list of narrative research titles in the philippines

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STORY OF TIN: NARRATIVE INQUIRY INTO EXPERIENCES OF FIRST PHILIPPINE K-12 GRADUATE

2020, IOER International Multidisciplinary Research Journal (IIMRJ)

The implementation of the K-12 Basic Education Program in the Philippines brought significant programs and projects to expand and improve the delivery of basic education in the country. It added two more years of senior high school in the basic education, broadening the goals of basic education to higher education preparation, middle level skills development, entrepreneurship, and employment. The present study used narrative inquiry to narrate the past experiences of Tin as one of the first graduates of this 7-year old educational reform. It examined Tin's journey from junior high school to senior high school to gain a better understanding of being a K-12 student in the Philippines and a deeper and richer insight on the implementation of the K-12 curriculum. A qualitative analysis of an in-depth interview with Tin highlighted her struggles, both in her junior and senior high schools. In particular, her struggles included some personal conflicts such as being academically competitive amidst being introvert and financially poor, adjustment to a new environment as she transferred from a rural school to an urban school, rigidity of her senior high school academic subjects, and her trouble with her teachers' teaching styles. The story of Tin provided specific insights as to how similar conditions as hers may be avoided and how the teaching-learning process may be improved, particularly in the light of the K-12 curriculum implementation in the Philippines.

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IOER International Multidisciplinary Research Journal ( IIMRJ) , NEPTHALIE GONZALES

The study aimed to know the experiences of the seasoned teachers teaching science in Junior High School using the spiral progression approach. The study involved five seasoned science teachers of Bahay Pare National High School, Candaba, Pampanga, whose teaching experience is 10 years and above. It utilized the narrative case study design to describe the following: views of teachers in spiral progression approach, the practice of seasoned teachers using spiral progression approach, and the challenges and barriers experienced by them using a spiral progression. An in-depth interview was used with the individual participants with open-ended questions from guide questions that allowed further probing. The study found out that the majority of the specialized seasoned teachers were not appeased about the spiral progression approach in science. However, two teachers showed enthusiasm: General Science major and a non-science major. Seasoned teachers narrated their experiences under spiral progression they encountered such as unavailability of learning resources, scarcity of laboratory equipment, struggle in preparation their non-specialize topic, integration of Information and Communications Technology in their pedagogic practice and the intervention made by the administrator such as mentoring and coaching. It was recommended that a school administrator may provide the seasoned teachers with necessary training/seminars appropriate to them such as content and ICT, and procure necessary learning resources for science learning. Also, the administrator may understand the views of the seasoned teachers and provide appropriate stimulator to them, so that they can adapt the approach easily.

IOER International Multidisciplinary Research Journal ( IIMRJ) , Jeryll Nicko Mercado

The Department of Education Order 105, s. 2009 stated that as this country advances through the 21 st-century, the use of technology to research, organize, evaluate and communicate information has grown. In response to this, the use of E-book or Electronic Book is one of the 21st-century educational tools that provide opportunities to practice learning fundamentals in as many as possible. Moreover, this study aimed to assess the use of e-book as an instructional material in science learning among the junior high students of the University of Batangas, Batangas City, Philippines with the end purpose of developing activities that will enhance the teaching-learning process. It determined the usefulness of e-book in improving students' achievement, study habits and acquired skills including the common problems met by teachers and students in using an e-book. The descriptive method was used with a questionnaire as the main data gathering instrument with an interview. The respondents were composed of two groups, 40 Grade 10 students and 42 teachers are selected through purposive sampling. The statistical tools used were t-test and weighted mean. The results of the study revealed that teachers agreed that the content presents a series of activities in each section or unit, while students agreed that the contents have comprehensive and appropriate topics. The teachers agreed that the graphics use contrasting colors to the background for easy reading, while students agreed that it uses varying fonts and sizes. There are no significant differences between the assessment of teachers and students on the use of e-book as instructional material in learning Science in terms of contents, design, and graphics. The teachers and students agreed that e-book helps in enhancing student's achievement in the attainment of the content standard. The teachers agreed that students enhanced their acquired skills by demonstrating independent learning, while students agreed that their skills improved because they can transfer specific print-based reading skills to interactive. The common problems met by the respondents are the compatibility and design limitation of the software. The proposed activities have interactive visual features, varying fonts, sizes and color that can sustain the interest of the learners.

IOER International Multidisciplinary Research Journal ( IIMRJ) , Robin Parojenog , ROBIN C . PAROJENOG

Teachers are known to be versatile. They are equipped with different knowledge and skills for them to be prepared in handling the diversity of learners. It is a fact that each day, they are faced with this challenge as each learner is noted to be unique. Thus, they have different ways of how they should be taught in school. One of the challenges being encountered by educators is on maximizing students' comprehension, especially on literature subjects. Therefore, different approaches have been proposed to accommodate the needs of every learner when it comes to studying literature. This study aimed to analyze the process of teaching and learning of literature among senior high school teachers based on the K to 12 Curriculum for the English subject. Specifically, it sought to find out the teaching learning activities being conducted by the four senior high school literature teachers. It also looked into the teaching approaches mostly preferred by the four senior high school literature teachers. As an offshoot of this study, an instructional module for literature was designed. The study utilized both quantitative and qualitative methodologies. The questionnaire, classroom observation, and interview schedule were used to answer the research questions. This study was limited to the approaches in teaching literature employed by selected senior high school teachers who were handling literature subjects in senior high school in the second district of Ubay, Bohol. The aforementioned findings led the researcher to conclude that the ultimate goal in learning literature is to let the students appreciate its content by using a variety of approaches gleaned from the teaching techniques used by the teachers. Thus, an instructional module was designed to enhance learning by applying the different approaches in teaching literature. This book will serve as a guide to Senior High School literature teachers for them to use varied approaches in teaching the subject for the enhancement of learning. It is recommended that a variety of strategies may be used by teachers in teaching literature to develop not only the cognitive but also the affective and psychomotor domains.

IOER International Multidisciplinary Research Journal ( IIMRJ)

The Philippine K to 12 science curriculum is a learner-centered and inquiry-based discipline that requires learners to utilize learning materials and learning spaces needed for a meaningful understanding of the scientific concepts and for developing their scientific literacy. This is anchored to the constructivism theory that supports 'learning by doing.' A laboratory is an essential place for active learning and science teaching that would provide students with opportunities to think creatively and critically to solve real-world problems. This study assessed the current status of the science laboratory facilities in two public junior high schools in the province of Lanao del Sur. This is to assess the current condition and availability of laboratory facilities and to identify the challenges faced by science teachers. This study employed descriptive case study method, in which the participants were from two selected schools in Lanao del Sur. A researcher-made checklist of laboratory facilities and semi-structured interviews were used to gather the data. Frequency was used as a statistical tool for quantifying the number of available laboratory facilities and equipment. Based on the findings, both schools have inadequate laboratory facilities that hinder the performance of the activities in the science module designed by the Department of Education. The lack of a laboratory room, the inadequacy of laboratory facilities and science equipment, defective laboratory equipment, the inadequacy of learning materials, lack of water supply, lack of electricity are common issues in both schools. Teacher-respondents of this study have difficulty in teaching some science concepts and are not fully equipped on how to use some science equipment. Addressing the identified challenges is recommended to achieve quality education for all.

Localization and contextualization are the new strategies to teaching-learning process and highlighted in the Philippines' K to 12 Curriculum. This study determined the effect of localization and contextualization in teaching biology in enhancing the academic performance of selected Grade 7 students of Paliparan National High School during the second quarter of the school year 2018-2019. The study was carried out using experimental study, particularly the pretest and posttest control group design. Two sections were used and this was done by random sampling. There are forty students taught with the use of localized and contextualized teaching (experimental) and forty students taught without the use of localized and contextualized teaching (control). The data gathered were treated using mean, standard deviation, and T-test. SPSS 14.0 software was used. Mean and standard deviations were also used in finding out the students' pretest, and posttest performances taught with the use of localized and contextualized teaching and without the use of localized and contextualized teaching. Paired T-test for correlated means were used in finding out the difference between the pretest and posttest performances of the two sections and Independent T-test for correlated means were used to find the difference between both posttest performances of the two sections. Findings revealed that posttest performances of both sections were significantly different. Teachers in any subject area should try to integrate localization and contextualization in teaching because it shows a positive effect as regards to the performance and motivation of students towards the lessons.

IOER International Multidisciplinary Research Journal ( IIMRJ) , Joefrey R . Chan , JOANNA MARIE DE BORJA , JAYSON L . DE VERA , RYAN V LANSANGAN , HAZEL DR. SAMALA

This study generally aimed to determine how the theory of constructivism has been translated into pedagogical practices of science teachers among the selected schools in Metro Manila. The study utilized case study adapting passive observation, document analysis and semi-structured interview in the data gathering and thematic interpretation in data analysis. Results uncovered that teachers' practices of planning learning episodes elicit active engagement as an evidence of meaning making. Various learning activities have been conceptualized to thoroughly activate prior knowledge on essential information and concepts and link these to new knowledge being introduced in the lesson through designed activities. The art of questioning has been observed to initiate and induce engagement among learners and was evident in the implementation of different strategies such as pre-assessment, reflection, collaboration, and use of language. Assessment procedures planned and implemented by teachers embodied a constructivist approach in terms of assessing students' understanding of concepts, creation of new knowledge, and integration of ideas to other disciplines. Results of the study further implied to revisit the curricular preparation of teachers in terms of its alignment to the various postulates of constructivist-approach of teaching and learning.

Several studies revealed that entrepreneurship education affects the development of the intention of a person to become an entrepreneur. Cognizant of the previous findings, this study examined the entrepreneurial intention of the pre-service Technology and Livelihood Education (TLE) teachers based on the Theory of Planned Behavior (TPB) and determined its relationship to academic performance. The descriptive correlation research design was used to come up with an objective description of the relationship of the variables involved. The statistical treatment used was frequency, percentage, Pearson correlation and formulas developed by Icek Ajzen in the TPB. The results showed that students have satisfactory academic performance, very much favorable attitude toward becoming entrepreneurs, moderately favorable perceived subjective norm, and very much easy perceived behavioral control. The variables involved in this study revealed a negligible relationship. In light of these findings, the researcher recommends that important people belong in the university should engage themselves to entrepreneurial capability activities such as seminars, training, workshops, conferences, among others to develop entrepreneurial mindset because they were influencers of the development of entrepreneurial intention among students. Parents and other family members should be involved in entrepreneurial activities to serve as role models. Collaboration between family and the university is highly encouraged to make entrepreneurial programs effective. Moreover, by providing simulations, practicum or authentic entrepreneurial activities, students utilize practical knowledge, skills, values, and attitude; thus, these activities improve their academic performance.

IOER International Multidisciplinary Research Journal (IIMRJ)

IOER International Multidisciplinary Research Journal ( IIMRJ) , Mc Arthur Maravilla

Palawan State University-Puerto Princesa (PSU) is one of the biggest teacher education institutions in Palawan, Philippines. With the ultimate goal of enhancing the research competence of its teacher education students, this cross-sectional explanatory study sought to determine the attitudes towards research of its teacher education students and determine how their attitude factors might vary across demographic variables gender, year level, program of study, and type of high school curriculum. The Attitudes towards Research (ATR) Scale developed by Papanastasiou (2005) was adopted to determine the attitudes of 397 teacher education students enrolled at PSU during the first semester of School Year 2019-2020. Descriptive statistics, Pearson correlation, and multivariate analysis of variance (MANOVA) were used for data analyses. Results revealed that PSU teacher education students have a relatively positive attitude towards research and perceive research as useful for their profession and relevant to their lives. However, most of them experienced difficulty and anxiety in research. These attitudes of PSU teacher education students towards research do not significantly vary across gender, program of study, year level, and type of high school curriculum. It is recommended that the results of this study be considered when planning instruction or conducting intervention programs that will improve students' attitudes towards research. Factors influencing students' attitudes towards research and how their attitudes could be improved should also be explored.

IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL ( IIMRJ)

IOER International Multidisciplinary Research Journal ( IIMRJ) , Zorabel Maria A. Delos Reyes

In the Philippines, the Commission on Higher Education (CHED) requires all higher education institutions to adopt the Outcomes-Based Education(OBE) through its CHED Memorandum 46, s. 2012. This is to cope with the qualifications and standards of the 21 st-century learners and to produce globally competitive professionals. The focus of this study was to assess the implementation of Outcomes-Based Science Instruction (OBSI) for Bachelor of Secondary Education major in Science students of the Teacher Education Institutions(TEI) in Batangas province. It delved into OBSI implementation with refers to learning outcomes, authentic tasks, student-centered approach, and competencies and skills. The study also determined the extent to which OBSI develop students' competencies relative to laboratory activities, portfolio, project making, research, and investigatory project. The problems encountered in the implementation of OBSI were likewise identified. The descriptive method of research was applied in the study with the questionnaire as the data gathering instrument. The OBSI in TEI were evident with refers to learning outcomes, authentic tasks, student-centered approach, and competencies and skills. It developed students' competencies in laboratory activities and investigatory project to a great extent. On the other hand, it developed students' competencies in the portfolio, project making, and research to a moderate extent. There was a significant relationship between the implementation of OBSI and the development of students' science competencies. Some problems encountered in OBSI were seldom met, primary of which is the unavailability and insufficiency of equipment, materials, and supplies needed in the laboratory. Proposed outcomes-based activities in science shall further enhance the quality of science instruction. It was recommended that the OBSI in the TEI may be strengthened to maximize the students' competencies and the development of an assessment tool to measure the development of students' science competencies may be undertaken. Furthermore, the future researchers may conduct studies that may be related to the current study in another research locale.

IOER International Multidisciplinary Research Journal ( IIMRJ) , Mark Gil Vega

The Department of Education (DepEd) has implemented a policy on the Learning Action Cell (LAC) as a Professional Development Strategy for teachers. This policy helps the teacher to collaborate and solve shared challenges in the school. The principal objectives of this study were to investigate the benefits, challenges, and means of implementation of Learning Action Cell of Science teachers in Secondary Schools of DepEd in the National Capital Region. The study used qualitative, multiple case study design employing survey questionnaires, individual interviews, focus group discussions and LAC observations There were five individual interviews, six focus groups, four actual LAC observations, with approximately 59 participants conducted in this case study. The findings revealed that the implementation of LAC concerning the scheduling of sessions is different and inconsistent with other schools. In addition, there is no tool for evaluating the LAC session, no success indicator applied in the school and no LAC model to follow in implementing LAC. There are four themes that emerged in the benefits experienced by science teachers, which include: Better Working Environment, Develop Good Relationship, Professional Growth, Content and Pedagogical Knowledge. The participants in this study identified a number of challenges. They were divided into six themes: Scheduling, Disruption of Classes, Teachers' Availability, LAC Activities, LAC Framework, and Funding. Furthermore, the principal results of the study showed that the implementation of LAC has an impact on teaching science but still, the participants recommended strengthening the LAC through creating a LAC model and development of LAC evaluation to monitor the status of LAC in each school properly.

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Filipino short stories we read in high school that we want to see onscreen

The Supreme Court might disagree, but the Filipino subject is one of the last lungs of our national identity. What Tanggol Wika (Alyansa ng Mga Tagapagtanggol ng Wika Filipino) said last year was true—removing it from the college curriculum is like cultural genocide. As bad luck and poor decision-making would have it, the future generations got robbed of the chance. Now what?

Read more : 6 Filipino literature that deserve your undivided attention

This is not the end-all be-all, but let’s trace back to when studying Filipino was at its peak for most of us: high school. Aside from bouts of sabayang pagbigkas practice hours, heated Balagtasan contests and countless plays recreating iconic “Noli Me Tangere” and “El Filibusterismo” scenes, the subject propelled our appreciation for Philippine literature. This was through the award-winning Filipino short stories we were tasked to read—and most importantly—analyze. Admit it: You enjoyed it.

Now, with Bob Ong’s thriller novel “Ang Mga Kaibigan ni Mama Susan” and Ricky Lee’s short story “Servando Magdamag,” turning into films soon, we’re pumped now more than ever. What if we give the same opportunity to the stories that grew up with us? Here are award-winning stories written by Filipino authors that we want to see onscreen—whether as a show or a movie. It’s the spotlight Philippine literature deserves.

Read more: These award-winning books show why PH literature belongs in college curriculums

“Ang Kalupi” by Benjamin Pascual

For a story that occurs in just one afternoon, “Ang Kalupi” twists our heads in unapologetic 180-degree fashion. While buying a graduation gift for her favorite kid at the market, Aling Marta finds out that her wallet is missing. As she feels her pockets, a scene from minutes ago replays: A young boy—wearing grubby jeans and a torn shirt—bumped her on the way. Well, that’s what’s going on in her mind at least. But we could tell you it was purely an accident.

You could guess what happens next. Aling Marta storms off, confronts the kid and threatens the life out of him. It was probably the most stressful four (or five or six) hours of their lives. But the wildness of this story isn’t just rooted in its plot twists. It’s also in the hard truth it offers to the readers because, yeah, we’ve all judged each other a little too much. But “Ang Kalupi” tells us that empathy should win over. Society’s prejudice about the lower class is more horrifying than we think.

“Sandaang Damit” by Fanny Garcia

I don’t know about you, but the quaint title of this Palanca Award-winning piece conjures the visual of many, many colors. It’s a happy story for sure, right?

Don’t make assumptions yet until you meet this young girl. In her class, she’s often quiet and alone. Her classmates dread how she wears the same clothes and doesn’t bring food to school. The teases grow louder and louder. Eventually, she decides she’s not having it anymore. Then, surprise, she tells her classmates she has 100 clothes at home. They believe her. Vivid and powerful, this story tackles the helplessness of those who are discriminated against.

“Dead Stars” by Paz Marquez Benitez

Before all the hit Wattpad fics and digestible internet meet cutes, there was “Dead Stars.” An OG reading material in schools, this story gives a detailed depiction of how love, relationships and fidelity played out in early 20th century Philippines.

Descriptive and reasonably frustrating, this story shows us how people can grow bad when stuck in fantasies and illusions of love. Because of this selfishness, people can be trapped in timelines they shouldn’t stay in—and eventually ruin what they have in the present. This story written in 1925 ushered in an era of Philippine lit writing in English. Aside from that, this was also used as an early feminist material as it tried to defy the stereotype that men are more strong-willed and women are more emotional.

Read more: Remember when Wattpad made us all writers?

“Ang Pamana” by Lamberto Gabriel

What’s in a farmer’s life? “Ang Pamana” follows the story of farmers Mang Karyas and Aling Asyang and their son Kiyel. Its clever pacing makes way for vivid details, making us flies on the wall of the family’s tale of hardships in the fields. Like sticky notes posted all over the house, Mang Karyas and Aling Asyang repeatedly tell Kiyel not to be a farmer when he grows up.

Eventually, Kiyel gets the privilege of graduating with a college degree. When he’s set to come home to his hometown and meet his parents again, Mang Karyas is on the edge of his seat wanting to see how Kiyel finally made it in life. However, hell breaks loose when Kiyel reveals he took up agriculture. Painful and raw, this story highlights how farmers in the Philippines are unrecognized and deprived of a good life.

Read more: For your consideration: 5 TV shows based on Philippine mythology

Quite ironic how the backbone of our nation’s economy is experiencing the most difficult state. Quite horrifying how this story from decades ago still mirrors the present .

But even though the issues depicted in classic literature remain today, we shouldn’t forget that there can be a redeeming curve in the end. And we can’t wait to see that onscreen, too.

Art by Marx Reinhart Fidel

• filipino literature
• filipino short stories
• film adaptations
• philippine literature

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Filipino Children and Adolescents’ Stories of Sexual Abuse: Narrative Types and Consequences

Nora maria elena t. osmeña.

1 Psychology Department, Negros Oriental State University, Dumaguete City, Philippines

Dan Jerome S. Barrera

2 College of Criminal Justice Education, Negros Oriental State University, Dumaguete City, Philippines

There is a paucity of qualitative research on children’s and adolescents’ perceptions of their sexual abuse experiences. This paper aims to describe the narrative types and consequences of sexual abuse stories among ten female Filipino children and adolescents. Data were collected through semi-structured interviews and analyzed using dialogical narrative analysis. Results show that three narrative types appear in the stories of the survivors. These are the tragic resistance narrative, rescued slave narrative, and heroic saga narrative, and each of these narratives has idiosyncratic effects on the identities, affiliations, disclosure, and adjustment processes of the participants. The results show how symbolic cultural structures can have far-reaching consequences on sexually abused children and adolescents.

Introduction

Sexual abuse in childhood and adolescence remains a prevalent social problem. A worldwide estimate shows that 13% of girls and 6% of boys experience sexual abuse in childhood and adolescence (Barth et al. 2013 ). As a result, they experience debilitating adverse mental, psychological, physical, and health effects (Amado et al. 2015 ; Hillberg et al. 2011 ; Maniglio 2009 ; Norman et al. 2012 ; Teicher and Samson 2016 ). In the Philippines, a national survey shows that the lifetime prevalence of child and youth sexual abuse is 21.5% - 24.7% for boys and 18.2% for girls (CWC and UNICEF 2016 ). These reported abuses are a bit higher than some worldwide estimates, and they even lead to early smoking, sex, and pregnancy, having multiple partners, substance use, and suicide among the victims (Ramiro et al. 2010 ). Despite this information, research on children’s and adolescents’ narratives on sexual abuse in the Philippines gathered through qualitative approaches t is limited (Roche 2017 ). This gap is not surprising because systematic reviews show that only a handful of extant studies have analyzed children’s and adolescents’ perceptions of their sexual abuse experiences (Morrison et al. 2018 ; Watkins-Kagebein et al. 2019 ). The bulk of the literature on children and adolescents’ sexual abuse experiences comes from retrospective accounts of adult survivors (Alaggia et al. 2019 ; Tener and Murphy 2015 ), which may differ from children’s and adolescents’ themselves due to recall bias, participants’ advanced developmental phase, and other factors (Foster and Hagedorn 2014 ; Morrison et al. 2018 ; Watkins-Kagebein et al. 2019 ).

Nevertheless, there has been a recent surge of interest in studying young victims’/survivors’ sexual abuse accounts. These studies documented the emotional experiences of children and adolescents, including their fear, anger, pain, worry, and coping strategies (Foster and Hagedorn 2014 ; McElvaney et al. 2014 ; San Diego 2011 ; Schönbucher et al. 2012 ); the disclosure processes and their barriers and facilitators (Foster and Hagedorn 2014 ; Jackson et al. 2015 ; Jensen et al. 2005 ; McElvaney et al. 2014 ; Schaeffer et al. 2011 ; Schönbucher et al. 2012 ); and the subjects’ healing journey through therapeutic processes (Capella et al. 2016 ; Foster and Hagedorn 2014 ; San Diego 2011 ). Besides the emotional aspects, secondary victimization in the justice system (Foster and Hagedorn 2014 ; Capella et al. 2016 ) also manifested in the reports.

However, what remains underexplored in these studies and adult retrospections are the meso-level factors that affect post-sexual abuse emotions, reactions (e.g., disclosures), coping and adjustment, and identity work. One example at the meso-level is culture (Sanjeevi et al. 2018 ). In their review, Sanjeevi et al. ( 2018 , p. 631) note that studying culture is essential to “provide culturally competent and culturally valid services” to children and adolescents who have experienced sexual abuse. However, this inquiry line is underdeveloped as most culturally-oriented studies have either studied culture as practices (e.g., ways of raising a child, sleeping arrangements, child marriage) or beliefs (e.g., beliefs on what constitutes sexual abuse). A treatment of culture as a system of symbols is absent in child sexual abuse literature, especially in studies of children and adolescents’ accounts of their sexual abuse experiences. In this study, we treat culture as “a structure of symbolic sets” that “provide[s] a nonmaterial structure” of actions by “creating patterned order, lines of consistency in human actions” (Alexander and Smith 1993 , p. 156). Furthermore, a narrative is an example of a symbol. Narratives are culturally available resources and structures (e.g., tragedy, romance, comedy) with which people construct their personal stories (Frank 2010 ). Furthermore, narrative analysis makes these narrative types visible (Wong and Breheny 2018 ).

The narrative approach has not been extensively used in sexual abuse studies. Although few studies employ this methodology (e.g., Capella et al. 2016 ; Foster and Hagedorn 2014 ; Harvey et al. 2000 ; Hunter 2010 ), these studies were more thematic. They focused more on the ‘what”s’ of storytelling and neglected the ‘how’s’ (Gubrium and Holstein 2009 ). Thus, there is a need for other narrative approaches like dialogical and structural (Riessman 2008 ). We argue that Arthur Frank’s ( 2010 , 2012 ) socio-narratology and dialogical narrative analysis can fill this void.

Socio-narratology views stories not just as retrospective devices of representing the past but also prospective ones that interpellate people to assume identities, affiliate/disaffiliate from others and do things (Frank 2010 , 2012 ). As Alameddine ( 2009 : 450) notes: “Events matter little, only stories of those events affect us.” This view tends to find support in some narrative psychologists’ (e.g., Bruner 1987 ; Polkinghorne 1988 ) and philosophers’ (Carr 1986 ; MacIntyre 1981 ; Ricoeur 1984 ) stand on the power of stories in people’s lives. As Polkinghorne ( 1988 , p. 145) posited, life/action is the “living narrative expression of a personal and social life. The competence to understand a series of episodes as part of our story informs our own decisions to engage in actions that move us toward a desired ending.” Polkinghorne added that stories and narratives provide us with models for the self, action, and life, and we use these models to plan our actions and assume identities.

This paper aims to describe the narrative types and consequences of sexual abuse stories among ten female Filipino children and adolescents. We argue that cultural symbols in the form of narratives describe phenomena through personal stories, and they also tend to influence emotions and actions. This perspective, we believe, is also applicable to children’s and adolescents’ stories and experiences of sexual abuse. Narrative types can be visible from these stories of sexual abuse, which have material effects on disclosure processes, emotions, coping, identity work, and behavioral and social adjustment of children and adolescents who have had the experience.

Methodology

The researchers sought to capture data by profiling the Filipino children’s and adolescents’ lives before, during, and after experiencing sexual abuse through semi-structured interviews. The participants were contacted and recruited through a temporary government-controlled crisis center in the province of Negros Oriental, Philippines, where they were housed. Of the twelve participant interviews, only ten were analyzed because two participants did not answer some questions critical to the analysis.

Table ​ Table1 1 shows the socio-demographic characteristics of the participants. As shown, most of the participants were sexually abused in their adolescence (10–19) by family members with whom they lived at the time of the abuse. At the time of the interview, all of them had studied for at least 3 years when the abuse started.

Socio-demographic charateristics of the participants

Data Gathering Procedures

After having been granted the ethics board approval, consent from the government agency that controlled the center, the caregivers, and the participants was obtained. Contacts with the target participants were developed through the said government agency, which had personal information in the center. The target participants were then informed about the nature of the study and its purpose and were also asked about their willingness to participate. They were briefed on the confidentiality of the information gathered from them and the anonymity of their identity. Those who opted to participate were requested to sign informed consent forms and to indicate their preferred schedule and place of interview, which could be any place conducive.

The study utilized face-to-face semi-structured interviews, which were conducted by the lead author and employing narrative interviewing techniques (Jovchelovitch and Bauer 2000 ). A debriefing to prevent the recurrence of trauma was given to the participant right after every interview, which could last for 30 min to one-and-a-half hours. All audio-recorded interviews were password-secured and were only transcribed and translated by language-proficient staff and verified by the researchers for accuracy and consistency. For ethical reasons, participants’ names and other information were kept anonymous and replaced with pseudonyms.

Dialogical Narrative Analysis

Frank ( 2010 , 2012 ) coupled socio-narratology with his methodological technique – dialogical narrative analysis (DNA). DNA is a heuristic guide in analyzing stories. It is a combination of thematic, structural, and dialogical analyses (Smith 2016 ). DNA “studies the mirroring between what is told in the story – the story’s content – and what happens as a result of telling that story – its effects” (Frank 2010 , pp. 71–72). In other words, DNA is concerned with the content of stories and their effects on selves, affiliations, and actions. Although Frank ( 2010 , 2012 ) intended DNA to be heuristic in nature, there are phases of the analysis that can be implemented (see also Caddick 2016 ; Smith 2016 ). However, these phases are not necessarily linearly followed: even in a later phase, one can always return to the initial ones.

The present analysis started with getting the story phase done by the first researcher. Here, the stories in each interview were identified using Labov and Waletzky’s ( 1967 ) structural model of narratives. Then, the getting to grips with the stories phase was implemented by the two researchers. Indwelling with the data by listening to the audios and reading the transcripts several times was done at this phase. Also, narrative themes, relationships among themes, and the structure of the stories were identified. The opening up analytical dialogue phase followed by asking dialogical questions by the two authors directed towards the narratives identified (Frank 2012 ). This makes DNA unique from other analyses. Dialogical questions include resource questions, affiliation questions, and identity questions. Finally, pulling the analysis together phase was done by choosing among the five forms of DNA, the best way to structure the results. We chose to build a narrative typology as our approach. Narrative types are ‘the most general storyline[s] that can be recognized underlying the plot and tensions of particular stories’ (Frank 1995 : 75). After weeks of analysis, the data revealed three narrative types and their consequences, which are discussed in the next section.

The Narrative Types

This section shows that there are three significant narratives to which the participants of this study subscribe. These narratives are tragic resistance narrative, rescued slave narrative, and heroic saga narrative . The most common among these are the tragic resistance and the rescued slave narratives. The heroic saga narrative serves as a contesting narrative against the dominant ones. We will also show that these narratives interpellate the participants to assume particular identities (selves), connect or disconnect from alliances, and do things for and on them.

Tragic Resistance Narrative

Its structure.

A common narrative emplotted by some of the participants is the tragic resistance narrative. This narrative starts with some favorable situations, followed by a disruption in the form of sexual abuse. Due to fear of negative consequences, the participants subscribing to this narrative tended not to disclose their victimization. Moreover, if they disclosed, they did it covertly with those outside the family. This does not mean, however, that they did not do anything against the offender. They tended to make subtle but covert resistance against the abusers. This narrative has this structure: “Girls live a normal life. It is made horrible when they are raped. However, they could not disclose it because they fear that their resistance might fail as the abuser might retaliate.” This narrative appears to be a derivative of the culturally available rape myths such as “No woman can do much about rape” (Gordon and Riger 1989 ; Plummer 2003 ). Also, fear of retaliation among the sexual abuse victims in the Philippines circulates culturally (Hunt and Gatbonton 2000 ). Previous research also documents fears experienced by children and adolescents due to their abusive experiences (Foster and Hagedorn 2014 ; McElvaney et al. 2014 ; Schönbucher et al. 2012 ).

One example of this kind of narrative is a story told by Mary, who was raped by her father. She said,

That night, he came home very drunk. My brother and I only slept side by side in the sala of our house. Then my father laid down in between my brother and me and started to undress me. I said, “No, Pa,” but he held a knife and said that he would kill me if I refused. So, he succeeded in undressing me and finally raped me. When he inserted his penis into my vagina, it was very painful. It happened when I have not even had my first menstruation yet. When I tried to move, he would threaten me with the knife.

Mary did not continue to resist because of the threat made by her father to kill her if she would fight. She emplotted her experience in a tragic resistance narrative yet did not offer more resistance. Other participants’ stories unfolded through this type of narrative. Ana, for instance, shared this story:

One time when my Mama left, my father and my siblings were left at home. Then he [stepfather] attempted to rape me, but I shouted, and it was on time that my Mama came back. So Mama had the incident blottered. My stepfather was so mad. Eventually, he was put behind bars because my godmother, who was a policewoman, helped us. We went home to Zamboanguita because we were in Bayawan during that time. We did not know that he was temporarily freed but he was able to post bail. He came back and planned to kill us all. He murdered Mama, who was pregnant. I was almost killed too. He almost killed Lolo. If Lolo was not able to kill him, all of us could have been killed. Lolo killed him at that time.

Ana related that she screamed when her stepfather attempted to rape her and her mother reported it to the police. Then, the offender was arrested and detained. However, such resistance was tragic. When the offender was able to post bail, he retaliated and killed her pregnant mother and almost killed her, but her grandfather eventually killed him. This tragic resistance created extreme fear in her as she relayed, “.. . that is what I fear. Because of me, my family would kill each other.”

Jess took the same narrative to describe her initial resistance against her stepfather. It was not her stepfather, however, who foiled her resistance. It was her mother. Her mother prevented Jess’s attempt to resist. She said: “He abused me every night, and if I said no, he would go wild. I was angry with my Mama because she did not believe me.”

Tragic Resistance Narrative’s Effects on the Self, Relationships, and Actions

With the tragic resistance narrative, the participants experienced what Freeman ( 2010 ) calls narrative foreclosure , wherein one believes that he or she has no or little prospect for the future. This is detrimental to the self. Some participants experienced hopelessness and even considered committing suicide. This kind of narrative led them to offer little (covert) or no resistance against subsequent abuses. They even became emotionally attached to their abusers.

Dirty and Foreclosed Self

When asked what she felt immediately after the abuse, Jess described herself as

“Filthy. I considered myself filthy because my being had been devastated by a person who was good for nothing .”

She also felt that her future was foreclosed as she lamented,

“I felt hopeless. I felt like I was already totally hopeless. I can’t think of any solution to the problem during that time. I thought there was nobody who could help me because I was hesitant to tell anybody.”

Ana and Mary had the same thought about themselves immediately after the repeated sexual abuse. And after a considerable number of years, they still felt marred by such molestations, although not as intense as immediately after the incidents. For instance, Mary still felt her womanhood tarnished:

“Sometimes, I feel I am the filthiest person. My father sexually abused me.”

Ana had a similar struggle with herself even long after the event. She continued to experience confusion about herself.

Interviewer: Let me ask you this, “How is Ana?” Ana: Tired. Interviewer: What makes Ana tired? Ana: It’s like I do not understand myself.

“Yes, we see each other because her peers are also our classmates, but we feel nothing more than friends. She would just tell me to take care, then we go our separate ways. She asked me why I get attracted to girls. I said I am not attracted to girls; I get attracted to boyish girls. I used to get attracted to boys, but now I hate them. I never had feelings towards lesbians before. When a cousin of mine got into a relationship with a lesbian, I even admonished her from getting involved with the same sex. I wonder why I have changed. Ate Lyn even asked me why I got into a relationship with a girl.”

Emotional Attachment with the Abuser

The tragic resistance narrative invites the participants to build an emotional attachment with the abusers. This is in line with some qualitative research that documented children’s conflicted feelings toward their abusers (Morrison et al. 2018 ). Probably, this is to prevent any harmful retaliatory acts from the abuser towards the abused or to their significant others or to make the abusers believe that they were not resisting.

For instance, after she was abused for the first time, Ana lived with her uncle; she was again raped by her cousin. This time, she did not resist her cousin overtly after the death of her mother and her unborn child, which resulted from her previous overt resistance against her stepfather. Instead, she built a close relationship with her cousin and his family with which she was living. When asked about the frequentness of being abused by her cousin, Ana said:

“He did it to me, maybe two or three times in a month. Sometimes I got insulted because he would bring his girlfriend, and still continued to abuse me. (But) I had high respect for him as an older brother.”

Ana may have been “insulted” or probably jealous that her cousin had a girlfriend whom he brought latter to their house. This indicates her attachment with the abuser, which is also manifested in the last sentence, where she expressed her respect towards him as her elder brother. Ana treated him as part of her family and considered his family her own; in fact, she even participated in their family drinking sessions and became drunk at times. And just like Ana, Mary also became attached to her father, who raped her repeatedly. This was because she was concerned with what could happen to him if she would leave him. She said:

“He even told me that he wanted me for his wife because women avoid him. After all, he bathes only once a week. He smells foul and dirty. I was the one who did his laundry. Our neighbors kept on telling me to finish my studies so that I could get away from him. But it is difficult to leave him. I am concerned about him because every time he got drunk, he would wake up everybody and put a fight.”

Subtle Resistance and Disclosure

A tragic narrative calls one for inaction because of fear (Smith 2005 ). It curtails any hope for the future and halts one from advancing towards it. Similar things occurred among some of the participants. Despite the abuses, they stayed with their abusers. That is why they experienced repeated sexual abuse. Their actions were enactions dictated by the emplotted narrative of their experiences of abuse (Frank 2010 ). Their actions became dialogical copies of their narrative. Nevertheless, instead of not doing anything, they made subtle resistance and disclosure. They expressed their agency strategically in a covert way, possibly, to avoid retaliation from the offender.

Ana, for instance, feigned a pregnancy after experiencing repeated abuses. This was a very strategic ploy. It was effective and, at the same time, did not require her to create a disorder in the family; although, there were still risks associated with it. She shared:

“At the end of December, I pretentiously told him I was pregnant to stop him from raping me. He was terrified, and he did stop raping me. He even gave me some pills, but I did not take them.”

On the other hand, Kay employed playful covert resistance. She used jokes against her abuser, although it had no similar effect as that of Ana’s. For example, she said,

“Mama’s brother used to carry a gun and has abused me several times - five times already. At times, I would jokingly tell him: “You know, I will report what happened; I will report you, Uncle, to the police station.” But, he wasn’t thinking that I was joking. I asked him, “Uncle, how many times have you done it to me already? Do you remember you stripped me naked, you removed my panty and my skirt and then kissed me in the mouth, my breasts, and licked my bottom?” After that, he warned me: “Do not to tell your father, mother, and my older brother -- because if you do, I will shoot them.” I said, “Yes, Uncle, I understand.” I was crying at that time.”

In this case, the participants made subtle disclosures – although not within their immediate family. They disclosed to their friends, neighbors, and the police. Mary opened to her neighbors (boarders), who were also caught in a tragic resistance narrative. This time, it is the neighbor’s daughter who was almost raped by her drunk father. But they did not report it to the authorities. She shared this:

“They asked me what my father did to me, but I did not answer them; I only cried. They said it would be New Year so I should have a new life and should not be staying at home always. That prompted me to tell them what happened to me. They asked me how I should deal with the situation. That was it; they were also afraid to report to the police because my father warned that whoever will help me, will be killed. He also warned of killing my brother and me if I would tell anybody about the incident.”

Ana made a similar kind of disclosure to the mother of her best friend. She did not disclose it to her uncle, who supported her, because she feared that a similar tragic event in her family would occur again. Ana said:

Interviewer: Did you tell anybody? Ana: I didn’t tell anyone except the mother of my best friend whom I trusted most. Interviewer: What prompted you to tell? Ana: Because I could no longer bear the thought that even his father can do the same to me when we were supposed to be kins. So I told the mother of my classmate, and she even cried.

Rescued Slave Narrative

Another common narrative invoked by the participants is the rescued slave narrative. This is a progressive type of narrative (Gergen and Gergen 1988 ). Emancipation was the key theme in this narrative: emancipation from the bondage of sex slavery and other forms of oppression. However, this emancipation was not the participants’ initiative but of other people and a Higher Being. The agency on the part of the participants was minimal, especially in terms of disclosure and resistance. This narrative’s typical structure is: “Women are subjected to slavery and other forms of oppression. They become martyr slaves and break down inside. Somebody rescues them, and they are freed from the bondage of their abusers.”

Joy had employed this kind of narrative. She was repeatedly raped by her grandfather as if she were a sex slave. She broke down and cried. She was asked why and then she disclosed. Then, some people helped her get her grandfather arrested and incarcerated.

“The first time I got raped was when I was eight years old. Since then, I was raped by my Lolo several times. I never told anyone about it because he warned me not to. Every time he gets drunk, he would rape me. One time, my Lola's sibling was in the house, and my nephews and nieces, Lolo started to rape me. However, I cried, so they asked me why I was crying. It was then that I told them about it. They helped me get my abuser jailed.”

This rescued slave narrative tends to be a mimetic copy of her slave narrative before the sexual abuses occurred. The same is also true with the other participants who employed this kind of narrative. Their narrative of the abuses was dialogical (Frank 2010 ) because it cohered with the narratives of their lives before the abuses. We can see that Joy’s slave narrative during the abuses formed a dialogue with her narrative of her experiences before the abuses. Both narratives cohered. Joy shared that before the abuses happened,

“I used to babysit my nephew and niece. When I get home, I would fetch water. And sometimes, I get home late after traveling on foot because we had no money to pay for a ride from school which was quite a distance, and I get whipped, and the child of my Lola (grand) would hit me on the head when I commit an offense."

The participants used the same type of slave narrative to emplot the abuses but in a progressive mode due to the rescue being made by others.

Jean, likewise, used the same rescued slave narrative. She experienced trauma after her employer abused her, and she seldom talked with her co-workers; she was in shock and absent-minded. It was her boyfriend and her mother who rescued her. She recounted her rescue moment:

“I was already at home one evening. My boyfriend noticed that I wasn’t my usual self and appeared bothered. Then I confided to him about the abuse. The following day my mother went to the police to report.”

Meanwhile, Bem had a similar narrative:

Interviewer: What prompted you, Bem, to speak up? Who was the first person you have spoken to? Bem: My aunt. Interviewer: Why did you speak up? Bem: They confronted me, saying, “Bem, we heard stories that your brother has molested you.” I said, “Yes, Auntie, and I don’t know why.” And she said to me, “Just don’t tell him; we will just report it.”

It was only when her aunt confronted Bem that she disclosed. This was typical in the rescued slave narrative. These participants were powerless, martyr victims. They broke down, and people noticed their depressive symptoms and then asked them why, and that was when they eventually disclosed.

Rescued Slave narrative’s Effects on the Self, Relationships, and Actions

The participants who employed the rescued slave narrative saw themselves as powerless against the oppressive forces which perpetrated sexual abuses and other forms of torment. But, they were rescued after others noticed the pain they just kept inside them. This type of narrative has profound effects on the self, relationships, and actions of these participants.

Rescued Slave Identity

On the other hand, some participants in this study also assumed the rescued slave identity. With this identification, they felt relieved to have been freed from their oppressors. Some frequently heard words in these narratives include “makagawas ” (to be free), “move on,” and “ nahuwasan ” (relieved). Another participant named Kat reported that,

“After arriving here (crisis center), I felt relaxed because nobody bothers me anymore, especially at night. I am thrilled to learn that I have many companions here who are also victims like me. I thought I was the only one who had experienced such an ordeal. I am happy because no matter what, there are people who could help.”

This kind of narrative was also captured in the stories of Joy. She recounted that she was happy after leaving the house of her abusive grandfather. She said:

“I am happy I have left the house of my Lolo and met some people here in the city. In here (crisis center), I feel like they are my family.”

However, this narrative only indicates that the abused just keep a physical distance away from their abusers. Like in the account of Joy, this physical or spatial dimension only allowed them to escape in space but not in memories. The stigma associated with their slave identity remained, and getting rescued would not wipe away the stains. This slave identity still dwells in them. After being rescued, Joy again employed the same type of narrative, this time in another form of oppression:

“Where I used to stay was quite okay, but I still felt a little sad because the sibling of my auntie was a bit nosy on me and my personal belongings and went around telling unpleasant and unreal things about me. Now I am okay that I am out of that place.”

Kim had a similar experience of oppression after being freed from sexual abuse. He could not escape the stigma of having a slave identity, and neither could he escape its enslaving memories . Like Kim, Jean recounted these memories:

“I am attempting to disregard what happened. I want to move on now. But I could not avoid remembering it, mostly since our courses now talk about court cases. So, I would have no reactions; I keep quiet, and I do not study the lessons. However, I try to overcome it as much as I could.”

Disaffiliation from the Abusers

Within the tragic resistance narrative , the participants developed an emotional attachment with the abusers; on the contrary, the participants were disaffiliated or disconnected from their abusers and connected with those who rescued them in the rescued slave narrative . The participants were happy to have escaped from the control of their abusers and tried as much as possible to keep their distance from them. All they wanted was for the abusers to be punished.

While Joy was delighted to leave her grandfather’s house, Bem also learned that her father had known the abuses done by his brother towards her when she was still 5 years old; however, instead of standing by her side, he blamed her and calling her slutty. This changed Bem’s perception of her father, so she decided not to stay with them anymore.

As for Jean’s abuser’s daughter-in-law, who befriended her on Facebook :

“I want this case to be resolved, especially that he has not been arrested and is currently free. On Facebook, his daughter-in-law sent a friend request to me. I wonder how she knew my Facebook profile and why she sent a friend request. I just disregard her.”

Therefore, the participants were disaffiliated from their abusers, and those they believed were their cohorts. They executed what the rescued slave narrative demands, and this is to separate and leave their abusers in space as traditional slave rescue dictates. As a result, they became more connected with their heroes who rescued them.

Emotional Resistance and Disclosure

The classic slave narrative demands that the slaves be submissive to their masters and be martyrs regardless of the oppression and abuses (Jacobs 2009 ). This narrative had a profound impact on some of the participants. They executed what this narrative demands and played martyrs to the repeated sexual abuses.

This action prevented them from initiating the disclosure process; however, this does not mean that they did not participate in the disclosure process. Although their rescuers initiated the disclosure by asking and confronting them upon seeing them in distress, the participants were truly part of the ritual. The participants’ emotional manifestations of anxiety, depression, and shock were part of the slave narrative. Apparently, they used these to let others know that there was something wrong with them. This cue invited the “heroes” to make sense of their tormenting situation and initiate the disclosure process. Such is what happened to Joy in her previous recount “…so they asked me why I was crying. It was then that I told them about it. They helped me get my abuser jailed.” Her aching emotions were a form of resistance and disclosure, albeit not in words.

Heroic Saga Narrative

The last of the narrative types is the heroic saga narrative. Here, the protagonist is characterized as undergoing a “continuous array of battles against the powers of darkness” (Gergen and Gergen 1988 : 26). This character experiences a series of ups and downs; the theme is progressive but ends in success. This narrative is generally “an adventure tale with several stops where the protagonist encounters trials, oppositions, and challenges but overcomes such testing and emerges as victorious.” This narrative serves as a counter-story to the most dominant and common narratives - tragic resistance and rescued slave narratives. Specifically, only one participant in this study emplotted her experiences through this narrative. May had a similar and could be a much worse experience than some of the participants. She was molested repeatedly by multiple offenders. Unfortunately, along with her, her twin was also abused by her abusers. However, she employed the heroic saga narrative portraying herself as the hero who was in control of herself and the situations she was in. Much can be learned from her. As she recounted:

“I do not know. When my stepfather molested me, I was not in the right mind because my nephew was in the hospital with a 50-50 chance of surviving. My twin and my elder sister were the ones who were in the hospital while I was left at home. On that day, Mama was in the market; it was noontime. He called me to get inside the house because I was at the store. He was holding a knife and told me to sit in the cot and remove my clothes. I refused to remove my clothes despite his insistence until my mother arrived. He dropped the knife beside me and ran to the restroom.

Notice that despite the repeated demands of the abuser, she did not obey his order to undress herself until her mother arrived. This kind of narrative is resonant with the narrative type of the story of the second abuse she shared. This time her brother-in-law attempted to abuse her, but she did not bend to his demand. She was hit, so she screamed aloud, and her sister discovered about this attempted abuse. May recalled:

“He grabbed my leg and pulled me downstairs, but I managed to climb upstairs and hold tight to my twin. He called me to go to him, but I did not. I whispered to my twin. I said, “Jam, our brother. . .” Jam clutched me tighter. The two of us were bracing each other so that I could not be pulled down. Because I did not give in, he hit me, causing me to scream. The commotion roused my elder sister, Che. She asked me what happened. He went downstairs, and I said, “Our brother hit me.” As he resumed his drinking, my sister called him, resulting in another fracas.”

Still, there was another instance when her brother-in-law fondled her. She ran away afterward. With this, she acted with full agency and full control of herself and her situation. She was not a helpless, powerless girl submitting herself to a master, and she was not afraid of retaliation. She fought. She said:

“There was also a time when my older sister told me to stay home because she was going someplace. Our brother started touching me (during that time, I was already working). The following day, I did not return home. My twin and I left. We searched for a new job until we reached Pampanga and found a very kind employer. We stayed there for a long time and have not seen our sister and our Mama since then. “

Heroic Saga Narrative’s Effects on the Self, Relationships, and Actions

The heroic saga narrative had far-reaching effects on the identity, relationships, and actions of May. She viewed herself as a hero who did not wait for help from her family members. She fought her way to free herself from the bondage of her sexual abusers.

Heroic Identity and Heroic Actions

In the adventure tale that she had emplotted, May stood as the main protagonist. Although the heroic saga narrative is characterized by the hero as the abused, it also has a progressive theme similar to that of the rescued slave identity where the hero is the rescuer. In the case of May, she had the full agency and control of herself and her situation. She did not let her situation or other people dictate what to feel, think, and do.

In line with the heroic narrative, she felt much stronger about how she coped with the abuses than others who would typically break down. May said:

“Difficult. I do not know. The good thing was, for example, if this happened to other people, I think they would already break down. It was a good thing that although there were so many challenges that came to my life, I stood my ground and was able to surmount them all. Even in this recent ordeal, I fought and remained strong.”

She narrated that she had fought and survived and even acted in full control of her abuser at one point. She even objected that her brother-in-law’s term of imprisonment be lowered:

May: I wanted him incarcerated for six to eight years, but he pleaded for three years or below. I was against it, but I told the fiscal that if he did not agree, I would testify [in court]. Interviewer: Oh, did they move for amicable settlement? May: Yes, but when [social worker] and I went to the Hall of Justice on September 11, it was Monday, they agreed to my offer of six to eight years.

In this part, the word “my offer” implies that May was in full control. She was the one offering – suggesting that the fate of her abuser was in her hands. She also had good future aspirations: “Everything is now clear because the case is already over. I have a plan to go back to my school before in Piapi. My elder brother asked me whether I would continue. I said, “Yes.”

In terms of her affiliations, she found connections and easy identifications with those people who had similar narratives with her. She could open up her problems and shared her experiences with people who, in a way, lifted her spirit. Moreover, the heroic narrative also seemed to wipe away all the stigma of the abuses. During the interview, she reported having no negative feelings because “I do not mind it anymore… it’s harmful to me. It is nothing to me anymore.”

May’s reaction could entirely be different from that of the dominant tragic resistance and rescued slave narratives. Unlike the rest where the stigma remains, her narrative tells that she has won over the torment.

The purpose of this paper was to describe the narrative types and effects of the stories of sexual abuse experiences of Filipino children and adolescents in their childhood and adolescence. The study is essential in filling up gaps in the literature on child and adolescent sexual abuse. Also, it introduces an alternative narrative analysis – dialogical narrative analysis – in analyzing stories on sexual abuse. With this perspective, stories are seen as retrospective and prospective polyphonic and heteroglossic devices in representing actions and experiences. Narratives as cultural symbols tend to have influences on children and adolescents’ adjustment after sexual abuse experiences. The study provides an answer to Morrison et al.’s ( 2018 ) conflicting results of their review. In their review, some studies show that fear may or may not prompt children to disclose, and they attribute this to the type of abuse experienced. However, we argue that it is not primarily the type of event that occurred, but the type of narrative a particular child or adolescent takes to narrate her story that influences her reactions to the abuse, as shown by the idiosyncratic effects of the three narrative types in this study. As Rabih Alameddine ( 2009 , p.450) notes: “Events matter little, only stories of those events affect us.”

We found three different ‘narrative types’ (Frank 1995 ) in the stories of 10 female Filipinos who experienced sexual abuse. These narrative types are tragic resistance narrative, rescued slave narrative, and heroic saga narrative. We coined these narrative types by loosely basing it on the narrative typology suggested by Smith ( 2016 ). These narratives have idiosyncratic consequences on the identities, social affiliations, and actions of the participants. This supports the contentions of socio-narratology that narratives do not just represent actions but also act prospectively in influencing what identities the participants would take, whom they would affiliate, and what actions to take (Frank 2010 , 2012 ).

We can also see the influence of the Filipino culture on the narratives of the participants. This influence demonstrates the heteroglossic and polyphonic nature of narratives (Frank 2012 ). Filipinos are communitarian (Guevara 2005 ). With this, relationships are highly valued. Thus, the interests of the family and the community are considered superior to individual interests. This is probably the primary reason why most of the participants’ stories were told in the tragic resistance and rescued slave narrative. They were afraid that if they disclosed the abuses, it would ruin family relationships. Moreover, those who used rescued slave narratives tended to be highly dependent on family and friends’ help. The self and its interests were sidetracked as only one participant storied her life in a heroic and individualistic manner.

Although the study is informative, it is not without limitations. Contextual limitations are present in the study. Other contexts might provide different narrative types and consequences of such narratives because the culture is at play in narrative research. Thus, we join other scholars’ call in conducting more qualitative studies on children’s and adolescents’ narrative voices on their sexual abuse experiences. Also, the study is limited in the type of participants. The present study analyzed stories of those who had been admitted to a crisis center. Stories of victims who have no such admission might differ. Thus, future research should explore the narrative voices of victims not admitted to crisis centers.

The study is also limited in terms of focusing only on the structure and consequences of the narrative. It has not delved into what influences one to take such a narrative. Thus, future research could address this limitation by looking into the personal and contextual variabilities in the production of stories. It has also been widely acknowledged that interviewing is a co-production between the research participant and the interviewer (Gubrium and Holstein 2009 ; Holstein and Gubrium 1995 ). The interviewer exerts an influence on the stories produced. Thus, the interviewer (first author) might have a unique influence on the participants. Nevertheless, she built enough rapport to address this. Future research can still employ less intrusive ways of conducting narrative analysis, like visual analysis (Riessman 2008 ).

This study is just a step going forward in employing the narrative approach to sexual abuse studies. It is only a primary seed for exploring both the ‘whats’ and especially the ‘hows,’ which have been neglected in narrative research (Gubrium and Holstein 2009 ). Future research could explore the different dimensions of narrative analysis – thematic, structural, dialogical, and even visual (Riessman 2008 ). Moreover, we argue that future scholars should take guidance from Frank’s ( 2010 , 2012 ) socio-narratology and dialogical narrative analysis to do this. Socio-narratology addresses the theoretical and methodological needs implied by Gibson and Morgan ( 2013 ). They argued that there is a need for sexual abuse research to analyze the linkages among contexts, abuse, and consequences of these abuses as illuminated by stories, which do not neglect contexts and idiosyncrasies of different experiences studies suffer.

Future studies could also build upon the current findings, especially on the three narrative types. There may be other narrative types available in other localities as culture and contexts provide variability in narratives. Moreover, these narratives are the resources people use to tell their stories (Frank 2010 , 2012 ; Harrington  2008 ; Riessman 2008 ). Thus, sexual abuse stories may differ in other places. Other researchers could pursue this line of inquiry.

Moreover, it is suggested that more studies on child sexual abuse be done in the Philippines. A recent review found a lack of research on child maltreatment, especially on sexual abuse. Sexual abuse has been known to have far-reaching adverse consequences for the victims, and more research can be conducted about this (Roche 2017 ). Moreover, the narrative approach could give an avenue to hear these victims’ ‘voices,’ especially with the recent interest in cultural studies of children and adolescents’ sexual abuse experiences.

Authors contribution

Conceptualization: [Nora Maria Elena T. Osmeña, Dan Jerome S. Barrera], Methodology: [Nora Maria Elena T. Osmeña]; Formal analysis and investigation: [Nora Maria Elena T. Osmeña with the assistance of Dan Jerome S. Barrera]; Writing - original draft preparation: [Nora Maria Elena T. Osmeña]; Writing - review and editing: [Nora Maria Elena T. Osmeña, Dan Jerome S. Barrera]; Funding acquisition: [Nora Maria Elena T. Osmeña]; Resources: [Nora Maria Elena T. Osmeña].

Funding for this study was derived from the Commission on Higher Education [Philippines].

Compliance with Ethical Standards

All rules and regulations related to research with human participants were strictly followed. Ethical clearance was given by the Silliman University ethics committee.

Informed consent was obtained from the participants and authorized personnel.

The authors declare that they have no conflict of interest.

This paper was a derivative of the doctoral dissertation of the first author at Silliman University, Dumaguete City, Philippines

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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An ‘epic’ discussion about the Philippines’ wealth of long narrative poems

It was expected to bring in only about a hundred participants, but the students, teachers, and school administrators from all over the country who showed up to  the Epikong-Bayan ng Filipinas: Tradisyon, Lipunan, Inobasyon conference at the National Museum of Natural History in Manila last week were nearly double that number.

Among them was a 50-year-old English teacher from Central Luzon who attested, during an open forum, that Biag ni Lam-ang is the national epic of the Philippines.

While the statement was carried out as an honest inquiry, it stirred up a hornet’s nest. Even more so as cultural workers and leaders of indigenous peoples’ communities were present at the conference.

The question gave the participants a glimpse of how pitiable the educational system is. Not lagging behind is another problematic detail in textbooks for decades: lack of knowledge about who authored Biag ni Lam-ang.

Placing Pedro Bucaneg

In his opening remarks, National Artist for Literature and National Commission for Culture and the Arts (NCCA) Chairman Dr. Virgilio Almario asked the participants who among them knew who Pedro Bucaneg was.

Bucaneg was an Ilocano poet who lived in the 17th century.

Expressing his frustration that majority have not heard about Bucaneg, Almario noted, “Sa epikong-bayan na lamang, tuwing nagsasalita ako sa mga kumperensiya ng titser, sabi ko, ‘Alam ba ninyo na mayroon tayong mahigit nang 50 na recorded na epikong bayan?’ Siyempre ang sagot nila, ‘Hindi po.’”

It was unfortunate, he said, that teachers could only mention five of them, including Biag ni Lam-ang, Hudhud, and Darangën.

“Doon nga sa Cordillera nung minsan tinanong ko kung sino ang bida sa Hudhud, nagtinginan sa malayo ang mga titser,” Almario said, relating that that the teachers only knew the title of Hudhud, but were not aware of its story.

“Ipinagmamalaki natin na tayo ay mayroong rich and diverse cultural heritage. Pero hindi natin natatamasa dahil hindi natin alam. Kaya napakahalaga na sa ating pag-uusap ngayon ay magsimula tayo talaga na seryosohin hindi lamang ang pag-uusap, kundi ang pagsasaliksik, pagkakaroon ng dagdag na kaalaman, at pag-iisip din kung paanong ang ating kaalaman ay ma-popularize.”

Almario’s speech, entitled “Kung Bakit Mahalaga si Pedro Bucaneg,” began with E. Arsenio Manuel’s 1962 lecture at Indiana University, which he believes was the first comprehensive study of folk epics in the country.

At the end of Manuel’s long lecture, he emphasized the need for a planned research program, which we lack to this day.

“Ang ating ginagawa, simula lamang para talaga tayo makabuo ng isang research agenda hindi lamang sa ating epikong-bayan, kundi tungkol sa ating cultural heritage. Napakalaking bagay ang nawawala sa atin kapag hindi natin dinibdib, hindi natin sineryoso, ang pagsasaliksik tungkol sa ating intangible cultural heritage.”

Doing research on folk epics and folk literature, in general, is not only the task of Manuel and other scholars.

“Napakababaw ng ugat natin sa nakaraan at iyon ay dahil kakaunti ang alam natin sa nakaraan. Kailangang palalim natin ang ating kaalaman sapagkat nakasalalay doon ang ating pangarap na higit nating makikilala ang ating sarili.”

In Almario’s speech, he noted that Manuel did not acknowledge Bucaneg’s work since “naganap ang pinakaunang rekording ng Biag ni Lam-ang noong 1889 nang ilathala ito ni Isabelo de los Reyes sa kaniyang peryodikong El Ilocano batay sa isang nakasulat na tekstong ipinadala ni Fr. Gerardo Blanco mulang Bangar, La Union.”

Manuel also identified the long narrative poems as “folk epics” and “ethnoepics,” in order to separate them from the known literary “epics,” like the Iliad and Odyssey. It was this reason, according to Almario, that the translation “epikong-bayan” was derived for the conference.

Naming the ethnoepics

Dr. Rosario Cruz-Lucero, who delivered her lecture “Pagbasa ng Epiko Bilang Anyong Pampanitikan: Isang Panimulang Poetika,” said that one of the concerns of the Departmento ng Filipino at Panitikan ng Pilipinas, where she teaches at University of the Philippines (UP), Diliman, was the term “epiko.”

“Gusto sana naming iwasan iyong katagang ‘epiko’ [in referring to our ethnoepics, collectively] kasi tunay natin itong katutubong panitikan. So mayroong mga nagsabing Ulahingan na lang [ang itawag]. Eh siyempre mayroon ding mga taga-Panay bakit hindi Suguidanon,” she related.

Lucero asked the participants to help the academe with this endeavor.

“Ang epiko kasi napakabanyagang salita samantalang ang dami nating pangalan para dito na talagang sa buong kapuluan may commonality. Lahat ng mga ito. [Epiko] ang pinakamasasabing pinaka-national literary form natin. Pati ang konsepto ng bansa, ng nasyon, lumalabas,” she expounded.

National Artist for Music Dr. Ramon P. Santos, who lectured on “Mga Katinigan sa mga Epiko sa Pilipinas,” explained that the word ulahing, for the Manobo ethnoepic Ulahingan, is a style of language and music. He also mentioned that the word ullalim is a generic term for the ethnoepic of the Kalinga people.

Pagsusugid was mentioned by Dr. Maria Christine Muyco, whose lecture was “Ang Limog sa Suguidanon (Epiko ng Panay Bukidnon).” The Kinaray-a word sugid is a generic term which means “to tell.”

Following such reason, suguidanon is a collective generic term for the ethnoepics of Panay. It was the center of Dr. Alicia Magos’s research, which she discussed in her lecture “Ang Epikong Bayan ng Panay Bukidnon.”

Magos was the chief researcher and senior translator for the book Tikum Kadlum (“Enchanted Black Hunting Dog”), the first of a series of books on the 10 epics of Panay Bukidnon, published by UP Press. In 2014, the book received National Book Award for Poetry Category (Hiligaynon/Kinaray-a) from the National Book Development Board and Manila Critic’s Circle.

The suguidanon in 13 volumes was a product of more than two decades of research of Magos, with Anna Razel Ramirez and Eliodoro Dimzon as Project Leaders.

With her lecture “In Search for the Epics of Panay (Panay Epics: Galing sa Pagtuklas hanggang sa Paglimbag at ang Kategorya,” Ramirez sat on the same panel with Magos, discussing the ethnoepics of the Visayan region. While Randy Madrid, another mentee of Magos, lectured on “Mula Ligbok Tungong Hinilawod at Sugidanon: Tradisyon at Inobasyon sa Teksto ng Epikong Panayanon.”

Meanwhile, a History professor at a university in Manila suggested the term “guman.” Another participant, a local official from South Cotabato who claimed he once had a copy of the ethnoepic Indarapatra at Sulayman, revealed that guman, in the Visayan language, means “hindi napuputol ang sinasabi.” It was derived from the word goma (“rubber”).

Guman was part of Ivie Carbon Esteban’s lecture “Re(articulating) Contemporaneity and Dliyagen Cycle: The Subanën Gingguman as Text.”

Esteban explained that, “among the Subanën [people] in the Zamboanga Peninsula, Western Mindanao, the term guman refers to a long narrative of their ancestors who once lived in a kingdom along a mighty and majestic river.” The act of singing, chanting or narrating the guman is called ginggumanen.

Timothy Ong, whose lecture was “The Folk Anthologist and the Philippine Literary Tradition,” also headed for the local collective term for our ethnoepics.

Ong pointed out that although anthology, as a genre, is a text constituted by several smaller, individual texts, it is forced to assume homogeneity.

Because of the nature of the ethnoepics’ orality, he suggested the term “salimbibig,” to transmit from one’s mouth to another’s, as to breathe life into something. He likened it to what Mojares referred to as the Malay nyawa or “breath” and the Greek anima or anemos or “wind.”

“Sa pagbuka ng bibig,” Muyco brought up the term ginhawa. In the sugidanon, hawa was connected to “espasyo/ispirito/hangin.”

Dr. Rosario del Rosario from UP Diliman’s College of Social Work and Community Development, also expressed hesitation in using the term “epic.”

According to del Rosario, American folklore scholar Munro Edmonson had already pointed out in 1971 that the long narratives of Southeast Asia, Indonesia, and the Philippines should not be referred to as “epics.” They are not epics, but “near-epics.”

Lecturing on Philippine Epics of Luzon, del Rosario focused on the Hudhud of the Ifugao people in Northern Luzon. She pointed out that the Ifugao people had no “epic,” just hudhud. Hudhud, she said, is the name of the genre.

Women’s place

It is easy to spot that there are more female lecturers than their counterparts. Dr. Felicidad Prudente lectured on “Ang Pag-awit ng Gasumbi ng mga Buaya Kalinga ng Hilagang Luzon: Paglalarawan, Himig, at Damdamin” and Jonalyn Villarosa on “Pagpapayabong ng Panitikan: Isang Masusing Pag-aaral sa Pala’isgen, ang Epiko ng mga Tagbanwa.”

Del Rosario, whose lecture was a rework of her paper “A Gender Reading of the Ifugao Hudhud of Dinulawan and Bugan at Gondahan, Translated by Lambrecht,” disclosed that she always looks at gender.

Folklorists, she said, have noted the lack of heroines in epics. This was in contrast with what Tanzanian folklorist Joseph Mbele’s observation that “women characters play various roles in African epics, including heroic roles.”

“Audiences and scholars generally fail to note and appreciate the full extent of these roles, focusing instead, on male characters and their actions. Thus, notions such as heroism are seen and understood from a male perspective,” del Rosario explained.

The Ifugao hudhud is not about male heroic struggles. According to del Rosario, “It is about women’s extraordinary struggles in the violent world, where women play the most decisive roles equal to men’s battle skills.”

The hudhud, she asserted, is a representation of a female world view, in which the mother and the maternal brother are prominent, and in which fathers are in the background.

Prudente also placed the heroic role of women in ethnoepics. In her lecture, she explained that aside from the Ullalim, the Kalinga people also have the ethnoepic Gasumbi.

The latter narrates the heroic and extravagant life of Gawan, a mengo (“headhunter”). But according to Prudente, one part of Gasumbi narrates the adventure of five women headhunters, lead by Gammelayan.

Lucero also noted the deliberate gender bias of the colonizers, when the serpent Oryol was referred to as female when the Bikol ethnoepic Ibalong was transcribed and translated into Spanish in the 19th century.

The Bikol languages do not have grammatical gender classifications of the Spanish language.

Revaluing our ethnoepics

As the sessions progressed, it was established that the ethnoepics from different parts of the country constitute the collective literature of the nation.

In her lecture, “Oral Epics in a Cultural Context,” Maria Stanyukovich of the Russian Academy of Science, compared the ethnoepics to musical instruments. It could be as long as the period of waiting for relatives to arrive at a funeral, or chanting the many battles fought by the heroes. Sometimes, it is made short by natural disasters like flood and earthquake, or by a pastor who will rebuke it as an instrument of the devil.

Like the bulos in Madrid’s lecture, ethnoepics can be whole epics or epics comprised of many episodes. Also, as Magos related, “Kung gaano katagal ang epiko mas maraming versions.”

In Eufracio Abaya’s lecture “Ang Epiko Bilang Kaalamang-Bayan: Sa Pananaw nina Isabelo de los Reyes, E. Arsenio Manuel at Damiana Eugenio,” he recalled the folklorists’ role in history and the promotion of folklore studies.

Scholars also offered frameworks in the study of ethnoepics, like Hobart Savior’s lecture “Ulaging: Pagka Bihag Ta Nalandangan and the Agpangan–Gantangan–Timbangan Cultural Framework” and Esteban’s Conceptual Framework of Ethno-epics as Texts and Comparative Framework of the Epic Variants.

But Lucero pointed out that although most people have high regards for our ethnoepics, it is ironic that they try to avoid it. In her lecture, she showed how the themes and characters of our local telenovelas and movies are similar to those of our ethnoepics.

Meanwhile, Villarosa presented a module on how she taught Pala’isgen to university students in Palawan. LaVerne Dela Peña, whose lecture was “Ang Tradisyon ng Hudhud sa Hingyon, Ifugao,” made use of diagrams to make the hudhud more accessible to millennials.

Filmmaker Alvin Yapan (“Ang Bisa ng Pag-uulit sa Biswal na Naratibo”) and dramaturg Rodolfo Vera (“Ang Pagsasadula ng mga Epikong-Bayan sa Kasalukuyang Dulang Filipino”) related how they appropriated various ethnoepics into films and plays.

In his lecture “Ang Estruktura ng Kamalyang Nakapaloob sa mga Epikong Filipino,” former NCCA chairman Felipe de Leon, Jr. noted that we have to find the spiritual meaning in everything that we do. Creativity, he said, is something intrinsic.

In closing, Dr. Elena Mirano felt the need for cultural leaders to come together and surface the strong national agenda for the ethnoepic.

The epic has a cyclic life, Mirano explained. We see it in our life everyday. It is important that the voices are heard very clearly.

“What is our connection to the nation? Do you revalue epic to place it in the national? How do you get it to the educational system?” she said.

Participants were also able to experience the ethnoepics live through the performance of the chanters.

On the first day, Delfin Sallidao chanted a part of Ullalim of the Majukayong Tribe of Mountain Province.

Romulo Caballero, arbiter and barangay chieftain of the Masaroy Village in Calinog, Iloilo, and Rolinda Gilbaliga, a former student of the School for Living Tradition in Barangay Garangan, Calinog, Iloilo, both chanted parts of Sugidanon (Amburukay).

The next day saw Bai Florena Saway of the Talaandig community chant a part of Ang Pagsubok kay Agyu (Ulaging).

Rosie Sula, who is considered as the best T’boli chanter in Lake Sebu, South Cotabato, chanted a part of Tudbulul.

Subanën leader Nilda Mangilay chanted a part of Gingguman.

And Mëranaw onor of Lanaw Sinar Capal, also known as Potri Sinaraulan, chanted Paganay Kiyandatu sa Bumbaran from Darangën.

The conference, which was held on August 30-31, was organized by the NCCA, through Koro Bulakeño, Inc., with the Office of Senator Loren Legarda and the National Museum as partners.  — BM, GMA News

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A PHENOMENOLOGICAL STUDY ON THE EXPERIENCES OF CARERS OF THE MENTALLY ILL ON A MENTAL HEALTH FACILITY IN THE PHILIPPINES

• Cristina Marie Alissandra V. Redubla, RPm Registered Psychometrician, Schistosomiasis Hospital, Palo, Leyte, Philippines
• Ginbert Permejo Cuaton Faculty-Researcher, Leyte Normal University, Tacloban City, Leyte, Philippines

Abstract [English]

In the Philippines, mental illness remains a stigmatized, under-researched topic. Few studies on mental health are available, and at present, there is scant literature concerning the experiences of people living with and giving care to mentally ill peoples. This qualitative study aims to help families, mental health professionals, and the general community, gain an understanding of the experiences of caregivers and the challenges they face in sustaining their roles. Phenomenological method was employed for this research to explore the experiences of caregivers of the mentally ill patients in a Mental Health Facility in Leyte, Philippines. The primary data were collected through in-depth interviews with carers/caregivers/relatives of five (5) mentally ill persons. Library and internet desk research in its related literature were also employed. General findings of the study showed that caring for a mentally ill is burdensome. Data analysis revealed four superordinate themes under the experiences of caregivers, these consists of 1) caregiving difficulties, 2) various emotional reactions, 3) attitude towards the situation, and 4) positive caregiving experiences. Several support programs and services such as provision of mental health education and counseling regarding facts about the illness, its treatment and management, and leniency on watcher requirements during hospital admission are recommended to facilitate better caregiving experience of carers of the mentally ill.

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Asian Journal of Advanced Research and Reports

Published: 2023-11-09

DOI: 10.9734/ajarr/2023/v17i12583

Page: 29-42

Issue: 2023 - Volume 17 [Issue 12]

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Exploration of philippine literature a corpus-based study framework.

University of Mindanao, Davao City, Philippines.

Fernandez, Athena Dimple E.

Imba, Sharine Beth A.

Engay, Danilo G. Jr.

Faculty of the College of Teacher Education, University of Mindanao, Davao City, Philippines.

*Author to whom correspondence should be addressed.

The literature of the Philippines shows the European, North American and Asian colonial legacy of the country, hence the diverse and richness of the written works that it contains. These literary pieces could be interpreted in various ways that could help understand how those influences shaped Philippine literature and contributed to the nation’s history and traditions over the years. The study sought to explore the literary works of the Philippines, particularly short stories. Narrative Analysis, specifically Gerard Genette’s theory of Narratology with four analytical categories — narrative mood, narrative instance, narrative levels, and narrative time was used in interpreting the selected 32 short stories from the American to the Contemporary period. After a thorough analysis of the selected pieces, the study was able to determine that predominantly, Filipino writers from the time specified followed a varied manner in the act of narrating, employed a heterodiegetic voice, extradiegetic in its embedded narratives and a fair incorporation of singulative, repetitive and iterative components. Through the analysis, it was found that the narrative mood, instance, time, and level that were found in each literary piece were represented in both distinct and relative manner. The researchers recommend to the administrators in education to utilize studies as means to structure other similar studies to help provide more evaluation and inquiries to the Philippine literary works and for future researchers to produce more credible and generous sources about the interpretation, survey and analysis of the different literary pieces in the Philippines from the previous eras to the Contemporary time.

Keywords: Education, Philippine literature, short stories, narratology

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Antonio E. Beyond rizal: Philippine literature as a subject for inclination of youth's interest towards Philippine literature. Academia.edu; 2016, May 26. Available: https://www.academia.edu/25628500/Beyond_Rizal_Philippine_literature_as_a_subject_for_inclination_of_youth_s_interest_towards_Philippine_literature

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Scheffel M. Gérard Genette et la narratologie allemande: l’exemple du « Discours du récit». Nouvelle revue d’esthétique. 2020;26:119-125. Available: https://doi.org/10.3917/nre.026.0119

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