Extent Of Behavioral Problems Along Personal Variable

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Table 7. Extent of Behavioral Problems along Personal Variable
Indicators M DR 1. I easily get angry with somebody 2.56 Se
2. I get embarrassed easily 2.41 Se
3. I do my assigned task lazily 2.38 Se
4. I depend to someone in everything I do 2.33 Se
5. I hurt somebody physically when fighting 2.28 Se
6. I show restless and overactive behavior 2.26 Se
7. I destroy and/or vandalize somebody’s property intentionally 2.18 Se
8. I don’t engage in any spiritual activity 2.17 Se
8. I spread false rumors about someone 2.17 Se
10. I try to steal money or things 2.01 Se
Overall Mean 2.27 Se
Legend: 5 4.20 – 5.00 Always (A) M – Mean
4 3.40 – 4.19 Often (O) DR – Descriptive Rating
3 2.60 – 3.39 Sometimes (S)
2 1.80
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In the same manner, there is also a need to follow house rules, (m=3.62).
It is along this dimension where parent’s support, guidance counselor’s intervention and teacher’s understanding are necessary to widen the horizon of these adolescents so could grow as a more matured person. The present findings imply that respondents need to spend more quality time with their family in order to practice and nurture camaraderie, unity and peace among the family members. Spending more quality time with family, these respondents could create a bond that could build better relationships.
Table 10.Degree of Needs along Social Dimension

Indicators M DR 1. To utter kind words to people around me 4.41 HN
2. To respect and be sensitive with the feelings of others. 3.64 N
3. To act accordingly in public places 3.36 MN
4. To avoid obscene languages, such as name calling
…show more content…
These are the reasons why such behavioral problems arise in the school and because there is deficiency in their totality as an individual, they are longing for attention and care. This is the root of their wrong actions and misbehaviors in the school that is why guidance counselors should think of ways on how to fill-in this needs.
Emotional Profile of the Respondents
Table 14 present the emotional profile of the male and female students along the nine dimensions: trustful, dyscontrol, timid, depressed, distrustful, controlled, aggressive, and gregarious.
The table reflects that both respondents scored high on depressed dimension which means that they are depressed, sad and gloomy. They were dissatisfied with aspects of their life. They feel deprived and are probably pessimistic. Extremely high scores may be associated with suicidal tendencies. They also scored high on distrustful dimension which means both of the respondents tends to be stubborn, resentful, and sarcastic. They are overly critical and tend to be rejecting of people and of ideas. They most likely perceived by others as a hostile person. Another description of them might

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