CHAPTER 1

The Problem and Its Background

Introduction

Being different or outside the norms/standard is difficult and this is the sad

reality of life. The third gender or also known as the Lesbian, Gays, Bisexual and

Transgender Community (LGBT) is a group which happened to have the most

critical issues that the whole world has debated on. These groups of people are

known to be different within the "standard gender". Hence, this people experienced

discriminations, bullying and other different types of dilemmas. However as the

years passed by, the LGBT community managed to survive and little by little they

are accepted in different parts of the world.

All students are at risk of being bullied, harassed or called names at school,

but LGBT students face particularly hostile school environments (Gontha 2016).

Many LGBT youth and those who question their identity feel like they have to hide

who they are to avoid being rejected (Ryan 2009). LGBT people are not alone as

they work to improve school climate, and to take a stand in places where it might

not be safe for LGBT people to be out or visible. Any educator, LGBT or non-LGBT,

can be ally to LGBT students (Gontha 2016).

With greater access to resources, more LGBT youth are coming out

(sharing their gay or transgender identity with friends, family, and other adults)

during adolescence (Ryan 2009). LGBT community really has been through a lot.

This certainly affects their cognitive and emotional skills and fortunately resulted
to be a good thing considering that people started showing acceptance on their

difference. The goal of this study is to know how LGBT manage to cope up with

others and how they expressed their emotional intelligence on different situations.

Background of the Study

For years LGBT’s in the Philippines had experienced discriminations from

people within their community. Having a different gender orientation created

impact and mixed judgments and reactions from the people that surrounds them.

However, as time goes by, Filipinos learned little by little to accept the LGBT

community. Section 1: Statement of the Policy stated “CHED shall ensure that

Higher Education Institutions (HEIs) promote and develop Gender Responsive

Curricular Programs (GRCP’s) that prevent all forms of gender-based

discrimination in instruction, research, and extension as well as in marketing

methods and the use of promotional materials”. Execution of this law intends to

address genders to be free from discrimination around schools and/or universities.

The Philippine state believes that non-discrimination to people who have different

gender orientation may increase their self-confidence especially when around

other people.

In this study, the researchers measured the level of Emotional Intelligence

of the respondents under Emotional Awareness, Managing One’s Emotion,

Empathy and Coaching Emotion of the LGBT students who was on their senior

high school. This study also tried to find out the LGBT respondents Coping Skills

when it comes to themselves, to their Family, and to the Community.

 The main objective of this study was to determine whether the LGBT

students had control over their emotions and can blend within their social circle.

This gave additional information in students regarding on their confidence when it

comes to communicating with other people. Moreover, gathered information

provided strong evidence that the University of Makati really is one of the

Universities that is discrimination free especially when it comes to Gender

Orientation.

Conceptual Framework

Nation Building Act or Republic Act No. 7192, enacted in 1992, reiterates

Principles of Gender Equality and directs all Government Departments and

Agencies to “review and revise all their regulations to remove gender bias therein”

(Section 2). This policy was made clear that all existing gender must be accepted

and not to be discriminate by anyone anywhere. The country’s compliance with the

Convention on the Elimination of All Forms of Discrimination Against Women

(CEDAW) and Beijing Platform for Action (BFPA), which is adopted in 1995, holds

much significance in the drive towards gender awareness and sensitivity and more

important, in the institualization or gender policies, standards and guidelines as a

way of life for the Philippines. Hence, government few years back implemented

law that will make the Filipino not just aware on different genders therein but also

how they must be sensitive about it. Above all, Republic Act. No. 9710, enacted in

September 2009, is the local translation of the provisions of the CEDAW,

particularly in defining gender discrimination, state obligations, substantive

equality and temporary special measures. The mentioned laws above change the

Filipino perspective about gender and little by little have progress on how they will

cope up with different people on different community, because of this Lesbians,

Gays, Bisexuals and Transgenders (LGBT) on our country also became more

evolved and exposed in public. In a short span of time, these group of people adapt

in different environment.

Commission on Higher Education (CHED) implemented new rules and

regulations which were approved on March 2010 that are mandated to: (1) develop

and promote gender-sensitive curriculum; (2) develop gender-fair instructional

materials; (3) ensure that educational institutions implement a capacity building

program on gender, peace and human rights education for their officials, faculty

and non-teaching staff and personnel, promote partnerships between and among

players of the education sector. This approved law only solidify gender acceptance

especially on schools that helps the students to avoid bullying a person who have

different gender orientation.

Changes on gender acceptance and mainstreaming not only impacts the

LGBT students but also became essential to national development. With CHED,

supporting the implemented law and being the central economy. As Section 1,

Statement of the Policy declares: Gender equality and women’s empowerment are

cornerstones of national development and stronger human resources.

Research Paradigm

LGBT

INPUT: INPUT:
COPING SKILLS EMOTIONAL INTELLIGENCE
o Personal o Emotional Awareness
o Family o Managing One’s Emotion
o Community o Self-Motivation
o Empathy
o Coaching Emotion

Process:
A. Data Gathering
B. Survey-Questionnaires
C. Documentary Analysis
D. Correlational

Output:
There is significant relationship between coping
skills and emotional intelligence of LGBT’s Senior
High School students in University of Makati

Figure 1.
Statement of the Problem

To find out the Coping Skills and Emotional Intelligence of the selected

LGBT student-respondents, the study seeks to answer the following specific

problems:

1. What is the level of emotional intelligence of the selected LGBT students

In terms of:

1.1 Emotional Awareness;

1.2 Managing One’s Emotions;

1.3 Self-Motivation;

1.4 Empathy; and

1.5 Coaching Emotion.

2. How do selected LGBT students cope up with their conditions in terms of:

2.1 Personal;

2.2 Family; and

2.3 Community.

3. Is there a significant relationship between the LGBT students emotional

intelligence and coping skills?

Statement of Hypothesis

To answer the problem stated above, the null hypothesis below is

formulated to guide the investigation of the study.

Ho: There is no significant relationship between Emotional Intelligence and Coping

Skills of LGBT’s Senior High School Students in University of Makati.

Significance of the Study

This research aims to identify how LGBT’s cope up and identify their

emotional intelligence within the school setting. The result of this research is

significant to the following:

Guidance Counselors. The one who guide the students behavior inside the

school. This study might be useful to this group of people in order to guide LGBT’s

inside universities more specifically and under their needs.

Teachers. The one who experience the different types of students behavior

firsthand. It can also be useful for them so that they might guide their students

more effectively.

Students. In this study, students are also one of the beneficiaries because this will

be able to help them gain more awareness about the current situation of the LGBT

students that surrounds them.

Parents and Family Members. This group of people will also be one of the

beneficiaries because the study can make them gain more understanding to their

LGBT students as well as to help them identify the coping skills of their children

when it comes to them and how they can improve to make their relationship with

the LGBT’s stronger.

Community. People inside the community will be able to empathize more with the

LGBT and recognize them as part of the society. In this study people within the

community will be able to gain more knowledge about LGBT’s as well as their

coping skills and emotional intelligence.

Future researchers. They may be able to find this research when looking for some

relevant information about the study.

Scope and Limitations

This research was focused unto how Filipino LGBT youth able to cope up

with their school environment, as well as their emotional intelligence about this

matter. The research was exclusive only for 50 Filipino LGBT Senior High School

Students who were enrolled at the University of Makati, Academic School Year

2019-2020. This was achieved by a Survey Questionnaire given to respondents

that gave out personal information like their names, ages, grade level,

elective/strand, gender orientation and immediate relationship to parents/guardian.

Researchers also gave respondents a survey tool that helped the researchers

gathered the data that justified the factors needed for the study.

Moreover, the collected data was helpful in determining the respondents

Emotional Intelligence and Coping Skills within specific environment. This

persuaded the respondents flexibility and adaptation when it comes to

communicating with different people outside their comfort zone.

Definition of Terms

LGBT (Lesbians, Gays, Bisexual, Transgender). This is the acronym for

Lesbian, Gays, Bisexual and Transgender who are described to be the distinct

groups within the gay culture. They are the group of people that served as the

researchers respondents.

Coping Skills. This refers to Characteristics or behavioral pattern that

enhance a person’s adaptation. It was one of the skill that researchers measured

and enhanced to respondents capabilities.

Emotional Intelligence. The ability to effectively manage one’s emotional

life and to reach and respond approximately to other people’s emotion. This was

one of the major factor that helped the researchers measure the level of the

respondents’ intelligence when it comes to emotions.

Emotional Awareness. The ability to recognize and make sense of not just

your own emotions, but also those of others. It was the respondents’ level of

capacity to understand the feeling of one’s self and the people that surrounded

them.

Managing Ones Emotions. The ability to realize, readily accept, as well as

successfully control feelings in oneself. This factor helped the researcher to

measure the limit of the respondents when it comes to handling their emotion.

Self-Motivation. The ability to do what needs to be done, without influence

from other people or situations. This factor determined how the respondents are

able to stand alone in his/her decisions and/or situations they faced.

 Empathy. The ability to understand and share the feelings of another. This

factor determined how respondents are able to show and understand the emotion

and situation of other people.

Coaching Emotion. Is a parenting technique that helps children

understand their feelings. The last factor identified how the respondents managed

and took control of his/her emotions.

 CHAPTER 2

Review of Related Literature and Studies

This chapter contained literatures and studies that are appropriate for the

research topic.

Personal Coping Up

Our society is very much oriented toward heterosexuality, it is a given. So

young LGBTQ often don’t have a concept of anything other than heterosexuality.

Fortunately TV, movies, books and public discussion about LGBT rights are

changing this. But it is a slow change. And growing up feeling and thinking

differently from everyone else can be lonely. It can also be tragic. LGBT people

grew up being and feeling different in the community they are living in. This

difference became mostly negative experiences that they eventually overcome.

Suicide among Lesbian, Gay and Bisexual teens is 4 times higher than non-LGBT

teens. Bullying (9 out of 10 LGBT teens report being bullied in the past year at

school because of sexual orientation), gay-bashing, discrimination (it is legal to

discriminate against LGBT individuals in 29 states), violent anti-gay hate crimes

(including murder) are still happening around the country (Garcia J.N 2005).

According to Zacharias & Bradd E., (2013) for someone who is questioning their

sexuality or gender identity, the first person they have to be honest with is

themselves. Not being your true self leaves you susceptible to low self-esteem,

depression, anxiety, substance abuse, and suicide. Personal coping up could be

really hard especially to an LGBT individual who might have a lot of fear when it is
time to face their real self. However, the battle between one’s self is not impossible

to achieve.

So, the first step in coming out is to come out to oneself internally, accepting

one’s own sexuality or gender. Although this may seem to be an easy thing, it is

usually not. There are many pressures on LGBTQ individuals to not fully accept

themselves as being gay, lesbian, bisexual or transgender. Bullying, fear of being

harmed or killed, fear of being disowned by family and friends and fear of

discrimination are all real possibilities for many. It can often seem easier to deny

a part of themselves instead of facing these consequences. However, denying

one’s true self leads to an incredible amount of stress, anxiety and additional fear.

If we are not ourselves, we cannot form real relationships because we know the

relationship is not based on our real selves.

As stated by Z.S Column (2016) people are now more societally accepted

than ever before, according to a recent survey done by Norc at the University of

Chicago, with Americans “dramatically” moving toward largely accepting LGBT

people, something many of us could never have imagined before.

But that doesn’t automatically make all LGBT people accept our own

identities. The LGBT youth suicide epidemic continues apace, and research has

shown that homophobia can be a consequence of suppressed same-sex desire.

Ongoing violence within and against the LGBT community – including recent

examples like Stephen White’s, where self-hate possibly helped spur the

assailant’s actions – shows that even as society increasingly embraces us, we

need to work on embracing ourselves.

 J. Neil C. Garcia (2005) in his book “Philippine Gay Culture: The Last Thirty

Years, “Binabae” to “Bakla”, “Silahis” to MSM” tackles the perception of Filipinos

to gays and lesbians from the last thirty years. The anxiety of Western civilization

toward its many different genders- not just masculine and feminine-finds its fecund

expression in the varieties of camp (butch/femme) and transvestisms (macho,

queer, transvestophilic, transgenderist, etc.) which, over the last century, have

come to be institutionalized as legitimate self-expressions within the gay and

lesbian cultures of the United States, Europe and Australia, This anxiety is deeply

rooted in the Judeo-Christian metaphysical tradition which, until recently, was a

rather inexorable force in the Western subject’s life. On the other hand, this study

has argued that the Philippines has its own dualist tradition in respect of sexual

identity, and although it would seem that the effeminate “bakla” and the mannish

tomboy attest to the fluidity of gender concepts and roles in our culture, at the level

of desire they merely reinforce the “babae” and the “lalake”, whose pale reflections

they are. As things stand, the dominant conception of the “bakla” identity strictly

confines the “bakla” to an agonistic effeminacy (a poor copy of femininity). In fact,

the masculine “bakla” is simply unthinkable. He therefore must be a closet case,

or a double-dealing fraud (silahis). Suffice it to say, then, that at the core of the

social construction of the “bakla” is “coreness” itself. As a recent ethnography

reiterates, the “bakla” is a “man with a woman’s heart” who, like a real woman,

deeply desires a real man to be happy.

The “silence” of local psychological institutions in the early sixties about

homosexuality and homosexual counseling seems strange, given that globally, the
problems of adolescent homosexuals never fail to make it in the agenda of any

conference on juvenile mental health (for only obvious reasons). By the rest of the

1960s, as well as the early seventies, however, this situation had palpably

changed, and homosexuality was made to belong under the aegis of psychological

science, as may be proven by the existence of positivist works on it which were

written around this time. (A partial listing of the sundry academic studies on

homosexuality in the Philippines is included in the last section of this book). The

consequence of this is the renewed and intensified medical psychopathologization

of the “bakla” as inversion’s homosexual: a man whose psychological being does

not coincide with his anatomic sex. Only this time, his sexuality has become the

central defining feature of his by now “psychosexually inverted” identity.

He concluded that the “bakla” is the only kind of (male) homosexual

Philippine culture has, relatively speaking, known; and therefore also the only

(male) homosexual Philippine culture has discriminated against and/or dismissed

as sick, deviant and sinful-as “bakla”, precisely. Any local text proclaiming itself

gay or homosexual cannot help but relate itself to and to situate itself within

“kabaklaan”.

Coping Up With Family

Actual or anticipated family acceptance or rejection of LGBT youth is

important in understanding the youth’s experience of minority stress, how the youth

is likely to cope with the stress, and consequently, the impact of minority stress on

the youth’s health.19 This article addresses the role of family, in particular parental
acceptance and rejection in LGBT youths’ identity and health. Literature reviewed

in this article focuses on the experiences of sexual minority cisgender youth due

to a lack of research on transgender youth. However, we include findings and

implications for transgender youth whenever possible.

In addition, the continued importance of parents in the lives of youth is

indisputable: beginning at birth, extending through adolescence and even into

emerging adulthood, affecting all relationships beyond those with the parents, and

determining the individual’s own sense of self-worth. Attachment accounts for this

vast reach and influence of parents.

According to Bowlby (2016), attachment to the primary caretaker

guarantees survival because the attachment system is activated during stress and

concerns the accessibility and responsiveness of the attachment figure to the

child’s distress and potential danger. The pattern or style of attachment that

develops is based on repeated interactions or transactions with the primary

caregiver during infancy and childhood. Those experiences, in interaction with

constitutional factors like temperament, influence the internal working model (i.e.,

mental representations of emotion, behavior, and thought) of beliefs about and

expectations concerning the accessibility and responsiveness of the attachment

figure. In time, this internal working model influences perception of others,

significantly influencing patterns in relationships over time and across settings. The

beliefs and expectations concerning the attachment figure also affect the internal

working model of the self, meaning the individual’s sense of self-worth.

 Attachment patterns in childhood are partly related to character traits in

adulthood, and have implications for emotion regulation from the perspective of

coping with stress, as detailed elsewhere. Based on positive working models of

the self and other, the securely attached individual approaches a stressful situation

in an adaptive manner that allows for a realistic appraisal of the situation and a

selection of coping strategies most likely to reduce or eliminate the stressor or, at

minimum, render the stressor tolerable. By comparison, insecurely attached

individuals may distort reality because they may be more likely to appraise a

situation as stressful even when it is not. They may also be maladaptive in their

management of stress and use emotion-focused coping strategies, such as

substance use, to improve mood and tolerate stress. These patterns of coping

influenced by attachment are present by and common in adolescence. Coping is

critical because sexual orientation and gender development are potentially

stressful experiences for all youth, but especially for sexual and gender minorities,

given the frequent stigmatization of homosexuality, gender non-conforming

behavior, and gender-variant identities. Research indicates that family, especially

the parents, plays a big impact on the personality of a certain individual. Parents

play an important role on how a person will be able to cope up within the society

they belong to.

J.J. Jagosh (2018), in his thesis entitled “Moving toward understanding and

acceptance: Parents’ experiences after finding out their children are gay, lesbian,

and bisexual” aimed to explore how the parents will accept their child’s sexuality.

Through qualitative inquiry, 12 Canadian parents (7 mothers and 5 fathers) were

interviewed to develop an in-depth analysis of their thoughts, feelings, and actions

in relation to having gay, lesbian, and bisexual children. He found out that parents

went through a process of understanding and acceptance, in which they made

sense of past experiences they had with their children, reacted emotionally to

finding out, changed their perspectives on issues, and shared their experiences

with others. There are still hindering factors but with the strategies suggested in

which researchers, educators, health professionals, media personnel, parent

support groups, and parents themselves can use like some mentioned above, it

will not be difficult for parents to understand and accept their gay, lesbian, and

bisexual children.

Coping Up With Community

On the study conducted by E. Mehren (2004) entitled “Homosexuals finding

more acceptance? Poll says” states that gays and lesbians have experienced a

dramatic rise in acceptance over the last two decades, according to a new Los

Angeles Times Poll. Researchers found out that gay people in general are feeling

more comfortable in society and society is feeling more comfortable with gay

people. The study revealed that 62 percent say their community accepts gays and

lesbians.

Based on the survey conducted by the members of the Public Agenda

Organization entitled “Ambivalence and Mixed Messages” (Revised 2009),

acceptance of gays and lesbians has risen significantly, and currently about half

of Americans say homosexuality should be an acceptable lifestyle. Survey

questions about whether American society should accept homosexuality often

draw different responses depending on the examples mentioned which is an

indication of public ambivalence. Questions that raise the issue of fair treatment

typically draw much higher levels of public support. For instance, substantial

majorities of Americans say they support equal protection for homosexuals against

hate crimes and equal rights in terms of housing and jobs. surveys show that slight

majorities say a gay person could be a good role model and as good a parent as

anyone, yet they are divided on whether they would allow a homosexual to baby-

sit their child and half say they oppose allowing gay couples to adopt.

The survey conducted by the faculty & staff of The University of Arizona

entitled “Equity’s Campus Climate Report” (2016) was aimed to investigate the

climate for gays, lesbians, and bisexuals on campus. Majority of their sample

comprised of heterosexuals. They allow their respondents to rate in the scale of 1-

10 on every question. As a result, majority placed 8 to 10 range on the level of

acceptance with the women expressing high level of acceptance than men.

Respondents’ employment status had no significant impact on the acceptance

scale, with no major differences surfacing among faculty, staff, and graduate

students. They also asked if their religion influences their views on homosexuality;

seventeen percent of the respondents marked “yes.” But not only religion appeared

to influence people toward negative views. A series of items asked respondents to

characterize the level of respect shown for gays, lesbians, and bisexuals by others

in their department, specifically their immediate supervisor, co-workers,

department head, and students. All in all, the responses to questions about respect
levels in departments reveal that the immediate environment for gay, lesbian, and

bisexual members of the University is not a particularly good one, but that

department heads and supervisors show generally higher levels of respect than

co-workers and students.

On the book overview of Lesbian, Gay and bisexual identities and youth by

A.R. O’Angelli & C. Patterson (2018) explore the psychological dimensions of

lesbian, gay and bisexual identities from puberty to adulthood. There are changes

in biological processes, relationship and community interactions influence the

emergence of sexuality in all young people.

The article, Chasing the Rainbow; Is a Gay Population an Engine of Urban

Revival 2003. Cities are beginning to think so by Richard Florida sees that

openness to the gay community is a good indication of the low entry barriers to

human capital that are so important to spurring creativity and generating high-tech

growth. The homosexuality represents the last frontier of diversity in our society,

and thus a place that welcomes the gay community welcomes all kinds of people.

Also an article in New Zealand by the LGBT organization on that country which is

entitled “A Civil Union Ceremony in Wellington” last December 2006 states that

New Zealand society is generally fairly relaxed in acceptance of gays and lesbians.

The gay-friendly is epitomized by the fact that there are several Member if

Parliament who belong to the LGBT community, gay rights are protected by the

New Zealand Human Rights Act. And New Zealand is relatively small population.

The LGBT community is small, but still visible, with Pride festivals and LGBT

events held around the country throughout the year.

 In the survey, conducted online among 1,197 self-identified gay, lesbian,

bisexual and transgender adults, 92 percent of respondents said they feel society

has become more accepting in the past decade, and the same percent said society

will be more accepting in another 10 years.

But only 19 percent of LGBT adults said they experience “a lot” of social

acceptance, and 53 percent said there continues to be “a lot” of discrimination

against LGBT people. About 39 percent said that at some point in their lives, they

were rejected by a family member or close friend because of their sexual

orientation or gender identity. Thirty percent said they have been physically

attacked or threatened and 21 percent said they have been treated unfairly by an

employer.

Although many surveys have tracked changing attitudes toward LGBT

Americans and same-sex marriage in recent years, this newest survey is likely the

largest and most comprehensive that looks at how LGBT Americans themselves

are experiencing the changes. As the Supreme Court prepares to rule on two

landmark same-sex marriage cases, the survey paints a picture of a demographic

that has lived through what Pew calls “the arc of social acceptance,” but still has a

ways to go.

“There’s an interesting juxtaposition between people saying they’ve

experienced such substantial change and greater acceptance, and yet there are

still sufficient amounts of stigma out there that many people are not comfortable

being entirely open,” G. J. Gates (2005), a Williams Institute scholar at the UCLA
School of Law who served as an adviser on the survey, said on a conference call

with reporters Thursday.

Gates, the author of The Gay and Lesbian Atlas 2005, said that he was

most surprised by the finding that so many LGBT people have not come out to

their parents or their close friends. Just 56 percent said they had told their mother

about their sexual orientation or gender identity, and less than 40 percent said they

had told their father.

In another apparent juxtaposition, fewer LGBT adults described themselves

as “very happy” compared to the general population (18 to 30 percent), but they

were also more inclined than their straight counterparts to say the country is

“headed in the right direction.”

Society as a whole has become more accepting of gays and lesbians. That

finding has its caveats. While an overwhelming number (92%) of LBGT adults saw

society as having become more accepting over the last decade, many reported

continued discrimination, taking various forms. On the part of the general public,

opposition to same-sex marriage remains substantial, and religious beliefs are a

major factor. Just under half of Americans (45%) say they think engaging in

homosexual behavior is a sin.

The surveys do not offer a perfect comparison. The LGBT survey included

bisexuals (who comprise 40% of the LGBT survey) and transgender adults. The

survey of the general public focused on views of gay men and lesbians.

While LGBT adults say society is more accepting, just 19% say there is “a

lot” of social acceptance today and many say they have been victims of
discrimination, such as being subject to slurs or jokes, or suffering rejection by a

family member.

The number of Americans who had a favorable view of gay men stands at

55%, an 18 percentage point increase compared to a decade earlier; 58% had a

favorable opinion of lesbians, a 19 percentage point increase over the same time

span.

Emotional Intelligence

Emotional intelligence is the ability to understand our emotions and how to

use and get benefit from our emotion to assist our thoughts, to know what kind is

our emotion included the meaning, to direct the emotion in reflective way to get

developmental and intellectual emotions. Emotional intelligence as an ability to

sensing, understand and effectively apply the power and acumen emotions as a

source of energy, information, connection and human influence. It is a set of

personal social and emotional skills that affects a person’s personality to be

success in addressing the demands and environmental pressure. Emotional

intelligence is self-control, zeal and persistence and be able to motivate yourself

and survive from the ability to control impulses and emotions, not to exaggerate

pleasure, set the mood and keep the stress load so cannot make our mind blur

and still know how to think in the right way, to read the inner feelings of others

(empathy) and pray, to maintain a good relationship with others and the ability to

resolve conflicts and to lead. (Sternberg, 2000; Shabani et al., 2011).

Levels of Emotional Awareness

This model deals mainly with levels of self-awareness. There are also levels

of awareness of the feelings of other people.

Knowing the feeling is present

The first level of emotional awareness is knowing when feelings are present

in ourselves. We become "aware" of the feeling when we first think about it or

realize we feel something at that moment.

Acknowledging the feeling

To continue the example of the person in the room with you. After you have

become aware there is someone in the room, you might acknowledge that person

by waving or saying hello. We may not know exactly what the feeling is, but if we

notice and acknowledge that we have some feeling, we have taken the next step.

Nature has given us a sophisticated guidance system in our feelings. Our negative

feelings, for example, call our attention to things which are not healthy for us. They

tell us when we are out of balance. If we feel lonely, for example, we need more

connection with other people.

The literature on emotional intelligence points out that our feelings direct us

to what is important to think about. Through thought, our feelings can point us to

the to the causes of our negative feelings and to possible solutions. But if we fail

to acknowledge our negative feelings, we won't be able to focus our attention on

the problem that needs to be solved. For nature's inner guidance system to

function we must acknowledge our feelings.

 Many people try to stop themselves from feeling their negative emotions.

They may use drugs and alcohol. They may use entertainment and distraction.

They may also try to simply deny the existence of their negative feelings. Even

education, memorization, intellectual or religious pursuits can serve to stop us from

acknowledging our feelings. All of this defeats nature's purpose in supplying us

with identifying the feeling negative feelings.

Identifying the feeling

Still continuing the example of the person in the room, a further

acknowledgement of the person could be to greet the person by name. In a similar

way we can identify and name our feelings once we realize we have them.

Like anything else, the more we practice identifying emotions, the better we get at

quickly selecting the correct name for the feeling. Each time we identify an emotion

and assign a label to it, the brain's cognitive and emotional systems work together

to remember the emotion, the circumstances and the label for the emotion.

Accepting the feeling

Going back to the person in the room, after we have greeted him by name,

we can help him feel accepted. Similarly, once we have felt, acknowledged and

identified our feelings, the next step in emotional awareness and in benefitting from

the natural value of our emotions is to accept the feeling.

Sometimes we might think that we shouldn't feel the way we do. Such

thoughts are the result of beliefs which have been programmed into us by others.

One of the primary benefits of a highly developed emotional intelligence, though,

may be that it helps us become more independent from the opinions and beliefs of
others. Instead of listening to others' voices, we are able to put more value on our

inner voice, a voice which speaks to us through our individual emotions.

Reflecting on the feeling

Reflecting on our feelings actually could come at two different levels of

emotional awareness. First, at a low level of emotional awareness we might only

reflect on our feelings after the fact. We might lay awake at night, for example, and

think about an event during the day and our feelings about that event. This might

help lead us to identifying our feelings sooner in the future. I believe, though, that

when our emotional intelligence is highly developed, the process of feeling our

feelings and identifying them takes place quickly enough for us to reflect on the

feeling nearly instantaneously or in "real time. "The sooner we can accurately

identify the feeling and reflect on it, the sooner we can take actions which are in

our best interest.

Forecasting feelings

The more aware of our feelings, the better chance we have of predicting

how we will feel in the future. This can be thought of as forecasting our feelings.

We can improve this ability by considering how we will feel if we choose one course

of action as opposed to another. The value of this ability cannot be overstated.

Only when we can predict our feelings can we make decisions which will lead to

our long term happiness.

Managing One’s Emotion

High positive energy enables you to perform well, but you can’t stay in that

state forever. Sooner or later, you need to reduce the energy. Stay positive, and

you will recover quickly. Dip into more negative feelings, and you will feel burnt

out. High negative energy is quite an uncomfortable place to be: it feels like you’re

fighting for survival all the time. Again, you will have to reduce the energy at some

point since it could lead to burnout.

According to Mills H.N.D understanding your emotions makes it possible for

you to manage them so that they work for rather than against you. For instance,

having established that you are feeling sad, you can take steps to make yourself

feel happier. More pointedly, if your sadness (or anger, or anxiety, etc.) would

normally influence you to act in a way that might damage yourself or someone

else, becoming aware of that emotion can enable you to take steps to not act in

that destructive way.

As an example, suppose you are in a meeting at work and your boss calls

your carefully researched proposal “a stupid harebrained idea”. A careless

comment like this might make you angry: your heart beats faster, your head

pounds, your blood pressure goes up, and you experience a compelling urge to

give your boss a piece of your mind. Though you want to yell at your boss, doing

so might likely get you into trouble, and might even get you fired. A better solution

would be to suppress your outburst by actively managing your emotion,

respectfully disagreeing with your boss, and then later finding a safe outlet for your

hurt feelings.
 Assuming you are an emotionally intelligent person, you might manage

such a hurtful comment in the following way:

First, by recognizing that your pounding head and racing heart are signs

that you are angry. Next, by thinking about your goals with regard to your

relationship with your boss (e.g, to maintain steady employment). Although giving

your boss a piece of your angry mind would likely help you feel better in the short

term, doing so could ultimately create serious problems. Recognizing this danger,

you might decide that while your boss's comment was unreasonable and even

sadistic, there is nothing particularly useful to be gained by sinking to his level.

Later, after the meeting is done, you can think about ways to handle your

boss's tendency to put you down. Soliciting opinions and help from knowledgeable

other people who care about you may help you figure out the best way to proceed.

You may need to look for another job, or a departmental transfer. Alternatively, a

private meeting with your boss or with your human resources staff might result in

successful resolution of the problem.

By actively managing your emotions, you are taking steps towards

becoming more emotionally resilient. You are also taking steps to avoid pitfalls and

problems that strong emotions would otherwise push you towards.

Motivation is what pushes us to achieve our goals, feel more fulfilled and

improve overall quality of life. Daniel Goleman, the author of several seminal books

on Emotional Intelligence, identified four elements that make up motivation:

Personal drive to achieve, the desire to improve or to meet certain standards;

Commitment to personal or organisational goals;

Initiative, which he defined as ‘readiness to act on opportunities’; and

Optimism, the ability to keep going and pursue goals in the face of setbacks.

Self- Motivation

Research on motivation has attracted academic and corporate entities over

the last two decades. In the present study, authors have reviewed the intense

literature to extract all possible dimensions of motivation, having direct and indirect

impact on motivation techniques. This has examined the multidimensionality of

motivation from the existing literature and present a conceptual framework based

on it, and it is experienced that various motivation techniques (discussed in this

study) are having a positive impact on both employee satisfaction and the quality

of performance in the organization; however, the model needs to be validated

using quantitative measures. In order to study the various issues highlighted in this

paper related to employee motivation, a large body of literature mainly from

different journals have been incorporated. To make the study more current only

those studies were included which were published in the last two decades. In past

research papers few dimensions of motivation were used to explain the different

models motivation theory which has direct influence on employee motivation. The

novelty of this study lies in its theoretical framework where authors have made an

attempt to come up with a construct having dimensions that directly or indirectly

influences employee motivation.

The ingredients of motivation lie within all and the internalized drive toward

the dominant thought of the moment (Rabby 2001). Motivation directly links to

individual performance that gain to organization performance and as a catalyzer

for all individual employees working for an organization to enhance their working

performance or to complete task in much better way than they usually do.

Organization runs because of people working for it, and each person contributes

toward achieving the ultimate goal of an organization. Panagiotakopoulos (2013)

concluded that factors affecting staff motivation at a period where the financial

rewards are kept to the least leads to stimulate employee performance. So,

management personnel’s responsibility to motivate their employees to work as per

the expectation to enhance the organization’s performance. Similarly Dysvik and

Kuvaas (2010) concluded that intrinsic motivation was the strongest predictor of

turnover intention and relationship between mastery-approach goals and turnover

intention was only positive for employees, low in intrinsic motivation. The only thing

organization needs to do is to give employees with ample resources and platform

to do. As per Kuo (2013) a successful organization must combine the strengths

and motivations of internal employees and respond to external changes and

demands promptly to show the organization’s value. In this paper, we have taken

various techniques of motivation from existing literature, and managed to make

flow of motivation from young-age employees to old-age employees. From

organization perspective managers need to understand the flow of motivation, it

helps them to create a culture where employees always get motivated to do better.

Barney and Steven Elias (2010) found that with extrinsic motivation there exist a

significant interaction between job stress, flex time, and country of residence.

Leaders know that at the heart of every productive and successful business lies a

thriving organizational culture and hardworking people collaborate passionately to

produce great results (Gignac and Palmer 2011). In the body of literature, various

frameworks are used by the researchers based on theory of motivation, with only

few dimensions of Leaders motivate people to follow a participative design of work

in which they are responsible and get it together, which make them responsible for

their performance. Aguinis et al. (2013) stated that monetary rewards can be a

very powerful determinant of employee motivation and achievement which, in turn,

can advance to important returns in terms of firm-level performance.

Empathy

The word “empathy” first appeared in English in Edward Bradford

Titchener’s translation of the German word “Einfühlung”, a term from aesthetics

meaning “to project yourself into what you observe” (Titchener, RV 2009). This

aspect of state transferal is conveyed by the primary definition for empathy in the

Merriam Webster dictionary, namely “the imaginative projection of a subjective

state into an object so that the object appears to be infused with it” (Definition of

Empathy, n.d.), yet it is the secondary, interpersonal aspect that is most pertinent

to this study, namely “the action of understanding, being aware of, being sensitive

to, and vicariously experiencing the feelings, thoughts, and experience of another

of either the past or present without having the feelings, thoughts, and experience

fully communicated in an objectively explicit manner” (ibid).

An understanding of empathy can thus be broken down into three

constituent components, namely, perception, emotion, and motivation. It is worth

noting how permeable the boundaries between each of the three respective states

are, problematizing easy distinctions between them. The infographic below was
designed to show the links between the respective states, beginning on the left at

the start of the empathic process: the subject and the object are clearly separated,

and any appreciation of the object’s internal state is purely intellectual and

cognitive. Perspective taking is what shifts the process from the left, separate

circles to the central diagram with the overlapping circles, as the subject and the

object begin a process of emotional convergence. This in turn facilitates empathic

responding, as the subject is still able to retain enough distance to operationalize

their response to the object’s situation. 360 video journalists have referred to

empathy in VR video as “the killer metric” (Hill, 2016), for impacting viewers and

sharing the perspective of another individual. Using the perspective-swapping

experience of the Machine to be Another, Maarte Roel, one of the project’s

creators, emphasized the focus of the experiment was on the relationship between

the respective participants, who, thanks to two mirrored VR headsets and head-

mounted cameras, are shown the simultaneous feeds of their partner as they look

down at their own body. Some argue that this performative aspect of relational

empathy is of more value than the individual, isolated framework that many have

misapplied to empathy-driven experiences (Sutherland A. , 2016) – yet it is only

achievable in live spaces with human participants, as opposed to filmed characters

or digitized avatars.

This brings up the inherent problem of how to create emotional mirroring

between emotionally convergent, empathizing subjects within a closed,

unresponsive system such as 360 video. Face-to-face contact and emotional

mirroring is a key component of building an empathetic response within a social

context (Kumano, 2011), since it depends on real time awareness of another

individual’s emotional state.

SCALES OF EMPATHY MEASUREMENT

“Empathy is a multi-faceted emotional and mental faculty that is often found

to be affected in a great number of psychopathologies, such as schizophrenia, yet

it remains very difficult to measure in an ecological context.” (Jackson, 2015)

PROBLEMATIZING AN EMPATHETIC BASELINE

There are many difficulties with capturing empathic performance, hence

questionnaires are often used as proxies for actual behavior. In such cases,

empathy is often considered a trait (that is, an inherited characteristic), while often

it can differ greatly between different situations and interaction partners. Individual

differences in expressivity and reactivity should also be taken into account, as

should the strong inter-individual differences in emotional expressivity and

baseline levels of physiological signals (Janssen J. , 2012).

Emotion Coaching

Emotion coaching is offered as an alternative paradigm to behavioural

or ‘high-control’ methods. This approach recognises that socially competent

children who are able to understand and regulate their emotions are better

equipped to go on to achieve higher academic success than those who lack

impulse control or have poor social skills (Webster-Stratton, 2004; Graziano

et al, 2007; Linnenbrink-Garcia and Pekrun, 201. To promote learning,

educators need to engage the affective domain of their pupils’ minds and

attend to their affective needs to maximise success at school through positive

relationships (van der Hoeven et al, 2011, Shaughnessy, 2012). MacCann et al’s

(2010: 60) research also suggests that better educational outcomes are achieved

by ‘targeting skills relating to emotion management and problem-focused coping’,

i.e. emotional and behavioural self-regulation. Indeed, ‘emergence of behaviour

problems has been linked to poor emotional competence in children, specifically

problems in understanding and regulating emotions’ (Havighurst et al, 2013: 248).

Reviews of the literature reflect the evidence which suggests ‘effective mastery

of social-emotional competencies is associated with greater well-being and

better school performance’ (Durlak et al, 2011: 406). 1.1 Emotion Coaching – a

relational and skills-based approach to supporting children and young people’s

behaviour. Emotional empathy involves recognizing, labeling and validating a

child’s emotions, regardless of the behaviour, in order to promote self-awareness

and understanding of emotions. Such acceptance by the adult of the child’s

internal emotional state creates a context of responsiveness and security, and

helps the child to engage with more reasonable solutions. The circumstances

might also require setting limits on appropriate behaviour (such as stating

clearly what is acceptable behavior) and possible consequential action (such

as implementing behavior management procedures) - but key to this process

is guidance: engagement with the child in problem-solving in order to support

the child’s ability to learn to self-regulate - the child and adult work together to

seek alternative courses of action to help manage emotions and prevent

future transgressions. This process is adaptable and responsive to the

developmental capabilities of the child, with the adult scaffolding pro-social

solutions and differentiating where necessary. By enabling children to tune in

more explicitly to their emotions and problem-solve solutions that will help them to

manage such feelings, and the behavioural consequences of those feelings, the

child is engaged in pro-actively enhancing social and emotional competences.

Thus, emotion coaching helps to instil the tools that will aid children’s ability to self-

regulate their emotions and behaviour (Shortt et al, 2010). The main research

evidence base for emotion coaching comes from America and Australia.

Emotion coaching has also been positively correlated with secure attachments

(Chen et al, 2011), and used effectively to improve the psychological

functioning of children who have experienced complex trauma (Murphy et al,

forthcoming), as well as reduce the externalising behaviours of children with

ASD (Wilson et al, 2013). It has also recently been identified as a protective

factor for children with ODD (Dunsmore et al, 2012) and for children at risk (Ellis

et al, 2014). 2. Problem Statement Research on emotion coaching is relatively

limited and scarce in the UK, and there has been little research undertaken on

the use of emotion coaching in professional contexts (Katz et al, 2012; Ellis et al,

2014, Wilson et al, 2012). Katz et al’s (2012) recent review of emotion

coaching research calls for more studies that explore the role of emotion

socialization agents other than parents, such as teachers and peers. Productive

interactions between individuals are fundamental to effective educational practice,

and teachers have identified that emotional management is integral to their work

(Gross, 2013; Day et al, 2006; Nias 1996; Sutton et al, 2009), yet the exact

training needs and skill base on which to support the development of reflective,
emotional competencies are yet to be identified (Ahn and Stifter 2006; Jakhelln,

2010; OFSTED, 2013). 3. Purpose of the Study/Research Question The key

research question guiding the pilot project was: ‘What is the effectiveness of

using emotion coaching in professional practice within community settings?’.

The main aim of the project was to promote the use of emotion coaching

techniques as a shared, consistent strategy by community groups (particularly

in educational contexts) in work with children, and to support children’s

capacity for pro-social behaviour. We were therefore interested in ascertaining

whether emotion coaching might reduce incidents of negative externalizing

behaviour and promote a more relational and skills-based approach to supporting

children’s behaviour.

Emotions and the Brain

Are not consciously controlled, the part of the brain that deals with emotions

is the limbic system. It’s thought that this part of the brain evolved fairly early on in

human history, making it quite primitive. This explains why an emotional response

is often quite straightforward, but very powerful: you want to cry, or run away, or

shout. It’s because these responses are based around the need to survive.

Emotions are strongly linked to memory and experience. If something bad has

previously happened to you, your emotional response to the same stimulus is likely

to be strong. Babies feel emotion, but can’t necessarily reason. Emotions are also

closely linked to values: an emotional response could tell you that one of your key

values has been challenged. Balance between High and Low, Positive and

Negative Energy: High positive energy- enables you to perform well, but you can’t
stay in that state forever. Sooner or later, you need to reduce the energy. Stay

positive, and you will recover quickly. Dip into more negative feelings, and you will

feel burnt out. High negative energy - is quite an uncomfortable place to be: it feels

like you’re fighting for survival all the time. Again, you will have to reduce the

energy at some point since it could lead to burnout.

Audacity in Adversity

LGBT ACTIVISM

Audacity in Adversity LGBT Activism Activists in the countries that are the

focus of this report must contend with state hostility, to varying degrees. Many

governments in the region reject the concepts of “sexual orientation” and “gender

identity” altogether. Faced with official intransigence, some activists choose to

work outside state structures: their activism focuses on community-building and

attitudinal change. Others have taken on their governments, successfully pushing

for incremental change in various forms. For example, in Lebanon and Tunisia

state institutions have accepted calls to end forced anal examinations, after

pressure from local and international activists as well as treaty bodies. Iraq has

committed to address violence based on sexual orientation and gender identity

(SOGI-based violence). In Lebanon courts have rejected an interpretation of

“unnatural offenses” as including same-sex sexual acts (although the relevant

court cases have not created binding legal precedent). In Morocco courts have

convicted perpetrators of SOGI-based violence. Progress can be painstakingly

slow and marred by setbacks. As we were drafting this report, in September 2017,

Egyptian security forces went into overdrive, arresting dozens following the display
of a rainbow flag—a sign of solidarity with LGBT people—at a concert. They relied

on a “debauchery” law that had been used in the early 2000s against gay men and

transgender women and was revived with a vengeance following the 2013 coup,

when the government, led by President Abdel Fattah al-Sisi, appeared to embrace

persecution of gays and trans people as a political strategy. Even by recent

standards in Egypt, the September crackdown—involving scores of arrests, forced

anal examinations, and a formal media blackout on pro-LGBT speech—was

severe. But activists demonstrate creativity and dynamism even in such

challenging contexts, training LGBT people on how to digitally protect themselves

from police surveillance and entrapment and galvanizing international pressure on

their government, a tool which they employ cautiously, often reserving it for human

rights emergencies. This report examines how LGBT activism survives under

severe constraints, in repressive states and conflict zones, in places where

activists risk social exclusion, prison sentences, and violence by security forces,

armed groups, and even their own families. It also highlights creative approaches

used in less repressive contexts to gain public support, identify government allies,

and mainstream the rights of LGBT people in broader conversations about human

rights and gender.

LGBTQ Aging Activism vs Empathy

According to K. Acquaviva (2017) as a 45-year-old lesbian with friends and

family members on both sides of the aisle politically, I have the privilege of hearing

a wide array of opinions about Donald Trump’s presidency and its impact on

lesbian, gay, bisexual, transgender, gender non-conforming, queer and/or

questioning (LGBTQ) individuals. My liberal-leaning friends and family members

lament what they see as the erosion of more than a decade of progress. My

conservative-leaning friends and family members praise what they see as a

restoration of the “traditional values” they felt were eroded during that same

decade. I listen intently to both perspectives and try to focus on our commonalities

rather than on our points of disagreement. This isn’t easy. I often find myself

struggling to keep my mouth closed and my mind open during these conversations.

My inner activist yearns to argue and debate and convince the person with whom

I’m speaking. My inner sociologist prevails, though, wrestling my inner activist into

submission. Understanding another culture requires deep listening, and arguing

and deep listening don’t go well together. So I listen, and ask probing questions,

and seek to understand rather than convince. This is neither fun nor satisfying. So

why do I keep doing it? Why do I listen intently as a friend explains why they would

never want a transgender person sharing a bathroom with their child in school?

Why do I refrain from arguing when a relative tells me they support Donald Trump’s

proposed ban on transgender individuals in the military? And what does this have

to do with LGBTQ aging? The phrase “LGBTQ aging” brings to mind LGBTQ older

adults, but it also has to do with LGBTQ people of all ages growing older. As a

middle-aged lesbian I’m not getting any younger, and I’m grateful for the insights

I’ve gleaned with each passing year. I’ve been engaged in LGBTQ-related activism

for more than 25 years—more than half my lifetime. In the early years I marched

and protested and yelled. It felt satisfying, making my voice heard like that.

Protests crackle with an energy that’s hard to describe. Being part of one made
me feel both powerful and productive, an amalgamation of thousands of voices

coming together in a single voice that couldn’t be silenced. Over time, I started to

see my involvement in protests differently. I started to worry that being part of that

single voice that couldn’t be silenced was making it hard for me to hear the voices

of those who disagreed with me. I began to wonder: what would happen if I

practiced empathy as activism? If I stopped arguing so much and started listening

more, would I be more successful in helping people see LGBTQ individuals as

human beings deserving of respect and high-quality health care? Since I made the

shift to empathy-as-activism, I’ve noticed some interesting changes. When I give

presentations to healthcare professionals, I always start off by letting the audience

know that it’s perfectly fine if they believe that LGBTQ people (like me) are going

to Hell and that I will never try to change their minds. I tell them that they may even

be right. Then I ask them if they can agree that their job as healthcare professionals

is to provide the best care possible to LGBTQ people while they’re on the Earth,

and that what happens to an LGBTQ individual’s soul after death is outside their

scope of practice. I’ve yet to encounter anyone who refuses to agree with this.

Once people understand that I’m not going to attack or question their beliefs, the

walls come down and learning can begin. I’m not proposing that people stop

marching or protesting for LGBTQ rights. Virtually every right I enjoy as an LGBTQ

person is the result of groups of people being brave enough to take to the streets

and make their voices heard. Now more than ever, America needs people willing

to stand up and speak out against injustice and oppression. What I’m proposing is

that each of us finds a way to further the conversation around the health and well-
being of LGBTQ individuals as they age. What that looks like is going to vary from

person to person. It might involve participating in protests, writing letters to your

Senators and Representatives, or starting a new program for LGBTQ older adults

at your agency. It might also involve empathy-as-activism and deep listening with

those with whom you disagree. No matter your political party, sexual orientation,

or gender identity, there are things you can do today to bridge the divide and

catalyze social change for LGBTQ individuals as they age. Go forth and do great

things we have a lot of work to do.

Understanding LGBT victimization via group‐based empathy and intergroup

emotions

Understanding LGBT victimization via group‐based empathy and intergroup

emotions J.P.R Brown (July 2018) Group‐based empathy: Neglected but important

In Mackie et al.'s (2008) explanation, the authors are clear that these group‐based

reactions do not occur through empathic ties: ‘It is not simply that group members

feel empathy for other ingroup members who encounter good or ill fortune. On the

contrary, intergroup emotion is emotion experienced as others…’ (Mackie et al.,

2008, p. 1873). They go on to explain that people are thrilled when their national

team wins the world cup because they feel as if they have won it, not because they

believe the team members feel good (i.e., they do not feel empathy for the team).

However, while this example is illustrative, we believe it is incomplete. In this

example, for instance, perhaps people do not feel for the team members as the

authors suggest. However, their happiness may be increased by knowing that

other fans (who are just as likely to be seen as group members as members of a
national team) feel good and so individuals feel good about the win both because

they feel as if they have won it and because they feel good for their fellow fans

(i.e., have empathy for the fans). Such a surmise would be supported by the

commonplace observation of the enhanced exultation (or desolation) felt while

watching televised reactions of fans after their team's victory (or defeat). Mackie

and Smith (2015) also suggest that if empathy were to impact on individuals’

reactions, it does so only on an interpersonal rather than intergroup level.

However, others have shown empathy can be group‐based. For example, ingroup

members have been shown to feel more empathy for fellow group members than

they do for outgroup members (e.g., Cikara, Bruneau, & Saxe, 2011; Cikara,

Bruneau, Van Bavel, & Saxe, 2014). This so‐called ‘ingroup empathy bias’

manifests itself both psychologically (Batson & Ahmad, 2009) and physiologically

(Avenanti, Sirigu, & Aglioti, 2010) and impacts on group members’ thoughts,

feelings, and helping tendencies (Cikara et al., 2011). Such an empathic

preference for ingroup members supports our suggestion that empathy can be

group‐based and may play a part in understanding the indirect impacts of hate

crime. Furthering our argument for the importance of group‐based empathy,

empathic ties seem to be important in the formation and maintenance of groups,

and also in responses to discrimination (e.g., Cortland et al., 2017). Social identity

theory (Tajfel & Turner, 1986) suggests that social groups are formed when

individuals feel similar to one another on a particular dimension. This similarity may

help group members understand and feel what their fellow group members

experience; that is, perceptions of similarity may help to foster strong empathic ties
within groups. In addition, Cortland et al. (2017) found that perceptions of similarity,

this time across disadvantaged groups (Black people and gay people), increase

empathy – and also support for pro‐action in the face of discrimination (Exp 2).

These empathic ties, then, serve to guide group‐relevant and group‐based

emotions, attitudes, and behaviours to maintain, promote, and protect the group

(e.g., Tajfel & Turner, 1986), and have also been identified as a response to

discrimination (Cortland et al., 2017). So, in the case of hate crimes perpetrated

against ingroup members, this suggests fellow group members will have greater

empathy for an ingroup member than an outgroup member (e.g., Cikara et al.,

2011) because they feel more similar to the ingroup member. Furthermore, feeling

empathy for hate crime victims will elicit specific emotional responses that closely

mimic those of the victim, and, as IET predicts, they will trigger certain behavioural

responses (e.g., anxiety to avoidance; anger to pro‐action; see Mackie & Smith,

2015 for a comprehensive review). The extent to which hate crimes affect other

ingroup members may be dependent upon the nature of the hate crime

perpetrated, for example, the number of perpetrators involved in the attack. Being

attacked by a group of individuals may make the intergroup aspect of the crime

more salient, especially compared to attacks perpetrated by a single attacker. As

IET involves the appraisal of an intergroup context, the more the context is

perceived as group‐based (rather than personal), the more likely it is to elicit group‐

based reactions (Mackie & Smith, 2015).

First openly gay U.S. senator Tammy Baldwin speaks onstage at an EMILY's List

gala "There will not be a magic day when we wake up and it's now okay to express
ourselves publicly. We make that day by doing things publicly until it’s simply the

way things are." —from her "Never Doubt" speech at the Millennium March for

Equality, 2000.

Synthesis

Having a different sexual orientation is not easy. There will be

unacceptance, discriminations and dislikes that people with different gender

identity needed to face. In the past years, LGBT's standing in our country was

unclear and certainly are not welcome. As Mayock et al (2009) discussed, the

period between initial awareness of one's sexual orientation or gender identity and

coming out was generally experienced as difficult, daunting and traumatic; many

people attributed this to fear of rejection, isolation and/or harassment in school.

However, given this circumstances, Emotional Intelligence and Coping Skills of

LGBT students within themselves, and their family and community changes

through the years.

Zacharias (2016) stated that for someone who is questioning their sexuality

or gender identity, the first person they have to be honest with is themselves.

Moreover, recent examples like Stephen White’s, where self-hate possibly helped

spur the assailant’s actions – shows that even as society increasingly embraces

us, we need to work on embracing ourselves. Thus, self-acceptance would justify

the first element on how LGBT’s can easily cope up with themselves and the

people around them. Given this researches, LGBT students somehow manage to

make their existence beneficial.

 Furthermore, in relation to self-acceptance, family also creates a big impact

on how a particular individual mold their attitudes towards coping up on different

situations. According to Bowlby, attachment to the primary caretaker guarantees

survival because the attachment system is activated during stress and concerns

the accessibility and responsiveness of the attachment figure to the child’s distress

and potential danger. Prior to that, research also suggest that family, especially

the parents, plays a big impact on the personality of a certain individual. Parents

play an important role on how a person will be able to cope up within the society

they belong to especially the ones who have different gender orientation from the

norms.

Community also place a strong effect on how LGBT cope up. The study

conducted by Mehren showed that Gays and Lesbians have experienced a

dramatic rise in acceptance over the last two decades. In addition to that,

Researchers found out that gay people in general are feeling more comfortable in

society and society is feeling more comfortable with gay people. Given this

findings, LGBT nowadays are more accepted and welcomed in our society.

In relation to all this, current LGBT’s may have a conflict with their emotional

intelligence. Research indicates that because of discriminations and bullying that

they faced in the past, this group of people might need a lot of emotional support

and reassurance from the people that they need the most. This only shows that

although they are being accepted and welcomed by the community, their emotional

intelligence might not be able to cope up well due to past experiences.

 Prior to this, statements and discussions given are similar to past studies

but differ on other important factors. Its uniqueness from other studies are the

respondents which will consist of senior high school students ages 15-21 or known

as the Post Millenials Genaration. The gathered data is considered as updated in

the norms nowadays since people changes overtime.

 CHAPTER 3

Methodology

This chapter is responsible for the discussions of the Research Design,

Research Locale, Population and Sampling Technique, Research Instrument,

Data Gathering Procedures, and the Data Analysis employed in this study.

Research Design

This study is quantitative in nature, specifically it used Descriptive

Correlational Design. By using the mentioned design, researchers was able to

measure the Coping Skills and Emotional Intelligence of the selected LGBT

student-respondents inside the University of Makati. This determined how LGBTs

manage to Coped up within their Self, their Family and the Community they

belonged in. This study also aimed to know the level of the respondent’s Emotional

Intelligence. The result certainly identified if there really was a significant

relationship between the Emotional Intelligence and Coping Skills of the LGBT

student-respondents.

Research Locale

The study was conducted at the University of Makati within the Senior High

School Program. The said University is located at J.P Rizal Extension, West

Rembo, Makati City with approximately 300 professors. The University of Makati

expanded from its Original Industrial and Business Technology courses to different

areas of specializations like Arts and Sciences, Education, Computer Science,

Business Administration, Technology Management, Governance and Public

Policy, Nursing and other Allied Health Courses, Performing and Digital Arts, and

Physical Wellness.

Population and Sampling Technique

This study applied Purposive Sampling Techniques in selecting the LGBT

student/respondents from the University of Makati. The number of the total

respondents involved are 50, this included 12 lesbians, 20 gays and 18 bisexuals.

Likewise, randomization was employed as to identify the 50 respondents from their

total population. All the selected respondents came from the Senior High School

students of the University that the researchers chose individually within the school.

Furthermore, the selected Senior High School student met the criteria of being an

LGBT that the researchers were looking for.

Table 1 shows the distribution of student-respondents’ in terms of age.

Table 1

Frequency Distribution of the Respondents according to Age

Age Frequency Percentage

15-17 26 52%

18-19 22 44%

19-21 2 4%

Total 50 100%

Table 1 shows the frequency and percentage distribution of the respondents

in terms of age. It could be seen from table 1 that out of 50 respondents, 26 or

52% belongs to 15-17 age group, 22 or 44% belongs to 18-19 age group and 2 or

4% belongs to 19-21 age group. This indicates that majority of the respondents

are in their early teenage years. Respondents in this age cluster are usually in

Senior High School where they are still establishing and somewhat unsure of their

future careers.

Table 2 shows the student-respondents’ profile in terms of gender.

Table 2

Frequency Distribution of the Respondents according to Gender

Gender Frequency Percentage

Lesbian 12 24

Gay 20 40

Bisexual 18 36

Total 50 100%

Table 2 shows that from the total number of respondents 12 or 24% are

lesbians, 20 or 40% are gays and 18 or 36% are bisexuals. It indicates that most

of our respondents are gays, this kind of sexual orientation signifies that most of

the respondents were biologically male.

 Table 3 shows the student-respondents’ profile in terms of academic

strand.

Table 3

Frequency Distribution of the Respondents according to Academic Strand

Academic Strand Frequency Percentage

ABM 15 30%

GAS 5 10%

HUMMS 19 38%

STEM 11 22%

TOTAL 50 100%

Table 3 represents the frequency and percentage distribution of the

respondents according to their academic strand. On this table, it is revealed that

19 out of 50 respondents or total of 38% are taking up the HUMMS strand while

15 or 30% are on the ABM strand. On the other hand, the strand STEM have 11

respondents which is equivalent to 22% while the GAS percentage is only 10% or

a total of 5 respondents. This table indicates that all of the respondents in this study

are currently on their senior high school. In addition to this, the HUMSS strand had

the most number of respondents while the strand GAS had the least.
 Table 4 shows the student-respondents’ profile in terms of grade level.

Table 4

Frequency Distribution of the Respondents according to Grade Level

Grade Level Frequency Percentage

Grade 11 26 52%

Grade 12 24 48%

TOTAL 50 100%

Table 4 shows the Frequency Distribution as well as the percentage of the

respondents according to their grade level. A total number of 26 out of 50

respondents or equivalent of 52% are currently on Grade 11 while there are 24 or

48% that are on their Grade 12. This indicates that respondents on this study are

almost equally divided in half.

Table 5 shows the student-respondents’ profile in terms of plans.

Table 5

Frequency Distribution of the Respondents according to plans in pursuing

to college

Plan Frequency Percentage

YES 50 100%

NO 0 0%

TOTAL 50 100%
 Table 5 presents the respondents' answer to the question of whether they

will pursue college. Unsurprisingly, all of the 50 respondents or the total 100%

answered that they have plans to pursue college after graduation.

Table 6 shows the student-respondents’ profile in terms of living.

Table 6

Frequency Distribution of the Respondents according to their living

Living Frequency Percentage

Living with Parents 37 74%

Living with Relatives 7 14%

Others 6 12%

TOTAL 50 100%

Table 6 shows who are the people that respondents live with. The total of

37or 74% answered that they are living with their parents while 14% or 7 said that

they live with relatives. On the other hand, 6 or 12% pick the "others" from the

choices that might be interpreted as living alone or living with partners.

Research Instrument

Survey Tool was the most common instrument to use to gather the needed

answers from the respondents. In order to measure the respondents Coping Skills

and Emotional Intelligence, researchers use two kinds of survey tool. For the
Emotional Intelligence, researchers use a survey tool developed by Steve Hein

while a researcher-made survey questionnaire was used for the Coping Skills.

Emotional Intelligence Self-Evaluation was a standardized instrument

introduced by Steve Hein (1999) that measured tendencies and abilities within

various areas of Emotional Intelligence. The said test measured five areas of

Emotional Intelligence including: Emotional Awareness; Managing One’s Emotion;

Self Motivation; Empathy and Coaching. Each area was represented by a six scale

numbers. On the other hand, the Coping Skills survey tool that the researchers

made, measured the Coping Skills of the LGBT including: personal; family and

community. Each area was also represented using the six scale numbers that will

be further discuss.

The situations under the survey tool of Emotional Intelligence used a 6-point

Likert Scale that indicated: 6 was Strongly Agree, 5 was Agree, 4 was Moderately

Agree, 3 was Slightly Agree, 2 was Slightly Disagree and 1 was Disagree.

This survey tool will had 5 different factors to be interpret. (Attached sample is

placed in the appendix) On the other hand the survey tool of Coping Skills also be

used a 6 point Likert Scale just like the Emotional Intelligence but it only had 3

factors to interpret. (Attached sample is placed in the appendix)

Researchers also provided a research questionnaire that showed the

respondents basic information needed for the data gathering.

Data Gathering Procedures

The following were the steps undertaken by the researchers in the collecting

of data.

a. In order to gather the needed data, researcher must provide a formal

communication letter that is addressed to authorities under the program of Senior

High School at the University of Makati. The letter must clearly state the flow, the

participants that researchers need, as well as the place and the time when

researchers will conduct it.

b. Researchers are obliged to look for LGBT students that acquire the

characteristics needed for the data.

c. Survey Tool will be distributed to selected respondents that will help the

researchers to determine the coping skills and level of emotional intelligence.

d. The researcher will collect the results from the answered questionnaires of the

LGBT student-respondents.

e. Immediately upon all the data are gathered, the researchers will analyze the

results from the survey questionnaires given to the chosen participants in order

to know if there is a significant relationship between the coping skills and

emotional intelligence of the selected LGBT student-respondents.

 Data Analysis

The following statistical tools was used compute the results of the gathered data.

1. Frequency (f) and Percentage (%) distribution will be used in describing the

outcome of the study and on how the samples are distributed and to

describe the responses on the Emotional Intelligence test.

2. Weighted Mean (Wx) will be used to described the Coping skills tool.

3. Standard Deviation (SD) will be used to find out the differences of scores of

the respondents from the survey.

4. Pearson Product Moment Correlation Coefficient (r) will be used to compute for

the correlation between the coping skills and emotional intelligence of LGBT

students in terms of their personal, family and society.

For accuracy, the following score intervals and verbal interpretations will be

used in the analysis and the interpretation of data.

SCORE INTERVALS MODAL OF RESPONSE VERBAL INTERPRETATION

1.00-1.50 Strongly Disagree Very Low

1.51-2.50 Disagree Low

2.51-3.50 Fairly Agree Moderate

3.51-4.50 Agree High

4.51-5.00 Strongly Agree Very High

 CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis and interpretation of the

data gathered in answering the problems connected to the relationship of Coping

Skills with the Emotional Intelligence of Makati City’s Senior High School students.

In order to calculate the corresponding statistic treatment Portable IBM SPSS

Statistics v20 was utilized in the interpretation of data. These discussions are

presented following the statement of the problems.

1. Level of emotional intelligence of the selected LGBT students

In terms of:

1.1 Emotional Awareness

Table 7 shows the level of emotional intelligence of selected LGBT senior high

school students in terms of Emotional Awareness

 Table 7

Mean Score of the Respondents’ Emotional Intelligence according to

Emotional Awareness

Distribution of Items Weighted Modal of Verbal

Mean Response Interpretation

I use both positive and negative 4.68 Strongly Very High

emotions as a source of wisdom Agree

about how to navigate my life.

Negative feelings help me to 4.32 Agree High

address what I need to change in

my life.

I have the ability to monitor my 4.60 Agree High

feelings

When the time is right, I face my 4.76 Strongly Very High

negative feelings and work Agree

through what the issue is.

Knowing my true feelings is 4.50 Agree High

crucial to my well-being.

People who are aware with their 4.58 Strongly Very High

true feelings are better pilots with Agree

their lives.

Grand Weighted Mean 4.41 AGREE High

 Table 7 shows the Emotional Intelligence of LGBT respondents in terms of

Emotional Awareness. The Highest Weighted Mean is 4.76 and respondents

answered "Very High" to the statement "When the time is right, I face my negative

feelings and work through what the issue is”. On the other hand, the statement

“Negative feelings help me to address what I need to change in my life” got the

Verbal Interpretation "High" and got the lowest Weighted Mean of 4.32.

Furthermore, the Grand Weighted Mean of Table 7 is 4.41 and have a Verbal

Interpretation "High". Results from this solidify what the researchers Lane and

Schwartz (2011) states, "You can make sense of different kinds and intensities of

emotions and the contrasting feelings that may occur simultaneously". Both

positive and negative feelings can helped an individual to get to know himself well

and be able to make better decisions for himself.

1.2 Managing One’s Emotion

Table 8 shows the level of emotional intelligence of selected LGBT senior high

school students in terms of Managing One’s Emotion

Table 8

Mean Score and Standard Deviation of the Respondents’ Emotional

Intelligence according to Managing One’s Emotion

 Distribution of Items Weighted Modal of Verbal

Mean Response Interpretati

on

I am calm under pressure. 3.96 Agree High

I am in charge of how I feel. 4.86 Strongly Very High

Agree

After something has set me up, I 4.52 Strongly Very High

find it easy to regain my Agree

composure.

I do not recycle or dwell in 3.98 Agree High

negative emotions.

I am capable of soothing myself 4.34 Agree High

after an upsetting event.

I can easily shake off negative 4.20 Agree High

feelings

Grand Weighted Mean 4.28 AGREE High

Table 8 presents the Emotional Intelligence of the selected LGBT students

in terms of Managing One’s of Emotion, the statement "I am in charge of how I

feel" got a Verbal Interpretation of “Very High” as well as the Highest Weighted

Mean which is 4.86. Furthermore, the statement "I do not recycle or dwell in

negative emotions" have a Lowest Weighted Mean of 3.98 and a Verbal

Interpretation "High". The Grand Weighted Mean of Table 8 is 4.28 and also have
a Verbal Interpretation "High". This correlates as to what Matthew (2011) states,

"High positive energy enables you to perform well, but you can’t stay in that state

forever. Sooner or later, you need to reduce the energy. Stay positive, and you will

recover quickly. Dip into more negative feelings, and you will feel burnt out". Most

LGBT chooses to stay positive instead of dwelling into more negative things on

their life which helps them manage their emotions well especially around other

people. In relation to this, Jagosh (2018) states "High levels of Emotional

Awareness means you can learn from your feelings quickly". This explains why an

individual who have a strong sense of control on one’s self were more successful

in different aspects in life than the people who have a weak sense of control.

1.3 Self-Motivation

Table 9 shows the level of emotional intelligence of selected LGBT senior high

school students in terms of Self-Motivation

 Table 9

Mean Score and Standard Deviation of the Respondents’ Emotional

Intelligence according to Self-Motivation

Distribution of Items Weighted Modal of Verbal

Mean Response Interpretation

When challenged, I am good at 4.62 Strongly Very High

getting calm and focused to flow Agree

with life's demand.

When challenged, I am able to 4.40 Agree High

summon a wide range of positive

emotions such as joy fighting

spirit and humor.

I am able to motivate myself to 4.88 Strongly Very High

try and try again in the face of Agree

setbacks.

I try to be creative with life's 4.76 Strongly Very High

challenges. Agree

I can easily enter the "zone" 4.32 Agree High

state, a state characterized by

calmness, alertness and focus.

I can easily set my negative 4.56 Strongly Very High

feelings aside when called upon Agree

to perform.
 Grand Weighted Mean 4.53 Strongly Very High

Agree

Table 9 shows the Emotional Intelligence of LGBT respondents in terms of

Self-Motivation. The statement "I am able to motivate myself to try and try again in

the face of setbacks" have the highest Weighted Mean which is 4.88 as well as a

Verbal Interpretation “Very High” while the statement “I can easily enter the “zone”

state, a state characterized by calmness, alertness and focus” got the lowest

Weighted Mean which is 4.32 and a Verbal Interpretation “High”. The Table 9

Grand Weighted Mean is 4.53 and a Verbal Interpretation "Very High". Given

statements were supported by a researcher named Yadav (2017) that states you

learn from challenges they groom you into a more capable person. The same

situation can be viewed as either a problem or a challenge”. This connects to the

idea of Beckerly (2018) which stated "LGBT's are telling their stories, building

alliances, networking across borders, developing national and regional

movements, and finding creative ways to combat homophobia and transphobia".

Being able to focus on the good side is what most LGBT youth do to make

themselves motivated to conquer all the dillemas and discrimination they face

everyday.
1.4 Empathy

Table 10 shows the level of emotional intelligence of selected LGBT senior high

school students in terms of Empathy

Table 10

Mean Score and Standard Deviation of the Respondents’ Emotional

Intelligence according to Empathy

Distribution of Items Weighted Modal of Verbal

Mean Response Interpretation

I am effective at listening to 4.40 Agree High

other people’s problem.

I am sensitive to the emotional 4.60 Agree High

needs of others.

I am good at understanding the 4.84 Strongly Very High

emotions of other people even Agree

when the emotions are not

directly expressed.

I am adept at reading other 4.76 Strongly Very High

people's feelings by their facial Agree

expressions.
 I am aware of subtle social 4.44 Agree High

signals that indicate what

others need.

I am strongly attuned to other's 4.46 Agree High

feelings.

Grand Weighted Mean 4.60 Strongly Very High

Agree

Table 10 shows the Emotional Intelligence of LGBT respondent in terms of

Empathy. The statement “I am good at understanding the emotions of other people

even when the emotions are not directly expressed.” have the Verbal Interpretation

"Very High" and a Highest Weighted Mean which is 4.84 while the statement “I am

effective at listening to other people’s problem” got the Lowest Weighted Mean

and a Verbal Interpretation “High”. The Grand Weighted Mean of Table 10

(Empathy) is 4.60, its Standard Deviation is 1.07 and "Strongly Agree" Verbal

Interpretation. This supported Acquaviva's, a Lesbian, (2018) proclamation about

the LGBT community, "LGBT listen intently to both perspectives and try to focus

on our commonalities rather than on our points of disagreement". Their natural

understanding for people were high for the reason that they understand

themselves well. "Once people understand that I’m not going to attack or question

their beliefs, the walls come down and learning can begin".

Statements given certainly relates to what Cortland (2017) states "Social

groups are formed when individuals feel similar to one another on a particular
dimension. This similarity may help group members understand and feel what their

fellow group members experience; that is, perceptions of similarity may help to

foster strong empathic ties within groups". It is understandable why LGBT

community understand people who shares similar situation with them more than

to those who do not. Being emphatic is being able to relate well with other people

and that is what LGBT feel within one another much of the time.

1.5 Coaching Emotion

Table 11 shows the level of emotional intelligence of selected LGBT senior high

school students in terms of Coaching Emotion

Table 11

Mean Score of the Respondents’ Emotional Intelligence according to

Coaching Other’s Evaluation

Distribution of Items Weighted Modal of Verbal

Mean Response Interpretation

I have a calming influence on 4.44 Agree High

other people.

I respond appropriately to other 4.58 Strongly Very High

people's moods, motivations Agree

and desires.

People view me as an effective 4.22 Agree High

coach for others emotions.

 I am often able to improve the 4.80 Agree High

moods of others.

I am aware of subtle social I am 4.32 Agree High

a good person to come to for

advice about handling

relationships.

I help others use motivations to 5.00 Strongly Very High

achieve their personal goals. Agree

Grand Weighted Mean 4.44 Agree High

Table 11 shows the Emotional Intelligence of LGBT respondents in terms

of Coaching One’s Emotion. The statement “I help others use motivations to

achieve their personal goals" have the Highest Weighted Mean of 5.00 and a

Verbal Interpretation “Very High”. On the other hand, the statement "People view

me as an effective coach for others emotions" have the Lowest Weighted Mean

which is 4.22 and a Verbal Interpretation “High”. Table 11 Grand Weighted Mean

is 4.44, its Standard Deviation is 1.14 as well as “High” Verbal Interpretation.

This supports Baldwin statement in her speech "Never Doubt" at the

Millenium March for equality on 2015, "There will not be a magic day when we

wake up and it's now okay to express ourselves publicly. We make that day by

doing things publicly until it’s simply the way things are". LGBT's around the world

started to lead on different areas of job and this things help them Coach not only

their own emotions but the emotions of others as well. LGBT's acceptance on
theirselves are beneficial not only to them but also for other people that tries to

relate well with them. "LGBT clients accept their gender identity and sexual

orientation as positives – distinct, worthy, valid and sources of courage and

transcendence– while helping LGBT individuals experience themselves and their

abilities from a position of affirmation, celebration and strength" (Tarrier, 2010).

The research given strengthen the fact that people with different sexual orientation

are as capable to coach emotions to other people especially when they accepted

themselves wholeheartedly.

2. Coping Skills of selected LGBT students

In terms of:

2.1 Personal

Table 12 shows the level of emotional intelligence of selected LGBT senior high

school students in terms of Personal

Table 12

Mean Score of the Respondents’ Coping Skills according to Personal

Coping Up
Distribution of Items Weighted Modal of Verbal

Mean Response Interpretation

I am true to myself. 4.68 Strongly Agree Very High

I consider myself as worthy and 4.58 Strongly Agree Very High

important.

I make sure that I spend time with 4.76 Strongly Agree Very High

myself regularly.

I give myself a reward whenever I 4.80 Strongly Agree Very High

achieve something.

I love myself. 4.94 Strongly Agree Very High

I accept myself despite the flaws 4.28 Strongly Agree Very High

and imperfections that I have.

I stay true and stick to my feelings 4.92 Strongly Agree Very High

even if others doesn't approve it.

I trust myself in decisions that I 4.66 Strongly Agree Very High

make.

I believe that my flaws and 4.86 Strongly Agree Very High

imperfections are factors about

myself that are also beautiful.

I believe in myself. 4.20 Agree High

GRAND WEIGHTED MEAN 4.69 Strongly Agree Very High

 Table 12 shows the Coping Skills of LGBT respondent when it comes to

themselves the "I love myself" statement got the highest Weighted Mean which is

4.94 and a Verbal Interpretation “Very High”. On the other hand the statement "I

believe in myself" got the lowest Weighted Mean of 4.20 and a Verbal

Interpretation “High”. Grand Weighted Mean for Coping Skills when it comes to the

LGBT's Personal Coping Up is 4.69 as well as a “Very High” Verbal Interpretation.

Revealed data shows that LGBT youth learned to accept themselves for who they

are. According to Zacharias & Bradd E., (2013) for someone who is questioning

their sexuality or gender identity, the first person they have to be honest with is

themselves. Personal coping up could be really hard especially to an LGBT

individual who might have a lot of fear when it is time to face their real self.

However, the battle between one’s self is not impossible to achieve.

2.2 Family

Table 13 shows the level of emotional intelligence of selected LGBT senior high

school students in terms of Family

 Table 13

Mean Score of the Respondents’ Coping Skills according to Family

Distribution of Items Weighted Modal of Verbal Interpretation

Mean Response

I often talk to my parents about 3.60 Fairly Agree Moderate

my feelings.

I am open to my family 3.46 Fairly Agree Moderate

I consider my family as my 4.62 Strongly Agree Very High

comfort zone.

My family knows the real me, 3.92 Agree High

inside and out.

My family supported me in every 4.50 Agree High

way possible.

I share most of my secrets to the 4.56 Strongly Agree Very High

people I trust.

My parents let me make 4.28 Agree High

decisions for myself.

I am trusted by my family 4.86 Strongly Agree Very High

Having a different sexual 4.16 Agree High

orientation is never a problem to

my family.

I and my family spends time with 4.26 Agree High

each other regularly.

GRAND WEIGHTED MEAN 4.22 Agree High

Table 13 shows the Coping Skills of LGBT respondents when it comes to

their Family. The statement "I am trusted by my family" got the Highest Weighted

Mean which is 4.86 and had a Verbal Interpretation "Very High”. On the other hand,

the statement “I am open to my family” got the Lowest Verbal Interpretation which

is 3.46 and a Verbal Interpretation “Moderate”. The Grand Weighted Mean of the

Coping Skills of the LGBT youth when it comes to their family is 4.22 as well as a

Verbal Interpretation "High". This table presents that respondents are still not very

comfortable opening themselves up on their family when it comes to their sexual

orientation and this is solidified by Bowlby (2016) when he states "Coping is critical

because sexual orientation and gender development are potentially stressful

experiences for all youth, but especially for sexual and gender minorities, given the

frequent stigmatization of homosexuality, gender non-conforming behavior, and

gender-variant identities. Research indicates that family, especially the parents,

plays a big impact on the personality of a certain individual. Parents play an

important role on how a person will be able to cope up within the society they

belong to". Because of this, the data presented above only shows that although

the LGBT youth are honest with their sexual identity they are not yet ready to open

themselves fully on their family.

2.3 Community

Table 14 shows the level of emotional intelligence of selected LGBT senior high

school students in terms of Community

Table 14

Mean Score of the Respondents’ Coping Skills according to Community

Distribution of Items Weighted SD Modal of Verbal

Mean Response Interpretation

I have friends who accept me for 4.46 1.20 Agree High

who I am.

I can reconnect and show myself 4.44 1.31 Agree High

easily with people

I find comfort within my friends. 3.46 1.78 Fairly Moderate

Agree

I can find comfort within my 3.96 1.18 Agree High

friends.

People that surrounds me seems 4.56 1.03 Strongly Very High

okay to be around with. Agree

I love hanging out with other 4.82 1.40 Strongly Very High

people. Agree

I trust my friends. 4.84 1.25 Strongly Very High

Agree
 Being open around my friends is 4.78 1.06 Strongly Very High

easy Agree

I am accepted by the people 4.58 1.18 Strongly Very High

around me. Agree

I remain truthful on who I am 4.80 1.31 Agree High

because I know because I know

that the people around me

accepts me.

GRAND WEIGHTED MEAN 4.47 1.27 Agree High

Table 14 shows the Coping Skills of LGBT respondents when it comes to

their Community. The statement “I trust my friends” got the Highest Weighted

Mean 4.84 as well as a “Very High” Verbal Interpretation while the statement “I find

comfort within my friends” got the Lowest Weighted Mean which is 3.46 and a

Verbal Interpretation “Moderate”. Grand Weighted Mean of the Coping Skills of the

LGBT youth when it comes to the community is 4.47 as well as a "High" Verbal

Interpretation. The above given data shows that LGBT youth feels accepted by the

community and it is solidify by the statement of Mehren (2009) that states "gays

and lesbians have experienced a dramatic rise in acceptance over the last two

decades. Researchers found out that gay people in general are feeling more

comfortable in society and society is feeling more comfortable with gay people.

The study revealed that 62 percent say their community accepts gays and

lesbians".
 3.0 Relationship of Emotional Intelligence to Coping Skills

Table 15 shows the correlation between emotional intelligence and coping skills

of LGBT senior high school students

Table 15

Correlation of the LGBT Student’s Emotional Intelligence and Coping Skills

Variables Computed Critical Degrees Decision Interpretation

Pearson-r Value of

Freedom

Emotional 0.407 0.273 50 Reject There is

Intelligence significant

and Coping relationship

Skills

Table 15 reveals the relationship between emotional intelligence and coping

skills of LGBT senior high school students in University of Makati. Emotional

intelligence and coping skills got the computed value of 0.407 which is greater than

critical value of 0.273. The null hypothesis for these relationship is rejected thus,

there is a significant relationship between emotional intelligence and coping skills

of the LGBT’s Senior High School students in University of Makati. Based on the

study of Folkman & Lazarus (2009), coping process include those procedures that

one can manage his emotions by applying them, think in an organized way,
conduct and organize his behaviors, control his automatic arousals, and act in

social and non-social environments towards changing or decreasing stressors. On

the other hand, Riley and Schutte (2009), considered the emotional intelligence as

a coping mechanisms that leads to useful self-regulation in order to achieve the

desired goals.
 CHAPTER 5

Summary of Findings, Conclusion and Recommendations

This chapter combines the highlights of the significant findings of the study,

conclusions and the recommendations presented by the researcher.

This research work was undertaken to investigate the relationship of

Emotional Intelligence and Coping Skills of LGBT Students in the University of

Makati, Senior High School Department.

General Summary

The study was focused on the emotional intelligence and coping skills of

LGBT senior high school students. The study involved 50 senior high school

students from Senior High School department in University of Makati. A survey

questionnaire were provided for student-respondents in order to get their

demographic profile that are needed for this study. The data gathered were tallied,

tabulated, and interpreted by using of Pearson r to correlate and find the

relationship of the emotional intelligence and coping skills of LGBT senior high

school students.
Summary of Findings

1. The level of emotional intelligence of the selected LGBT students in terms of

Emotional Awareness, Managing One’s Emotion, Self-Motivation, Empathy and

Coaching Emotion.

Results in the level of emotional intelligence and coping skills of selected

LGBT senior high school students in University of Makati, as revealed in the

indicator that explain "When the time is right I face my negative feeling and work

through what the issue is"; gained the highest weighted mean of 4.76 with

corresponding verbal interpretation "Very High." Meanwhile, indicator that explain

"Negative feelings help me to address what I need to change in my life" gained the

lowest weighted mean of 4.32 with corresponding verbal interpretation “High." For

the overall weighted mean of 4.28 which means “High.” Such results reveal that

students-respondents views their level of emotional intelligence for their emotional

awareness. On the other hand, indicator that explain “I am in charge of how I feel”;

gained the highest weighted mean of 4.86 with corresponding verbal interpretation

“Very High”. Meanwhile, indicator that explain “I am calm under pressure” gained

the lowest weighted mean of 3.96 with corresponding verbal interpretation “High”.

For the overall weighted mean of 4.28 which means “High.” Results reveal that an

individual who have a strong sense of control on one’s self were more successful

in different aspects in life. Moving on statements “I am able to motivate myself to

try and try again in the face of setbacks” on Self-Motivation gained the highest

weighted mean of 4.88 with corresponding verbal interpretation “Very High”. Thus,
indicator that explain “I can easily enter the zone state, a state characterized by

calmness, alertness and focus” gained the lowest weighted mean of 4.32 with

corresponding verbal interpretation “High.” For the overall weighted mean of 4.53

which means “Very High”. Results revealed that respondents chooses to take

challenges with positive attitude. Indicator that explains “I am good at

understanding the emotions of other people even when the emotions are directly

expressed.” on empathy gained the highest weighted mean of 4.84 with verbal

interpretation of “Very High.” Meanwhile, indicator that explain “I am effective at

listening to other peoples problem” gained the lowest weighted mean of 4.40 with

verbal interpretation of “high.” For the overall weighted mean of 4.60 which means

“Very High”, indicates that LGBT shares similar situation with them more than to

those who do not. Under Coaching Emotion indicator that explain “I have others

use motivations to achieve their personal goals” gained the highest weighted mean

of 5.00 with corresponding verbal interpretation of “Very High”. Meanwhile,

indicator that explain “People view me as an effective coach for others emotions.”

Gained the lowest weighted mean 4.22 which means “high”. For the overall

weighted mean of 4.44 which means “high”, indicates that people with different

sexual interpretation are as capable to coach emotions to other people.

2. The view of selected LGBT students cope up with their conditions in terms of

Personal, Family and Community

This shows the results of the gathered data from senior high school students

of University of Makati in terms of their coping up in Personal, Family and

Community, as revealed in the indicator that explain "I love myself"; gained the
highest weighted mean of 4.94 with corresponding verbal interpretation "Very

High." Meanwhile, indicator that explain "I believe in myself" gained the lowest

weighted mean of 4.20 with corresponding verbal interpretation “High." For the

overall weighted mean of 4.69 which means “High.” Results reveals that LGBT

youth learned to accept themselves for who they are. Indicator that explains “I am

trusted by my family” gained the highest weighted mean of 4.86 with verbal

interpretation of “Very High” under family coping up. On the other hand, indicator

that explains “I am open to my family” gained the lowest weighted mean of 3.46

with corresponding verbal interpretation of “Moderate”. Overall weighted mean of

4.92 which means “High” reveals that respondents are not capable of opening

themselves on their family. Indicator “I trust my friends” under community gained

the highest weighted mean of 4.84 with corresponding verbal interpretation of

“Very High”. Meanwhile indicator that states “I find comfort within my friends”

gained that lowest weighted mean of 3.46 with verbal interpretation of “Moderate”.

General weighted mean of 4.47 that has a corresponding verbal interpretation of

“High”. Results reveals that respondents are feeling more comfortable in their

society.

3. The relationship between the emotional intelligence and coping skills of selected

LGBT senior high school students of University of Makati.

The result reveals the relationship between the emotional intelligence and

coping skills of selected LGBT senior high school students of University of Makati.

Emotional intelligence and coping skills got the computed value of 0.407 which is

greater than critical value of 0.273. The null hypothesis for these relationship is
rejected thus, there is a significant relationship between emotional intelligence and

coping skills of the LGBT’s Senior High School students in University of Makati.

Conclusion

From the findings presented, Researches was able to come up with the following

conclusions:

1. The Emotional Intelligence of selected LGBT student-respondents are high.

Obtained results from the subdomains of Emotional Intelligence showed

that LGBT youth nowadays had higher skills when it comes to their

Emotional Awareness, Managing One’s Emotion, Self-Motivation, Empathy

and Coaching Emotion.

2. The Coping Skills of selected LGBT student-respondents are high.

Obtained results from the subdomains of Coping Skills also showed that the

relationship of the LGBT youth with themselves, their family and the

community that surrounds them also improved.

3. The acquired results indicated that Emotional Intelligence and Coping Skills

correlated with one another. The two given domain have an important

connection with each other and the existence of the Emotional Intelligence

and Coping Skills affects and/or depends how a particular LGBT student-

respondents interact with his/her surroundings.

Recommendations

In the light of the foregoing conclusions, the following recommendations are

hereby forwarded:

1. Researchers recommend Guidance Counselors to continue reaching out to

LGBT youth and understand them without judgment. Since the LGBT

respondents got high score on both of their Emotional Intelligence and

Coping Skills, Guidance Counselors at the University of Makati shall then

lead the LGBT students into becoming a better person. Furthermore,

monthly sessions should be advised in able to ask the students if they are

well and if they have any current problems needed to be solve. Guidance

Office should then break the stigma of being feared but instead start to

make the students feel that the mentioned office should be a place where

they can share their problems freely and without discriminations.

2. Researchers recommend teachers to become more approachable

especially when the LGBT students would like to share burdens that they

experience in their everyday life. The respondents acquired skills must

continue to grow as they aged and for that to happen, people that surrounds

them inside the school, especially their teachers, must observe them fully

to relate with and understand them better. In addition to this, a 10-minute

talk of adviser with the whole class shall then be implemented in able to

make sure that students can approach their teachers whenever they are

having a hard time.

3. Researchers recommend students to become more aware to their

surroundings. LGBT students should be able to know how to value their

selves and for that to happen, students should be able to make their LGBT

classmates feel that they are no different from them.

4. Researchers recommend the Parents and other Family Members to be

more aware about their LGBT children’ feelings and emotions. Parents

should start establishing a Family Hour where all of the family members will

have a chance to talk about their problems, issues and dilemmas they

currently face as well as what are the best solutions their parents can give.

It is about time that families should be a support system to every family

member especially when they are facing hard times.

5. Researchers recommend that the people within the community should start

raising awareness about the LGBT’s and break the stigma that they are

different from what we usually known as “normal”. People should start

realizing that each and every one of us are important as well as equal no

matter what your gender orientation is.

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