i

MOLDING LIVES, RESHAPING THE FUTURE: THE

LIFESTORIES OF IMPLEMENTERS OF PROGRAMS ON
CHILDREN IN CONFLICT WITH THE LAW (CICL)

A Thesis Proposal
Presented to the Faculty of the
College of Criminal Justice
University of Cebu
Cebu City

In Partial Fulfillment of the

Requirement for the Degree of
Bachelor of Science in Criminology

by

Bolingkit, Jerah
Camento, Joshua James
Velarde, Pablo M.
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TABLE OF CONTENTS

Page

Chapter 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale of the Study 1

Theoretical Background 4

THE PROBLEM

Statement of the Problem 14

Significance of the Study 14

RESEARCH METHODOLOGY

Research Design 17

Research Environment 17

Research Informants 17

Research Instruments 18

Research Procedures 20

Data Collection 20

Data Analysis 21
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Ethical Considerations 21

Trustworthiness 23

DEFINITION OF TERMS 24

REFERENCES 25

APPENDICES

A – Transmittal Letter 27

B – Informed Consent Form 28

C – Interview Guide 33

D- Location Map 36

CURRICULUM VITAE 37
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CHAPTER 1
THE PROBLEM AND ITS SCOPE
INTRODUCTION

Rationale

Children in conflict with the law face numerous challenges, including legal

repercussions, social stigmatization, and limited access to opportunities for personal

growth. The success of programs aimed at reintegrating and rehabilitating these children

heavily relies on the capabilities, knowledge, and attitudes of the implementers.

Understanding the perspectives, experiences, and competencies of the individuals

responsible for implementing such programs can inform the development of evidence-

based practices, enhance the quality of interventions, and contribute to positive outcomes

for these children. Investigating the implementers' roles, training needs, organizational

support, and potential barriers they encounter can ultimately contribute to the overall

effectiveness and sustainability of interventions, promoting the successful reintegration of

children in conflict with the law into society.

According to the United Nation Children’s Fund (UNICEF) one of the main

challenges in regard with the future development of children in conflict with the law

through programs and treatments is the complexity of the underlying issues that

contribute to their delinquent behavior. Many countries have limited budgets and

resources for juvenile justice, which can result in inadequate facilities, understaffed

programs, and a lack of specialized professionals trained in working with children in

conflict with the law.

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According to Child Rights Coalition Asia. (2021) the Philippines has been

struggling with the issue of children in conflict with the law (CICL) for years. The

government has implemented various programs and treatments to address the issue and

provide support to CICL. These programs include community-based rehabilitation

programs, counseling services, educational assistance, and skills training programs.

Despite these efforts, there are still challenges in effectively addressing the issue of CICL

in the Philippines. One major issue is the lack of resources and facilities to provide proper

care and rehabilitation for CICL. Another challenge is the stigma and discrimination

against CICL, which can hinder their reintegration into society.

This passage highlights the importance of conducting studies on the

implementation of treatments and programs for children involved in conflicts with the

law. There is a need to study and understand the effectiveness of interventions and

identify areas that require improvement. The research can help establish best practices

and enhance the quality of treatments and programs, ultimately improving the chances of

successful rehabilitation and reducing the likelihood of reoffending. Therefore, there is a

gap in knowledge regarding the best methods for addressing the needs of these vulnerable

children, which requires further study and research.

The researchers strongly believe that learning effective rehabilitation programs

and treatment for the child in conflict with law can contribute to develop effective

interventions and reshape the future of the children. It also helps understand the root

causes of children's criminal behavior, promote restorative justice and address the stigma

and promotes social inclusion that can help children to move forward and become

positive contributors to the community.

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Hence the researchers feel the passion to conduct an in-depth study of the life

stories of implementers of programs on children in conflict with the law (CICL)not just to

test our capability but also to enhance the understanding of the Philippine criminal justice

system and the government’s effort to reform it. Nevertheless, the output of this study

will truly give knowledge in regard to social work, criminal justice and child

development that is beneficial in the future.

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Theoretical Background

This study is anchored on Competence Motivation Theory by Susan Harter and

further supported by the Competence Theory by Robert White and the Diffusion of

Innovations Theory by Everett Rogers.

Competence Motivation Theory focuses on the role of competence and

achievement in motivating individuals. It suggests that individuals are driven to seek and

maintain competence in their chosen activities and domains. Harter emphasizes that

people have an inherent need for mastery and to feel capable in what they do, influencing

their motivation, behavior, and self-perception. The theory posits that when individuals

experience success and perceive their abilities as effective, they are more likely to be

intrinsically motivated, have higher self-esteem, and exhibit continued effort and

persistence. Conversely, failure or perception of incompetence can lead to decreased

motivation and diminished self-worth.

Competence Motivation Theory proposed self-determination as a comprehensive

framework for understanding human motivation, development, and health. It emphasizes

the importance of intrinsic motivation, autonomy, and competence in driving optimal

functioning and well-being. When applied to implementers of programs on children in

conflict with the law, it suggests that these implementers should be supported in fostering

the intrinsic motivation of the children, promoting their autonomy, and enhancing their

competence to facilitate positive behavioral changes. This theory can provide valuable

insights and guidance for designing effective programs and interventions that address the
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unique needs of children in conflict with the law, ultimately leading to better outcomes

for their rehabilitation and reintegration into society (Deci & Ryan, 2008).

Ma (2008), explores the competence and motivation perspectives on

organizational behavior to shed light on the implementation of programs for children in

conflict with the law. The author synthesizes these perspectives to provide insights into

how implementers can effectively work with this vulnerable population. By examining

the interplay between competence and motivation, the study offers valuable

considerations for practitioners and policymakers aiming to enhance the outcomes of

programs targeting children involved in criminal activities.

Bodmann, and Harackiewicz (2013), suggest that different labels for the same

constructs or different constructs with similar labels" examines the relationship between

achievement goal measures. If various measures of achievement goals in educational

settings are interchangeable or if they represent distinct constructs despite having similar

labels. Providing valuable insights for program implementers working with children in

conflict with the law, as understanding the various labels and constructs related to

achievement goals can aid in designing effective interventions to support these children

in achieving positive outcomes.

Competence Motivation Theory suggests that individuals possess an inherent

psychological need for competence and mastery. According to this theory, people are

motivated to engage in activities that make them feel capable, effective, and successful.

When individuals perceive a task as challenging yet attainable and when they receive

appropriate feedback and support, they are more likely to be motivated and experience a
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sense of competence. Competence Motivation highlights the importance of providing

individuals with opportunities to develop and demonstrate their skills, fostering intrinsic

motivation and enhancing overall well-being (Reeve, 2020).

Competence Motivation theory, focuses on the distinction between intrinsic and

extrinsic motivation and explores their impact on individuals' competence and well-

being. The theory suggests that intrinsic motivation, which stems from internal factors

such as personal interest and enjoyment, leads to greater engagement, persistence, and

satisfaction. On the other hand, extrinsic motivation, driven by external factors like

rewards or punishments, can undermine intrinsic motivation and decrease overall

motivation, autonomy, and well-being. They argue that supporting individuals' intrinsic

motivation and providing them with a sense of autonomy are crucial for fostering

competence and promoting optimal functioning in various contexts, including education

(Ryan and Deci, 2000).

Competence Motivation Theory proposes that individuals are driven to seek

competence and mastery in their activities. Competence Motivation suggest that

motivation plays a crucial role in understanding the connection between mental health

disorders and juvenile offending. It explore how the motivation for competence

influences the likelihood of engaging in delinquent behavior among juveniles with mental

health disorders By drawing on competence motivation theory, they highlight the

importance of addressing the motivational needs of youth with mental health disorders to

reduce the likelihood of engaging in offending behaviors. The study emphasizes the role

of autonomy, competence, and relatedness as essential components in promoting positive

development and preventing delinquency. Competence Motivation Theory suggest that

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interventions targeting these motivational factors can help redirect the energy and drive

of individuals with mental health disorders towards prosocial activities, thereby reducing

their involvement in criminal behavior. (Chu & Winters, 2007).

Competence Motivation Theory suggests that to elucidate the psychological

factors that drive and sustain delinquent behaviors in young individuals, emphasizing the

importance of competence-related needs, such as mastery, autonomy, and social

relatedness. It provides valuable insights into the motivational aspects of youth offending

and offers implications for interventions and programs to address and prevent it. They

state that to develop a comprehensive conceptual framework that explores the

motivational factors influencing youth engagement in offending behavior. Drawing the

competence motivation theory, which emphasizes the importance of competence,

autonomy, and relatedness in driving human behavior, suggests that motivational factors

interact and contribute to youth offending (Hatcher et al., 2009).

Competence theory suggests that when implementing programs for children in

conflict with the law, it is essential to focus on building their skills and abilities rather

than solely punishing or stigmatizing them. This approach recognizes that children may

lack certain competencies necessary for positive behavior and aims to address these

deficiencies through targeted interventions. When considering race, it is important to

ensure that the program is culturally sensitive, respects diversity, and avoids

discriminatory practices to promote equitable outcomes for all children, irrespective of

their racial background.

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Competence Theory states the relationship between the competence of these

children and the effectiveness of intervention programs aimed at reducing recidivism and

promoting positive behavioral change. It provides insights into the theoretical

foundations of competence theory and its implications for program implementation,

highlighting the importance of individual strengths and abilities in fostering rehabilitation

and successful reintegration into society. They argue that practical implications of

competence theory in addressing the needs of children in conflict with the law. By

emphasizing the significance of identifying and enhancing the inherent competencies of

these individuals, it advocates for a strengths-based approach to program design and

implementation. Competence Theory underscore the importance of tailored interventions

that recognize and build upon the unique strengths and capabilities of each child,

ultimately improving their chances of successful rehabilitation and reducing recidivism

rates and offers valuable insights for policymakers, practitioners, and researchers working

in the field of juvenile justice, emphasizing the potential of competence theory as a

guiding framework for more effective and individualized interventions (Smith et al.,

2019).

Brown et al. (2020), argue that competence theory focuses on the acquisition and

utilization of skills, which can inform strategies to enhance program implementers'

effectiveness. Through a comprehensive review of relevant literature and empirical

evidence, the study explores the various dimensions of competence theory and its

implications for program implementation. It ultimately provides insights and

recommendations for improving interventions for children in conflict with the law.

Overall, the study emphasizes the significance of competence theory in shaping program
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implementation for children in conflict with the law. By enhancing the competence of

program implementers, interventions can be delivered more effectively, leading to

improved outcomes for juvenile offenders. The findings of this study contribute to the

existing knowledge base on effective intervention strategies and provide practical

guidance for policymakers, practitioners, and researchers involved in juvenile justice

systems.

Competence theory suggests that individuals acquire and develop skills and

knowledge through observation, practice, and feedback. Applying social cognitive theory

to enhance the competence of program implementers for juvenile offenders can be a

powerful approach. By incorporating key principles from social cognitive theory, such as

modeling, self-efficacy, and self-regulation, program implementers can enhance their

competence in working with juvenile offenders. Through modeling, program

implementers can observe and learn from experienced practitioners who effectively

engage with and rehabilitate juvenile offenders. By witnessing successful interventions,

implementers can gain new strategies and techniques to apply in their practice. Also,

fostering self-efficacy beliefs can empower program implementers to believe in their

ability to make a positive impact. Providing opportunities for implementers to set

achievable goals, receive constructive feedback, and celebrate their successes can boost

their confidence and motivation. Moreover, promoting self-regulation skills, such as self-

reflection and self-monitoring, can help implementers assess their performance, identify

areas for improvement, and make necessary adjustments to enhance their competence in

working with juvenile offenders. By integrating social cognitive theory principles into
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training and support programs, we can create a more competent and effective workforce

in juvenile offender rehabilitation (Smith & Johnson, 2019).

The implementation of programs for children in conflict with the law requires

competent and dedicated individuals who can effectively guide and support these young

individuals towards rehabilitation and reintegration into society. It can greatly enhance

the effectiveness of program implementers in this context. Transformational leaders

inspire and motivate others by providing a clear vision, setting high expectations, and

fostering a sense of trust and support. By adopting this leadership approach, program

implementers can empower their teams and create a positive and engaging environment

that encourages personal growth and development. Through the use of transformational

leadership, implementers can enhance their own competence and that of their team

members, leading to improved outcomes in the rehabilitation of children in conflict with

the law (Anderson & Brown, 2020).

Garcia et al. (2017), argue that program implementers should adopt a

transformational leadership style to maximize the potential for success. Transformational

leaders inspire and motivate their team members by setting a compelling vision,

providing mentorship and guidance, and fostering a supportive and empowering

environment. By employing this leadership approach, program implementers can

cultivate a sense of shared responsibility and commitment among the staff, which can

enhance the implementation process and ultimately lead to better outcomes for the

children involved. Through their study, the authors highlight the importance of

competence in program implementation, emphasizing the need for leaders to possess the
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necessary skills and knowledge to effectively address the unique challenges faced by

children in conflict with the law.

Diffusion and innovation theory plays a significant role in understanding the

behavior of implementers when it comes to programs aimed at addressing the needs of

children in conflict with the law. This theory focuses on how new ideas or interventions

spread and are adopted by individuals or organizations within a social system. In the

context of implementing programs for these children, diffusion theory helps us

comprehend the factors influencing the adoption and implementation of innovative

approaches. It explores how implementers, such as policymakers, social workers, and

educators, perceive and evaluate these interventions, as well as the social, organizational,

and environmental factors that shape their decision-making processes. By studying

diffusion and innovation theory, we can better understand the dynamics involved in

implementing effective programs and develop strategies to promote the successful

adoption of interventions that benefit children in conflict with the law.

Diffusion of Innovations Theory suggests that the adoption and implementation of

an innovation depends on the characteristics of the innovation, the adopters, and the

context in which the innovation is implemented. It suggests that the successful

implementation of an innovation depends on the innovation's relative advantage,

compatibility, complexity, trialability, and observability. Trialability was limited due to

the law's immediate effect on the justice system. Observability of the law's impact was

crucial to its success in promoting restorative justice and protecting the rights of children

in conflict with the law (Wagner et al, 2016).

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The Diffusion of Innovations theory states how an innovation, which could be a

new idea, product, or program, is adopted and spread among individuals or groups in a

society. It suggests that the rate of adoption and diffusion of an innovation is influenced

by various factors, such as the characteristics of the innovation itself, the communication

channels used to spread the innovation, and the characteristics of the adopters. It can help

identify the communication channels that are most effective in spreading information

about the program, such as word-of-mouth or social media. Understanding the

characteristics of early adopters, such as their level of influence and motivation to adopt,

can also be useful in developing strategies to encourage adoption and diffusion of the

program among other stakeholders (Rogers, 1995).

According to Barth et al, (2011) lack of organizational support and the difficulty

of changing entrenched practices. It also proposes strategies for promoting adoption and

diffusion of evidence-based practices, such as the use of implementation teams and

networks, ongoing training and technical assistance, and the establishment of

performance metrics to measure the effectiveness of the interventions. Applying these

strategies to the implementation of evidence-based programs for children in conflict with

the law could help the DSWD overcome the challenges it faces in implementing new

practices. By establishing implementation teams and networks, for example, the DSWD

could ensure that there is buy-in from all levels of the organization and that staff

members have the support they need to successfully adopt and implement evidence-based

practices. Ongoing training and technical assistance could help staff members stay up-to-

date on best practices and overcome any implementation challenges they encounter.
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Innovation and diffusion theory suggest that the adoption of new ideas or

practices by individuals or groups is a process that occurs over time, and is influenced by

various contextual factors such as culture, social norms, and political and economic

systems can greatly affect the adoption and diffusion of new programs. The adoption

process typically occurs in five stages: knowledge, persuasion, decision, implementation,

and confirmation (West & Markiewicz, 2003).

Innovation and diffusion theory suggests that the program may have initially been

adopted by early adopters who recognized the potential benefits of this approach. These

early adopters may have included policymakers, advocates, and practitioners in the

juvenile justice system who were receptive to new ideas (Kilty et al, 2016).
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THE PROBLEM

Statement of the Problem

This study aims to explore the experiences of implementers of programs on

children in conflict with the law (CICL) in Argao.

Specifically, this study seeks to answer the following questions:

1. What are the experiences of the informants in the implementation of programs

in children in conflict with the law (CICL)?

2. How do informants address the problems encountered by the informants in the

implementation of programs on children in conflict with the law (CICL)?

3. What are the aspirations of the informants to improve the implementation of

programs on children in conflict with the law (CICL)?

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Significance of the study

The results and recommendations of this study will be beneficial to the following

beneficiaries:

Community. This research will benefit the Filipino community it includes

improved program implementation, increased awareness and understanding of the issues

faced by these children, improved collaboration among stakeholders, policy development

and implementation, and increased accountability for the fair treatment and protection of

children's rights.

Women and Children’s Protection Desk (WCPD). This research offers valuable

insights into the effectiveness of these programs, enabling evidence-based improvements

and informed decision-making. They can identify successes, challenges, and areas for

growth, leading to enhanced program outcomes and better support for children involved

in the criminal justice system.

Department of Social Welfare and Development (DSWD). It can help program

implementers gain a better understanding of the challenges they face, identify best

practices and develop effective strategies to improve their programs.

Juvenile Justice Welfare Council (JJWC). The research would provide valuable

insights into the effectiveness and challenges faced by those directly involved in the

implementation of juvenile justice programs, allowing for evidence-based improvements

in policies and interventions. By understanding the perspectives and experiences of these

implementers, the JJWC can identify areas of improvement, enhance training and support
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systems, and ultimately ensure that programs aimed at rehabilitating and reintegrating

these children are more successful in achieving positive outcomes.

Philippine National Police (PNP). This research can inform the development of

evidence-based policies and strategies, enabling the PNP to improve the rehabilitation

and reintegration process for these children, ultimately contributing to the reduction of

recidivism rates and the promotion of a more just and compassionate juvenile justice

system.

Department of Justice (DOJ). The findings of this research an help can gain

valuable insights to enhance the effectiveness of existing programs and develop

evidence-based strategies to improve outcomes for these children. This research allows

for informed decision-making, policy formulation, and resource allocation, ultimately

leading to the development of more targeted interventions, better support systems, and

the promotion of a fair and rehabilitative justice system for children in conflict with the

law.

Local Government Units (LGU). The local government officials may draft a

policy decision related to the design and implementation of programs for children in

conflict with the law.

Children in Conflict with The Law (CICL). The findings from such research

can help program implementers tailor their programs to better meet the needs of children

in conflict with the law, and ultimately improve their outcomes

Researchers. The results will be used by the researcher to better understand the

lived experiences of the implementers of programs on children in conflict with the law.
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This study will be a very rich experience for them because they are able to directly see

the impact and the challenges of the informants.

Future Researchers. The study will be used as a resource for students who want

to perform similar or related research. This might serve as a guideline for individuals who

want to do research related to the study. This may also provide further awareness to

students and will also serve as a source of knowledge extension in this subject, allowing

them to pursue more studies and ideas that could be used.

RESEARCH METHODOLOGY

Research Design

This is a qualitative study utilizing a method of phenomenological research design

for selected residents of the communities of Argao, Cebu as key informants and a

descriptive phenomenology study deals with experiences of the implementers of program

of Children in Conflict with Law (CICL). This research involves qualitative analysis and

assessment on the themes derived from the semi-structured interviews, observation and

exploring the experiences of selected informants. The participants can describe their lived

phenomenal experiences that can be used to gather data in a descriptive study. The

participants of this study are the social workers of Argao, Cebu who have the knowledge

and experience of implementing a program of Children in Conflict with Law.

Research Environment
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The study will be conducted in Argao, Cebu. Municipality of Argao, is a first-

class municipality in the province of Cebu. It is in the southeastern part of the province

and is known as a cultural heritage and natural attraction. According to the 2020 census,

it has a population of 75,297 people in 19, 017 households and headed by Mayor Allan

M. Sesaldo.

The locale of this study was conducted in urbanized baranggay in Taloot,

Guiwanon, Bulasa, Binlod and Langtad Argao Cebu.

Talo-ot is a baranggay in Argao Cebu. It's population as determined by the 2020

Census was 4,233. This represented 5.41% of the total population of Argao and headed

by Barangay Captain CHANITO FUENTES QUIBLAT

Guiwanon is a baranggay in Argao Cebu. It's population as determined by the

2020 Census was 1,839. This represented 2.35% of the total populaion of Argao and

headed by Barangay Captain DEMOSTHENES SILVA TECSON

Bulasa is a baranggay in Argao Cebu. It's population as determined by the Census

was 3,943. This represented 5.04% of the total population of Argao and headed by

Barangay Captain FRANCISCO HANNIBAL CAMINADE DIEZ

Binlod is a barangay in Argao Cebu. It's population as determined by the Census

was 4,067. This represented 5.20% of the total population of Argao and headed by

Barangay Captain JEROME VILLAHERMOSA ESCALANTE

Langtad is barangay in Argao Cebu. It's population as determined by the Census

was 3,417. This represented 4.37% of the total population of Argao and headed by

Barangay Captain JOEL RAMOS SARAGENA

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Research Informants

There will be 10 key informants of this study composed of three (3) police

officers of Women and Children’s Protection Desk, two (2) workers of Municipal Social

Welfare and Development Office and five (5) workers of Local Social Welfare and

Development Office who has knowledge and experience in implementing of programs on

children in conflict with the law. All are legal age and has experience in the field of at

least (3) years.

There will be seven (10) informants; five (5) of them will be subjected to focus

group discussions (FDG) and five (5) informants will be subjected to in-depth interviews

(IDI) all the are assigned at municipality of Argao.

According to Dantzker and Hunter (2006), Focus Group Discussion (FGD) is an

interview of several individuals in one setting. The focus group is basically an

information-gathering method where the researcher-interviewer directs the interaction

and inquiry. This can occur in either a structured (for example, pretesting of

questionnaire) or unstructured manner (for example, brainstorming) manner. In either

case, the researcher-interviewer must meet the same guidelines offered for conducting an

interview. The advantages of focus group discussion include flexibility stimulation and

limited expenses.

Danzster and Hunter (2006) also explained that In-Depth Interview (IDI) is a

method provided a high response rate and allowed the interviewer to have personal

contact with, and observation of, his/her subjects. The researcher maintains a general
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outline and framework of questions to ensure that specific topics were investigated yet

provided the researcher with the opportunity and direction to explore and respondents to

detail in specific areas.

Research Instrument

This study will be used as a research questionnaire to assess the experience of

implementors of programs in children in conflict with the law in Argao, Cebu.

In gathering of data, the researchers will utilize self-made-panel- approached

interview guide consisting of the following parts: part 1, deals with the experiences of the

informants; part 2, deals on their problems encountered and part 3, deals how they handle

children in conflict with law.

The researchers will arrange an interview with the informants, explain the matters

of confidentiality, prepare consent forms, and will make sure to ask open-ended questions

to the informants.

Research Procedures

This study is qualitative research that focuses on the life stories of informants of

programs on children in conflict with the law.

In this study, purposive convenient sampling was utilized to select the

participants. Prior to the interview, the researchers informed the participants about the

study's purpose and the interview process. This study employs a qualitative research

approach, and informed consent forms were signed by the participants before the

interviews. Qualitative research is characterized as a naturalistic investigation that

involves extended engagement with field settings that reflect everyday life and the stated

and unstated norms that govern that life (Miles et al., 2013).
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Data Collection. Before actual conduct of interview, the researchers will make a

transmittal letter noted by the adviser and approved by the Dean of College of Criminal

Justice University of Cebu Main Campus addressed to the Head of the Department of

Social Worker and Development and the Chief of the Argao Police Station assign in the

implementation of program of CICL in Argao, Cebu to conduct interview to the

participants. When approved, the researchers begin to identify participants and later

explained to them my research work, how the interview is to be made, the purpose of the

study and the procedure in the conduct of interviews, as well as the rights of the

participants and obligation of the researcher before and after the conduct of the study.

The researcher will use an informed consent prior to the conduct of the interview

and serve as a guide question with the use of interview guide and voice recorder. After

approval, the informant will be asked by the researcher with some questions to answer

and the answers will be written in the blank portion of the interview guide tabulated,

analyzed and interpreted. To obtain more data, the researchers will record while having

conversation with the informants.

Data Analysis. Thematic analysis will be used to collect data from informants,

which is a popular qualitative research method that focuses on identifying and

documenting patterns or themes within the data. These themes represent important

patterns across the data sets that are relevant to the research question being investigated.

The themes are used as categories for analysis and are established through a six-phase

coding process that involves becoming familiar with the data, identifying themes among

the codes, reviewing and refining the themes, and ultimately producing a final report.
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Ethical Considerations. The identities of the informants are treated with

confidentiality, and prior permission was obtained from the participants before the

interviews to be conducted. The researchers also complied with the policy on research,

namely the informed consent form, before conducting the research the life stories of

implementers of programs on children in conflict with the law (CICL) in Argao. The

researchers are required to provide written informed consent). The potential researchers

are approached individually and given an explanation of the purpose of the study and data

collection process. They are given appropriate time to ask questions and address any

concerns. It will explain to them that as their participation is voluntary, refusing to

participate or withdraw from the study while it is in progress will not affect their care or

job in the respective clinic in any way. A patient/participant’s information sheet was

provided to further explain the study. The potential participants are given appropriate

time (in this case: 24 hours for up to one week) to read the information sheet and to

decide whether they want to be involved in this study. They are required to sign the

informed consent form before the interview to indicate their permission to be part of the

study and this signature is confirmed prior to the interview session. An explanation is

clearly given to potential participants that they have a right to withdraw from the study at

any time even after the informed consent has been signed. Consent to record the

interview is also asked from them. The patient/participant’s information sheet and

informed consent is available into language understandable to them.

Trustworthiness of Research. According to Huberman and Saldana (2013).

Qualitative research has been described as a naturalistic study conducted through

prolonged contact with field situations which typically reflect the everyday life and the
 23

explicit and implicit rules that govern that life (Miles, Huberman and Saldana, 2013)

Moreover, the researchers will conduct field works observation after the interviews to

verify and confirm the conclusions to be made. The interviews are conducted by the

researchers themselves. They will record and notes will be taken during the interviews.

Dependability guarantees that the exploration discoveries are steady and could be

rehashed. The deliberate by the standard in which the examination is directed, breaks

down and exhibited. Each procedure in the examination ought to be accounted for in

detail to empower an outer specialist to rehash the request and accomplish comparable

outcomes.

Conformability likeness addresses how the examination discoveries are upheld by

the information gathered. This a procedure to set up whether the analyst has been one-

sided amid the examination; this is because of the supposition that subjective research

permits the exploration whether this is the situation by concentrating the information

gathered amid the first request.

Transferability research can be done to other contexts; readers of the research

define their section. The reader noted the specific details of the research situation and

methods and compares them to a similar situation that they are familiar with. If the

specifics were comparable, the originated research would be deemed more credible. It is

essential that the original researcher supplies a highly detailed description of their

situation and methods.

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DEFINITION OF TERMS

Aspiration by the informants to improve the implementation of the programs

on children in conflict with the law. Refers to the hope or ambition of the informants to

improve after the implementation of the programs.

Experiences of informants in the implementation of programs in regard to

the children in conflict with the law. Refers to the positive experiences of the

informants before, during and after implementing the program.

Problems encountered by the informants during the implementation of

programs. Refers to the challenges that the informants encountered in the

implementation program regarding CICL. The various problems that the social workers

were facing during the implementation.

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REFERENCES

Book

Reeve, J. Title: Understanding Motivation and Emotion (7th ed.).

Journals

Brian C. Chu and Ken C. Winters: Title: "The Role of Motivation in the Relationship
Between Mental Health Disorder and Juvenile Offending": Criminal
Justice and Behavior, 2007, Vol. 34, No. 3, pp. 314-331
Brown, K., Anderson, M., & Davis, R. "Enhancing Competence of Program
Implementers for Juvenile Offender Interventions" Child and Youth
Services Review, 30(8), 1055-1063. (2020)
Deci, E. L., & Ryan, R. M. : A macrotheory of human motivation, development, and
health: Canadian Psychology/Psychologie canadienne, 49(3), 182-185.
(2008)
Edward L. Deci and Richard M. Ryan. "Self-Determination Theory: Basic Psychological
Needs in Motivation, Development, and Wellness". Psychological Inquiry,
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Garcia, R., Martinez, L., & Ramirez, J. "The Role of Competence in Implementing
Programs for Youth in the Juvenile Justice System" Journal of Youth and
Adolescence, 45(2), 365-378. (2017)
Hulleman, C. S., Schrager, S. M., Bodmann, S. M., & Harackiewicz, J. M: A meta-
analytic review of achievement goal measures: Different labels for the
same constructs or different constructs with similar labels: Psychological
Bulletin, 139(3), 606-648. (2013)
Kilty, J. M., Vuong, B., & Schubert, C. A. (2016). Implementation of a restorative justice
diversion program for juvenile offenders: An examination of program
outcomes and fidelity. Youth Justice, 16(3), 217-235.
Ma, H. K : Towards a synthesis of the competence and motivation perspectives on
organizational behavior: Canadian Journal of Administrative
 26

Sciences/Revue canadienne des sciences de l'administration, 25(4), 324-

338. (2008)
Richard M. Ryan and Edward L. Deci. : "Intrinsic and Extrinsic Motivation: Classic
Definitions and New Directions". Contemporary Educational Psychology,
2000, Vol. 25, No. 1, pp. 54-67
Robert A. Hatcher, Lesley M. Noaks, and Sarah R. Williams "Understanding Motivation
in Youth Offending: A Conceptual Framework": Criminal Justice and
Behavior, 2009, Vol. 36, No. 6, pp. 580-600
Smith, J., Johnson, A., & Thompson, L: "Implementers' Competence and Program
Effectiveness for Children in Conflict with the Law". Journal of Juvenile
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Thompson, S., Adams, T., & Wilson, B. "Competence Theory and Skill Development for
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Internet Sources

Competence Motivation Theory by Susan Harter

https://psychology.iresearchnet.com/sports-psychology/sport-motivation/
competence-motivation-theory/
Competence Theory by White. https://study.com/academy/lesson/competence-
motivation-theory-definition-examples.html
Diffusion of Innovation Theory by Everett Rogers.
https://www.healthaffairs.org/doi/10.1377/hlthaff.2017.1104
 27

APPENDIX A
Transmittal Letter
 28

APPENDIX B
INFORMED CONSENT FORM

Principal Investigator :Jerah Bolingkit

Joshua James Camento
Pablo Velarde
Name of Organization :University of Cebu-Main Campus
Name of Proposal : Molding , Reshaping the Future: The Life Stories of Implementers of
Program on Children in Conflict with the Law
Part I: Information Sheet

Introduction

The researcher is from the University of Cebu-Main and presently enrolling a

Bachelor of Science in Criminology and conducting a qualitative research entitled: Molding ,
Reshaping the Future: The Life Stories of Implementers of Program on Children in Conflict
with the Law which is important as a component of criminal justice system. The researcher
would like to ask for your permission and invite you and be part of this research. In line with
this, we are inviting you to be an interviewee/participant of this investigation and request you to spare
few minutes of your time for a focus group discussion/interview at your convenient time and place.

However, you do not have to decide immediately whether or not you will participate in this
investigation since you are allowed to ask permission from /parents/guardians or consult anyone in
which you are comfortable with about the research. If there are contents in the interview guide that
you do not understand and find ambiguous then feel free to contact and inform the researcher. Rest
assured that all the answers/responses that you will provide will be treated with utmost
confidentiality.

Purpose of the research

This investigation aim to gain a comprehensive understanding of the challenges,

successes, and impact of such interventions. By exploring the perspectives and insights of
those responsible for implementing these programs, including social workers, counselors,
law enforcement personnel, and other professionals working directly with these children,
researchers can identify the strengths and limitations of existing approaches. This
research aims to inform policy and program development by providing valuable insights
into the needs of children in conflict with the law, the effectiveness of current
interventions, and the potential areas for improvement. Ultimately, the goal is to enhance
the quality of programs and services offered to these children, facilitating their
rehabilitation, reintegration into society, and reducing recidivism rates, while ensuring
their rights and well-being are upheld.
Type of Research Intervention
 29

This research will involve focus group discussion/interview that will take only take a
few minutes.

Participant Selection

You are being invited to take part in this research because you are the right person
can give a narrative answers on the life as a gang members and it can contribute much to my
understanding and knowledge of my study.

Voluntary Participation

Your participation in this research is entirely voluntary. Your decision to participate or not
will not affect your employment where you are connected. You also have the right and the
freedom to change your decision later and to stop participating even if you agreed earlier and this
will not be taken against you.

Procedures and Protocol

In this investigation you will be asked to answer the questions during the focus group
discussion/interview to be conducted by the field interviewers during your free and convenient
time. The questions in the interview guide will be read aloud by the interviewer and you can give
the answer on those items that you like to answer. Furthermore, there will be follow-up questions
to be asked if necessary. If you wish not to answer some of the questions, you can tell the
interviewer to skip them and to move on to the next question. The information recorded is
confidential and no one else except the field interviewers and researchers will have access to the
copy of the transcript and audio recording, which will be destroyed after 6 months.
To ensure that you will be able to have full understanding of the purpose of the study, the
proponent will first explain the objectives of the study and the intended benefits in participating
in this investigation.
Transcription will be presented for reading, perusal and confirmation as to the content

Duration
The duration of the research is twelve (12) months. During the data collection phase, the
field interviewers will request for an appointment with you for a focus group discussion/interview
at your convenient time and place. The interview will last for 40-minutes to one (1) hour. Your
engagement as a participant will only take once.

Risks
During the focus group discussion/interview the field interviewers will ask you about your
idea/opinion pertaining Molding , Reshaping the Future: The Life Stories of Implementers
of Program on Children in Conflict with the Law. You will not be forced nor required to
answer all questions that will be asked. If you do not like to answer some of the items because
you are not comfortable with them your decision will be respected and you do not have to give
reasons for not responding, or for refusing to take part in the focus group discussion/interview.
Furthermore, be assured that the responses that you will provide will not be shared.

Benefits
 30

There will be no immediate and direct benefits to you but your participation is likely to
help us improve the plans on youth crime prevention and gang formation
Reimbursements
You will not be provided with any payment or monetary remuneration if you will take part in
this research.

Confidentiality
All the data and responses that you will provide in this investigation will not be shared to
other people and will be kept confidential. Your information and other information collected from
this research will be put away and no one, except the field interviewers and the researchers will
be able to have access to it. Any information about you will have a number/code on it instead of
your name. Only the field interviewers/researchers will know your number/code. All the
documents related to this investigation will be placed in the cabinet with a lock and key and will
not be shared with or be given to anyone except the research proponents. After 6 months from
final defense, all video and audio recorded interview will be disposed of deleted or erased.

Sharing the Results

At the end of the study, I will be sharing the results to the Department of Social Welfare and
Development (DSWD) and Philippine National Police (PNP), . If necessary, there will also be a
meeting with the implementers. Be assured that your answers during the focus group
discussion/interview will be shared to anybody.
Where it is relevant, you may also share the results and a copy of the report will be provided
by the researcher. If you have a plan to do so, please include the timeline and reason for sharing
the information, including the details.

Right to Refuse or Withdraw

You may choose not to participate in this study. Your decision to participate or not will not
affect your employment with the school that you are connected. It is also of primordial
importance that you must know that you may stop from participating in the focus group
discussion/interview at any time.

Who to Contact
If you have any question, you can ask them now. You can also ask questions even
after the study has started. If you wish to ask questions later, you may contact any of the
following:
Researcher: Jerah Bolingkit - 09436625929
Joshua James Camento - 09666183909
Pablo Velarde - 09398889700
Research Adviser: Dr. Anthony Albopera

This research project has been reviewed and scrutinized by the technical panel of the
College of Criminal Justice. If you have any question, please contact the University of Cebu at
032-255-7777.
 31

PART II: Certificate of Consent

I have read the foregoing information, or it has been read to me. I have had the opportunity
to ask questions about it and any questions that I have asked have been answered to my
satisfaction. I consent voluntarily to participate in this research.
Print Name of Participant__________________

Signature of Participant ___________________

Date ___________________________
Day/Month/Year

If Illiterate
I have witnessed the accurate reading of the consent form to the potential participant, and the
individual has had the opportunity to ask questions. I confirm that the individual has given
consent freely.

Print Name of Witness_____________________ AND Thumb Print of the

Participant
Signature of Witness ______________________
Date ________________________
Day/Month/Year

Statement by the researcher/person taking consent

I have accurately read out the information sheet to the potential participant, and to the  best of my
ability made sure that the participant understands that the following will be done:
1. Focus group discussion/interview
2. Record the proceeding of the interview
3. Manually record other responses/ answers during the interview
I confirm that the participant was given an opportunity to ask questions about the
study, and all the questions asked by the participant have been answered correctly and to
the best of my ability. I confirm that the individual has not been coerced into giving consent,
and the consent has been given freely and voluntarily.
(A copy of this ICF has been provided to the participant.)
Print Name of Researcher/Person Taking the Consent_______________________

Signature of Researcher /Person Taking the Consent__________________________

 32

Date ___________________________
Day/Month/Year

__________________________________
Participants Signature

__________________________________
Date
 33

APPENDIX C

University of Cebu

Cebu City

INTERVIEW GUIDE & VALIDATION OF INTERVIEW

Introduction:
We are student-researchers from the College of Criminal Justice of the University
of Cebu Main Campus. This research pertains” Molding Lives , Reshaping the Future:
The Life Stories of Implementers of Program on Children in Conflict with the Law”. We
are going to give you information and invite you to be part of this research. You do not
have to decide today whether or not you will participate in the research. Before you
decide, you can talk to anyone you feel comfortable with about the research.
PERSONAL CIRCUMSTANCES
● Age
● Gender
● Civil Status
● Length of Service
● Rank

I. POSITIVE EXPERIENCES OF IMPLEMENTERS OF PROGRAM ON

CHILDREN IN CONFLICT WITH THE LAW IN ARGAO, CEBU
1.1. Will you describe the positive experiences that you have in the implementation of
programs of CICL
(Maka sugid kaba sa mga positibo nimong kaagi sa pag implementar or mga programa sa
CICL).
1.2. How do this positive experiences contribute proper performance duty
(Sa unsang mga pamaagi kaning mga positibong kaagi naka tabang kanimo sa imong
trabaho).
1.3 Will you elaborate how this positive experiences contribute to the contributional
experiences
 34

(Mahimo ba nimong eh sulti ang mga positibo nimong kaagi nga nakatabang imong
pagpanarbaho).

II. NEGATIVE EXPERIENCES OF IMPLEMENTERS OF PROGRAM ON

CHILDREN IN CONFLICT WITH THE LAW IN ARGAO, CEBU
2.1 Will you describe the negative experiences that you have in the implementation of
programs of CICL
(Maka sugid kaba sa mga negatibo nimong kaagi sa pag implementar or mga programa sa
CICL).
2.2 Will you give details how this negative experiences affect the performance duty
(Maka hatag kabag mga detalyi na ang mga negatibo nimong kaagi naka apekto sa imong
trabaho).
2.3 How do this negative experiences that you have impact the organizational
performance in the implementation of CICL
(Sa unsa na paagi kining negatibong nimong naagian naka apekto sa orginisasyong
pagpatuman sa mga programa sa CICL)

III. ADRESSING THE PROBLEM ENCOUNTER BY THE IMPLEMENTERS OF

PROGRAM ON CICL IN ARGAO, CEBU
3.1 What are the strategy that you employ in addressing the problem that you have
encounter in implementation of program CICL
(Unsa na stratehiya nga imong gigamit sa pagsulbad sa mga problema nga imong
nasugatan sa pagpatuman sa programa sa CICL).
3.2 Will you elaborate which strategy have contributed to the solution of the problem that
you have encountered in the implementation of CICL program
(Mahimo ba nimong isaysay kon unsa nga estratihiya ang nakatampo sa kasulbaran sa
problema nga imong nasugatan sa pagpatuman sa mga programa bahin sa CICL).

IV. ASPIRATION OF THE IMPLEMENTERS OF PROGRAM ON CICL IN

ARGAO, CEBU
4.1 Will you tell us what are your longings aspiration to improve quality of the service
(Mahimo ba nimong isulti kanamokung unsa imong mga pngandoy para mapauswag and
kalidad sa pagserbisyo).
 35

4.2 Given some difficulties in the implementation of programs of CICL will you
describe what are the organizational aspirational to improve the implementation of the
said program
(Tungod sa pipila ka mga kalisdanan sa pagpatuman sa mga programa sa CICL mahimo
ba nimong eh hulagway kung unsa imong mga matinguha sa organisasyon aron
mapauswag ang pagpatuman sa giingon programa).
 36

APPENDIX D
 37

CURRICULUM VITAE

JOSHUA JAMES A. CAMENTO

Date of Birth : May 18, 2000
Place of Birth : Cebu City
Contact Number : 09666183909
Email Address : Joshuaeksdi14@gmail.com

Education:

1. College University of Cebu Main Campus ,Sanciangko Street, Cebu City

2. Secondary Education Argao National Highs School (Senior High)Cabanua,
Argao, Cebu March 2017-2019
3. Secondary Education Simala National High School (Junior High) Simala,
Sibonga, Cebu March 2016
4. Elementary Taloot Central Elementary School Taloot, Argao , Cebu March 2013

JOSHUA JAMES A. CAMENTO

 38

PABLO M. VELARDE
Date of Birth : October 19, 1999
Place of Birth : Mantalongon, Dalaguete, Cebu
Contact Number : 09398889700
Email Address : velardepablo679@gmail.com

Education:

1. College University of Cebu Main Campus Sanciangko Street, Cebu City

2. Secondary Education University of the Visayas – Dalaguete Campus (Senior
High) Poblacion, Dalaguete, CebuMarch 2017-2019
3. Secondary Education Mantalongon Ntaional High School(Junior
High)Mantalongon, Dalaguete, Cebu March 2016
4. Elementary Mantalongon Elementary School Mantalongon, Dalaguete, Cebu
March 2013

PABLO M. VELARDE
 39

JERAH D. BOLINGKIT
Date of Birth : April 29 , 2001
Place of Birth : Lower Yati Quiot ,Cebu City
Contact Number : 09436625929
Email Address : bolingkitjerah@gmail.com

1. College University of Cebu Main Campus ,Sanciangko Street, Cebu City

2. Secondary Education Don Vicente Rama Memorial National High School
(Senior High) Basak San Nicolas , Cebu City March 2017-201
3. Secondary Education Don Vicente Rama Memorial National High School
(Junior High) Basak San Nicolas , Cebu City March 2016
4. Elementary Don Vicente Rama Memorial Elementary School Basak San
Niccolas , Cebu City March 2012

JERAH D. BOLINGKIT