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CHAPTER 1-5

CHAPTER 1-5

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02/26/2014

Chapter 1 THE PROBLEM AND BACKGROUND OF THE STUDY A.

Introduction As teenagers get older, they become part of a larger social world. Some teenagers enjoy higher levels of social activity while other teenagers prefer less. While this may be a preference teenagers are born with, much of what experts call ‗social competence‘ or the ability to get along with others is skill-based or learned. This means that it can be practiced and improved upon. The presence of a patient coach, usually played by a teenager‘s parent, in molding a child‘s social skills is very crucial, especially during the adolescence stage. .

Teenagers do not need to be the most popular in their class, but they do need good social skills. Being sociable helps us with resilience (the ability to withstand hard times). Teenagers who are constantly rejected by peers are lonely and have lower self-esteem. When they are older, these teenagers are more likely to drop out of school and use drugs and alcohol. Parents can help their children learn social skills so that they are not constantly rejected or begin to bully and reject others. .

Teenagers, whose parents are present to monitor their social development, gains from the advantage of having a role model that encourages children to a more positive social behavior. Qualities such as generosity, respect, and self-esteem are primarily formed and honed within the family. A teenager‘s feeling of wholeness has a direct impact on a child‘s social competence. Children who have absentee parents, on the other hand, will most likely depend on peer support. However, not everyone will gain immediate acceptance from peers or worse is they become victims of peer pressure. To whom these children will socialize and seek support outside home,

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can negatively or positively affects ones social competence. The presence of parents to serve as the children‘s guide in choosing who they hang out with plays a crucial role during adolescence stage where most social skills learned lasts until adulthood. Being a student nurse to a professional nurse requires a lot of interpersonal relationships with the persons around them especially to their patients and its family and relatives. One must have good interaction skills in order to give transpersonal care to every patient they are going to handle in the near future. According to Jean Watson, the solidarity and harmony within the family relationship are the capital determinants in making a caring person. Also according to her, love is an integral part of growth and development of man, which normally starts within the family. This means omitting a family member, mother, father or both can make a disparity of a child‘s development especially on their social health. Filipinos are known to be family-oriented. Compared to the other countries, Filipinos have the mentality that gives them responsibility to their family as their first priority. But due to the wide-spread poverty in our country, either one or both parents are left without any choice but to leave the country and their family so that they could continue to support their own family. Not knowing that there might be a possibility that it can cause different effects on their children. As the researchers continue on this study, they will soon discover if having absentee parents give effects on a child‘s social health. The researchers are conducting this study to see if having absentee parent/s can be one of the major factors of being a ―less-sociable‖ person or an introvert and if having complete families help in building a good companionship and interaction among the people around the student.

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In line with this study, the researchers have the urge to find a solution if ever there may really be effects on a level 1 nursing student‘s social health upon having absentee parents. Having a capability to socialize can boost the confidence of an individual which is one factor that can affect on how they act in the future and on the clinical practices they will soon be involved with. It cannot be denied that the transpersonal nursing care that a student nurse must develop starts within the family. How can one perform the six C‘s of caring in nursing such as compassion, competence, confidence, conscience, commitment and comportment if one did not experience it on their own? How can one be a truly caring person, as a nurse should posses, if they lacked this kind of care for themselves because of having absentee parents? According to Jean Watson, ―Care before Cure‖ how can one cure if they cannot even care as the patient demands? Caring is a process. A way of relating to someone that involves development, mutual trust and deepening and qualitative transformation of relationship. It is a universal phenomenon that influences the way which people think, feel, and behave in relation to one another. (Jean Watson) Caring basically starts in being a sociable person. That is why, if having absentee parents can affect a social health of their child, especially if it is a student nurse, it can also affect the performance of their child in the profession they chose. B. Statement of the Problem This research paper answered the following questions: 1.What is the profile of the respondents in terms of age and gender? 1.1 age 1.2 gender

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2. What are the effects of having an Absentee parent/s to BSN level 1 students? 3. How do the students with absentee parents interact with their: 3.1 Classmates? 3.2. Schoolmates? 3.3 Professors? 3.4 Parents and relatives? 4. What are the possible measures that can lessen the negative effects of having absentee parents? C. Significance of the Study Students nowadays often have an absentee parent due to their work overseas/in abroad. This study was focused on the effect on the social health of BSN1 students having absentee parents. Hence, these are the people who benefited from the study:

Students or Children who have absentee parents. They will be benefited in this study by knowing the effects of having an absentee parent on the way they interact with other people. able to improve their social interaction towards other people.

They will also be

Students. They will be benefited from the study for they will be able to understand the different ways that the students that have an absentee parent interact with other people.

Parent. They will be benefited from the study for they will understand how their children interact with other people due to their occupation. Professors. They will be benefited from this study for they will be able to understand the reasons why their students have different ways of interacting with them.

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Future Researchers. They will be benefited from this study for they will know the effects of having absentee parents on students towards their Social Health and would be able to use this research paper as their pattern thesis for future use.

D. Scope and Delimitations This investigation was conducted to identify the positive and negative effects of having absentee parents on selected BSN Level 1 De La Salle Health Science Institute students towards their Social Health as professed by the students during the school year 2011-2012. The general purpose of this study was to determine the effects of having absentee parents on BSN level 1 DLSHSI students toward their social interaction with their family, friends, professors, class and schoolmates. The topic studied was the effects of having absentee parents to BSN level 1students. The population of this study was randomly selected level 1 nursing students according to family status. There were 20 respondents from the four different sections of BSN level 1 in DLS-HSI. These respondents were composed of six boys and fourteen girls. The locale of this study was De La Salle Health Science Institute. The period of the study was from November 2011- February 2012. This study was focused on the different ways the BSN level 1 students with absentee parents social interact. Certain delimitations were also present in this study. This study was not dealing on the emotional behavior and academic behavior of a student. It was not focused on the absentee parent or the reason behind their absence.

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E. Theoretical Framework Mercer et al., (2006) emphasized the importance of human attachment behaviour and emotions as being based one evolution and involved a selection for social behaviour that makes individuals or groups more likely to survive. It is encouraged that toddlers and very young children benefited from being with familiar people from the point of view of safety and learning early to adapt to others. It must also be said that toddlers in their first months have no preference for their biological parents over strangers and are equally friendly to anyone who treats them kindly. Preference for particular people, and behaviour which solicits their attention and care, develop over a period of time. On the whole infants become attached to adults who are sensitive and responsive in social interactions with the infant and who remain consistent care givers for some time, and this could include fathers, mothers, brothers and sisters. As children grow, they need parents to be their reference for their social behavior. When a separation occurs (either through divorce or incarceration), the children tend to lose out on the protection and nurturing that a stable marriage provides. This often creates the loss of parental attention from the departing parent. Depending on the age of the child, fear of loss and disaster may shape the choices of the children as they grow, leading to less friends, more time alone, fewer marriages, fewer offspring, more divorces, and greater use of alcohol and drugs. Parental abandonment leaves a child with lingering questions about his or her own self worth. Studies show that children fare far better when they have secure attachments to both parents. (www.examiner.com) Children who grow with their parents, with their complete family, will have a greater advantage towards their social health. Parents serve as a guide through survival in this social world. Self-concept and confidence of a child definitely comes from both parents who are there to support their offspring in every step of their lives. Children who grow with an absent parent,
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on the other side, may develop a burden thinking that they are the primary cause of the absence of their parent, hence they engage to activities that can greatly affect their social health leading to having less friends, more time alone, fewer marriages, fewer offspring, more divorces and greater use of alcohol and drugs.

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F. Conceptual Framework Paradigm of the Study

Effects of Having an Absentee Parent/s

Social Health of BSN Level 1 students

Figure 1: Effects of Having an Absentee Parent/s on BSN Level 1 students toward their Social Interaction

The illustration above shows the concept of our study, the relationship between the Effects of Having an Absentee Parent/s and the Social Health of BSN Level 1 students. This study was about the effects of having absentee parents on BSN level 1 DLSHSI students toward their social health. Parents nowadays often work abroad to support their family financially resulting on having an absentee parent. But then, there are also reasons why children or students have absentee parents. These were reasons like divorce or a broken family or a deceased parent. Because of that, children often grow without having one or both parents by their side and these may result to social health problems. This study aimed to determine if there were really effects toward a BSN Level 1 student‘s social health because of having absentee parent/s. If having been caught in this kind of situation makes the students introverts or bullies or maybe, no effect at all.

G. Definition of Terms Absentee Parent/s. Those who do not interact with their children, BSN level 1 student, on a regular basis and consequently do not play a significant role in their development. An

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individual that is absent from the home and working abroad, deceased or separated from the family .

Social Health. refers to the ability to interact with others and its behavior toward the respondents‘ schoolmates, classmates, professors and family members of the BSN level 1 students.

Effects. these are be outcome of having absentee parents to the BSN level 1 students. It may either positive or negative effects of having absentee parents.

BSN Level 1. refers to the 1st year regular students taking bachelor of science in nursing that is enrolled in De La Salle Health Sciences Institute. DLSHSI. De La Salle Health Sciences Institute. An institute offering medical courses located at Dasmarinas, Cavite.

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Chapter 2 REVIEW OF RELATED LITERATURE A Related Literature A child's burgeoning sense of self, or self-concept, is a result of the multitude of ideas, attitudes, behaviors, and beliefs to which he or she is exposed. The information that surrounds the child and which is internalized comes to the child within the family arena through parentchild interactions, role modeling, reinforcement for desired behaviors, and parental approval or disapproval (Santrock, 1994). Patricia Noller suggests that adolescents who are able to talk to their parents about issues that are important to them and who get emotional support from their parents are less likely to rely on peers for advice on important issues. They are less likely to succumb to peer pressure as it relates to using alcohol and drugs as means of coping with the pressure of adolescence. The adolescents under the supervision of the parent are less likely to develop rebellious attitude. A common explanation for the social problems found among the children of single parents has been the absence of a male adult in the family (Gongla 1982). When a separation occurs (either through divorce or incarceration), the children tend to lose out on the protection and nurturing that a stable marriage provides. This often creates the loss of parental attention from the departing parent. Depending on the age of the child, fear of loss and disaster may shape the choices of the children as they grow, leading to less friends, more time alone, fewer marriages, fewer offspring, more divorces, and greater use of alcohol and drugs. Parental abandonment leaves a child with lingering questions about his or her own self

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worth. Studies show that children fare far better when they have secure attachments to both parents.(http://www.examiner.com/) Children who have experienced parental abandonment may have difficulty sharing their feelings. They tend to keep their emotions bottled up and lack the trust necessary to share their true selves with others. Children like this may also be prone to developing poor self-esteem and a sense of shame surrounding the parent's absence. They may even question whether they could have contributed to the absence, whether they somehow "deserved" to be abandoned, or whether the absent parent believes he or she is better off without the "burden" of a child. (http://singleparents.about.com/ ) Studies support the importance of children generally having both parents in their lives. This helps their self-esteem, wellbeing and their success in life as they get the benefit of both parents' strengths and experience. (http://www.articlesbase.com/). Migration, for sheer necessity, has been institutionalized as a means to provide a better life for the family — the primordial preoccupation of every Filipino. To be an overseas worker at all costs has become an aspiration, notwithstanding its human and material cost. In the non-sectarian higher education institution (HEI) , the demographic profile shows that some 30% of the students are from migrant families. While reports indicate that they are valiantly coping with school exigencies, there are also clear signs that there is a need to provide them with support services because of some social problems to maximize their potentials in socializing or to address concerns regarding absentee parents, management of resources and other familial strains. (www.mb.com.ph/). Fathers are

incredibly important in their daughters' development -- their self-esteem, how they see themselves. Daughters tend to view themselves as their fathers viewed them. They expect to be

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treated as their fathers treated them. (News Courier, Absentee Fathers: The Current State of Fatherhood, http://www.dads-daughters.com) Having an absentee parent is difficult for growing child to understand because for them they only need love and attention from their parents. They are close minded. They don‘t understand that their parents are working abroad to support their basic needs, Even though it is difficult for them to leave. Children with absentee parent are spending their time to other things like alcohol drinking, using of drugs, pre marital sex, early marriage, etc. They also develop poor self-esteem because they are thinking that their parents abandoned them, hence they become rebellious. And children having absentee parents affect their attitude like lacking in selfconfidence. By having these dilemmas, the children affected by the given situation of losing one or two parents may experience social difficulties.

B. Related Studies A study done by Franklin Krohn & Zoe Bogan (2001) states that the absence of a parent may greatly affect the child‘s the social health because parents are very important in shaping the child‘s future, understanding and development. Security regarding females and their fathers is a key element since it greatly shapes their development (Griffin, 1998). Women without father figures lack a sense of protection and as a result may become discouraged. Examples of this phenomenon are teenage pregnancy, dropping out of college, never attempting college and low self esteem (Griffin, 1998, p. 21). Although fatherless females may encounter limitations as a result of their missing fathers, it is not impossible for them to succeed. (Franklin B Krohn & Zoe Bogan, 2001)
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According to the study of Dale Sadler, a psychologist during the year 2009, there are many opponents to the man's role in the home, especially as they deal with his natural tendencies toward leadership and problem solving. However, a home without these, whether they come from the man or the woman, is not a home at all. It is a machine of dysfunction that spirals at the whim of the children and adults who do not understand what it is to be a person of character. Real men are missing from our homes. Children who need to learn life lessons have holes that they fill with mood altering drugs and destructive behavior. A boy whose temper is lost at the drop of a hat could have been taught to control his inner beast by a good man at home. Instead, the boy's rage comes out regularly as he develops a disregard for authority at school and with his mother. A girl who is missing a daddy who will love her unconditionally looks to boys for this fulfillment. Selfish males can't possibly meet a girl's deepest needs to the degree that the man who gave her life can. Boys see her only as an object, not for the precious being that she really is. This makes her a victim rather than a princess. Synthesis of RRL A study done by Franklin Krohn & Zoe Bogan (2001) states that the absence of a parent may greatly affect the child‘s the social health because parents are very important in shaping the child‘s future, understanding and development. Security regarding females and their fathers is a key element since it greatly shapes their development (Griffin, 1998). These studies manifest a difference in this study for there was no great effect towards the BSN Level 1 students‘ social health together with the articles written by Dale Sandler and Gongla. On the other hand, Patricia Noller and Santrock‘s statement that parent‘s are essential to our daily life, supports our study and its results. Even though there was no direct effect on the respondents‘ social health, the presence of the parents, love and support are still very important for the BSN Level 1 students.
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Chapter 3 METHODOLOGY A. Research Design The study used the descriptive method as the means of gathering the data. According to Best as cited by Sevilla et al. (1992), a descriptive method is designed by the researcher to gather the information about the existing condition of the subjects of the study or describes the nature of a situation as it exists at the time of the study. Since the study was concerned with the absentee parents of BSN1 as perceived by the students and its relationship to the social health of BSN1 students, the descriptive method is the most appropriate means of acquiring vital information. B. Research Respondents The study had twenty (20) respondents that are randomly selected. It consists of six boys and fourteen girls. The respondents of this study were students that have an absentee parent from different sections of BSN level 1. The method that was used was Random Sampling, each member of the population has an equally, likely chance of being selected. This was a process of selecting a group of people that will be used in a research, which was chosen provided that they are a first year student of DLSHSI in the college of nursing and students that have an absentee parent. C. Research Instrument In this study, there was only one research instrument used, the survey. The questions in the survey were based on the statement of the problem of this study. The profile of the students, name was optional, and how the BSN1 student interacts with his/her classmates, schoolmates,
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professors and family and relatives were the basis for the questions found on the research instrument used.

D. Data Gathering Management After determining the population of this study, approval of the dean and the construction of the questionnaires, it was distributed to the class presidents of each BSN level 1 section. The presidents of the four sections were designated to distribute the questionnaires to the students who were selected to answer the survey for this study. After a day or two, the questionnaires that are with the respondents were given back to their president and the presidents returned the questionnaires back to the researchers. E. Statistical Treatment of Data In this study, the researchers used the frequency or percentage and the mean method. The purpose of this method/procedure was to show how many samples are less that or more than the certain value involved. Frequency and Percentage. Percentage is way of expressing a number as a fractionof 100 (percent meaning ―per hundred‖). The frequency was divided by the total number respondents multiplied by a hundred. of

Formula: Where:

p=

p = percentage
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F = frequency N = total number of respondents Mean. For a data set, the mean is the sum of the observation divided by the number of observations. The formula below will be used to get the mean, which is the summation of frequency divided by the total number of respondents.

Formula:

Where:

x = mean F = frequency N = total number of respondents

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Chapter 4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Problem 1. What is the profile of the respondents in terms of age and gender? Table 1.1 Age of the Respondents ABSENTEE PARENTS AGE 16 17 18 19 TOTAL FREQUENCY 10 8 1 1 20 PERCENTAGE 50.00 40.00 5.00 5.00 100.00

Using frequency and percentage, table 1.1 shows that out of 20 respondents that have an absentee parent/s, 10 or 50% is 16 years old; 8 or 40% are 17 years old; 1 or 5% are 18 years old and 1 or 5% are 19 years old.

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Table 1.2 Gender of the Respondents ABSENTEE PARENTS GENDER Male Female TOTAL FREQUENCY 6 14 20 PERCENTAGE 30.00 70.00 100.00

Using frequency and percentage, table 1.2 shows that out of the 20 respondents who have an absentee parent 6 or 30% are male and 14 or 70% are female respondents.

Problem 2: What are the effects of having an Absentee parent/s toward BSN level 1 students? Table 2.1 Negative Effects of having an Absentee Parent/s toward BSN Level 1 student DOES HAVING ABSENTEE PARENT/S AFFECT YOU NEGATIVELY? YES NO FREQUENCY 8 12 PERCENTAGE 40 60

As table 2.1 showed, 8 or 40% of the respondents alleged that having absentee parent/s affect them negatively while 12 or 60% of the population answered that having absentee parent/s has no direct effect on them and on their social health.

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Table 2.2 General Effect of having Absentee Parent/s to the BSN Level 1 students’ Social Interaction Social Interaction Classmates Schoolmates Professors Family and Relatives SCORE MEAN MEAN 3.18 2.55 2.49 3.19 2.85 INTERPRETATION Often Often Sometimes Often OFTEN

Legend: 3.51 - 4.00 Always; 2.51 - 3.50 Often; 1.51 – 2.50 Sometimes; 0.51 – 1.50 Seldom; 0.00 - 0. 50 Never

Table 2.2 illustrates and proves that having absentee parents just affects the social health of the respondents, minimally. This is based on the result ―Often‖ that means 20% negative effect only. On the other side, the results ‗Always‘ is equivalent to 0 negative effects, ‗Sometimes‘ for 50% negative effect, ‗Seldom‘ for 70% negative effect and ‗Never‘ means 100% negative effect on the respondents‘ social interaction.

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Problem 3: How do the BSN Level 1 students with absentee parents interact with their classmates, schoolmates, professors and family and relatives? Table 3.1 Social Interaction of the Respondents toward their Classmates SOCIAL INTERACTION WITH CLASSMATES 1. I don‘t hesitate to greet my classmates inside and outside the school premises. 2. I have no problem in expressing myself with my classmates 3. I prefer spending time with my classmates before & after school hours or whenever I have free time 4. I choose to talk to my classmates in a nice manner. 5. I prefer joining them during class activities. SCORE MEAN MEAN 3.05 3.1 2.95 3.55 3.25 3.18 INTERPRETATION Often Often Often Always Often OFTEN

Legend: 3.51 - 4.00 Always; 2.51 - 3.50 Often; 1.51 – 2.50 Sometimes; 0.51 – 1.50 Seldom; 0.00 - 0. 50 Never

Table 3.1 discloses that the (great) BSN Level 1 respondents ‗often‘ greet their classmates inside and outside the school premises without hesitation (3.05), expresses themselves with their classmates (3.1), spends time with their classmates before and after school hours or whenever they have free time (2.95) and prefers joining them whenever they have school activities (3.25). The respondents, on the other hand, ‗Always‘ chooses to talk to their classmates in a nice manner.

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Table 3.2 The Social Interaction of the Respondents toward their Schoolmates SOCIAL INTERACTION WITH SCHOOLMATES 1. I have enough confidence to share my talents and skills. 2. I am comfortable mangling with my schoolmates during school activities. 3 I openly talk about my family and our secrets. 4. I enjoy befriending on other schoolmates whom I am not acquainted to. 5. I don‘t hesitate to approach my schoolmates inside & outside the school premises. SCORE MEAN MEAN 2.35 INTERPRETATION Often

3.05 2.05 2.55

Often Sometimes Often

2.75 2.55

Often OFTEN

Legend: 3.51 - 4.00 Always; 2.51 - 3.50 Often; 1.51 – 2.50 Sometimes; 0.51 – 1.50 Seldom; 0.00 - 0. 50 Never

The table above shows that BSN1 students ‗often‘ has enough confidence to share their talents and skills (2.35), comfortable in mangling with their schoolmates during school activities (3.05), enjoy befriending other schoolmates whom they are not acquainted to (2.55), and approaching their schoolmates inside and outside the school premises (2.75). ‗sometimes‘ these students openly talk about their family and their secrets (2.05). However,

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Table 3.3 Social Interaction with professor

SOCIAL INTERACTION WITH PROFESSOR 1. I am comfortable approaching my professors regarding my academic concern. 2. I can participate well during class discussion. I seek advice whenever I have academic or personal problem. 4. I respect my teachers even if I am caught in a bad situation. 5. I answer back to my teachers if I don‘t like the way they treat me & if things don‘t go my way.
3.

MEAN 2.6 2.7 2.7 3.5 0.95 2.49

INTERPRETATION Often Often Often Always Seldom SOMETIMES

SCORE MEAN

Legend: 3.51 - 4.00 Always; 2.51 - 3.50 Often; 1.51 – 2.50 Sometimes; 0.51 – 1.50 Seldom; 0.00 - 0. 50 Never

The table above reveals that the 20 respondents who have absentee parents are ‗often‘ comfortable with approaching their professors regarding their academic concerns (2.6), they choose to participate well during class discussions (2.7), seek advice whenever they have academic or personal problems (2.7), and respect their teachers even if they are caught in a bad situation (3.5). Meanwhile, they ‗seldom‘ answer back to their teachers if they don‘t like the way they treat them & if things don‘t go their way (0.95).

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Table 3.4 The Social Interaction of the Respondents toward their Family and Relatives SOCIAL INTERACTION WITH FAMILY AND RELATIVES 1. I turn to my family and relatives for advices because I believe that they can be the best persons to help me. 2. I treat my family like my best friends. 3. I prefer speaking with them in a nice manner and with full respect even in times of distress. 4. When I arrive from school, I always narrate how my day went to my parent or guardian. 5. I am looking forward to have bonding moments with my family or relatives. SCORE MEAN

MEAN

INTERPRETATION

3 3.2 3.4

Often Often Often

2.55

Often

3.8 3.19

Always OFTEN

Legend: 3.51 - 4.00 Always; 2.51 - 3.50 Often; 1.51 – 2.50 Sometimes; 0.51 – 1.50 Seldom; 0.00 - 0. 50 Never

Table 3.4 reveals that the 20 respondents who have absentee parents ‘often’ turn to their family for advices because they believe that they are the best persons to turn to (3), treats their family like best friends (3.2), talk to them in a nice manner even if in times of distress (3.4), and they also narrate how their day went at school (2.55). On the other hand, they ―Always‖ look forward to have bonding moments with their family or relatives (3.8)

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Chapter 5 SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

A. Summary of Findings This research was conducted in order to determine the social interaction of the students who have absentee parents towards their classmates, schoolmates, professors, and their family and relatives. In order to answer these research questions, the descriptive method of research was applied. Through quantitative and qualitative approaches, the researcher developed a questionnaire that would gather specific data about the profile of the respondents and how they social interact. This research has 20 respondents and they were chosen randomly.

Problem 1: What is the profile of the students who have absentee parent/s in terms of their age and gender? There were a total of 20 respondents that have absentee parents. 6 or 30% of them are males and 14 or 70% of them are females. Out of 20 respondents 10 or 50% of them are 16 years old, 8 or 40% of them are 17 years old, 1 or 5% is 18 years old, and 1 or 5% is 19 years old. Problem 2: Effects of having absentee parent/s to BSN Level 1 student Based on the given results out of 20 students 8 or 40.0% of the respondents alleged that having absentee parent/s affects them negatively and the remaining 12 or 60.0% of the

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population answered that having absentee parent/s has no direct effect on them and on their social health. Problem 3: How do the BSN Level 1 students with absentee parents interact with their classmates, schoolmates, professors and family and relatives? Based on the result, there is minimal effect in the results of the social interaction of those who have absentee parents. An example would be the social interaction of the respondents toward their classmates (had a score mean of 3.18). The respondents ‗often‘ greet their classmates inside and outside the school premises without hesitation (mean of 3.05), express themselves to their classmates without any problem (mean of 3.1), spend time with their classmates before and after school hours or whenever they have free time (mean of 2.95), prefer joining them whenever they have school activities (mean of 3.25) and always choose to talk to them in a nice manner (mean of 3.55). Another situation would be the social interaction of the respondents with their schoolmates (had a score mean of 2.55). They ‗often‘ have enough confidence to share their talents and skills (mean of 2.35), comfortable in mangling with their schoolmates during school activities (mean of 3.05), enjoy befriending other schoolmates whom they are not acquainted to (mean of 2.55), and approaching their schoolmates inside and outside the school premises (mean of 2.75). However, these students ‗sometimes‘ openly talk about their family and their secrets (mean of 2.05). The social interaction of the respondents with their professors had score mean of 2.49. The 20 respondents who have absentee parents are ‗often‘ comfortable with approaching their professors regarding their academic concerns (mean of 2.6), they choose to participate well
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during class discussions (mean of 2.7), seek advice whenever they have academic or personal problems (mean of 2.7), and respect their teachers even if they are caught in a bad situation (mean of 3.5). Meanwhile, they ‗seldom‘ answer back to their teachers if they don‘t like the way they treat them & if things don‘t go their way (mean of 0.95). Last is the social interaction of the respondents toward their family and relatives had a score mean of 3.19. The 20 respondents who have absentee parents ‘often’ turn to their family for advices because they believe that they are the best persons to turn to (mean of 3), treats their family like best friends (mean of 3.2), talk to them in a nice manner even if in times of distress (mean of 3.4), and they also narrate how their day went at school (mean of 2.55). On the other hand, they ―always‖ look forward to have bonding moments with their family or relatives (mean of 3.8). Problem 4: Possible measures that can lessen the negative effects of having absentee parents Based on the results showed in chapter four of this thesis, having an absentee parent does not directly affect the social interaction of the BSN Level 1 students. Since their ability to socialize is not affected, it proves that having absentee parents is not a hindrance in their social life and social health. Meaning, there are no negative effects. But then, parents are really an essential part of growing up. Parents are considered to be the first teachers, and having them by their sides means a higher chance to improve and maximize their ability to socialize with others.

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B. Conclusions After a comprehensive analysis of the data gathered in this study, the researchers have come up with the following conclusions: 1. Based on the study conducted, there is no direct/ minimal negative effect or difference on how students with absentee parents interact with the people around them. 2. In the research it is shown that BSN Level 1 students with absentee parents do not often share their problems or interact much with their professor as often as they share to their classmates and schoolmates. 3 BSN Level 1 students have really high social interaction with their family and relatives (3.19) rather than their co-students and professors. The students also expressed their desire to spend time and bond with their family and relatives. C. Recommendations Based on the conclusions, the researchers hereby came up with the following recommendations: 1) This research recommends the absentee parent/s to continue to still keep in touch with their children through the new technologies that were/are developed to improve the relationship between the parent/s and the student and for the parent/s to guide and support their children even though they are distant from each other because parental love and support is the most essential thing a child would need in growing up. 2) The friends and schoolmates of the BSN Level 1 student must always be there to support them in good times and bad times because the students with absentee parent/s somehow treat them like family.
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3) To provide a better understanding on the student/s social interaction this study suggest that in case a student/s face any difficulties the professor should guide or help the students to make them feel loved. 4) Family and relatives of the BSN level 1 student must be on his/her side because they are the only ones to remind the student and let him/her feel that he/she is loved, not alone and they are there for support no matter what. 5) Guidance counselors should also allot time to talk to students who have an absentee parent to asses if the student/s is having any difficulty in expressing themselves to other people and also to give advises to the student/s. 6) Further studies can be made using different set of respondents to prove that there was no negative effect in terms of the social health of a BSN Level 1 student. Different studies pertaining to the academic performance, socio-economic status and behavioral problems of BSN Level 1 student can also be performed to identify the holistic condition of a student with absentee parent/s.

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Bibliography

Noller, Patricia. "Relationships with Parents in Adolescence: Process and Outcome." (1994) Sadler, D. How An Absent Father Can Affect His Children, http://www.insearchformore.com Santrock, J., “Child development”, 6th ed. Madison: Brown & Benchmark. (1994) Watson, J. ―Transpersonal Caring‖ (1979) Cain, R. The absent parent syndrome. Retrieved November 4, 2009, http://www.examiner.com Gongla, Single-Parent Families - The Effects On Children. (1982), from http://family.jrank.org “Importance of Parents to their Children” www.articlesbase.com Krohn F. & Bogan Z. The effects absent fathers have on female development and college. Retrieved April 9, 2009, from http://newsearthsenses.blogspot.com/ “Management of Resources and Familial Strains” www. mb.com.ph Mercer et al., ―Reference Theory‖ (2006) News Courier, Absentee Fathers: The Current State of Fatherhood, http://www.dadsdaughters.com/absentee-fathers.html Wolf, J. Abandonment Issues in Children, from http://singleparents.about.com

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APPENDICES

30

De La Salle Health Sciences Institute College of Nursing School Year 2011-2012
Respondent no:

APPENDIX A

Dear Respondent, We, Alyssa Marie A. Rocas, Janella Marie Marquez, Mary Sulaida Manipis, Sharmaine Quesada and Carmella Dawn Sudario of BS nursing 13 are currently conducting a research entitled ―Effects of Having Absentee Parents on BSN Level 1 students on their Social Health.‖ We would like to ask you to render a few minutes of your time to answer the questions below. Your participation regarding this study will be highly appreciated. We sincerely ask for your truthful and accurate answers. The Researchers

Name: _____________________________ Age: _____ Direction: Please check (

Yr. & Sec. _______________ Gender: ______

) the box that corresponds to your answer. Check only one box.

4-always 3-often 2-sometimes 1-seldom 0-never  Do you think having absentee parents affect you negatively? Yes A. Social Interaction with classmates 4 1. I don‘t hesitate to greet my classmates inside and outside the school premises. 2. I have no problem in expressing myself with my classmates 3 2 1 0 No

31

3. I prefer spending time with my classmates before & after school hours or whenever I have free time. 4. I choose to talk to my classmates in a nice manner. 5. I prefer joining them during class activities. B. Social Interaction with schoolmates 4 6. I have enough confidence to share my talents and skills. 7. I am comfortable mangling with my schoolmates during school activities. 8. I openly talk about my family and our secrets. 9. I enjoy befriending on other schoolmates whom I am not acquainted to. 10. I don‘t hesitate to approach my schoolmates inside & outside the school premises. 3 2 1 0

C. Social Interaction with professor 4 11. I am comfortable approaching my professors regarding my academic concern. 12. I can participate well during class discussion 13. I seek advice whenever I have academic or personal problem 14. I respect my teachers even if I am caught in a bad situation. 15. I answer back to my teachers if I don‘t like the way they treat me & if things don‘t go my way. 3 2 1 0

D. Social Interaction with my family and relatives 4 16. I turn to my family & relatives for advice whenever I have problem because I believe that they can be the best persons to help me. 17. I treat my family like my best friends 18. I prefer speaking with them in a nice manner & with full respect even in times of distress 19. When I arrive from school, I always narrate how my day went to my parent or guardian. 20. I am looking forward to have bonding moments with my family or relatives
32

3

2

1

0

CURRICULUM VITAE ALYSSA MARIE A. ROCAS Blk. 35 Lt. 17 Bangkok St. Summerwind IV, Burol Main, Dasmarinas, Cavite (046) 416-4143/ 09261068621 alyssamarie.rocas@yahoo.com I. Educational Background Year/ Level Pre- School Elementary High School College

School Father Michael Donoher / Elizabeth Seton School Elizabeth Seton School Rogationist College De La Salle Health Sciences Institute

Year 1998 – 2001 2001 – 2007 2007 – 2011 2011 -

II. Clubs/ Organization Affiliated Position Club/ Organization Member Glee Club III. Awards and Honors Received Awards School rd 3 Honor Elizabeth Seton School nd 2 in Diligence Rogationist College nd 2 in Academics Rogationist College st 1 in Academics Rogationist College nd 2 in Diligence Rogationist College 3rd in Conduct Rogationist College IV. Character Reference Name Address Ms. Peggy Anne Orbe-Walters De La Salle Health Sciences Intitute V. Profile Age: 17 yrs. Old Birthday: August 26, 1994 Religion: Roman Catholic

Year 2007 - 2011 Year 2001 – 2002 2007 – 2008 2009 – 2010 2010 – 2011 2010 – 2011 2010 – 2011

Position Thesis Adviser

Gender: Female Citizenship:Filipino ______________________ SIGNATURE

33

CURRICULUM VITAE MARY SULAIDA CELSO S. MANIPIS 01 Sitio Rose San Jose Sta. Cruz, Laguna 09174666445 chelsie_cutie@yahoo.com

I. Educational Background Year/ Level Pre- School

School Immaculate Conception Catholic School- Don Bosco Elementary Immaculate Conception Catholic School- Don Bosco High School Union College School of Integrated Preparatory Studies College De La Salle Health Sciences Institute II. Clubs/ Organization Affiliated Position Club/ Organization Member Juventus Club III. Awards and Honors Received Awards School Silver Medalist Immaculate Conception Catholic School- Don Bosco Bronze Medalist Immaculate Conception Catholic School- Don Bosco Bronze Medalist Union College School of Integrated Preparatory Studies IV. Profile Age: 17 yrs. Old Birthday: July 06, 1994 Religion: Roman Catholic

Year 1998 – 2001 2001 – 2007 2007 – 2011 2011 – Year 2004 - 2007

Year 2001 – 2002 2004 – 2005 2007 - 2008

Gender: Female Citizenship:Filipino

______________________ SIGNATURE

34

CURRICULUM VITAE JANELLA MARIE L. MARQUEZ Purok 71, 170 Kaybagal North Tagaytay, City Cavite 09051121756 Marquez.janella@yahoo.com I. Educational Background Year/ Level School Pre- School Amadeo Day Care Center Elementary Amadeo Elementary School High School Amadeo Weste Cavite Instituto De Le Mar (AWCI DE LE MAR) College De La Salle Health Sciences Institute II. Awards and Honors Received Awards School PSDB awards AWCI DE LE MAR PSDB panitikan AWCI DE LE MAR PSDB sayaw AWCI DE LE MAR PSDB himig AWCI DE LE MAR PSDB bigkasan AWCI DE LE MAR

Year 2000-2001 2001 - 2007 2007 – 2011 2011 -

Year 2007-2011 2009-2011 2009-2011 2009-2011 2009-2011

IV. Character Reference Name Address Position Ms. Peggy Anne Orbe-Walters De La Salle Health Sciences Institute Thesis adviser V. Profile Age: 16 yrs. Old Gender: Female Birthday: April 10, 1995 Citizenship:Filipino Religion: AKO

______________________ SIGNATURE

35

CURRICULUM VITAE SHARMAINE A. QUESADA Blk 16 Lot 27 Sacramento St. South Plains Village Dasmarinas, Cavite 09285250185 q_sharmaine@yahoo.com I. Educational Background Year/ Level Pre- School Elementary High School College

School Our Lady of Grace Academy Vel Maris School Vel Maris School De La Salle Health Sciences Institute

Year 1998 – 2001 2001 – 2007 2007 – 2011 2011 – 2015

II. Clubs/ Organization Affiliated Position Club/ Organization Captain Table Tennis Varsity III. Awards and Honors Received Awards School Loyalty Award Vel Maris School 10th in Academics Vel Maris School 9th in Academics Vel Maris School 6th in Academics Vel Maris School 5th in Academics Vel Maris School Athlete of the Year Vel Maris School nd DPSAA 2 runner-up Vel Maris School table tennis girls Loyalty Award Vel Maris School IV. Character Reference Name Ms. Peggy Anne Orbe V. Profile Age: 17 yrs. Old Birthday: December 1, 1994 Religion: Roman Catholic

Year 2008 - 2011 Year 2006 – 2007 2007 – 2008 2008 – 2009 2009 – 2010 2010 – 2011 2010 – 2011 2010 – 2011 2010 – 2011

Address De La Salle Health Sciences Institute

Position Thesis Adviser

Gender: Female Citizenship: Filipino

______________________ SIGNATURE
36

CURRICULUM VITAE CARMELLA DAWN B. SUDARIO Blk. 16 Lt. 35 Moscow St. Golden City, Anabu II-F, Imus, Cavite (046) 850-2389/ 09485813390 carmelladawn@yahoo.com I. Educational Background Year/ Level Pre- School Elementary High School College

School Divine Lamp School of Cavite Divine Lamp School of Cavite Maranatha Christian Academy De La Salle University- Dasmarinas De La Salle Health Sciences Institute

Year 1997 – 2000 2000 – 2006 2006 – 2010 2010 2011 -

II. Character Reference Name Ms. Peggy Anne Orbe-Walters III. Profile Age: 18 yrs. Old Birthday: June 09, 1993 Religion: Roman Catholic

Address Position De La Salle Health Sciences-Institute Thesis Adviser

Gender: Female Citizenship: Filipino

______________________ SIGNATURE

37

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