This convergent mixed-methods study examined Reality Therapy’s effects on fortitude, coping strategies, and emotional intelligence among seven students (aged 18-25) with parents undergoing active cancer treatment. Participants completed pre- and post-intervention assessments using the Fortitude Questionnaire, Filipino Coping Strategies Scale, and BarOn Emotional Quotient Inventory, participated in semi-structured interviews, and received ten psychoeducational sessions based on Choice Theory and the WDEP system. Pre-intervention assessment revealed predominantly low to average psychological resources: 85.71% scored average or below in fortitude and 57.14% had low emotional intelligence. Coping strategies were largely adaptive with high problem-solving levels (85.7%). Qualitative findings showed these resources functioned as interconnected systems facilitating personal growth, family bonds, emotion management, and self-awareness. Post-intervention results demonstrated significant improvements in personal coping resources: total fortitude (p = 0.027), self-appraisal (p = 0.027), cognitive reappraisal (p = 0.026), problem-solving (p = 0.034), and total emotional intelligence (p = 0.046). However, relationship-based resources showed no significant changes, including family appraisal (p = 0.175), support appraisal (p = 0.106), and social support (p = 0.293). Integration of quantitative and qualitative data showed that statistical improvements in personal skills aligned with student-reported gains in self-awareness and problem-solving, while students described better family communication that was not yet reflected in test scores. Reality Therapy effectively strengthens personal coping skills but requires supplementation with family sessions and peer support groups to improve relationship-based resources.

With the idea that only limited studies deal with literacy programs in informal settings, this study using mixed methods approach investigated the dimensions of the Balsa Basa community-based literacy program (CBLP) of Brgy. San Jose, Donsol,
Sorsogon, Bicol. Particularly, it sought to determine what the Balsa Basa CBLP is, how it was developed and implemented, and how it transformed the readership of the students in terms of reading attitude and leisure reading. It also looked into the literacy practices of the parents, the teachers, and the program leaders and how they view themselves as readers. Through deep engagement with the community over a span of three months, the program implementation was observed, workshops, interviews, and surveys with the community members were conducted, and archival research was executed.

Analyses of data gathered show that the Balsa Basa CBLP is a program that envisions its students to become readers through its various activities such as Balsa Basa, Walk for Knowledge, reading time, among others and through the collaborative efforts of its community members from parents, teachers to Barangay officials. In developing and implementing the program, several key features were found evident: informal process, community-centeredness, community involvement, and strong sense of commitment. Having been implemented for more than five years, the program has positively transformed the following subcomponents of students’ readership: (a) reading attitude at home, (b) reading attitude in school, (c) goals for reading, (d) self-concept as readers, (e) types of materials read, (f) circumstances when they read, (g) places where they read, and (h) how they obtain their reading materials.

Focusing on the program’s key players, the parents, the teachers, and the program leaders in the community have different concepts of literacy, views of the uses of literacy,literacy, views of the uses of literacy, and ways of engaging in literacy. It shows that, although the)} are all involved in the same program, the literacy practices of the key players are diverse as influenced by their own
distinct contexts. Similarly, these three groups of key players have different views of themselves as readers.

To sum up all the dimensions of a community-based literacy program, a conceptual framework was made to present the various parts and features of such program: (a) the literacy/readership goal that sets the direction of the program; (b) the activities that are carried out to meet the program’s goal through reading engagements, supply of materials, and student empowerment; (c) the key players, including program leaders, teachers, parents, and other actors, who work together for the attainment of thegoal; and (d) the key features (i.e. community-centeredness, community involvement, and
strong sense of commitment) for developing and implementing a community-based literacy program.

Based on all of these findings, it is recommended that more community-based literacy programs be developed in other settings to help address the literacy needs of the students.

Industrialization has caused fast-changing environmental conditions, which makes it crucial to develop methods that can help individuals become responsive problem-solvers in this context. While science education seeks to develop scientifically literate individuals, arts integration engages students in a creative process that allows them to express themselves. As a response, this study aimed to determine the effect of Arts-Integrated Socio-Scientific Inquiry-Based Instruction (ASII) on students’ environmental stewardship and scientific creativity and to identify the extent of the relationship between environmental stewardship and scientific creativity through a quasi-experimental research design. The Environmental Stewardship Scale (ESS) and Scientific Creativity Test (SCT), attained a Cronbach’s alpha value of .95 and .98, respectively. with an Inter-
[item correlation coefficient for SCT ranging from .93-.97 and an Intraclass Correlation coefficient of .98 for Average Measures. The study was conducted in a private school in Bulacan. Philippines. where ASII and Conventional Instruction (CI) received five cycles/lessons in Earth and Space Science.

As a result, although ASII did not perform significantly better than CI in terms of environmental stewardship (p» = .066) and it is only in the subcategory of Institutional Capital where Cl performed better than ASII (p =.038), ASII improved significantly on the subcategories of Overall Capital (p = .045). Cultural capital (.002), and Human Capital (.017), while CI showed significant improvement on Overall Capital (p = .006), Human Capital (.009), and Social Capital (7 =.010). In terms of scientific creativity, ASII performed significantly better than CI (p = .000). Lastly, it was observed that there is no significant relationship between environmental stewardship and scientific creativity (= .016, n =67, p = .450).

This implies that learners can create deeper connections to their surroundings through student-led inquiries, but they can also increase their social capital when provided an opportunity to interact. Enhancing students' scientific creativity may also necessitate learning environments that promote it. Finally, in addition to scientific creativity, it would be advantageous to investigate other forms of creativity that may indicate students' abilities to address issues in environmentally friendly ways.

This ethnographic research, informed by Anthropology and Sociology of Educational Policy, examines the policy enactment in the MTB-MLE big book making among teachers in Buguias, Benguet. Policy enactment is the complex way policies are perceived and interpreted alongside/against contextual factors by various actors.
The research setting is the school district of Buguias, Benguet, known to have produced more than 300 big book stories. Data collection and validation were undertaken from September 2018 to April 2020. The study utilized various data elicitation strategies of ethnography like participant observation, class observation, interviews, document, and artifact analysis.
The findings of the study reveal that the local policy actors translated the MTB-MLE policy into a localized book supply chain that generated the big books for the MTB-MLE program in Buguias. Secondly, the policy was enacted through contextualization practices that created stories about the place, cultural values, and environmental concerns. And thirdly, the policy was translated as a literacy instruction approach called ANIDUT. This approach utilizes a locally made Kankanaey primer, standardized and intellectualized academic register of the local language, a set of big books, and ways that made reading a positive experience.
Fulfilling the roles of policy actors were the teachers, school heads, supervisors, illustrators, digital printing shop operators, language experts, and the big book (as a non-human actor). Being policy entrepreneurs and enthusiasts, the teachers developed expertise as teacher- writers, teacher-ethnographers, and teacher as MTB-MLE literacy leaders. The big book makers were motivated in various ways -- to provide a child-friendly learning experience, fulfill the expectations of an MTB-MLE pilot school, become counted in a collective effort of big book making, and earn merits for career advancement. The agency of the big book as a policy actant became apparent as it heightened the visibility and symbolic value of the MTB-MLE policy. The MTB-MLE policy as an actant was found to be limited in its power.
The analysis of contextual factors uncovers the following enabling conditions: the spaces for creativity provided by the piloting stage; training and mentoring relationships; teacher incentives; technical resources; and the situatedness of the place. The disabling conditions include the stringent quality assurance processes, lack of funding support, limited authorship, adversarial relationships, normalization of impoverished (storybook-less) literacy instruction, and the economistic and hierarchical view of languages.
As a contribution to the discourse on Anthropology and Sociology of Educational Policy as well as the field of MTB-MLE, this study has attempted to demonstrate the importance of educational ethnography in grounding the complexities of policy enactments embodied in the making and use of the MTB-MLE big books in a given locale. Accordingly, the study has formulated a conceptual model for analyzing policy enactments of MTB-MLE big book making that may be conducted in other settings.

This study examines the effectiveness of Rational Emotive Behavior Therapy (REBT) as a counseling intervention to enhance the level of self-esteem, aspirations, and social comparison experiences of young adults engaged in social media. Employing a mixed- methods research design, the study utilizes both quantitative through a one-group pretest- posttest design, and qualitative methods with the use of counseling interviews and documentation of sessions. Six young adult participants (four females, two males) were involved in the study. Self-esteem levels were assessed using the Coopersmith Self-Esteem Inventory-Adult Form, aspirations were measured using the Aspiration Index, and social comparison experiences were captured through a researcher-made questionnaire. REBT counseling techniques were applied during sessions with the participants. The findings reveal several key conclusions namely, social media platforms serve as fertile ground for social comparison, particularly impacting individuals with lower levels of self-esteem; individuals with higher self-esteem may be better equipped to manage the negative effects of social comparison on social media; young adults exhibit a preference for intrinsic goals over extrinsic one emphasizing personal growth and relatedness but also sees wealth as equally important to serve as tool to achieve the primary aspirations. Furthermore, the use of REBT proves effective in enhancing participants' self-esteem, aspirations, and social comparison experiences by facilitating awareness of irrational beliefs and promoting disputing of self-defeating thoughts.