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As a sociologist studying sexual violence in higher education, I was faced with a question that needed to account for the psychological component of social processes. Specifically, I needed a method that could help me gain powerful insight into both conscious and unconscious processes, while also paying close attention to social processes and social and institutional structures. The Listening Guide (LG) method, an interdisciplinary qualitative method and methodology based in psychological inquiry, gave me a way (method) to study an issue where a psychological lens was a crucial component to understanding larger social phenomenon. In this paper, using a case study from my research on university Title IX administrators and their experiences implementing sexual violence policies, I demonstrate how the LG can be used as an interdisciplinary method to study questions with a psychological component. I highlight how the relational aspect of the method, along with the explicitly owned interpretation, are key in helping researchers discover both conscious and unconscious processes. As the LG continues to be used in fields outside of psychology, this paper serves as an example of how the method can be used to bring an interdisciplinary lens to studying questions that have not yet considered individuals’ “psychological logic.” It also starts a larger conversation of how the LG can be utilized across academic fields to gain new insight into important social problems.

This research investigated the level of adaptability and performance of junior and senior high school teachers in Guimba, Nueva Ecija as their response to the rapidly transforming academic world. It utilized descriptive-correlational research and researchers-made instrument. The researchers discovered that the responders are on average 37 years old. They were usually master's degree holders who were single. The majority of them focused on Science and Mathematics as their areas of specialization. The bulk of them dealt with one to five distinct disciplines depending on the number of courses they taught. They have six to seven teaching loads at any given time. In terms of their other related work, the majority of them have two other associated works. Teachers have very satisfactory teaching performance and a high level of adaptability in completing other related jobs and adapting to a fast-changing academic environment. Lastly, teachers with a high level of adaptation also have a high level of teaching performance.