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CHAPTER 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

RATIONALE OF THE STUDY – not all CAPS

Add more at least not less than 3 pages

Ang flow saimo presentation dire kay ingon ani dapat: Murag inverted triangle

(from bigger picture going to specific) DILI ka mo diretso sa PROGRAM, you

start your talk with brief lang about THE IMPORTANCE sa usa ka program then

relate it to an organization like the PNP na unsa man dyay ang PNP bali ngano

naan inga mga movement then discuss unsa ning Bless our Cops Movement nga

imo ge sulti, unsay ila purposes and objectives in general, hilabina towards sa PNP

nga mao ang imoha research locale dapat naka focus ka diha kay introduction mani

dire gud, og ang mga future readers maka sabot sa kinatibok-an, dayon mosunod

ang imo discussions on the study at hand which is ang experiences nila kabahin ani

in addition saimo na discuss sa nauna bahin saila purposes and objectives og ngano

para man isa mga pulis bali mo divert naka program kay maomane jud ang naka

focus sa study nga experiences nila kay dili mani ang usual nga dapat nila nga

permi atenan diba? (that’s the phenomenon na). Provide situationnaires karon og

dapat makita dire sa rationale nimo ang rason or urgency ngano naaghat ka nga mo
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conduct ani nga topic og hisgoti dire pud ang imong competencies or kapasidad

nga mo conduct sa study.

The "Bless our Cops Movement" aims to guide every policeman on moral

and spiritual values in the implementation of Project: Double Barrel anti-illegal

drugs campaign of the PNP. "The participants were taught in the approach of

addressing the combat against illegal drugs, not only for the offenders but for the

law enforcers themselves,”.   The “Bless our Cops Movement” was participated by

Police Community Relations Officers, Acting Police Non-Commissioned Officers,

among others throughout Eastern Visayas Region. “More than a hundred cops

attended the said activity.

The said organization was organized by a church-based national movement

of volunteers and has been upgraded so that these volunteers will be given a more

meaningful and holistic experience in ministering to the police. Christian

denominations such as the Baptist, Seventh Day Adventist, and Roman Catholics,

among other religious organizations, combined their efforts to come up with this

undertaking, Capahi.

Bless Our Cops exists to bless the police force. It constantly prays for the

Almighty God`s protection of everyone and the preservation of the PNPs vision,

mission, and core values, and in the performance of the assigned duties and
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responsibilities of each of the members of the PNP assigned in different parts of

the archipelago.

It invokes God`s favor upon the officers upholding them through prayers and

encouragement in their challenges. It acknowledges that the PNP are "servants of

God" (Romans 13:4). Lastly it serves to aid the PNP in fulfilling such divine call

and likewise, the majority of the pastors are members of the City/Station Advisory

Council of the different PNP units. BOC will help improve the spiritual and moral

values of the policemen and the same will be cascaded to the lowest level for them

to seek the guidance of the Almighty Father in all their respective endeavors.

In this study, the researcher will analyze the experiences of the police

officers on the implementation of the Bless Our Cops Movement in Camotes

Island, Cebu Province. This will also analyze other data related to the program as

well as the impact of this program on the well-being of the police officers.

THEORETICAL BACKGROUND – not all CAPS

mentioned here the 3 theories, with the anchor theory then followed

by the 2 supporting theories. This will be your initial paragraph – see

sample below

This study is guided by the three theories: Sociological Theory which is the

anchor theory of this study and supported by Social Exchange Theory by George

Homans and Humanistic Theory by Carl Ransom Rogers. Then after nimo ma
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mention ang 3 provide at least 2-3 separate paragraph discussions for each theory.

Then next presentation will be review of related studies and after a series of related

studies next will be review of related literatures. Take note no need to have side

headings just continue with the paragraph form discussions.

The confluent theory is a remarkable approach to values formation that was

ahead of its time. Created in an era when the popular approach to values formation

mirrored the factory model, confluent theory, and its creator, Brian P. Hall, we're

pioneering a new way to approach the development of training and special

program. The idea that formation needed to address the emotional and intellectual

needs of the individual simultaneously was foreign to most researchers and

educators.

Shapiro (2018) noted, "The major problem is still the lack of an explicit,

consensual definition - a more precise internal understanding of what is included

and what it did not include." Confluent theory as applied in spiritual and values

formation can include many different humanistic or progressive values formation

methodologies. Confluent theory reinvented itself through its pseudonyms:

humanistic and psychological formation. The ideas from confluent theory also

appear in many of the modern models of values formation such as multicultural

formation. Many of its ideas and approaches have leaked out into mainstream

values making confluent theory a values formation model with a rich history and a
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potentially bright and effective future for individuals undergoing the process of

teaching-learning.

Confluent theory for the integration or flowing together of the affective and

cognitive elements in individual and group learning -- sometimes called humanistic

or psychological formation." Generally, experts design lessons with objectives that

are broken down into three types: cognitive, affective, and psychomotor.

"Cognitive objectives describe the knowledge that individuals are to acquire.

Affective objectives describe the attitudes, feelings, and dispositions that

individuals are expected to develop. Psychomotor objectives relate to the

manipulative and motor skills that individuals are to master." (Gunter, Estes, and

Schwab, 2019) In traditional training models, like direct instruction, concept

attainment, or the inquiry model, the goal is generally to stimulate the cognitive

areas of the brain which are responsible for the thinking and intellectual functions

of the brain. The effective region of the brain controls emotions, attitudes, and

values. There is an emotional aspect to learning and experience. Individuals carry

emotional reactions to their formation. They react either consciously or

subconsciously to how they feel about wanting to learn, how they feel as they

learn, and how they feel after they learn. "Our emotional brain is the seat of all

relationships and is involved in memory - recalling what we know. We learn by

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relating something unknown to something we know." (Pearce, 2012) Piaget

explained this concept as assimilation.

"Assimilation occurs when the individuals incorporate new information into

existing knowledge." (Santrock, 2011) As we learn, our emotional condition taints

the knowledge as it is recorded in the brain. Blair and Caine (2015) noted:

Emotions are critical to patterning. What people learn is influenced and organized

by emotions and mindsets involving expectancy, personal biases and prejudices,

self-esteem, and the need for social interaction. Emotions and thoughts shape each

other and cannot be separated. Moreover, the emotional impact of any lesson or life

experience may continue to reverberate long after the specific event that triggers it.

By ignoring these hidden emotions, the real reasons associated with the

successes and failures of the individuals during their values remain unaddressed

causing the individual to subconsciously create their failures. Many individuals

could be reached and helped to achieve higher levels of success if they were aware

of those emotional reactions and were taught methods to work with their emotions

them allowing them to experience learning without the self-defeating reactions.

An additional problem with values formation requires every individual's

needs and growth to be equally educated regardless of their personal needs can

create a sense of inadequacy in the participant. "Among the false suppositions of

mechanistic formation that have created Serious problems is the idea that children
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cannot learn on their own." (Gallegos Nava, 2011) In this system, individuals are

not capable of making informed decisions about their formation, many are not

capable of being trained, and individuals are expected to learn in the same way at

the same pace. "Comparision is a practice that destroys the love of learning. It

instills shame in children over their performance, makes them afraid to participate,

and crushes their dignity." (Gallegos Nava, 2011)

John Dewey envisioned a new approach to learning and formation when he

described progressive values formation. "The system must move one way or

another, either backward to the intellectual and moral standards of a pre-scientific

age or forward to ever greater utilization of scientific method in the development

of the possibilities of growing expanding experience." (Dewey, 2018) The idea

behind the confluent theory is to combine thinking with emotions so that both

benefit. "Confluent theory, however, also includes learning experiences wherein

may exist an interplay between affectivity and cognition, where frustration and

tension in appropriate degrees from this interplay are seen as valued conditions,

directly related to healthy growth and development." (Hall, 2016).

Traditionally, values formation treats emotions and intellect as separate

regions of the brain. For example, in Bloom's taxonomy, the cognitive objectives

are separated into higher and lower abilities but the emotional component is left

out. Piaget believed that information was organized based on four factors:
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biological maturation, activity, social experiences, and equilibration. Although

these are valid processes for learning, they do address all of the processes for

learning. The biology of how learning is stored and recalled is only taken into

account through equilibration. "If we apply a particular scheme to an event or

situation and the scheme works, then equilibrium exists. If the scheme does not

produce a satisfying result, then disequilibrium exists and we become

uncomfortable." (Woolfolk, 2011) Piaget theorized that when disequilibrium

occurs, people will strive to regain balance, but that is not always the case. In many

cases, individuals that develop a negative response to learning cannot have the

worldview necessary to overcome their preconceived failures. Without proper

guidance from a teacher or parent, the individual may never be able to overcome

their fear and experience success.

Objectives in a spiritual and values formation are generally selected by

individual needs and organization requirements. Each objective is written to show

which of the three areas of the brain will be strengthened and how. Typically, the

focus of most academic classes at the secondary level is in the cognitive domain.

"Cognitive objectives specify the knowledge the individuals will retain as a result

of instruction." (Gunter, Estes, and Schwab, 2019) This is the type of knowledge

that high-pressure standardized testing emphasizes. Although the lesson and

experiences in the training area workplace may focus on obtaining mastery of these
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cognitive objectives, testing requires that the knowledge remain accessible and

useable for years. Direct instruction will provide the material to the individuals, but

may not create lasting, accessible, learned knowledge.

There are a variety of ways to create useable knowledge. "Concentration on

the material as it is read is important to retention." (Roe, Stoodt, and Burns, 2011)

Encouraging the individual to focus and place importance on the key concepts will

work for some individuals, but not for all of the changing individuals of today's

workplace. The ideas of traditional training and work environments have evolved

from a historical value base in which certain intrinsic roles may no longer be

observed in every household. Caine, Caine, McClintic, and Klimek (2015)

observed the following:

It was the parents who made certain that their children studied because

'someday' they would need to know everything taught in school. The ability to

think far ahead is a cognitive function that was not expected of most children; it is

assumed parents would be responsible for that. Unless they are in a close

relationship with an adult who engages their minds by questioning their

conclusions, helps them resolve their personally relevant issues, or helps them see

the consequences of their adopted beliefs, our individuals are left with facts that

are not tied to real-life experience or consequences.

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Therefore, the trainer or implementer of the program must find a way to

make this data relevant and important to the individual while repeating it in a way

to keep the knowledge fresh and meaningful without becoming tedious. The

emotional factor becomes critical as these facts are transitioned between short and

long-term memory.

The confluent theory attempts to combine the cognitive and affective areas

into one to create a holistic training experience for the individual. By

simultaneously training the intellect with emotions, the individual will learn to

react to situations using both domains. "This integration, it is held, reduces and

then overcomes many basic psychological conflicts within a person, particularly

during adolescence, leading to learning which is significant to the individual and

which will produce intelligent behavior in him as he matures" (Brown, Yeomans,

& Gizzard, 2015). This approach should prevent a conflict between the intellect

and the emotions by developing the necessary skills to integrate both thus

developing effective and appropriate reactions. Additionally, this can create the

necessary focus required for the retention of the needed lessons.

The two main psychological theories that confluent theory is based on are

gestalt therapy and psychosynthesis. The objective of these two is to help the

individual become whole and in touch with intellect and emotions simultaneously.

Frederick Peris (Brown, Yeomans, & Gizzard, 2015) developed Gestalt therapy in
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the early twentieth century. Gestalt therapy is concerned with the here-and-now

state. It begins by looking at what is rather than what was or will be. The

personality is viewed as flowing energy that gets blocked throughout life. It can be

restored to the natural flow by using awareness, present experiencing, and working

with projections, introjections, and retroflections. This psychological approach

believes that natural and healthy growth will only occur when the individual is

aware of and lives each instant fully. Furthermore, gestalt therapy believes that

growth occurs in the growing, not in the desire to grow.

Wanting to grow can get in the way of growing because preconceived ideas

and elevated expectations can prevent individuals from focusing on the goal rather

than the experience. The experiences may not be fully realized and some of the

lessons are thereby lost. Previous problems and concerns can create emotional

reactions that taint the authenticity of the individual's reaction. By avoiding either

emotional reactions or disturbing situations individuals can create a " . . . condition

of avoiding the feeling of anesthetizing effect, of retreating to a fantasy existence

to avoid altering the status quo of one's life is directly related to the lack of

realization of the creative potential of each individual." (Hall, 2016). When the

individual takes responsibility for the effects of living fully in each moment, each

moment becomes a fresh experience. It is very hard for many people to

acknowledge their emotions and the validity of their reactions. It is very difficult
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for many people to evaluate their reactions, incorporate them, and then proceed

with a new perspective. Despite the difficulties, the results are promising because

this process helps the individual to become aware of what parts of their persona

and life are fully experienced and those that are without any emotion or feeling.

Psychosynthesis is a psychological approach to personal growth that was

developed by Dr. Roberto Assagioli at the beginning of the 20th century. In this

conception of the human persona, the personality is centered on awareness and

internal energy for the personal self and the transpersonal self. There are a variety

of elements created within this personality that may or may not be consciously

aware of each other. The goal here is to become aware of all of these elements and

to integrate them into an effective order that creates harmony within the persona.

(Brown, Yeomans, & Gizzard, 2015) Ultimately, these two psychological

approaches are very similar in goals and concepts. Thus, they complement each

other and contribute well to the goals of confluent theory.

Confluent Theory is concerned with what is affecting the normal desire to

learn and is looking to find a way to restore a healthy curiosity for learning. This

approach can assist individuals in changing their conceptions about school and

themselves. These blockages include inadequate self-concepts and negative self-

images. These misconceptions can cause the individual to create failure because
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the individual is unable to absorb the information readily since the instruction is

tainted by the emotional reaction.

Pearce (2012) noted: that the result is that we may find ourselves reluctant to

recall what we actually know - on some deep level (the concepts) are associated

with fear or pain, which moves one part of us to protect another party from the

repetition of that trauma.

These emotional reactions affect attention, retention, and participation. For

example, if a previous teacher or authority figure labels a child "lazy", the child's

sense of identity can be affected causing a self-fulfilling belief that they are lazy.

The quality of work will suffer as the child, consciously or unconsciously, becomes

lazy. As long as the individual is receiving the punishment for being lazy, there is

no incentive for them to become anything else. The punishment or negative

environment is as much self-inflicted as it is external and the individual does not

always have the world vision needed to see that they can change that experience.

Physiologically, the brain does not function as well if there is a perceived threat,

whether real or imagined. Caine, Caine, McClintic, and Klimek (2015) found the

following:

Some areas of the brain lose energy while those in charge of securing

survival are charged. Areas in the brain that are minimized during threat include

those that are not directly essential for survival and that process more slowly, such
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as areas that govern reflection, thinking and analysis, interpreting social nuance,

and consciously analyzing a situation.

With these processing skills depressed by the socio-emotional reaction, the

knowledge that may be learned during class time either does not store properly or

is not learned altogether. To help make the knowledge obtainable, it is important to

help the individual change their emotional reaction to the situation.

The creative process relies upon two things: hard work and intuitive

processes. The drive to learn and continuously learn can be attributed to emotions.

Emotions motivate and sustain the need to discover the truth by providing some

type of passion or positive emotion. An explorer's need to discover comes from an

internal passion that pushes them to do what others have not. By returning this

internal passion, the individual will be able to succeed. Individuals can be trained

to overcome their preconceived blockages and concerns. This can be done by tying

in individual emotional reactions with the knowledge required by the standards.

"This integration can not only increase his desire to know but also assure that his

continuing learning will be a rich, meaningful, and emotionally healthful personal

experience" (Hall, 2016). These experiences can be obtained through a variety of

approaches, including integrating technology into the learning experience.

(Suleman, 2011).
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Elizabeth Leonne Simpson discovered six approaches used consistently and

effectively by confluent educators: 1. The small group experience, often a circle; 2.

Simulation exercises and training games; 3. The use of language as a symbol

system; 4. Contextual learning; 5. The use of the body for the physicalization of

abstract concepts; and 6. The expression of the creative unconscious.

There are several strategies, according to Clifford Mayes (2005) that can be

used to re-invigorate this internal spark; however, combining the cognitive and

affective domains seems to be the key to retraining the individual's brain to have

positive associations. The application of Jungian psychology to values formation is

one of these strategies. Carl Jung also saw this disconnect between what he calls

the shadow and the public persona as a potential source for failures within the

classroom (Mayes, 2015). He recognized several situations that are both individual

and teacher created which contribute to negative self-perpetuating experiences.

The trainer or facilitator needs to recognize the archetypal nature of the

trainee-trainer relationship with its inherent problems and benefits. Clifford Mayes

(2015) discussed the heart of the conflict in, "Ten Pillars of a Jungian Approach to

Formation". He believes a "...trainer who understands the trainee-trainer archetype,

and who is most in touch with the archetypal nature of not only his profession but

his very psyche, is also bound to be an influential trainer." It is difficult for many

teachers to make this transition. Many are more comfortable with the traditional
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roles and obligations of educators and individuals. However, for healthy growth to

occur for both the trainer and the trainee, new ideas should be considered for

validity. "Where there is an empathic sensitivity expressed, there is also an active

response to assist and empower those facing difficult circumstances. There is a

sense that individuals and staff are more willing to turn away from anger."

(London, et al, 2014).

CONCEPTUAL READINGS – no need to have side heading

The Bless our Cops Program has been upgraded to give volunteers a more

meaningful and holistic experience in ministering to the police and also expand the

breadth of coverage as the Christian Officers Reform the Police Service Movement

Foundation tries to gain more work for the Lord. The program will add three new

components wherein volunteers will be helped to not only bless the Cops but also

how to bless their church, bless their community, and in the long run bless the

country.

In partnership with Cadence Asia, the CORPS Movement is leaving a mark

on the security forces of Asia- particularly Cambodia, Thailand, and China. Last

February 2002, Bro. Boi Manuel and Bro. Ron Wilson of Cadence Asia was able

to set up discussion groups in the said countries using the CORPS technology.

They were able to catch the vision and they were ready to act and move. They were
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confident that they could duplicate what we are doing in the Philippines using the

CORPS model as their guide.

Born out of the desire to minister to police personnel who are in the most

needful situation, the CORPS Movement launched the compassion ministry as an

added component to the BOC program. Since its launching in May 2002, the

compassion ministry has reached out to all patients of the PNP General Hospital.

The CORPS volunteers Ptr. Kim Basagre and Ptr. Dan Baltazar makes rounds to

the PNP General Hospital while Ptr. Jim Tarog, Ptr Gil Frilles, and Ptr. Johnathan

Lu visits Camp Panopio Hospital. They pray over the sick, share the good news

and distribute Bibles to policemen and their dependents in their most trying times.

As a foundational thrust of the program, volunteers will be trained to

minister to the Police or "Bless the Cops". They will be oriented in the "culture of

blessing" that the program espouses. Training for this core thrust is built around the

Mission of the CORPS Movement Foundation wherein volunteers will assist

policemen in fulfilling God-Centered, Service Oriented, and Family-based

Philippine National Police. The CORPS will then equip the BOC volunteers on

how to "Bless his Church". Recently the CORPS Movement has talked with the

Life Disciples of Pastor Paul Ellis to equip the volunteers of the CORPS

Movement Foundation on In-Depth Biblical Counselling. The CORPS and

JOSHUA ministries of the Greenhills Christian Fellowship have also agreed to

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sponsor the volunteers of the CORPS Movement for the Passion and Purpose

Seminar of the GCF. Other resources and training are being developed by the

CORPS to further enhance the capabilities of their volunteers.

In terms of "Blessing the Community", the CORPS Movement have

designed training that will empower churches to reach out to their communities.

First among them is the Sunday School, Vacation Bible School, and School

Outreach training wherein churches will be trained and equipped on how to utilize

children's programs not only as outreach but also as a revenue-generating program

to help sustain the ministry of each church. Other programs that are set are the jail

ministry extension and consultancy.

BOC program serves as a vehicle for the CORPS Movement Foundation to

carry out the Great Commission to the entire Philippines. In doing so, BOC

expanded its scope in 2011 not only for the Philippine National Police and the

church but also to the community and country that they serve. Although the PNP

will be its primary and distinctive clientele, this effort will also focus more on

honing the church leaders and community stakeholders to partake in community

outreach alongside the PNP and nation-building in the long run.

The impact of the God Bless Our Cops Concert, more stations and districts

have already committed to adopting the BOC program. Preparations to launch the
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program in Paranaque are underway, through the partnership of Alex Arceno of the

Southern Baptist Ministries of Metro Manila. San Juan, Marikina, Pasig,

Mandaluyong, and the rest of the Eastern Police District's police stations expressed

their desire to adopt the BOC program.

The BOC has been raising awareness and creating a partnership in this

endeavor looking for like-minded Christian leaders to adopt a police station in their

different locality. The movement then hopes that this partnership will be able to be

translated into community programs wherein the communities around the police

stations will also be blessed.

This thesis takes on this task by qualitatively investigating the bless our Cop

program: experiences of police officers on the island of the lost horizon of the

south, challenges, and impact on the lives of the informants. However, the

researcher aims to study the bless our cop's program: experiences of police officers

on the island of the lost horizon of the south. Moreover, the researcher had already

experience in the church ministry and served as a leader in spiritual guide to the

community and police officers.

RELATED FINDINGS AND CONCLUSIONS – no need to have side heading

Alpert and Walker (2010) described early warning systems as data-driven

programs to identify officers whose behaviors are problematic and then subject

them to some type of intervention. These systems are in response to evidence that
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in most police departments a small percentage of officers are responsible for a

disproportionate share of citizen complaints (Kappeler et al., 2018; Walker and

Alpert, 2012). Alpert and Walker’s (2010) research indicated that since the advent

of these systems is approximately 2010, about 40 percent of all departments

serving populations over 50,000 have implemented or plan to implement a

program of this type. They tend to be more prevalent in municipal police

departments than in sheriff’s departments (Walker et al., 2011). According to

Alpert and Walker (2010), the three main components of an early warning system

are (1) identification of officers with problematic behavior; (2) intervention to

correct the problem; and (3) follow-up with those who have received the

intervention. These systems act based on performance indicators that do not

necessarily warrant disciplinary action, but do suggest that the officer may be

having problems on the job (Walker and Alpert, 2012). The performance indicators

that are frequently monitored include the use of force reports; citizen complaints;

and involvement in civil litigation (Alpert and Walker, 2010). Other indicators that

are worthy of monitoring include firearm discharges, resisting arrest incidents,

high-speed pursuits, and vehicular damage (Walker et al., 2011).

In general, a broader range of indicators is more likely to identify problem

officers at an earlier stage (Walker and Alpert, 2012). Walker and Alpert (2014)

identified one such comprehensive system as the Performance Assessment Review

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System (PARS) developed by the Pittsburgh, PA Police Department. This system

collects data to pinpoint both high performers and low performers and those with

problems.

There is no established standard for inclusion in an early warning system

intervention program (Walker et al., 2011). Human Rights Watch (2018) argued

that the threshold for inclusion in these programs should be low enough to call

attention to officers before they repeatedly use excessive force against the public.

This group also argued against what they termed as light-handed counseling for

such behavior and/or transferring the problem officer to another area

In a survey of 571 departments that operated early warning systems, 73

percent used the standard of three use of force reports over 12 months as a criterion

for selection into the program. Normal first interventions were counseling by the

immediate supervisor and/or specialized training. In Miami, the standard has been

five or more use of force reports over two years. This department reported in July

2000 that four out of 1,100 officers were in the program due to meeting this

standard (Alpert and Walker, 2010).

In a 2019 study of those departments that had early warning systems (n ¼

832), Walker et al. (2011) found that most departments had a combination of

criteria for identifying officers for inclusion in their programs. In 62 percent of the

systems, the initial intervention was a review of the officer's performance by

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his/her supervisor while 45 percent of the departments did require training for

officers flagged by their systems. Most systems (90 percent) provided for officer

follow-up with 47 percent requiring follow-up over 36 months. They reported that

in Miami, only 4 percent of the identified officers had filed no use of force reports

when they entered the program while after one year, 50 percent had no use of force

reports. However, their study could not determine which intervention was most

effective, counseling, training, or threat of disciplinary action. They also found that

supervisors felt these programs made them more aware of their responsibility for

inappropriate behavior under their command. While they noted that there is some

sentiment that early warning systems highlight problem officers in the event of a

liability claim, they argued that showing indifference to such problems could be

even more damaging. They contend that these systems demonstrate the

departments are taking a proactive effort to identify and correct problem behavior,

thus deflecting liability away from the department.

One of the issues discussed by Walker and Alpert (2014) concerns the

performance indicators used to identify problem officers. While better EI systems

use several different indicators, some rely heavily on citizen complaints and/or use

of force reports. The use of citizen complaints as an indicator of "bad" police

behavior is problematic (Lersch, 2014; Lersch and Mieczkowski, 2010).

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In one study, Lersch, 2012 found that citizen complaints were highly

correlated with several officer productivity measures, including the number of

arrests, traffic citations, and field interview reports. Active officers were also more

likely to be named in citizen complaints. Furthermore, the reliance on the use of

force reports is also problematic in that officers who are assigned to high crime

areas are also more likely to file use of force reports than officers working in areas

with fewer crime-related calls for service (Alpert and MacDonald, 2011; Kane,

2012; Terrill and Reisig, 2013).

Instead of looking at absolute numbers of incidents as a trigger for the EIP,

(i.e. six use of force reports in six months), Walker and Alpert (2014) encouraged

the use of ratios to compare the number of problem indicators to a desired level of

activity. They used the example of two officers, one who filed five use of force

reports and the other who had filed 24 use of force reports. The vast majority of

EIP systems would identify the second officer as a qualifier, one who is exhibiting

potentially problematic behavior. However, one important piece of information is

missing: the number of arrests. It would be helpful to know that the first officer

filed five use of force reports while making only eight arrests, while the second

officer in this scenario filed twenty-four use of force reports based on over 600

arrests. The behavior of the first officer is of concern. Based on the criteria used by
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most agencies, officer one would not be categorized as a problem officer. In this

analysis, we will explore this issue in greater depth.

In the study of Lersch and Mieczkowski (2016), it is concluded that the use

of an EIP represents an important step in the enhancement of the

professionalization of police departments. Agencies that adopt such a system are

demonstrating a proactive stance in the oversight of their employees. While it is

anticipated that the popularity of EIPs will continue to grow, research on this

important tool needs to be conducted to assist agencies in the implementation of

their system.

The Bless Our Cops Movement in the Philippine National Police is a

spiritual value-laden and transformational program targeting individual value

formation. This value formation program can only be successful through a

workable plan, strategies, activities, and assessment. The success of the program is

dependent on teaching consistency and sustainability anchored on teaching-

learning theories and principles.

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THE PROBLEM

Statement of the Problem: remove

This study explores the experiences of police officers on the Bless Our Cops

(BOC) program of the kinsa man nag introduce ani nga project? Maoy ibutang dire

in Camotes Island, Province of Cebu.

Specifically, the study seeks to answer the following questions:

1. What are the experiences of the informants on the BOC program?

2. What are the challenges encountered by the informants on the BOC

program?

3. How did the BOC program impact on the lives of the informants?

SIGNIFICANCE OF THE STUDY – not all CAPS

This study attempts to help the police officers on the island of the lost horizon

of the south in their BOC program.

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Thus, this study is valuable to the following entities:

Police Officers………………………………………………………………..

Police Station Commanders…………………………………………………

Cebu Provincial Police Office (CPPO)………………………………………

Local Government Units (LGU)………………………………………………

Philippine National Police (PNP)……………………………………………

National Police Commission (NAPOLCOM)………………………………...

Department of Interior and Local Government (DILG)

…………………….

Religious Sectors……………………………………………………………..

Church Leaders……………………………………………………………….

Barangay Officials…………………………………………………………….

Community. The result of this study may help the community become aware

of the experiences, challenges, and impacts encountered by the police officers and

appreciate their willingness and support to the BOC program provided on the

island of the lost horizon of the south as well as the interest of their clients. The

community will also understand how the police officers contributed their support

to the BOC program and their social responsibility to the community.

 27

The Researcher. Through this study, the researcher will be able to develop an

enhancement program that will emphasize the BOC project in the PNP and

community.

Future Researchers. With the result of this study, future researchers will be

encouraged to conduct related studies that will further benefit the BOC program:

the experiences of the police officers for a better quality of life.

 28

RESEARCH METHODOLOGY

Research Design Provide more discussion on phenomenology

This study will employ the qualitative research approach utilizing the

phenomenological research design. This qualitative research will employ the

paradigmatic approach and co Colaizzi's phenomenological method to explore,

document, and analyze the experiences of Police Officers of the BOC program in

the Island of Lost Horizon of the South and the well-being of the law enforcers of

Camotes Island.

Research Environment

The study will be conducted in the lost horizon of the south, also known as

the Camotes Islands. Camotes Islands is a group of islands in the Camotes Sea,

Philippines. The combined area is 236.36 kilometers (146.87 mi). The island group

is located east of Cebu Island, southwest of Leyte Island, and north of Bohol

Island. It is 34 nautical miles (63 km; 39 mi) from Cebu City and is part of Cebu.

According to the 2015 census, it has a population of 102,996.  The population has

grown 34.3% since 1990, equivalent to an annual growth rate of 1.19%.

The nearest landfall, from the north end of Ponson island to southern Leyte,

is about 7.2 kilometers (4.5 mi; 3.9 nmi). From Consuelo port to Danao is 32

kilometers (20 mi; 17 nmi) as the crow flies. From south of Pacijan to Bohol is

about 47 kilometers (29 mi; 25 nmi).

 29

Research Participants – mention here the selection criteria like: years assigned in

the island and must have graduated or recipient of the BOC program if this is really

a program

This study will employ purposive and convenient sampling techniques.

Selected officers and enlisted personnel will be involved in this study. An informed

consent form will be given to each key informant so that they will become aware

of the study, the procedure, and the details of the data presentation and analysis as

well as the assurance of their anonymity and confidentiality of their responses.

Research Instrument – discuss here the validation process of your IG and

describe the parts of your IG

This study will employ the observation method, documentary analysis, and

interview to generate qualitative data.

The interview guide will be used in data gathering to enrich and complete

the data on their experiences in the PNP Bless Our Cops Movement.

Research Procedures – needs improve in all sections under research procedures

Upon the approval of the research design, the researcher will seek

permission from the office of the PNP Provincial Director, Cebu Province for him

to proceed with the study.

After the approval to conduct the study, the researcher will inform the

Chiefs of Police in the municipalities on Camotes Island of the purpose of the

 30

study and its importance. The schedule of the interview and the venue will be

finalized and disseminated to the key informants.

Key informant interviews will be conducted in a private venue to generate

qualitative data on the perceptions of the army personnel regarding the experiences

of the police officers in the Bless Our Cops Movement.

Data Collection. The following steps will be observed in data collection.

The researcher will seek approval from the Provincial Director in Cebu

Province and the Chiefs of Police in the three municipalities on Camotes Island,

after the approval of the PNP authorities, the researcher will schedule an

appointment for an interview among the target informants.

An orientation will be conducted and each informant will decide to

participate in this study. They will sign an informed consent form as proof of their

willingness to participate.

The interview will be conducted in a private place and time approved by the

informant. The responses will be audio recorded. The informants are assured of the

anonymity and confidentiality of their responses.

Data Analysis. The following steps will be observed representing the

Colaizzi process for phenomenological data analysis.

The following steps represent the Colaizzi process for phenomenological

data analysis (Sanders, 2003; Speziale & Carpenter, 2007).

 31

1. Each transcript will be read and re-read to obtain a general sense of the whole

content.

2. For each transcript, significant statements that pertain to the phenomenon under

study will be extracted. These statements were recorded on a separate sheet noting

their pages and line numbers.

3. Meanings will be formulated from these significant statements.

4. The formulated meanings will be sorted into categories, clusters of themes, and

themes.

5. The findings of the study will be integrated into an exhaustive description of the

phenomenon under study.

Ethical Consideration – Really neesd revision, pls follow our UC

institutional format. Make sure to have time and visit UC GS library and read/view

the format of finished MSCJ thesis.

A. Risks and Benefits

Evaluating risks and benefits involved in research needs to protect the

welfare of the research respondents. Most qualitative research presents little or no

risk to participants and in most cases, risk can be managed effectively through

appropriate methodologies.

Risk. One risk that is identified in the study is the psychological distress

resulting from self-disclosure and discomfort with the strangers but to address this
 32

discomfort with the strangers, the researcher will create a friendly atmosphere

where he could gain the trust of the informants. The researcher will establish great

rapport with the informant through open communication. The researcher will talk

to them slowly and softly during conversation. Police Officers will benefit from

this study because knowing their experience will open windows of opportunities to

succeed in the Bless Our Cops Movement. The Philippine National Police will

have based on what programs to support and finance.

Benefits. First, comfort in having the capacity to examine their circumstance

or issue with a cordial and target individual; second, expanded learning about

themselves or their conditions, either through the open door for contemplation and

self-reflection or through direct collaboration with analysis, and; third, fulfillment

that data they furnish may help other people with comparative issues or conditions.

B. Content, Comprehension, and Documentation of Informed Consent

To safeguard the rights of the police officers in this study, informed consent

from indicating approval by the UC Ethics Committee is given to the respondents

together with the discussion of the nature of the research study. Participation in the

research study is completely voluntary and agreement to the said research will be

validated by the Chief of Police, having the custody of the police officers. The

following are the provisions provided in the consent form:

 33

Participant Status. The police officers clearly understand that the study is

more of research rather than treatment since only the experience of the police

officer will be considered in this study whatsoever was applied to them. And data

collected will be for research purposes only.

Study Goals. The researcher presents to the subjects during the conduct of

the study. This determines the experiences of the Police Officer in Bless Our Cops

Movement.

Type of Data. Before the conduct, the respondents will be given the type of

data to be collected by the researcher. Data includes the qualitative response during

the intervention.

Procedures. Data collection and procedure will involve interviews and

observations. This study utilizes the qualitative approach to determine the

experiences of the police officers in the BOC movement.

This is descriptive research because this explores the experiences of the

police officer on the implementation of Bless Our Cops Movement which is the

phenomenon being studied.

Nature of the Commitment. The researcher asks for the availability of the

respondents for interviews for five to ten minutes only. The researcher considers

the most convenient time for the respondents to provide answers to the

questionnaire.
 34

Sponsorship. The study is part of an academic requirement and the

expenses incurred will be financed by the researcher.

Participant Selection. The study uses a purposive sampling technique

where all the police officers who know about Bless Our Cops Movement will be

taken as informants of the study.

Potential Risks. There is a minimal risk that is foreseen in the conduct of

the study, especially during the interview. This will not pose risks as police officers

will not be forced to answer all questions.

Potential Benefits. Identified potential benefit of the respondents is that

they can answer the interview as objectively as possible. Since this study is

presented to the PNP; the leadership may consider some recommendations that

they think will uplift the plight of the police officers. There is minimal risk

associated with regards to time consume in answering the interview.

Alternatives. This is a descriptive qualitative study, thus alternative

procedures may be adapted like responding through email or in writing.

Compensation. There is no compensation given to the respondents only a

simple appreciation.

Confidentiality Pledge. To protect the privacy of the respondents,

anonymity is guaranteed by not mentioning their names in the manuscript, only

codes will be used.

 35

Voluntary consent. The participation of respondents is all voluntary and no

amount of coercion is applied. Any private information is only disclosed to the

researcher.

Right to Withdraw and withhold information. Respondents are informed that

they can withhold information. Information if they wish to withdraw from

participation if they like anytime.

Contact Information. The researcher will provide the informants with his

contact number and the University of Cebu Graduate School contact number if

ever they have questions, comments, or complaints regarding the conduct of the

study especially or, the gathering of data.

C. Authorization to Access Private Information

Authorization to access private information will be included in the consent

form and private information will be disclosed only to the researcher or the adviser.

Likewise, disclosure of private information that may cause damage to the integrity

of the informant or the family is held confidential.

D. Confidentiality Procedure

Confidentiality procedures are implemented when anonymity is difficult to

achieve. Confidentiality is a secure promise that any information participants

provide will not be publicly reported in a manner that identifies them and will not

be made accessible to others. Any research information should not be shared with
 36

strangers nor with people known to the participants (eg., family members,

relatives), unless the researcher has given explicit permission to share.

The following are the steps the researcher followed to guarantee that

ruptures of privacy would not be conceivable: Obtain distinguishing data (eg.,

name, address from respondents just when fundamental; Assign an identification

(ID) name (short description of the informant) to each participant and use this

name as identifiers to the actual data; Maintain identifying information in a locked

file as the study progress; Restrict access to identifying information to a small

number of people on a need-to-know basis; Enter no identifying information onto

computer file; Destroy identifying information as quickly as practical. On the off

chance that data for a particular member is accounted for, find a way to camouflage

the individual's personality, for example, using an invented name. In this study, a

short personal description of the informant was used after conducting the study the

questionnaire will be kept by the researcher in a safe place.

E. Debriefing, Communications, and Referrals

Debriefing means questioning or instructing at the end of a mission or period

of service. In human research, debriefing refers to a conversation between

investigator and subject that occurs after the research session. It is the post-session

counterpart of informed consent and should be conducted in a way that benefits

and respects the subject. The debriefing may have several purposes. Generally, it is
 37

an opportunity for the subject to ask questions and for the investigator to thank the

subject for participating, more fully explaining the research, and discussing the

subject's perception of the research experience. In this study, right after the

interview, the researcher will talk to the respondents about their opinions and

insights into the conduct of this study. The researcher will explain to them that

their participation is highly appreciated and could help in the improvement of the

department. It is also a process where "justified" deception is used by the

researchers, and following ethical research practices, informants are then debriefed

after the study ends to explain the deception to them and try to undo any harm that

may have been caused by the deception. Researchers can avoid or minimize

psychological harm by carefully phrasing questions, by having debriefing sessions

that permit participants to ask questions after data collection, and in some

situations, by making referrals to appropriate health, social, or psychological

services.

F. Incentives or Compensation

No monetary incentives to the respondents, just a simple thanks and

appreciation for their participation in the conduct of the study.

G. Conflict of Interest

The researcher declares the conflict of interest considering providing an

enumerator to distribute the survey questionnaire.

 38

Utilization and publication of the study will be the secondary author with or

without the permission of the researcher.

Trustworthiness of Research. With the cooperation of key stakeholders, the

researcher is aimed at putting the knowledge created through his research into

practice. Therefore, it is important that his research is recognized as familiar and

understood as legitimate by researchers, practitioners, policy makers, and the

public. Trustworthiness is one-way researchers can persuade themselves and

readers that their research findings are worthy of attention (Lincoln & Guba,

2015). Lincoln and Guba (2015) refined the concept of trustworthiness by

introducing the criteria of credibility, transferability, dependability, and

confirmability to parallel the conventional quantitative assessment criteria of

validity and reliability. The procedures for fulfilling the trustworthiness criteria are

familiar to many, even those who have differences in epistemology and ontology,

as they rely on methodological arguments and techniques (Green, 2010). While

others have more recently presented expansive and flexible markers of quality in

qualitative research (Tracy, 2010), the researcher has chosen to use the original,

widely accepted, and easily recognized criteria introduced by Lincoln and Guba to

demonstrate trustworthiness in his study. He argues these trustworthiness criteria

are pragmatic choices for researchers concerned about the acceptability and

usefulness of his research for a variety of stakeholders. These trustworthiness

 39

criteria are briefly defined and then interwoven throughout a description of how he

attempts to conduct a trustworthy thematic analysis.

Credibility. Guba and Lincoln (2019) claimed that the credibility of a study

is determined when co-researchers or readers are confronted with the experience,

they can recognize it. Credibility addresses the “fit” between respondents’ views

and the researcher’s representation of them (Tobin & Begley, 2014). Lincoln and

Guba (2015) suggested several techniques address credibility including activities

such as prolonged engagement, persistent observation, data collection

triangulation, and researcher triangulation. They also recommended peer debriefing

to provide an external check on the research process, which may therefore increase

credibility, as well as examining referential adequacy as a means to check

preliminary findings and interpretations against the raw data. Credibility can also

be operationalized through the process of member checking to test the findings and

interpretations with the participants (Lincoln & Guba, 2015).

Transferability. Transferability refers to the generalizability of inquiry. In

qualitative research, this concerns only case-to-case transfer (Tobin & Begley,

2014). The researcher cannot know the sites that may wish to transfer the findings;

however, the researcher is responsible for providing thick descriptions, so that

those who seek to transfer the findings to their site can judge transferability

(Lincoln & Guba, 2015).

 40

Dependability. To achieve dependability, researchers can ensure the research

process is logical, traceable, and documented (Tobin & Begley, 2014). When

readers can examine the research process, they are better able to judge the

dependability of the research (Lincoln & Guba, 2015). One way that a research

study may demonstrate dependability is for its process to be audited (Koch, 2014),

which will be discussed in further detail below.

Confirmability is concerned with establishing that the researcher's

interpretations and findings are derived from the data, requiring the researcher to

demonstrate how conclusions and interpretations have been reached (Tobin &

Begley, 2014). According to Guba and Lincoln (2019), confirmability is

established when credibility, transferability, and dependability are all achieved.

Koch (2014) recommended researchers include markers such as the reasons for

theoretical, methodological, and analytical choices throughout the entire study so

that others can understand how and why decisions were made.
 41

DEFINITION OF TERMS

To understand and appreciate this study, the following terms are

operationally defined. Mao rani imoha e define

Experiences of the informants on the BOC program……………………

Challenges encountered by the informants on the BOC program………

Impact of the BOC program to the lives of the informants………………

 42

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 43

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 44

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 45

APPENDIX A
Transmittal Letter

________________
____________________
____________________
____________________

Dear ________________:

The undersigned student is currently finishing his thesis for the degree of
Master of Science in Criminal Justice Education at the Graduate School of the
University of Cebu, Cebu City. In compliance with the degree, he are presently
working on his thesis titled “BLESS OUR COPS MOVEMENT:
EXPERIENCES OF POLICE OFFICERS IN THE ISLAND OF LOST
HORIZON OF THE SOUTH”.

In this connection, he would like to seek permission from your good office
to allow him to gather data and interview the selected respondents.

Rest assured that the responses will be treated with utmost respect and
confidentiality.

Thank you.
Respectfully yours,

MARK T. VILLAMOR
Researcher
Noted:

________________________
Adviser
 46

APPENDIX B
Research Instrument

________________

Dear Respondents,

The undersigned student is currently finishing his thesis for the Master of
Science in Criminal Justice degree at the Graduate School of the University of
Cebu, Cebu City. In compliance with the degree, he are presently working on his
thesis titled “BLESS OUR COPS MOVEMENT: EXPERIENCES OF
POLICE OFFICERS IN THE ISLAND OF LOST HORIZON OF THE
SOUTH”.

In this connection, he would like to seek your support and cooperation as his
respondent.

Rest assured that your responses will be treated with utmost respect and
confidentiality.

Thank you.
Respectfully yours,

MARK T. VILLAMOR
Researcher

Noted:

_______________________
Adviser
 47

APPENDIX C
Location Map
 48

Map of Camotes Island

Informed Consent Form

I have read the information letter concerning the thesis titled “Bless Our
Cops Movement: Experiences of Police Officers in the Island of Lost Horizon
of the South” which will be conducted by Mark T. Villamor, a bona fide student of
the Graduate School of the University of Cebu. I have had the opportunity to ask
questions and receive any additional details I wanted about the study.

I acknowledged that all information gathered on this project will be used for
research purposes only and will be considered confidential. I am aware that
permission may be withdrawn at any time without penalty.

I realized that this project has been reviewed and approved by the Thesis
Review Panel of the Graduate School of the University of Cebu and that I may
contact this office if I have any comments or concerns about my involvement in the
study.

If I have any questions about the study I can feel free to call the researcher,
Mark T. Villamor through his mobile phone number 09_______ or I can send her
an e-mail through mark.villamor765@gmail.com.

__________________ , Yes I would like to participate in this study

___________________ No, I would not like to participate in this study

Participant’s name: (Optional) ________________________________________

Birth date: _______________________________________________________
Signature: _______________________________________________________
Date Signed: _____________________________________________________
 49

Interview Guide

1. What are your experiences after going through the Bless Our Cops?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
________________________________________________________________

2. What are the challenges you encountered?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
________________________________________________________________

3. What is the impact of the program on your life?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
 50

4. How did Bless Our Cops help in your well-being as a law enforcer of Camotes

Island?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
________________________________________________________________