Family, Youth and Education (Dr. Mira Alexis P. Ofreneo:

The Family, Youth, and Education research cluster is directed towards a social transformation agenda. It envisions research that can contribute to the social development and psychological well-being of the Filipino family and the Filipino youth and to the reform of the Philippine educational system. Research in this cluster responds to current social phenomena that have impacted the Filipino family, youth, and education; and addresses pervasive social problems in these areas. The cluster promotes an agentic view of the Filipino family, youth, and education and encourages new thinking and approaches to social change.
Possible Research Directions
Within a social transformational agenda, possible research directions in this cluster may include but are not limited to: (a) the changing structure of the family, (b) migration and globalization, (c) violence in the home, school, and workplace, (d) sexual and reproductive health, (e) impact of new media and technology, (f) living in poverty, and (g) educational reform. Under these themes, research may show the linkages between the family, youth, and education or focus on one area with possible implications on one or the other.
The changing structure and composition of Filipino families calls for research on the social construction of family and its social implications. The prevalence of diverse family structures given changing social patterns, such as blended families and single-parent families, put to question the normative construction of family. Research can look at how the family, youth, and education are adapting to these changes.
Among the pressing social trends that are changing the structure of and the dynamics within Filipino families is the phenomenon of migration in the context of globalization. Research under this theme can explore the relational dynamics within transnational families, the identity development of transnational youth, the experiences of OFWs and the families and children they leave behind, the socio-emotional development of children who are growing up without a mother, and changing parental and gender roles.
Violence in intimate relationships and in the home, in particular domestic violence, partner violence, and child abuse, remains a pervasive social problem. Violence is also taking place in the school and in the workplace. For example, the Filipino youth report experiencing bullying and cyber-bullying. Research under this theme can look at new theorizing to understand violence, consequently offering new ways of addressing violence.
In the context of religion and poverty, the issue of sexual and reproductive health in the Philippines is highly contentious. And yet maternal health is central to the well-being of the Filipino family. The concern for the sexual and reproductive health of the Filipino youth has also become the cause of alarm with the rising number of HIV/AIDS cases in the country and the increasing rate of teenage pregnancy. Research can look at how the sexual and reproductive health needs of the Filipino youth and Filipino families can be addressed.
New media and technology in the context of globalization is another social phenomenon shaping everyday Filipino social practices and intimate relations. Research in this area can focus on how new media and technology is shaping the Filipino youth, the changing patterns of relating among Filipino families, particularly transnational families, and the use of e-learning in Philippine education.
Poverty is the primary social context wherein the Filipino family, the Filipino youth, and the Philippine educational system are situated in. Research can focus on understanding the everyday lives of Filipinos who are living in poverty, how the well-being of the Filipino family and the development of the Filipino youth are sustained given intersecting social inequalities, and how educational reform is responsive to the wider context of poverty.
The reform of the Philippine educational system remains a paramount national concern. Research can look at the issues specific to Philippine education and evaluate projects and programs that have sought for educational reform. Examples include looking at the issue of language and the medium of instruction, developing functional literacy, and conducting evaluation research towards an evidence-based educational reform agenda.
Ultimately, it is envisioned that research with a social transformational agenda will also meet the criteria for publishable research. And though implications to policy and practice are important from a social change perspective, publishability is also an important consideration. The criteria for publishable research include the theoretical contribution or novelty of the study as well as the match or suitability of the study with the target journal.

Sample Publications:
Alampay, L.P. (2014). Parenting in the Philippines. In H. Selin and P. Schvaneveldt (Eds.), Parenting Across Cultures: Childrearing, Motherhood and Fatherhood in Non-Western Cultures (pp. 105-121).
Cornelio, J.S. (2014). Young People and Golden Rule Catholicism in the Philippines: The case of religiously involved Filipino students. In Giselle Vincett and Elijah Obinna (Eds.), Christianity in the Modern World Changes and Controversies (pp. 11-36).
Fernandez, K.T.G., Serrano, K.C.M., Tongson, M.C.C. (2014). An Intervention in Treating Selective Mutism Using the Expressive Therapies Continuum Framework. Journal of Creativity in Mental Health, 9(1), 19-32.
Ho, L-C., Alviar-Martin, T., & Leviste, E. N. P. (2014). There is space, and there are limits: The Kafkaesque challenge of teaching controversial topics in Singapore. Teachers College Record, 116(5), 1-28.
Lansford, J.E., Woodlief, D., Malone, P.S., Oburu, P., Pastorelli, C., Skinner, A.T., Sorbring, E., Tapanya, S.f, Tirado, L.M.U., Zelli, A., Al-Hassan, S.M., Alampay, L.P., Bacchini, D., Bombi, A.S.d, Bornstein, M.H., Chang, L., Deater-Deckard, K., Di Giunta, L., Dodge, K.A. (2014). A longitudinal examination of mothers' and fathers' social information processing biases and harsh discipline in nine countries. Development and Psychopathology, 26(3), 561-573.
Lansford, J.E., Sharma, C., Malone, P.S., Woodlief, D., Dodge, K.A., Oburu, P., Pastorelli, C., Skinner, A.T., Sorbring, E., Tapanya, S., Tirado, L.M.U., Zelli, A., Al-Hassan, S.M., Alampay, L.P., Bacchini, D., Bombi, A.S., Bornstein, M.H., Chang, L., Deater-Deckard, K., Di Giunta, L. (2014). Corporal Punishment, Maternal Warmth, and Child Adjustment: A Longitudinal Study in Eight Countries. Journal of Clinical Child and Adolescent Psychology, 43(4), 670-685.
Pesigan, I.J.A., Luyckx, K., Alampay, L.P. (2014). Brief report: Identity processes in Filipino late adolescents and young adults: Parental influences and mental health outcomes. Journal of Adolescence, 37(5), 599-604.
Tuliao, A.P. & Velasquez, P. (2014). Revisiting the General Help Seeking Questionnaire: Adaptation, Exploratory Factor Analysis, and Further Validation in a Filipino College Student Sample. Philippine Journal of Psychology, 47, 1-17.
Bayudan-Dacuycuy, C., Dacuycuy, L. (2013). Is Schooling Forever Doomed with Child Labor Around? An Analysis from Philippine Time Use Data. Economics Bulletin, 33(3), 138-151.
Delgado-Infante, M.L., Ofreneo, M.A.P. (2014/08). Maintaining a "good girl" position: Young Filipina women constructing sexual agency in first sex within Catholicism. Feminism and Psychology, 24(3), 390-407.
Fernandez, K.T.G., Ortega, R.A.L., Lirios, J.J.B. (2013). Dimensions of Social Support from the Perspective of Filipino Adolescents. Philippine Journal of Psychology, 46, 71-88.
Macapagal, M.E., Ofreneo, M. A., Montiel, C.J., & Nolasco, J. (2013). Social Psychology in the Philippine Context. Quezon City: Ateneo University Press.
Melgar, M.I. (2013). Counseling and Psychotheraphy in the Philippines. In Roy Moodley, Uwe P. Gielen and Rosa Wu (Eds.), Handbook of Counseling and Psychotheraphy in an International Context (pp. 237-246.
Ofreneo, M.A. (2013). An LGBT-inclusive psychology: Reflecting on a social change agenda for Philippine psychology. Philippine Journal of Psychology, 46, 5-17.
Ramos, M.L.L (2013). Inner Blossoming: An Asian-Transpersonal Approach to Learning, Growth, and Healing. Quezon City: Ateneo de Manila University Press.
Canoy, N.A., & Ofreneo, M.A.P. (2012). Becoming and being HIV-positive: The subjective experience of young Filipino gay men living with HIV. Philippine Journal of Psychology, 45(2), 147-171.
Cornelio, J.S. and Salera, T.A.E. (2012). Youth in interfaith dialogue: Intercultural understanding and its implications on education in the Philippines. Innovaci6n Educativa, 12(60), 41-62.
Teh, L.A. (2012). Strengthening the teaching of psychology in the Philippines. Philippine Journal of Psychology, 45(2), 275-283.