreational, health and so on). Preventing youth crime shouldn't be a

puzzle. These pieces fit together to create healthy, safe communities!

Families are a vital source of love, care and support for youth. They

help children develop their personal strengths and relationships.

Unfortunately, some families are not a source of support. In such cases,

it is important that a caring adult outside of the family build a strong

relationship with the youth. This might be a teacher, a coach, or a

neighbour. Positive support, from family members or others, can help a

young person to build self-esteem and feel secure. It can also contribute

to the development of critical problem solving skills. When problems do

arise, youth in supportive relationships are more likely to access

services, go after information, and speak out for themselves or others.

Communities need to support families. Many families face challenges that

make it difficult for them to provide adequate support or opportunities

for their children. They may face poverty, addictions, physical

isolation, family violence, low literacy and numeracy skills, and limited

access to the social services system, particularly in rural areas.

Communities can respond by arranging access to special services such as

parenting classes, early childhood education programs, affordable

recreational opportunities, accessible daycare, and so on. Society must

address certain situations, such as poverty, at a national and even

global level. Still, local communities have a role to play. They can

recognize the value in supporting youth and create opportunities, where

possible, to improve their life chances, particularly for youth living in

poverty.
1.2.1 Problem Statement

Some teenagers have chosen a similar path that increasing the risk of

committing a crime by them. Poor socio-economic status, indifferent

attitude of parents, feelings of inferiority, lack of attention, and many

other reasons can lead to various types of psychological issues in

children and adolescents.

Crime is essentially an act that is punishable by law. It doesn’t occur

owing to a single cause but is an extremely complex happening that is

influenced by the culture of the place in which it takes place.

Poverty is one of the reasons for crime. Countries with high rates of

economic deprivation tend to witness higher crime rates than other

countries. Since people do not have the means to secure a living in the

right ways, they invest their time in criminal activities since they are

not only an easy means to get what they want but also do not require any

other prerequisite talents. Peer pressure it is an established fact that

peer pressure plays a significant role in the lives of all teenagers and

young adults

Crime and drug abuse are closely related. A person under the influence

tends to indulge in criminal activities that they may have not indulged

in otherwise. Oftentimes the background and family conditions of a

criminal can be attributed to the reason behind their crimes. When people

believe that they are responsible to provide for their family and they

are unable to do so owing to lack of opportunities, lack of education or

other such issues that handicap them, they resort to crime.

In today’s time, money is one of the most important aspects of everyone’s

life. The meaning of money is not restricted to the amount of wealth in

person’s bank account but is instead also attributed to their societal,

status, worth, and even values. As a result of this, people value money

more than their relationships and happiness. Even schools and

universities do not teach children how to be happy and satisfied in life

but instead teach them how to make more money, which indirectly

attributes wealth to worth.

1.2.2 Justification

The social development strategy that opportunities, skills, and

recognition lead to healthy behaviours of the youth. The underlying theme

of this strategy is to reduce risk factors in the lives of at-risk youth.

The identification of risk factors and protective factors has been an

important step in prevention, assisting educators and practitioners in

developing more effective programs for youth. Experts studying the impact

of cultural influences on youth believe that conditions such as poverty,

unemployment, discrimination, poor health, poor education, and despair

lay the foundation for alcohol and other drug-related problems. These

conditions must be alleviated. Risk factor research has become more

comprehensive and now includes the following domains: individual, family,

school, peer group, and community. Protective factor research, however,

has primarily identified strategies that focus on the individual.

Although it is important to focus on increasing skills or abilities of

the individual, it is equally imperative to focus on changing and

improving social systems that create these conditions.

1.3 Research Question

1. What can a youth do to prevent crime?

2. How does culture influence criminal behaviour?

3. What role does culture play in the study and understanding of crime?

4. Is there any effect on youth culture shape in our society?

1.4 Objectives

1.4.1 General Objectives

To determine the level of the youth culture shape in helping to prevent

crime in our society.

1.4.2 Specific Objectives

1. To provide children with the opportunity to develop positive

behaviours is the foundation of most efforts to prevent youth crime and

violence.

2. To evaluate children the effect of programs given to the youth in

helping them better understand their role in our society.

3. To describe the level of crimes that can affect to our society.

1.5 Hypothesis

1.5.1 Hypothesis 1 (related to second specific objectives).

Null Hypothesis = There is no significant effect the programs that will

given to the youth to help them better understand their role in our

society.

Alternative Hypothesis = There is a significant effect the programs that

will given to the youth to help them better understand their role in our

society.

1.5.2 Hypothesis 2 (related to third objectives).

Null Hypothesis = There is no significant effect the level of crimes that

can affect to our society.

Alternative Hypothesis = There is a significant effect the level of

crimes that can affect to our society.

1.6 Significance of the Study

Young people not only represents the future of our country, we are one of

society’s main agents of change and progress. Culture has the power to

transform entire societies, strengthen local communities and forge a

sense of identity and belonging for people of all ages. As a vector for

youth development and civic engagement, culture plays an essential role

in promoting sustainable social and economic development for future

generations. In children and youth, participation in culture helps

develop thinking skills, builds self-esteem, and improves resilience, all

of which enhance education outcomes. Many of us see the youth programs as

a unique and important context in adolescents’ lives. They have been

described as “sanctuaries” and safe havens” that provide teens alternate

spaces-apart from the often more vulnerable domains of school, family,

and neighbourhood. Similarly, they have been seen as intermediate

“transitional” settings between the worlds of adolescence and adulthood,

settings that combine valuable components of both: a youth - centered

focus and openness to youth culture with the presence of caring

supportive adults who serve as bridges to adult worlds. A central element

in this positive narrative is belief – supported by increasing evidence –

that effective programs can emancipate youth’s often untapped capacities

for individual and collective agency and social emotional development

(Durlak, Weissberg, & Pacahn, 2010; Vandell, Larson, Mahoney, & Watts,

2015). At their best, programs are thought to be powerful development

settings, that support active processes of youth empowerment, self-

discovery, character development, healing, socio-political awakeming, and

acquisition of valuable social capital (Eccles & Gootman, 2022; Gast,

Okamoto, & Feldman, 2016; Ginwright, 2010; Larson, 2011). But in this

narrative realized for all youth, especially youth color and immigrant
youth? At times, this powerful narrative is treated as though it

transcends culture and race.

Chapter 2: Literature Review

2.1 The importance of youth culture in our society

Because children spend so much time together and learn the same things as

the rest of their age group, they develop their own culture.

Psychological theorists have noted the role of youth culture in identity

development. Youth culture may be a means of finding identity when one’s

path in life is not always clear.

As a vector for youth development and civic engagement , culture plays an

essential role in promoting sustainable social and economic development

for future generations. Youth can act as a bridge between cultures and

serve as key agents in promoting peace and intercultural understanding.

Youth is the future of society.

The young generation simply needs to renew, refresh and maintain the

current status of society. Youth culture is also a key way of defining an

era as it is ever changing. What the youth see as “cool” or as part of a

greater societal issue, will change from one generation to the next.
2.2 Ways to prevent the crime with the help of youth

The most effective programs or to prevent the crime with the help of

youth’s are: “Education, Recreation, community involvement, Parent-Child

interaction training program, and bullying prevention program. If youth

receive better education, it could prevent from becoming criminals.

Education also molds the character and shapes the individual.

Good morals from early childhood, from family and society, help the

people to grow as good citizens. These moral values enable them to

distinguish the right from the wrong. The recreational activities help in

the positive consumption of individual’s energy and therefore help in

staying away from crime. They also help in decreasing vandalism and

property crime ( Cameron, McDougall, 200). When you engage in community

involvement on a regular basis, you foster a positive workplace culture

and build strong relationships with local community.

Parent-child interaction training program teaches parents new interaction

and discipline skills to reduce children’s problem behaviours. Lastly,

focusing on bullying prevention program is important in promoting

positive actions such as kindness, acceptance, and inclusion.

2.3 Youth culture positive feedback

Youths are important because they actually become adults and full

participants in all aspects of social life. We would like to understand

better what the forces are that influence thy psychological and cultural

development of young people.

Youth culture refers to the cultural practise of members of this age

group by which they express their identities and demonstrate their sense

of belonging to a particular group of young people. Virtually all youth

are heavily influenced by the development, rapid growth, and diffusion of

youth culture.

2.4 The effect of crime prevention to the youth

Supports the development of youth crime prevention strategies and action

plans. Individual level factors such as attachment to school and

involvement in pro-social activities decrease the probability of criminal

involvement.

Family-level factors such as consistent parenting skills similarly reduce

individual level risk with respect to human services, prevention

typically consists of methods or activities that seek to reduce or deter

specific or predictable problems, protect the current state of well-

being, or promote desired outcomes or behaviours.

2.5 The youth culture shape be helpful to everybody / society

They have the ability to learn and adopt to the environment. Similarly,

they are willing to learn and act on it as well to achieve their goals.

The youth can bring social reform and improvement in society. We cannot

make do without the youth of country.

To improve youth imployability. Young people get involved in activities

and provides various services to their coooooooooooooties which

contributes positively and adds value to their learning and personal

development. Empowering the youth is important because we need to give

them to push they need in order to take control of their future. Youth is

responsible to build the nation, to make the society good and noble.

Youth can improve the community and culture of society. If youth

understand their responsibilities, a large number of crimes may reduce

within one day. When young people pair their assets with supportive

resources and opportunities to interact with others, they make positive

contributions to our communities.

Saban, G.A.S’ study bears similarities with the present research in terms

of professional Qualities and Development of English Teachers.

According to Hummond, Wei, Andres and Richardson (2017) and Rhodes,

Stokes, & Hampton, effective professional development is intensive,

creates learning opportunities, identifying own learning needs and

others; evaluating yourself, observational and peer-view skills;

accessing mentoring; engaging in reflection, professional dialogue and

feedback and builds strong working relationships among teachers.

Hummond, Wei, Andres and Richardson (2017) and Rhodes, Stokes, Hampton

and Kennedy’s study showed relevance with the present study because it

also dealt on the development of teachers’ Professional Qualities.

However, the previous study was on creating learning opportunities,

identifying own learning needs while the present study focused on

Elementary Teachers handling English and the effects of covid-19 pandemic

to the development of their professional qualities. With a profession as

challenging as teacher, self-reflection offers teachers an opportunity to

think about what works and what doesn’t in their classroom.

Over the last three decades, (Chapman 2012) research in the field of

school Effectiveness and School improvement

(SESI) has found what people have probably suspected fo a long time –

that the quality of teaching is critical factor influencing students’

learning. This naturally provokes educational leaders and theorists to

wonder how the quality of teaching might be enhanced to improved student

learning and achievement. Following this, attention will be given to the

leadership and management issue of using professional development as a

means of school improvement.

Champan’s study bears similarities with the present research in terms of

professional Development. He concluded that teaching quality is more

highly correlated with students ‘achievement than other variables such as

students’ socioeconomic status or the racial composition of the school.

Evans 2011 have highlighted the link between professional development and

professionalism. Evans conceptialises professionalism as ‘an

ideologically-, intellectually and epistemologically-based stance’ (2008,

p. 26) which is ‘consistent with commonly-held consensual delineations os

a specific profession’ (2008, p. 29). Thus professionalism reflects the

individual teacher’s ideas, values and beliefs, and encompasses the

plurality of all such individual perspectives, rather than a set of

externally imposed expectations.

Evan’s study showed similar information with the present research

particularly on professional development and professionalism. The

difference lied on the main topic. The previous study was focused on the

effects of Professional Development on Teachers’ instruction as results

from a three year Longitudinal Study while the present study was on the

Development of Qualities.

(Stevenson 2010)CPD has been defined as, ‘The continuation of a teacher’s

professional development beyond their initial training, qualification,

and induction’. This definition suggests that professional development

takes place during initial teacher training, and CPD is the extension of

such development after the award of a qualification.

Stevenson’s study showed similar information with present research

particularly on professional development. CPD enables learning to become

conscious and proactive rather than passive and reactive.

Opfer and pedder (2011) argue that professional development results from

a large number of dynamic factors – including biological, normative,

institutional, historical – which are neither limitless nor random, but

certainly complex. A major flaw with research into teachers’ professional

development, they argue, is that it focuses on individual teachers or

specific programmes or activities, ignoring how these factors

Interact with the wider complex system. They contend that it is

impossible to understand teacher learning except as a result of nested

system.

Opfer and Pedder study showed similar information with the present

research particularly on professional development. They said that

teachers should engage in courses or workshops, education conferences,

qualification program and individual or collaborative research.

(Merchie et al, 2016; Van Veen et al., 2010) professional development

activities have to be consistent with research and have an evidence-based

design of the programs (Principle 3). Trainers of professionalization

activities should also serve as role model (Principle 6). The teachers’

trainers in the professional development activities have a complex dual

role. Teachers development courses should be based on both research and

literature to promote their success and impact in the practice. In this

article, we translate the findings of research studies and theories into

evidence-based design principles for a professional development course to

honor teachers. This course was evaluated on the level of teachers

reaction, teachers learning, outcomes, and organizational response. Nine

design principles were formulated and translated into concrete actions,

resulting in a one-year course (study load of 140 hours), ‘A Teacher’s

Road to Excellence’. We evaluated the impact of the course with a

Questionnaire filled in by participants (N=10) who finished the course

one year ago. The design principles showed to be helpful in developing

this course for honors teachers. The course, ‘A Teachers’s Road to

Excellence,’ seems to be instructive for honors teachers and impact on

student learning outcomes is seen. More research is needed to improve its

impact further, on organizational level.

(Merchie; Van Veen) study showed similar information with the present

research particularly on professional development. Teacher development

courses should be based on both research and literature to promote their

success and impact in practise development they added.

Gerber (2017) describes observation as a process by which educators can

understand and give meaning to what they see and hear, drawing on their

own knowledge and experience as in offers a prime source of professional

feedback necessary for improvement and develop a language about teaching

simplicity through observing others. According to her, by holding back

our impulse to teach, direct, or otherwise intervene when child plays, we

are often amazed by the child’s developing abilities. Through observation

we gain insights into the origins of a host of psychological issues,

major and minor. Some strike a chord. Parents have reported realization
In RIE parenting classes about personal issues that eluded them for years

in psychotherapy.

Gerbers’ study showed similar information with the present research

particularly on professional development.

Avalos (2016) that new practitioners need help to develop coping

strategies under the supervision of experienced teachers. This help to

promote teachers’ personal and professional well-being and transmitting

the culture of teaching. Prioritize workload to concentrate on important

ask rather than thinking that everything is urgent and must be done

immediately. Ensure sufficient rest to maintain alertness. Improve or

maintain communication among colleagues, as they can be a great release

valve when the pressure becomes too great. It is good to have someone

with whom you can laugh away the stress.be more assertive and say no

when the workload gets to be too much. Sometimes this is not possible,

but we can always ask for help from our colleagues. Going for short

weekends trips with my family to relax and just spend time with each

other.
Avalos’ study showed similar information with the present research

particularly on professional development. He said that to be competent

teachers, they need to keep abreast of the current technology and the

Changning social and economic trends in the country and the region.

They do this by keeping

In contact with people, friends in the industries, reading journals,

attending seminars and training programs, surfing the internet, and

attending conferences and exhibitions.

(Hook, 2015), profile and Professionals Development and its impact on

teachers and pupil learning: A community of practise case study in South

Korea (Yoo 2016), Professional development and teacher perception of

efficacy for inclusion 2013, Exploring meanings of Professional

Development through their Profile: Teacher Perspective. Give different

data collection tools were used; individual interviews, observations,

focus group, open-ended questionnaires, and document analysis. These key

findings from this research are: 1) five different activities supported

in the Cop helped teachers to develop both ‘pedagogies’ and ‘teachers’

characteristics’ and they impacted together on pupils’ learning; 2)

teachers’ professional learning in the Cop was influenced by: retaining a

focus on developing pedagogies together, professional intimacy between

members, appropriate support from the professor, and temporal and spatial

issues; and 3) teachers’ professional learning and its links to pupils’

learning were influenced by factors at the micro, meso and macro levels.

Insights into the value of the CoP theory are discussed and implications

for the effectiveness of teachers’ professional learning identified.

Yoo’s study showed similar information with the present research

particularly on professional development. It differed from the gathering

of data. He used individual interviews and document analysis while the

present study used questionnaires only to gather data.

Baker 2014, The impact of a Professional Development Program on Teachers’

Practise and How Context Variables Influenced such Practise. A case study

of Yarema, 2015. The data in this study provided a case description with

explanatory power on the impactof this professional development program

on this specific group of teachers practise. The PD program was

specifically designed to help primary grade teachers with non-science

backgrounds increase their science content knowledge and science

pedagogical content knowledge. The results of this study indicated that

the participants’ SCK and SPCK were increased significantly as a

consequence of the PD program. Therir perceptions of increased SCK and

SPCK were supported by direct observation of changes in their teaching

practise as shown by increased frequency in which they adderesed science

concepts and elements of scientific practise, such as science inquiry

process skills. However, contextual variables related to the district

restricting and the schools’ implementation of

District policy also had a significant role in the participants”

classroom practise.

Yarema’s study showed similar information with the present research

particularly on professional development. It differed from the result

where The PD program was specifically designed to help primary grade

teachers with non-science backgrounds increase their science content

knowledge and science pedagogical content knowledge.

The professional Development of primary School Teachers with Leadership

Responsibilities in a New Zealand context (Hesketh, 2014.) The purposes

of this multiple case study were to explore what professional development

and learning were provided to senior and middle leaders primary schools

within the greater Wellington area, how effective the principals and

senior middle leaders considered the professional development and

learning to be, and to identify which factors enabled effective

professional development learning within school. To answer the research

questions data was collected through an online survey, focus groups and

individual interviews. The findings indicated that there were two

categories of organization of professional development and learning

provided within different schools; unsystematic and systematic. The more

effective systematic system involved the identification of the learning

needs of the middle and

Senior leaders through discussion or co-construction of their job

descriptions, leading to a mixture of professional development and

learning structures that combined sharing, collaboration and reflection

to enhance leadership capabilities. In addition, regular mentoring

allowed for more effective leadership training.

Hesketh’ study showed similar information with the present research

particularly on professional development. Dissertation on Professional

Development of Principals (Abbas,2020) Principals, in order to lead

schools effectively, must be given the necessary backing by the author

self-reflections; to enable them to upgrade their knowledge and skillsets

across demanded areas (Association of Washington School principals,

2010). Educational authorities can provide support through a new and

improved effective leadership development training program. For instance,

principals may be given the opportunity of not only learning theoretical

knowledge, but could be given access to mentors, experienced field

practitioners, and an environment to apply and share their knowledge

practically, in order to study.

Furthermore, time and scenarios for active self-reflection and networking

among peers are also noteworthy support.

Abbas’ study showed similar information with the present research

particularly on professional development. It

Differed since the respondents were School heads or Principals.

(Montoro, 2012) Professional development, Teacher Learning, and National

Teacher learning, and National Standards : A mixed-method Multiple-case

Study of the Professional Learning experiences of evangelical Christian

School Teachers. Professional development that focuses on teaching

strategies associated with specific curriculum content supports teacher

learning within their classroom contexts. As one example, the Science

Teachers Learning from Lesson Analysis program (STELLA) seeks to

strengthen teachers’ understanding of how to teach science productively.

Its first goal is to deepen teacher understanding of students’ science

thinking, which helps teachers anticipate and respong to students’ ideas

and misunderstandings in productive ways. Its second goal is to help

teachers learn to sequence science ideas to help students construct a

coherent “story” that makes sense to them.

Montoros’s study showed similar information with the present research

particularly on professional development.

(Devos, 2010), Mentoring takes an important place as they provide

knowledge and training to other mentors, teachers and beginning teachers

come across problems

Associated with the mentoring process such as what are best practices,

use of tools which could hinder their learning and development.

Inadequate trained teachers can have a huge impact on students’

performance, as achievement depends largely on the quality of

instruction. Mentors can help new teacher improve teaching skills,

increase resiliency, enhance communication skills, and boost self-

confidence.

And research entitled Efficacy of School Heads on the Professional

Development of their Teachers in Baao District that was conducted by

Regidor (2008).

Iballa’s study showed similar information with the present research

particularly on professional development. It differed since the former

study focused on School Heads and Teachers while the present study

focused on Elementary teachers handling English in Baao District.

COVID-19

The World health Organization is gathering the latest international

multilingual scientific findings and knowledge on COVID-19. The global

literature cited in the WHO COVID-19 database is updated daily (Monday

through Friday) from searches of bibliographic database, hand searching,

and the addition of other expert-referred scientific articles. This

database represents a comprehensive multilingual source.

Assumptions

This study was premised on the following assumption that:

The level of utilization of the macro skills on the Self-Learning Modules

in English for grade 2 along listening, speaking, reading, and writing

can be determined based from their consolidated responses from the survey

questionnaire gathered from grade two teachers in Baao District

The teachers’ perceptions on the DepEd designed Self-Learning Modules in

English for grade two in terms of physical appearance, content,

instructional design, activities, assessment, and time frame can be drawn

through the preferred answers of respondents.

The challenges faced by the teachers, using the Self-Learning Modules in

English for grade two can be determined according to their submitted

responses in the survey questionnaire.

The solutions to improve the Self-Learning Module in English for Grade

two can be proposed according to their submitted responses in the survey

questionnaire.

The pointers that can be generated from this study will be formulated

based from the findings of this research.

Chapter 3: Research Methodology

3.1 Study Design

The integration of traditional and virtual ethnographic methods can aid

researches interested in developing understandings of relationships

between society and youth cultural life, and examining the diffuse and

sometimes global character of youth resistance. In constructing this

argument, I have used insights from studies of youth culture shape and

their help to prevent crimes in our society

These studies also informed central theoretical suggestion that an

approach to research underscored by a sensitivity to everyday experiences

and the power structures framing these experiences can still be a

powerful guide for understanding flows and circuits of resistance in

youth culture shape.

Behavioral development in children shows large inter-individual

variation, and is driven by the interplay between biological,

psychological, and environmental processes. However, there is still

little insight into how these processes interact. The Youth cohort

specifically focuses on two core characteristics of behavioral

development: social competence and self-regulation. Social competence

refers to the ability to engage in meaningful interactions with others,

whereas self-regulation is the ability to control one’s emotions,

behavior, and impulses, to balance between reactivity and control of the

reaction, and to adjust to the prevailing environment.

In brief, the development of self-regulation and social competence in

children shows large inter-individual. We know that the development of

these components of behavioral development in children is driven by the

interplay between biological, psychological, and environmental processes.

However, there is still little insight into how these processes interact.

Therefore, up to now, it has been virtually impossible to predict which

combination of factors explains individual variability in the development

of self-regulation and social competence.

In-depth understanding of why there are major individual differences in

behavioral development, and more specifically the development of self-

regulation and social competence, is hampered greatly by the traditional

boundaries of the scholarly disciplines involved. On the one hand, there

are longitudinal studies that investigate the effects of psychological

child characteristics and environmental factors on development. However,

these studies typically lack a deeper understanding of the biological and

brain mechanisms through which such factors affect behavioral

development. On the other hand, despite the obvious relevance of brain

development for self-regulation and social competence, there is a paucity

of longitudinal studies examining neurocognitive development together

with structure and function of the brain in childhood. Most evidence

originates from tightly controlled cross-sectional studies in small

sample sizes. As a result, there is little insight into how biological,

child-related and environmental factors interact in shaping brain and

behavior during the course of development. To promote child (and future

adult) mental health, we need more knowledge on the role of individual

attributes, social and economic circumstances, and environmental factors

in neurocognitive, and subsequent behavioral development, and on how

these factors interact.

3.2 Study Period

Qualitative and quantitative methodologies were both employed in this

study. Qualitative research investigates attitudes, behaviour, people’s

concerns and experiences through methods such as interviews focus group,

research, observations and online journals which have less interaction

with the respondents and its purpose of the research we are conducting.

Youth culture studies now include children, teenagers, and young people

in their twenties, and have placed these individuals at the center of the

inquiry, rather than as a liminal period before adulthood. This shift has

led to productive understandings of broader anthropological questions of

interest—such as race, gender, sexuality, class, globalization,

modernity, education, and cultural production—while it also shows how

youth action is a site of agency, resistance, identity construction, and

social change. Scholarship examining style, adornment, and identity

construction has made excellent use of the concept of subculture, while

practice-based models have further considered the significance of leisure

activity, such as consumption of media, commodities, and digital

technologies, in young lives. Several other prominent areas have emerged,

including childhood and socialization; psychologically informed

approaches to child development; schooling as a lens to dynamics of race,

gender, and class formation; and language use, identity, and

subjectivity. In the past two decades or so, increased emphasis on the

ways in which youth mediate globalization, modernity, migration, and

transnationalism have come to the fore, as have studies that foreground

issues of activism and politics.

The potential of youth to be the initiators of social change, however

measured, has been productively explored; so too have the struggles of

youth as they cope with racism, poverty, abuse, violence, armed conflict,

and other social ills. Methodologically, anthropological work on youth is

marked by long-term, rigorous fieldwork using ethnographic and sometimes

sociolinguistic approaches, and this in situ fieldwork has led to

substantive insights about identity and subjectivity, while also

attending to history and political economy. Such research has enabled

youth to be regarded as significant contributors to the social worlds in

which they operate, as well as how they may be poised to inherit and

transform these worlds.

3.3 Study Location

The main purpose of this study is to determine on how can the youth

culture shape be helpful to prevent crime, which is located at ….

Therefore, this study can be a positive response to a government prior to

identify and to conclude they are for a better result.

3.4 Reference Population

Population is mainly reason as generalization as result of the study

region. Population in this research about the youth or young adults at…..

The Youth Analysis Preventing Crime

No Category Male Female Total

1 Student 28 15 43

2 Standbys’ 5 2 7

The above aforesaid mention on the youth to prevent crime prior to be

visible as per the actual condition. The 43 quantity of the students can

be more influential to prevent the crime rather than the 7 quantity

standbys’.

3.5 Source Population

It is the population to which inclusion and exclusion criteria were

applied. This results in the study population; The source

population should be the group that you would like to make inferences

about.
Based on the Total survey from the 43 student and 7 standbys’

*Source Population with committing crime

*Study Population Student and Standbys’

*Sample n=15 selected person (youth)

Once the sample of the study population has been established, individuals

from the sample will be invited to participate in the study. An important

principle in medical research is that participation should always

be voluntary and individuals should only be bothered a limited number of

times with invitations to participate. When individuals do not want to

participate or do not respond to the invitation, this should be

documented as ‘non-response’. It is advised to ask the non-responders

what their reason is for non-participation. Document these reasons and,

if possible, the characteristics of the non-participants. Be careful in

collecting data of youth who have not given consent for their

participation!
3.6. Study Participant

This research targeted on secondary school students in our society

whomwill be the most youth involved. Most of the high school students

start with the age of thirteen to nineteen who we called as the youth of

our society.

When considering participating in a research study, remember that

participation is completely voluntary – an individual can choose not to

participate, or if they do decide to participate, they can choose to stop

participating at any time. Ultimately, the decision rests with the

participant and what they are comfortable with.

The research study may or may not benefit you personally.  It may only

provide general information that will help future generations.  It will

depend on the nature of the study. 

Sometimes research procedures and treatments may cause discomfort or bad

side effects. Questions that may be asked during a study may make a

participant uncomfortable or reflect on traumatic experiences. Some of

the risks may not be fully known at the beginning of a study. The

research team will discuss the known risks with you so you can make the

decision to participate or not.

3.7 Inclusion Criteria

In these criteria comprise characteristics used to identify potential

research participants who should not be included in a study. It also

included factors such as age, gender, race, ethnicity, type and stage of

our youth as of today. Their previous history in their daily lives, their

medical, psychosocial, or emotional conditions.

3.8 Exclusion Criteria

Comprise characteristics used to identify potential research participants

who should not be included in a study. We all know this study focuses on

our youth in the society who will help us lessen or prevent the crime we

are encountered and suffered in our society. We need to know the

characteristics of the youth for us to easily identify on how they become

an assets or help in the problem we face in our society..

3.9 Sample Size determination & Sampling Method

To gather information about the youth in one location, this may apply. To

draw valid conclusions from results, it was carefully decide how will

select a representative of the group as a whole youth.

SAMPLING METHOD DESCRIPTION EXAMPLE

Random Sampling Gathering from the youth Generate a number and

and each representative has randomly given to student

a different status in life. and to standbys.

Stratified Sampling Smaller Group are Finding out a favorite

represented into the whole hobby.

Young Adults.

Systematic Sampling The first member is chosen A list of youth with their

at random. first names in alphabetical

order ordered are numbered.

It can be select by 3rd or

6th as chosen randomly

Non-Random Sampling Representative / Volunteer Ask youth about the Crime

should collect data by prior to identify their

means of Logical Question reaction.

Capture Recapture Data must be collected from Another youth was

one location but in interviewed 3 days ago and

different times, and mark same strategy where given.

prior to estimate the youth

/ population size
3.10 FLOW CHART

Total Youth

youth standbys

Total

female (youth) male (youth) female (standby) male (standby)

3.11 Intended Statistical Analysis & Statistical Flow Chart

Statistical Flow Chart

14

12

10

0
male (youth) female (youth) male (standbys) female (standbys)

Interviewed Youth interviewed standbys random interviewed

3.12 EXPECTED RESULT

Expecting that the outcomes of this research will make a contribution to

the government and to the nation on minimizing the crime in every

suspected location. It can bring more improvement into the small

organization to build unity in one by means of encouraging youth / young

adults to participate into social sports and other activities that can

improve their mind and their physical aspect.

This research will gain more effective to every youth to enhance their

ability and to make the family in union instead of making the youth into

addiction, drugs, and other negative things that brought to imprisonment.

This will carry by the local government unit.

Youth has the potential to do what is right. They are enthusiastic to

join and enhance their personal life and exercise by means group

activities prior to make it better.

3.13 Gantt Chart

Crime analysis

October
November (week) December (week) January (week)
(week)

4th 1st 2nd 3rd 4th 1st 2nd 3rd 4th 1st 2nd 3rd

Planning (Discuss Objective)

Research (Gather Information)
Design (Tools to be used)
Implementation (Gathered Data)
Follow-up (Random Only)

University of NorthEastern Philippines

 RESEARCH PROPOSAL
CHAPTER 1 - 3

YOUTH CRIME PREVENTION INLINED TO STUDENT

AND TEACHERS

By:
Hazel M. Penolio
Student

Submitted To:
Dr. Maria P. Dela Vega
Professor Inferential Statistic