Awareness about Romantic Gaslighting of Senior High School Students in Taytay, Rizal: A Qualitative

Study
LA 12 - Data Interpretation

GROUP 1

Leader:

Saflor, Aziel
Zapanta, Katherine Nicole

Members:

De Lara, Adrian
Javier, Juraizha
Pailog, Austin
Samson, Beverly

Research Department, Golden Faith Academy Senior High School

PRACTICAL RESEARCH 1
Ms. Danielle Cuebillas
11 - Kenzo
March 12, 2023
 This data interpretation aims to (a) explore senior high school (SHS) students' perceptions and
understanding of romantic gaslighting, (b) their experiences and relationships that contribute to their
awareness or lack of awareness of this form of emotional abuse, and (c) how their experiences differ based on
their gender or sexual orientation. Additionally, this interpretation investigates whether there is a significant
difference between the awareness of romantic gaslighting among SHS students who are currently in a
relationship, and those whose relationship has already ended. The research problem is framed using conflict
theory as a framework, and the methodology used was Thematic Analysis.

The study used a qualitative data approach, where an interview composed of open-ended questions was
conducted among 8 SHS students from different relationship duration, gender, and sexual orientation in Taytay,
Rizal to gain more in-depth insights into their experiences. The data collected through the interviews were
analyzed using thematic analysis.

Research Question One

SHS students have awareness of romantic gaslighting but have limited knowledge and understanding of
the term. For example, one student mentioned that they were not aware that they were engaging in gaslighting
until recently. This suggests that they may have been engaging in this behavior unconsciously or without fully
understanding the impact of their actions on their partner. Additionally, the fact that some students provided
different answers to interview questions suggests that they have limited knowledge of what romantic
gaslighting entails. Participants who were aware of the term could have provided descriptions that were
consistent with the definition of gaslighting. This could be because they have not been exposed to the concept
before, or because they have not had the opportunity to learn about it in-depth. This underscores the
importance of educating young people about healthy relationships and warning signs of abusive behavior,
given the prevalence of dating violence in their age range and the possible harm that can come from romantic
gaslighting (Francis & Pearson, 2021; Karakurt & Silver, 2013). In a similar study by Francis & Pearson (2021)
they explored the attitudes and responses of adolescents to the warning signs of emotional abuse. They found
that adolescents have awareness of unacceptable relationship behaviors yet they do not have prior knowledge
of how to respond to such warning signs.

Research Question Two

SHS students' experiences and relationships contribute to their awareness or lack of awareness of
romantic gaslighting, and that the absence of education and discussions about healthy relationships is a
significant factor in this. The SHS students were divided into two groups: those in healthy relationships and
those in abusive relationships. The respondents who were in healthy relationships reported that their partners
consistently engage in healthy communication, set boundaries, and treat them like a princess. This highlights
the importance of positive events and behaviors in maintaining healthy relationships to avoid the prevalence of
gaslighting.

On the other hand, those in abusive relationships recalled patterns of gaslighting, which left them
traumatized. Male respondents reported experiencing both mental and physical abuse, resulting in emotional
distress. Female respondents, meanwhile, experienced love bombing, which made it difficult for them to
recognize the manipulation that was happening. Frequent responses and mention of the phrase “in the first
week of the relationship” supports this finding. These experiences serve as triggers for the SHS students to
recognize gaslighting and other forms of emotional abuse in their relationships.

Research Question Three

 SHS students' experiences with romantic gaslighting differ based on their gender and sexual orientation,
with some groups being more vulnerable to experiencing this form of emotional abuse. Specifically,
respondents who are part of the LGBTQ spectrum have maintained a good relationship with their partner until
it ended compared to the heterosexual ones. Papers to explain this have not yet existed but in this study’s
findings, homosexual relationships engage more in healthy conversations compared to heterosexuals.

Research Question Four

There is a significant difference in awareness of romantic gaslighting among SHS students in Taytay,
Rizal who are currently in a relationship, and those whose relationship has already ended, highlighting that the
separation has given them access to an objective perspective of their previous relationship, hence, patterns of
manipulation become more apparent.

The perspectives of interviewees who are currently in a relationship versus those who have previously
been in a relationship may differ in terms of their understanding of gaslighting. Individuals who are currently in
a relationship may not recognize gaslighting because their relationship is new, while those who have ended a
relationship may have a better understanding of gaslighting due to personal experience. Despite the limited
awareness of the respondents regarding romantic gaslighting, those who have ended abusive relationships are
more likely to recognize gaslighting. For instance, one respondent said that, "pang-gulo na lang daw ako then
sumasakit na daw ulo n’ya sakin.". This statement suggests that respondents are aware of the presence of
gaslighting in their relationship.

From the responses, we have identified as well the following patterns and themes related to the research
problem:

Theme 1: Limited awareness of romantic gaslighting

Many SHS students had heard of romantic gaslighting but had limited knowledge and understanding of
the term. Despite the popularity of the term in social media, this lack of understanding was due to the absence
of education and discussions about healthy relationships in schools and communities. This is supported by the
study of Hailes (2023) arguing that popularity of "gaslighting" social media may cause risk on people’s
perception, making it obscure and indistinct.

Theme 2: Love Bombing

Gaslighting and love-bombing are both forms of manipulation, but love-bombing is different. However,
according to the students' experiences, love bombing can also be seen among teenagers in senior high school
who are in romantic relationships. SHS students who had experienced romantic gaslighting did not recognize
the behavior as emotional abuse first. The students started receiving attention and affection during the initial
period of the relationship, but after a few weeks, this was replaced by abrupt behavioral changes or emotional
abuse. This is a tactic the gaslighter employs to make the gaslightee feel reliant on them. students feel a sense
of longing as a result of this after being overwhelmed by their partner's grand and sweet acts. As one of the
respondents pointed out, "He even introduces me to his family and friends, and also pursues me the way he
thinks I deserve. Princess treatment in short.” Therefore, factors like good treatment can affect their level of
awareness. Because when someone treats us right we will be blinded by their love and attention and will start
being unaware of red flags.

Theme 3: Gender and sexual orientation differences

 Any gender is likely to experience romantic gaslighting. It is different from what the majority believe that
gaslighting only happens to women.Gaslighting in adolescent relationships are not influenced by societal
expectations of gender roles and power dynamics in relationships. Both male and female, regardless of their
sexes have experienced gaslighting. Thus, the theory of Lenore Walker, the cycle of violence cannot be
applied to the results of this study. The roles between the two sexes can be reversed as the gaslighter and the
victim. The findings of our paper are in contrast to other studies which have proven the blame for staying in
abusive relationships often falls on women, with societal norms and cultural traditions typically making them
the victim of abuse. Women are frequently labeled as "aggressive, hysterical, and overreacting" by society,
which is often used against them (Hailes, 2023; Maselesele, 2017; Hariharasudan, 2017). Initially, research on
this phenomenon is still relatively limited, and much less is known about romantic gaslighting among young
people.

Theme 4: Importance of communication on healthy relationships

Communication is essential for a successful relationship. It's the only way to know your partner on
different levels. students clearly stated that even though they wanted to fix it the other side wasn't cooperating.
The study found that their partner started becoming distant or undergoes behavioural change when a conflict
occurs. Meaning their relationship cannot be fixed due to the absence of communication and
misunderstanding. Some of the students experienced healthy relationships because of maintaining healthy
communication. Having an open communication in a relationship is essential to resolve arguments and discuss
misunderstandings. In this way, confusion and negative feelings toward their partners can be cleared out.

The themes identified through thematic analysis provide insights into the perceptions and understanding
of romantic gaslighting among SHS students and the factors that contribute to its occurrence. The findings
suggest that education on healthy relationships is critical in raising awareness of romantic gaslighting and
reducing its occurrence. Additionally, the study highlights the importance of recognizing the different
experiences of SHS students based on their gender, sexual orientation, and relationship duration.

Factors such as good treatment can affect the level of awareness among SHS students of romantic
gaslighting, which is a common form of emotional abuse in today's world. Many students may not recognize it
as gaslighting but may notice changes in their partner's behavior. Experiences with romantic gaslighting can
differ based on gender and sexual orientation, but both male and female adolescents in this study experienced
being the victim of gaslighting. The long-term effects of romantic gaslighting on SHS students can include
trauma, anxiety, depression, trust issues, and confusion.

The findings of the study cannot be aligned with the conflict theory framework, which emphasizes the
power dynamics and social inequalities that exist in society. The limited awareness of romantic gaslighting
among SHS students can be attributed instead to the absence of and discussions about healthy relationships,
highlighting the role of power structures in shaping knowledge and understanding. The lens of symbolic
interactionism could have been used instead to focus more on the human interaction lens of this phenomena.
However, the knot theory of mind and the cycle of violence theory can still both support this phenomenon. The
knot theory of mind states that gaslighting can create a complex web of confusion and self-doubt in the victim's
mind, making it difficult for them to untangle the truth from the lies. The findings can be connected to the knot
theory of mind, which explains how people's emotions and experiences are interwoven and create complex
emotional knots. The emotional manipulation and abuse experienced by the students can lead to the formation
of emotional knots that are challenging to untangle. The love-bombing technique used by gaslighters creates a
knot of intense emotions that the gaslightee finds hard to unravel, contributing to their continued emotional
abuse.
 The cycle of violence theory, on the other hand, illustrates how gaslighting can be a component of a
more extensive pattern of abuse in which the abuser aims to obtain control and influence over their victim. As
their partner's positive treatment and conduct toward them alter or lessen over time, the victims of gaslighting
endure confusion, overthinking, and a lot of negative emotions without understanding why. To achieve power,
the gaslighter manipulates their partner by making them feel miserable. The majority of the students had
romantic relationships in the past and have had this experience. The study's findings, which can raise students'
awareness of emotional abuse and provide them with tools to protect themselves, highlight the significance of
teaching about and having conversations about healthy relationships in secondary schools.

In conclusion, the study's findings emphasize the value of educating students about healthy
relationships in SHS, since doing so may increase their awareness of emotional abuse and give them the skills
they need to recognize and prevent gaslighting. A strong relationship also requires open and healthy
communication, which can help unravel any current emotional knots as well as prevent new ones from forming.

References

Francis, L., & Pearson, D. (2021). The Recognition of Emotional Abuse: Adolescents’ Responses to Warning
Signs in Romantic Relationships. Journal of Interpersonal Violence. https://doi.org/10.1177/0886260519850537

Hailes, H. P., (2023). “" They're out to take away your sanity"”. Boston College.
http://hdl.handle.net/2345/bc-ir:109473

Hariharasudan, A., Mohan, S., Nawaz, N. & Sangeetha, J. (2022, June 16). Strategic analysis of intimate
partner violence (IPV) and cycle of violence in the autobiographical text -when I hit you. Heliyon.
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Karakurt, G., & Silver, K. E. (2013, December 31). Emotional abuse in intimate relationships: The role of
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https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3876290/

Maselesele, M. D. (2017, October 9). Trapped in the cycle of violence: A phenomenological study describing
the stages of coping with domestic violence. Taylor & Francis. Retrieved January 18, 2023, from
https://www.tandfonline.com/doi/abs/10.1080/09718923.2011.11892948