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Life World of Former Female Basic Internal Security Operations
Course (BISOC) Trainees
Severino O. Book, Paulino V. Pioquinto, Rey Q. Aranzado, Guilbert B. Mansueto, Gilbert A. Alolor
University of Cebu Lapu-Lapu and Mandaue/College of Criminology
DOI:
https://doi.org/10.51584/IJRIAS.2025.100900048
Received: 26 September 2025; Accepted: 02 October 2025; Published: 15 October 2025
ABSTRACT
This study aimed to explore the lived experiences of former female Basic Internal Security Operations Course
(BISOC) trainees in the Philippine National Police Regional Mobile Force Battalion 7. Specifically, it
investigated their positive and negative experiences during the training, the strategies they used to address
challenges, and their aspirations for improving the quality of BISOC training. Using a qualitative
phenomenological approach, in-depth interview and focused group discussion were conducted using Interview
Guide (IG) with ten (10) former female BISOC trainees as informants. Data were analyzed using Colaizzi’s
method to extract significant statements, formulate meanings, and identify clustered and emergent themes that
characterized the phenomenon.
Eight (8) emergent themes were formulated from the participants’ narratives. Under their experiences, four (4)
themes emerged: Holistic Development Through Skills, Ethics, and Operational Preparedness and
Empowerment Through Inclusive Training and Personal Growth (positive experiences); and Physical and
Mental Resilience in the Face of Training Struggles and Empowerment Amidst Gender-Specific Challenges
(negative experiences). Regarding the strategies for addressing challenges, two themes emerged: Inner
Resilience and Strategic Coping for Survival and Growth and Collective Empowerment Through Teamwork and
Support Systems. For aspirations toward improved training, the themes Advocating for Enhanced Training
Quality and Resources and Pursuing Excellence Through Instructor and Professional Development were
identified.
The study revealed that BISOC training significantly contributes to the transformation of female trainees into
resilient, disciplined, and skilled police officers, prepared for internal security operations. However, like any
training program, it requires continuous evaluation and enhancement to meet the evolving demands of modern
law enforcement.
Keywords: Female BISOC Trainees, Police Internal Security Operations, Female Law Enforcer Resilient.
INTRODUCTION
The Philippine National Police (PNP), as the country’s premier law enforcement agency, is mandated not only
to maintain peace and order but also to support the Armed Forces of the Philippines (AFP) in internal security
operations, especially in counter-insurgency. As outlined in Republic Act No. 6975 and its amendment under
R.A. 8551, along with Executive Orders No. 110 (1999) and its amendment (2006), the PNP is tasked with active
participation in addressing insurgency threats and other serious national security concerns.
Based on its legal definition, internal security operations refer to actions undertaken to protect a country from
threats that originate within its own borders. These include efforts to prevent and respond to acts of terrorism,
espionage, sabotage, and other forms of subversion. Internal security operations encompass surveillance
activities, border control, intelligence gathering, counter intelligence, law enforcement, anti-terrorism measures,
and counter-insurgency efforts.
The Armed Forces of the Philippines (AFP) and the Philippine National Police (PNP) are the primary
government agencies mandated to conduct internal security operations. While both institutions are involved, the
AFP typically assumes the lead role, particularly in areas with a strong presence of insurgent groups or terrorist
threats. The PNP is mandated to arrest a suspected terrorist or any insurgent groups by virtue of arrest warrants
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issued by a competent court. They have the power to arrest. Given the complexity and danger involved in internal
security operations, proper training of police personnel is crucial. This operational mandate necessitated the
establishment of specialized training courses such as the Basic Internal Security Operations Course (BISOC),
aimed at enhancing the tactical and operational capabilities of mobile force units.
The Basic Internal Security Operations Course (BISOC) training equips officers with the skills and knowledge
needed to respond effectively to such internal threats. BISOC is an intensive 60-day or 480-hour training
program designed to develop foundational skills in leadership, discipline, physical endurance, and combat
readiness. It emphasizes not only technical competencies but also resilience, mindset transformation, and moral
discipline—qualities essential in police internal security operations. Participation in BISOC is a requirement for
all new graduates of the Field Training Program (FTP) and the Philippine National Police Academy (PNPA)
who are assigned to mobile force units. The program prepares them for real-life high-risk encounters such as
ambushes and armed clashes, and imparts strategies for survival, teamwork, and operational effectiveness in
rugged and high-pressure environments.
While the course has traditionally been male-dominated, an increasing number of female officers are now
undergoing BISOC training as part of their deployment to the field. As of 2023, female police officers represent
only 18.3% of the PNP's total force, and the training quota for women in BISOC classes remains
disproportionately low. For instance, in the Police Regional Office 7 (PRO7), only 32 female officers were
scheduled to undergo BISOC training in 2024. Many more remain in backlog, assigned to administrative duties
while awaiting their turn. This structural limitation restricts their exposure to field operations, affecting not only
their morale but also their opportunities for career advancement and personal development.
Female trainees face unique challenges in a physically demanding training environment designed primarily with
male trainees in mind. Despite undergoing the same rigorous activities—including extreme physical training,
psychological resilience tests, and live simulation exercises—female officers must also contend with societal
expectations, limited support systems, and potential gender-based discrimination.
Furthermore, concerns regarding abuse and misconduct in training environments, although not prevalent in
BISOC, highlight the vulnerability of women in a rigid, hierarchical institution. These lived realities necessitate
a deeper understanding of their experiences to inform reforms in training policies and practices.
Existing studies on police training in the Philippines have largely focused on general training quality, resource
allocation, and the effectiveness of tactical education. However, little attention has been given to gender-specific
perspectives, particularly the experiences of female officers within specialized programs like BISOC. The lack
of empirical data on how female trainees navigate and interpret their BISOC journey leaves a critical gap in the
literature and, more importantly, in institutional reforms.
This study addresses that gap by exploring the lived experiences of former female BISOC trainees. Through a
phenomenological lens, it seeks to understand the essence of their participation in the training—how they
confronted its physical and mental demands, managed gender-related challenges, and articulated aspirations for
personal and professional growth. Their voices are vital not only in assessing the inclusiveness and fairness of
current training structures but also in enhancing the BISOC training design to be more responsive, equitable,
and empowering.
Moreover, study results would contribute to institutional learning, particularly for key stakeholders such as the
Department of the Interior and Local Government (DILG), National Police Commission (NAPOLCOM), PNP
Training Service, and Regional Mobile Force Units. These agencies are instrumental in the continuous
development, funding, and evaluation of police training programs. The insights from the study can inform policy
revisions, instructor development, gender-sensitive training practices, and the allocation of resources that better
accommodate the diverse needs of trainees.
The researcher emphasized the urgent need for an in-depth study of the lived experiences of former female Basic
Internal Security Operations Course (BISOC) trainees. This qualitative study aims to explore their experiences
during the rigorous training program, the challenges they encountered, how they navigated those challenges, and
their aspirations upon completion of the course. By focusing on the lived experiences of female BISOC trainees,
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)
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the study aims to promote evidence-based improvements in police training's, support systems, and leadership
development, ultimately contributing to a more capable, motivated, and inclusive Philippine National Police.
Statement of the Problem
This study explored the life world of former female basic internal security operations course (BISOC) trainees
of the Philippine National Police Regional Mobile Force Battalion 7 (PNP RMFB 7).
Specifically, it sought to answer the following questions:
What are the experiences of the informants during the training?
How do the informants address the challenges encountered during the training?
What are the aspirations of the informants to improve the quality of the training?
METHODOLOGY
The design of this research study was a phenomenological design. A phenomenological study is a type of
qualitative research that focuses on exploring and understanding individuals lived experiences of a particular
phenomenon. Its goal is to capture the essence of how people perceive, feel and make sense of specific
experiences or situations. This study utilized the tools of a phenomenological method, for it investigates,
explores, and describes the life experiences of former female BISOC trainees to create a phenomenon without
resorting to theories and already established principles.
The research informants were ten (10) selected former female BISOC trainees assigned to RMFB 7. To qualify,
the informants had to be former female BISOC trainees who had graduated from BISOC training and had been
assigned to RMFB 7 for at least two (2) years. Six (6) of them participated in a Focus Group Discussion (FGD),
while the remaining four (4) underwent in-depth interviews. Of the six (6) informants who participated in the
FGD, two (2) were from the RMFB 7 headquarters, while the others were distributed among the Technical
Support Company, the 701st Maneuver Company, the 702nd Maneuver Company, and the 703rd Maneuver
Company. Among the four (4) informants who had in-depth interviews, two (2) were from the 704th Maneuver
Company, and the other two (2) were from the 705th Maneuver Company. The informants were recommended
by their respective commanding officers.
The researcher used an interview guide for the qualified informants. The interview guide consisted of open-
ended questions that addressed the following aspects: the life experiences of female BISOC trainees during their
training, including both positive and negative experiences, and how the trainees addressed the challenges they
encountered throughout the program. It also explored the aspirations of the female BISOC trainees for the
development of BISOC training.
The interviews were conducted and supplemented with field notes and a voice recorder to document the
responses of the informants. In the validation process, the interview guide was reviewed and approved by the
adviser and a panel of experts.
RESULTS AND DISCUSSIONS
The study explored the experiences of the former female BISOC trainees. The research method used a qualitative
phenomenological approach, to explore the life world of former female BISOC trainees. The technique captured
the essence of their realities as they engaged in their training and faced various challenges.
The data gathered was thoroughly analyzed to arrive at well- detailed evaluation of the lived experiences of the
informants. Significant statements were extracted from the informant's transcripts pertaining directly to the
research phenomena. Formulated ideas were constructed from the significant statements and arranged into
cluster themes. Clustered themes were then regrouped and which evolved into emergent themes.
After analyzing the data gathered from the informants, The researcher identified and created eight themes. This
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)
ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue IX September 2025
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emergent theme was developed from the responses of the informants during the interview. The researcher
grouped the emergent themes into their core meanings: the informants' experiences, ways of dealing with
challenges, and aspirations.
The researcher divided the themes related to the informants' experiences: positive experiences and negative
experiences. For positive experiences, the themes were, Holistic Development Through Skills, Ethics and
Operational Preparedness and Empowerment Through Inclusive Training and Professional Growth, for negative
experiences, Physical and Mental Resilience in the Face of Training Struggles and Empowerment Amidst
Gender Specific Challenges.
For the informants addressing the challenges during BISOC training, the themes were, Inner Resilience and
Strategic Coping for Survival and Growth and Collective Empowerment Through Teamwork and Support
Systems.
As for the aspirations of the informants to improve the quality of BISOC training, the themes were, Advocating
for Enhanced Training Quality and Resources and Pursuing Excellence Through Instructor and Professional
Development.
The lived experiences of former female BISOC trainees—represented by themes mentioned above are
illuminated when viewed through Empowerment Theory, Resilience Theory and Feminist perspective in
policing. Each theoretical lens clarifies different aspects of the trainees’ narratives and together, provides an
integrated interpretative frame.
Empowerment Theory emphasizes growth in personal agency, access to resources, and participation in decision-
making processes. The theme "Empowerment Through Inclusive Training and Professional Growth" reflects
increased self-efficacy and professional identity that arises when training environments provide skills,
mentoring, and legitimate opportunities for advancement. Contemporary evaluations and program descriptions
indicate that gender-aware training, mentorship, and organizational commitments to inclusion measurably
improve women officers’ sense of belonging and career prospects (UN Women, 2021; UNODC handbook on
gender-responsive policing). These programmatic efforts mirror informants’ descriptions of empowerment as
both an individual psychological process and an outcome of organizational practice.
The themes “Physical and Mental Resilience in the Face of Training Struggles” and “Inner Resilience and
Strategic Coping for Survival and Growth” align closely with Resilience Theory, which foregrounds adaptive
capacities that enable individuals to maintain functioning and grow following stressors. Recent systematic
reviews and intervention research report that resilience-oriented modules (e.g., stress management, scenario-
based coping, mindfulness, and team debriefing) can reduce stress markers and enhance adaptive responses
among law-enforcement personnel (Moreno, 2024; Vadvilavičius et al., 2023). Trials of mindfulness-based
resilience training and feasibility randomized trials likewise report benefits for stress, aggression regulation, and
health outcomes in policing contexts, supporting the conclusion that BISOC —when paired with resilience-
focused content and supports—can operate as a site of positive adaptation rather than purely of attrition.
The themes “Empowerment Amidst Gender-Specific Challenges” and aspirations for enhanced resources and
instructor development are best understood through feminist analyses of policing. Recent empirical and policy
literature documents persistent organizational barriers—bias in role assignments, cultural norms privileging
masculine practices, and inadequate facilities—that constrain women officers’ progression and produce
gendered stress (Charman, 2024; scoping reviews on women’s stress in policing, 2024). Informants’ accounts
of gender-specific obstacles and their advocacy for structural changes (training design, facilities, instructor
competency) reflect not just individual coping but also a push for institutional transformation consistent with
liberal-feminist prescriptions for equal access and organizational reform.
Themes emphasizing teamwork, peer support, and collective empowerment correspond with evidence that social
resources buffer occupational stress. Recent studies and program reports show that peer mentoring, supportive
supervisors, and cohesion-enhancing practices reduce burnout and facilitate retention—particularly for women
working in male-dominated units—thus linking participants’ emphasis on collective strategies to empirically
validated protective mechanisms. Integrating social-support structures into BISOC design (buddy systems,
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structured debriefs, mentorship) therefore aligns with evidence-based practice.
Taken together, the theoretical lenses and literature suggest that empowerment, resilience, and feminist-informed
reforms are mutually reinforcing. Empowerment-oriented practices (mentorship, inclusive assignments) increase
women officers’ ability to use resilience skills effectively; resilience training improves wellbeing and
performance, enabling women to sustain careers long enough to press for institutional change; and feminist-
informed structural reforms remove barriers that otherwise blunt both empowerment and resilience interventions.
This integrated perspective indicates that improvements in BISOC will be most durable when interventions
operate at individual, team, and organizational levels simultaneously.
CONCLUSION AND RECOMMENDATIONS
This phenomenological study explored the life experiences of former female trainees of the Basic Internal
Security Operations Course (BISOC), uncovering their journey through challenges, growth, and transformation
within a traditionally male-dominated training environment. The findings revealed that BISOC training was not
merely a technical and physical undertaking but a multidimensional process of professional empowerment,
ethical formation, and psychological endurance.
The themes derived from the study—Holistic Development Through Skills, Ethics, and Operational
Preparedness; Empowerment Through Inclusive Training and Professional Growth; Physical and Mental
Resilience in the Face of Training Struggles; Empowerment Amidst Gender-Specific Challenges; Inner
Resilience and Strategic Coping for Survival and Growth; and Collective Empowerment Through Teamwork
and Support Systems—reflect a complex interplay between empowerment and constraint. While the training
facilitated growth and strengthened competence, it also exposed structural and cultural inequalities embedded
within the institution.
Viewed through the lens of Empowerment Theory, the participants’ experiences illustrated both individual and
collective empowerment, where female trainees gained confidence, self-efficacy, and a sense of agency despite
systemic limitations. However, empowerment was often self-driven rather than institutionally supported,
revealing gaps in gender-sensitive leadership and policy structures. From the perspective of Resilience Theory,
the participants demonstrated adaptability and perseverance as mechanisms for survival in a demanding, male-
centered environment. Yet, such resilience was often necessitated by structural barriers rather than fostered
through equitable support systems.
Using a Feminist Perspective in Policing, the study highlighted how entrenched gender norms and masculine
ideals continue to shape training culture. The expectation for women to “prove themselves” in terms of
endurance and strength underscores persistent institutional bias. Female trainees thus navigate a dual identity—
maintaining professional competence while negotiating acceptance within a patriarchal police culture. These
findings echo recent global studies (e.g., Bourassa Rabichuk et al., 2024; Charman, 2023; UN Women, 2022),
which emphasize that women in law enforcement often face invisible labor, gender stereotyping, and limited
access to leadership roles.
Despite these challenges, the informants expressed aspirations for improvement, particularly through
Advocating for Enhanced Training Quality and Resources and Pursuing Excellence Through Instructor and
Professional Development. Their vision for reform demonstrates a forward-looking form of empowerment—
one that seeks structural transformation rather than mere adaptation.
While this study offers deep insight into the meaning of being a female trainee in BISOC, it is important to
acknowledge its limitations. The research involved a small number of participants drawn from a single
geographic region, which, while appropriate for phenomenological inquiry, restricts the generalizability of the
findings. The results should therefore be understood as context-bound, reflecting the institutional culture of a
particular training environment rather than representing all female police trainees nationwide.
Nevertheless, the study’s strength lies in the depth of interpretation and the authenticity of the voices represented.
It contributes to the growing body of literature on women in policing by illuminating how empowerment,
resilience, and gender dynamics intersect within the Philippine National Police training system.
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In conclusion, this study has given voice to the lived realities of women who dared to thrive in an environment
historically defined by masculinity. Their narratives demonstrate that empowerment is not simply the outcome
of endurance, but the result of agency exercised within—and against—structural constraints. The challenge for
the institution is not merely to integrate women into existing systems but to transform those systems into spaces
of equity, respect, and empowerment. Through structural reform, inclusive leadership, and continuous advocacy
for gender-sensitive policing, the PNP can ensure that every woman who enters training is not only equipped to
serve but empowered to lead.
These are the recommendations which are actionable, literature informed and directly linked to the study’s
themes.
Institutionalize Gender-Sensitive Training Policies. The PNP and training institutions should adopt a gender-
responsive framework that ensures equitable opportunities, fair treatment, and respect for female trainees. This
includes reviewing BISOC’s curriculum, evaluation systems, and disciplinary policies to remove implicit gender
bias.
Integrate Empowerment and Resilience Development Programs. Training modules should include psychosocial
support, mentorship, and leadership development activities that build resilience without overburdening women
through unequal expectations of toughness. Institutional resilience must accompany personal resilience.
Enhance Instructor Competence through Gender Awareness Training. Regular seminars and workshops should
be provided to instructors and training officers to promote gender sensitivity, ethical mentoring, and inclusive
communication. As the participants suggested, instructors play a vital role in shaping trainees’ confidence and
sense of belonging.
Improve Training Facilities and Support Systems. Providing appropriate dormitory accommodations, sanitation
facilities, and access to medical and psychological services can improve female trainees’ physical and emotional
well-being. Ensuring adequate resources will strengthen morale and retention.
Establish a Gender Advisory Unit within Training Centers. A dedicated unit or focal person for gender and
development (GAD) concerns should be assigned in every police training center to handle grievances, monitor
gender equality measures, and serve as a support network for female trainees.
Encourage Comparative and Longitudinal Research. Future studies should include participants from multiple
regions and batches of BISOC to capture variations in experiences and institutional culture. Comparative studies
across police training programs—both local and international—can enhance understanding of how gender-
sensitive reforms evolve.
Promote Women’s Leadership and Representation in Training Management. Female officers with BISOC
experience should be given opportunities to become instructors or course directors, providing role models and
challenging the entrenched male hierarchy in training environments.
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