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Psychosocial Development of Students from Marcelo H.

del Pilar National High School


(MHPNHS) Raised by a Single Father

Researchers:

Adonis, Kurt Adonis L.

Alba, Charmaine Khaye D. O.

Alday, Diether E.

Dela Fuente, Karlos Immanuel P.

Garcia, Ron Einnor C.

Hilario, Ian Froy P.

Rioflorido, Nina Rica S.

Teodoro, Ryan Vincent S.

In partial fulfillment of the requirements in


Research in Daily Life 1

11 STEM-JSJ Angeles
Marcelo H. del Pilar National High School
Mrs. Rosita Elopre
March, 2017
Acknowledgments

The researchers would like to express their indebtedness and gratitude to our

Almighty God who helped us achieved this research paper. We thank you for giving us

strength, motivation and inspiration to finish this study.

Also, the researchers of “Psychosocial Development of Students from Marcelo H.

del Pilar National High School (MHPNHS) Raised by a Single Father” want to express

their gratitude to the following for giving them valuable information and sources,

regarding their study that made this research paper possible:

Our deepest thanks to our family who supported us morally and financially and

for understanding us while doing their research.

To Mrs. Rosita Elopre, our teacher in Research in Daily Life 1. We are truly

grateful to your advices and lessons for us to learn more about this subject. And also, for

the full support that we received from you to finished this research paper.

To the people we interviewed, the high school students in Marcelo H. del Pilar

National High School who raised by a single father. We want to express our gratitude to

you, for trusting us, for sharing your experiences and helping us in our research paper.

To our friends and classmates who supported and believed us that we will made

this research paper. Thank you for sharing your knowledge and ideas about our topic.

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Table of Contents

Page

Title Page i

Acknowledgement ii

Table of Contents iii

Abstract iv

Chapter One: Introduction 1

1.1 Background of the Study 2

1.2 Statement of the Problem 3

1.3 Significance of the study 3

1.4 Scope and Delimitation 4

1.5 Definition of Terms 5

Chapter Two: Literature Review 7

2.1 Introduction 7

2.2 Review of Related Literature (Local) 7

2.3 Review of Related Literature (Foreign) 7

2.4 Review of Related Studies (Foreign) 15

2.5 Synthesis 17

2.6 Conclusion 18

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Chapter Three: Methodology 19

3.1 Introduction 19

3.2 Aims of research 19

3.3 Qualitative approach 19

3.4 Instruments 20

3.5 Sampling and selection 20

3.6 Data collection 20

3.7 Data Analysis 21

3.8 Ethical Consideration 21

3.8.1 Confidentiality of data 21

3.8.2 Anonymity of data 22

3.8.3 Plagiarism 22

3.9 Limitations of Study 22

3.10 Conclusion 22

Chapter Four: Findings and Discussions 24

4.1 Introduction 24

4.2 Participants 24

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4.3 Reflection 25

4.4 Understanding the findings in relation to the research questions 31

4.5 Comparisons with other research 31

4.6 Conclusion 32

Chapter Five: Summary, Conclusions and Recommendations 33

5.1 Summary 33

5.2 Conclusion 34

5.3 Recommendations 36

References 37

Appendices 40

Appendix A 40

Appendix B 41

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Abstract

This study is concerned with the impact of being raised by single fathers to high

school students from Marcelo H. del Pilar National High School in line with the first five

stages of Erik Erikson’s (1963) theory of Psychosocial Development. The study intended

to find out the effects of parenting of single fathers in the psychosocial development of

their children. The researchers employed qualitative research methodology; five

respondents were selected with the use of snowball sampling technique. Altogether five

structured interviews were conducted for the analysis so as to collect relevant data. The

data collected were analyzed using deductive thematic analysis. The findings from the

study revealed that the fourth and fifth stages of Erikson’s were the most impacted and

greatly affected by the circumstances. Teenagers raised by single fathers developed

strong inferiority and were often accused of being a member of the third sex. The results

of this study have provided strong support for the key role of single fathers in their

children’s psychosocial development particularly in psychological, emotional, social and

behavioral aspects. It also has demonstrated strong positive relationships between the first

five stages of Erikson's (1963) Psychosocial Development Theory. Future researches can

consider including the impact to the single fathers themselves.

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Chapter One

Introduction

Children’s mind, personality, attitude and well-being are mostly shaped by their

parents. Being the core foundation of child development, the lack of parental presence

whether by one or both affects their growth and perception and may cause psychological,

social, emotional and behavioral effects.

Psychosocial perspectives on children’s development are linked to theories that

recognize the ‘self’ as essentially a social entity. The quality of relationships that children

experience in their social environment have a profound effect on their socio-emotional

development, personality formation and social competence. To this extent, psychosocial

theories of children’s development and wellbeing can provide child and family social

workers with a powerful framework within which to analyze, assess and practice.

The population of single fathers- albeit smaller than that of single mothers- is

slowly growing and now faces challenges in dealing with understanding the behavior of

their children.

With most books, support groups and programs being tailored for single mothers,

single fathers do not have much reference to rely on. Even society, employers especially,

has a different perspective on single fathers.

Oftentimes in family research, fathers are being ignored as an important unit of

study. However, researches which focus on fathers, generally considered only how

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fathers influence their children's development. Further, the developmental outcomes of

involvement of fathers in child rearing have not been studied extensively.

The presented circumstances piqued the researchers’ interest. With some of their

schoolmates being the children of single fathers, the researchers decided to look further

into this topic.

1.1 Background of the Study

As of 2012, there are estimated 13.9 million Filipino single parents who support

and carry the responsibility and obligation of raising their family, especially their

children by themselves. This constitute about 14 to 15 percent of the estimated 94 million

Filipinos. (Cruz, 2012)

On the other hand, according to a study from the United States of America, there

has been a rise with the number of single father households to about ninefold since 1960,

from less than 300,000 to more than 2.6 million in 2011. (Livingston, 2013) Furthermore,

according to National Responsible Fatherhood Clearinghouse (NRFC), 9 percent of

single fathers in the US were raising three or more children younger than 18 and about 44

percent were divorced, 33 percent were never married, 19 percent were separated, and 4.2

percent were widowed.

Death of mother, wins the custody, abandonment, adoption, desertion, and unfit

mother is the common reason why a father become a single parent to raise his child on

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his own. The changing roles of men and women in today’s society are providing men

with a greater opportunity to interact with their children. (Lynn, 1974).

Children of single parents face challenges every day, ranging from emotional,

social and financial stability. This has been a new focus of psychiatry and psychology in

order to understand the impact of single parenthood on children. While current studies are

often focused on the psychological effect to children of single mothers and studies about

single dad is very rare, this lead the researchers to focus on the psychological effect to

children of just having their dad during their growing years.

Erik Erikson’s (1963) first four psychosocial stages (trust, autonomy, initiative,

and industry) occur during childhood, ideally being successfully resolved by the age of

11 years. These stages serve as the foundation for the fifth stage of Erikson, identity crisis

in adolescence. It is during these stages that parents play a very vital role in their

children’s development.

1.2 Statement of the Problem

A. Central Question

1. What are the effects of parenting of single fathers in the psychosocial

development of their children?

B. Sub-Questions

1. How is their life?

2. What are their behaviors?

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3. What are the factors affecting their development?

1.3 Significance of the Study

This study is meant to provide meaningful significance for policy makers and

other

stakeholders who are involved in areas of improvement of socio-economic livelihood of

individuals and groups in general and single fathers and their children in particular. This

will also help intensify understanding about the overall experiences of children raised by

single fathers especially that they are not usually being given attention. Above all, it will

pave way in igniting further researches and mobilizing resources which brings practical

utility by ultimately answering questions which are related to the two overarching values

of humanity that is; considering socio-economic needs as a universal human need which

in turn helps to promote socio-economic justice.

1.4 Scopes and Delimitations

This study is focused on the children of single fathers. The study aimed to

understand more of how a family consisting of a father and his offspring can affect a

kid’s behavior, personality and well-being through his or her childhood.

The researchers looked for at least 5 students who are currently studying in

Marcelo H. del Pilar National High School (MHPNHS) who were raised by single

fathers. The researchers decided to get their population from high school students

because they are not children anymore and at the same time they are not adults yet. More

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specifically, they are at the age of adolescence where they are at the peak of emotional

and mood changes. The study focused only on psychological, emotional, behavioral, and

social effects of being raised by a single father and not other effects.

The effect of other factors like the reason of the loss of the mother, the gender, the

age of the respondent was not tackled in the study.

1.5 Definition of Terms

 Behavioral Issues – issues or problems encountered by a single father’s child in

which affects the child’s overall personality including his/her actions and words

 Child rearing - the work of taking care of children until they are old enough to

take care of themselves

 Divorce – an effect caused by issues of infidelity and incompatibility between

spouses, in which it becomes a factor for a child to grow with a sense of

insecurity

 Emotional Problems – issues or problems which is encountered by a single

father’s

child such as loneliness

 Incompatibility – an issue that arises in between couples by living together with

the

partner that leads to a divorce

 Infidelity – an issue of loyalty between spouses that leads to a divorce

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 Psychiatry - branch of medicine focused on the diagnosis, treatment and

prevention

of mental, emotional and behavioral disorders

 Psychology - study of behavior and mind, embracing all aspects of conscious and

unconscious experience as well as thought

 Psychosocial - relating to the interrelation of social factors and individual thought

and behavior

 Rejection – an emotion perceived by a single father’s child due to lack of

interaction with his/her guardian

 Social Issues – issues or problems encountered by a single father’s child

affecting his/her socialization skills

 Social justice - is the fair and just relation between the individual and society.

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Chapter Two

Review of Related Literature and Studies

2.1 Introduction

The parents are the once responsible for developing a child’s behaviour. Their

parents are those who children will look up to. In relation with the psychosocial

development theory of Erik Erikson, parents are the once accountable for a child to feel

love, warmth and safety to gain trust; to guide a child in making choices to have

autonomy and to encourage a child so that he/she will not have inferiority. However, a

loss of a parent can affect these developments. With most studies focusing on children of

single mothers, the researchers chose to focus on the children of single fathers.

2.2 Review of Related Literature (Local)

According to Maricel Cruz’ article in Trade Union Congress in the Philippines

entitled ‘14 m Filipinos are single parents’ there are estimated 13.9 million Filipino single

parents who support and carry the responsibility and obligation of raising their family,

especially their children by themselves. This constitutes about 14 to 15 percent of the

estimated 94 million Filipinos as of 2012.

2.3 Review of Related Literature (Foreign)

Psychosocial Development

In 1963, Erik Erikson, an ego psychologist, proposed a theory that suggests that

there are eight stages of psychosocial development, starting from infancy to adulthood.

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The theory proposes that every stage represents a crisis through which a person

experiences and it determines whether the outcome will be positive or negative to the

development of his/her personality.

The first stage is Trust vs. Mistrust, this starts during childbirth and ends after the

child reaches the age of 1. The infant builds up the feeling of trust from the interactions

and associations which induces familiarity by receiving warmth and love from familiar

figures. Thus, the lack of this will produce mistrust. Next is the Autonomy vs. Shame and

Doubt, this stage happens around the ages of 18 months up to approximately 2-3 years of

age. This is the stage where the child cultivates a sense of control over his/her bodily

skills and independence. The guardian of the child should give the child the freedom to

explore their own limitations in a failure-tolerant environment. The success of this stage

leads to feelings of independence while the failure will lead to lack of confidence and

doubt. The third stage, Initiative vs. Guilt, begins at the pre-school years, around 3-5

years old. This is the stage where the child will try to gain control and power over their

environment by doing activities and completing tasks. The children will produce a sense

of guilt if their ingenuity is terminated. The next stage is Industry vs. Inferiority which

occurs between the ages 5 and 12. This is the stage where a child’s peers play a

significant role and the stage where a child’s self-esteem and confidence will be

developed. The success of this stage will produce a sense of competence while failure

results in feelings of subservience. The fifth stage occurs during the teenage years of a

person. This stage is called Identity vs. Role Confusion. The child will explore what they

want to be as an individual and will experiment with their self. This stage revolves

mainly around one’s sexuality. If this stage became a success, the individual will develop

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a strong personality with a proper sense of life. The next stage is Intimacy vs. Isolation,

this starts during the age of 19-40 years of age. The conflict in this stage is where the

individual will try to establish a romantic partnership with other people. The seventh

stage is Generativity vs. Stagnation, occurs between the ages of 40-65. This is the stage

where the individual will try to cultivate things that they can leave on this world, to put it

simply, they will try to build their own legacy. Success will induce the feeling of

satisfaction. The last stage is Ego Integrity vs. Despair, this takes place when someone

reaches the age of 65 and beyond. This is the stage where one will reflect upon his/her

life. Success at this stage will lead to one’s acquiring the sense of wisdom and

accomplishment while failure will result to bitterness.

Social Interaction

Reality is said to be a social, developed interaction with others, with symbolic

interactionism. It claims that both individuals and society cannot be separated far from

each other for two reasons. One being that they are both made through social interaction.

The second reason is they cannot be understood in terms without the other.

Ethnomethodology, an offshoot of symbolic interactionism, which questions how

people's interactions can create the illusion of a shared social order despite not

understanding each other fully and having differing perspectives. (Boundless, 2016)

Social interactions state to specific forms of externalities, in which the actions of a

reference group influence an individual’s preferences. The reference group depends on

the context and is typically an individual’s family, neighbors, friends or peers. Social

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interactions are sometimes referring to as non-market interactions to emphasize the fact

that these interactions are not regulated by the price mechanism. (Scheinkman, n.d.)

Social interactions are the acts, actions, or practices of two or more people

mutually oriented towards each other's selves, that is, any behavior that tries to affect or

take account of each other's subjective experiences or intentions. This means that the

parties to the social interaction must be aware of each other--have each other's self in

mind. This does not mean being in sight of or directly behaving towards each other.

Friends writing letters are socially interacting, as are enemy generals preparing opposing

war plans. Social interaction is not defined by type of physical relation or behavior, or by

physical distance. It is a matter of a mutual subjective orientation towards each other.

Thus, even when no physical behavior is involved, as with two rivals deliberately

ignoring each other's professional work, there is social interaction. (Rummel, 1976)

The basic insight of sociology is that human behavior is shaped by the groups to

which people belong and by the social interaction that takes place within those groups.

We are who we are and we behave the way we do because we happen to live in a

particular society at a particular point in space and time. People tend to accept their social

world unquestioningly, as something "natural." But the sociological perspective enables

us to see society as a temporary social product, created by human beings and capable of

being changed by them as well.

Sociology also helps us understand ourselves better. Without the sociological

perspective (which has been called the "sociological imagination"), people see the world

through their limited experience of a small orbit of family, friends, co-workers. The

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sociological imagination allows us to stand apart mentally from our limited experience

and see the link between private concerns and social issues. It permits us to trace the

connection between the patterns and events of our own and the patterns and events of our

society. (Berger, n.d.)

Self-esteem

The self-esteem is concerned with how one evaluates and feel about oneself.

Cavanagh and Fomby (2012) point out that people who like and accept themselves tend

to have more satisfying and productive lives and better relationships. The ability to accept

and like ourselves is rooted in the feedback we get from other people early in our lives

(Moime, 2009). The parents or caregivers are the ones responsible for building and

reinforcing a positive self-esteem amongst the children which eventually helps in the

psychosocial development of the children. It becomes difficult for the single parent to

build and reinforce a positive self-esteem amongst the children when in fact the parent

himself or herself is struggling with own self esteem.

Relationships

Moime also emphasizes that the family is a training ground for having

relationships. If a child has failed to have a sound relationship with the parent it was most

likely that the child would never have any sound relationship with anyone.

According to Jaffe (1994) on the other hand the relationship between parent and

child should be warm, inviting and interesting. Children need to have responsive parents

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to whom they are securely attached. Even when a parent is single it does not change the

role he/she has to play as a parent. The single parents too have to extend parental

sentiments and support to their children.

One of the challenges of parenting is teaching children to get along with each

other (Kelly, 2003).

Single parents

Being a single parent is tougher when it comes to mean because men aren't raised

to nurture and be empathetic. In fact, Western society does its best through a culture of

shaming, bullying, crass images of masculinity and dismal media portrayals of fathers to

teach men that they’re just not going to be successful parents (According to Dave Taylor

of National Fatherhood Initiative ,2014).

Single fathers

In an article posted by Dave Taylor (2014), the challenges of becoming a single

father is a “tough job”. “We don't tote babies around when we're little, we aren't the one

hired to babysit the twins down the street when we're in our teens, we're instead pushed to

physical activities, sports, video games and other activities that emphasize the

testosterone factor rather than help us learn how to balance it with the more traditionally

"feminine" aspects of humanity. And so retrospectively, it's no surprise to me that the

first year of my single parenthood was damn hard. I had always been the disciplinarian in

our household, the one who actually had - and enforced - rules and behaviors. Suddenly

life was about a lot more than just being the drill instructor and I didn't know how to

handle it. A crying toddler? A grumpy daughter because a boy snubbed her? A boy

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devastated because he failed to make the winning shot? All new because I couldn't rely

on mom to be the sympathetic parent.”, Dave said as to emphasize the struggle of being a

single father.

According to International Business Times, about 18% of singles parents are fathers.

And 21% of that number is living below the poverty line. In contrast, among children

living with both parents, only 13% are counted as poverty stricken.

In an article written by Gretchen Livingston on July 2, 2013, a recorded 8% of

households with minor children in the United States are headed by a single father, up

from just over 1% in 1960, according to a Pew Research Center analysis of Decennial

Census and American Community Survey data. The number of single father households

has increased about nine-fold since 1960, from less than 300,000 to more than 2.6 million

in 2011. In comparison, the number of single mother households increased more than

fourfold during that time period, up to 8.6 million in 2011, from 1.9 million in 1960. As a

result, men make up a growing share of single parent householders. In 1960, about 14%

of single parent households were headed by fathers, today almost one-quarter (24%) are.

In this report, fathers include those men who are ages 15 or older, who are the

head of their household, and who report living with their own minor children (biological

children, step-children or adopted children). Fathers who are living in a household headed

by someone else are excluded from the analysis, as are fathers whose children are not

living with them. The term ‘single father’ includes men in a variety of family

circumstances. About half (52%) are separated, divorced, widowed or never married and

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are living without a cohabiting partner; some (41%) are living with a non-marital partner;

and a small share (7%) are married but living apart from their spouse.

According to an article posted by Lisa Belkin (2010), 2.3 million American

fathers are raising their children solo. The U.S. Census Bureau said that 18 percent of the

population living with a single parent is men. Among these fathers, 11 percent are raising

three or more of their own children under 18 years of age.

A journal entitled “Children and Housework in the Single Father Family” (1985)

stated that it became increasingly common to gain sole or joint custody of their children

following a marital breakup. To prove the statement, a statistical analysis by the U.S.

Census Bureau was shown. “In 1982, the number of separated and divorced fathers with

sole responsibility for their children was close to 600,000, almost triple the number that

had their children alone in 1970. Despite this marked increase, single father-headed

families represent less than 2% of all families with children under the age of 18”.

Children of single parents

According to livestrong.com, having only one income earner in the home puts

single parent households at risk for poverty, finds research compiled by the University of

Washington's West Coast Poverty Center. Living in poverty is stressful and can have

many emotional effects on children, including low self-esteem, increased anger and

frustration and an increased risk for violent behavior. Besides financial constraints, other

emotional effects of growing up in a single parent household may include feelings of

abandonment, sadness, loneliness and difficulty socializing and connecting with others.

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Effects vary from child to child, however, and the individual parenting style of the single

parent is also a big influence on the child’s development.

Children of single fathers

As what Roberta L. Coles said in an onlinelibrary.wiley.com, the number of

children residing in single-father families in the United States quadrupled as a proportion

of children's living arrangements during the past few decades of the 20th century.

Research on single fathers also increased and changed in nature. This article is a review

of the research on single fathers and their families from the 1970s until recently, focusing

on modifications in methodology and theoretical underpinnings. In general, research on

single-father families evolved from qualitative studies focused on the well-being of single

fathers to quantitative studies focusing on child outcomes and within-group variation

among single fathers. Research also moved from descriptive studies to those testing

gender and microstructural theories. This article also summarizes the main findings on

single fathers and concludes with directions for future research.

Sexuality

"One psychoanalytic hypothesis for the connection between poor early father-son

relationship and homosexuality is that during the critical gender-identity phase of

development, the boy perceives the father as rejecting. As a result, he grows up failing to

fully identify with his father and the masculinity he represents...”(Nicolosi, 2004)

A child's earliest exposure to what it means to be male or female comes from

parents (Lauer & Lauer, 1994; Santrock, 1994; Kaplan, 1991).

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Some studies have suggested that parent shaping as a socializing factor has little

impact on a child's sex role development (Lytton & Romney, 1991; Maccoby & Jacklin,

1980). Other research, however, suggests that parents are the primary influence on gender

role development during the early years of life (Santrock, 1994; Miller & Lane in

Berryman-Fink, Ballard-Reisch, & Newman, 1993; Kaplan, 1991).

2.4 Review of Related Studies (Foreign)

According to Geoffrey Greif (1985), findings from a self-selected sample of 1136

single fathers raising children alone following separation and divorce showed that as

children got older, they participated more in housework, that fathers raising teenage girls

received more help from them than fathers raising teenage boys, and that fathers may

expect less from children in the way of participation in housework than had been found in

a study of two-parent families. The fathers, who were members of Parents Without

Partners, responded to a questionnaire placed in their membership magazine. Also

discussed are the fathers’ use of outside help and daughters as mother substitutes.

Recommendations for practitioners are included.

In the study conducted by Harris, Cavanagh, and Elder 2002, youth living with a

single father have more school problems and take part in risky health behaviors more

frequently than children living in single-mother families or married-parent families.

The researchers used data from the 1990 wave of the National Education

Longitudinal Study. Downey said they compared teens on a variety of measures that past

researchers had suggested might be affected by whether the children lived in single-

mother or single-father households. For example, some researchers have argued that

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fathers are generally the disciplinarians in families, so children in single-mother

households may be more likely to have behaviour problems.

However according to Downey, with his colleagues Ainsworth-Darnell, and

Dufur in 1998, children in single-father families exhibit worse behaviour, and are slightly

disadvantaged in terms of cognitive skills compared with children living with a single

mother. They also added that adults who grew up in a single-father household obtain

approximately one-half year less of education than their counterparts who grew up in

single-mother households. These findings are inconsistent with the claim that women and

men facilitate unique capabilities in their children.

According to a study conducted by Lori Kelch on May 21, 1997, Single parent

fathers are a growing population. Not only is the number of single fathers increasing, but

it is rising more rapidly than the number of single mothers. For the father to gain custody

of his children, it needs to be the child's choice or he needs to prove the mother

incompetent. Family problems and strengths arise in everyday life for these single

parents. Fathers have learned to cope as a single parent, a homemaker, and an employee.

The father/child relationship is much better than before the divorce, and both father and

child have learned to accept and value their new lifestyle.

The findings of Mabuza, Thwala and Okeke in 2014 revealed that some children

of single parents do not have good relationships with their siblings due to the situation at

home. Since some children stayed in one single parented household they did not have

good relationships as siblings. This was caused by the fact that they were many children

and they were of different surnames thus causing the mother to have favourites amongst

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the children. The children who were not favourites mentioned that this affected their self-

esteem. From the focus group discussion it emerged that most parents did not have

quality time with their children as a result they did not know exactly what was going on

in their children’s lives. Some children mentioned that they had developed hatred towards

their irresponsible parents. This was bound to have negative effects on the psychosocial

development of the children

2.5 Synthesis

Studies and literature obtained showed that the population of single fathers are

growing and this of course will be directly proportional to the population of their

children. As a whole, children of single parents do not have good relationship with their

siblings and what more with other people, they build hared from their parents’

irresponsibility which resulted to negative effects on their psychosocial development. The

related studies on single fathers said that most researchers thought that children raised by

single mothers will show worse behaviour for the fathers are mostly the disciplinarian.

However, eight years after the said speculation it was found that children of single fathers

are the one who have worse behaviour and lower cognitive skills than children of single

mothers. The discrepancies in the data strengthens the need for studies focusing on

children of single fathers only.

2.6 Conclusion

As presented, studies and literature about the social effects of being raised by a

single father on children is lacking especially local studies and literature. However, the

researchers still obtained sufficient data to continue the study.

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Chapter III

Methodology

3.1 Introduction

In the recent years, single parent family studies focuses on the single mothers

because it is the common cases that most single parent family have. There are many cases

of single mothers and there are only few studies about single fathers. This study can help

the society, especially the ones who are children of single fathers. And also, the number

of single fathers are increasing. This study can inform and help the single fathers in terms

of their condition. Past research suggests that children who experience multiple

transitions in family structure may face worse developmental outcomes than children

raised in stable two-parent families and perhaps even children raised in stable, single-

parent families.

3.2 Aims of Research

The aims of the study were to find out the psychological, emotional, behavioral,

and social effects on high school student raised by a single father. The study can also be

basis for other research related to this topic. This study will contribute to the society to

further understand the difficulties of having a single father.The study provided more

knowledge about the life of having a single father and it may raise the change of

perspective of once member of society

3.3 Qualitative Approach

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The research has a qualitative research design for a phenomenology research. The

researchers used a qualitative way of data collection through interviewing the

respondents. The data that was collected through interviewing and had a qualitative way

of analysis which was deductive thematic analysis.

3.4 Instruments

The instruments used in the study were: papers to take down answers of

respondents, a copy of questions that will be asked to the respondents, and a recorder. A

structured interview was conducted which is divided unto the stages of psychosocial

development.

3.5 Sampling and Selection

The researchers intended to ask the principal of Marcelo H. del Pilar National

High School (MHPNHS) for permission to ask the advisers of all Grade 11 sections for a

record of their students to determine the number of pupils who were raised by single

fathers. Then after determining the quantity of those students who matches the

qualification, the researchers will use homogenous sampling to pick 5 students who will

be included in the study.

However their research teacher disapproved of this and told them to use snowball

sampling. The number of grade 11 students raised by a single father known through this

sampling technique is insufficient so the research teacher told them to get from other year

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levels instead to get a total of five respondents. The samples gathered were not

homogenous.

3.6 Data Collection

The researchers chose the respondents from the students of Marcelo H. del Pilar

National High School (MHPNHS). The respondents should be the students who are

son/daughter of single fathers. The data was collected by using interview.

3.7 Data Analysis

The researchers analyzed their collected data by comparing the results of their

interview to the results of other related studies. The researchers used deductive thematic

analysis since coding and theme development were directed by existing concepts or ideas

which is the Psychosocial Development Theory of Erik Erikson. The researchers also

quoted, narrated and compared the results from previous studies to determine the

outcome of their study.

3.8 Ethical Consideration

The potential ethical errors/difficulties that the researchers encountered were

maintaining the confidentiality of data, keeping the anonymity of data, and plagiarizing

other works, researcher/studies, incidentally or accidentally. Maintenance of the

21
confidentiality and anonymity of data cannot be upheld when further discussion of the

information belonging to the respondents are pressed in a presentation. Also, the chance

of plagiarizing other literature is present for the fact that many interpretations,

calculations and analysis were conducted in the past six years in foreign countries.

3.8.1 Confidentiality of data

It is a relationship of trust that refers to the treatment of information that an

individual has been disclosed with and the expectation that it won’t be revealed to others

without consent.

3.8.2 Anonymity of data

Individual participation is impossible to know and determining the connection

between the results and individual participant is also impossible. Individuals can’t be

asked for any personal information that could give their identity. Individual’s responses

must not be linked to their identity in any way.

3.8.3Plagiarism

It is using/presenting someone else’s work without acknowledging it.

3.9 Limitations of Study

22
The study was limited to students of Marcelo H. del Pilar National High School

who are raised to single fathers. This only included children of single fathers who are

separated by their wives, wives have been dead, but never remarried or do not have a new

partner. Or in short, those fathers who are really on their own in providing the needs of

their children. Furthermore, the study only covered the psychosocial development of the

children and not other factors that may have been affected.

3.10 Conclusion

The researchers aimed to understand the respondents’ expressions by conducting

a structured interview among 5 respondents who are raised by a single father in Marcelo

H. del Pilar National High School (MHPNHS). Also to prevent ethical errors, the

researchers set limitations to the study while using snowball sampling for the population

of high school students in the school year 2016-2017.

23
Chapter IV

Findings and Discussions

4.1 Introduction

This chapter discusses the information, theme that was gathered through the

process of interviewing. The general information from the five (5) participants is

included in this chapter as well as the answers of the participants to all the questions

asked by the researchers. Their psychosocial development was checked through questions

and how being a child of a single father affected it.

4.2 Participants

Participant one, she is a student in Science, Technology and Engineering and

Mathematics (STEM) strand. They left their mother because she is cheating.

Participant two, she is a student in Science, Technology and Engineering and

Mathematics (STEM) strand. Her mother left them because of financial problems.

Participant three, he is a student in Special Program in Journalism (SPJ). His

mother left them because of financial problems.

Participant four, he is a student in Special Program in Journalism (SPJ). His

mother left them because of financial problems.

Participant five, he is a student in Humanities and Social Sciences (HUMSS)

strand. His mother died of breast cancer.

24
4.3 Reflection

The five participants were asked questions which was divided to the stages of

psychosocial development. Figure 1 is developed through the thematic analysis used.

Enough Love
Trust vs.
Mistrust
Not enough
attention

Independence
Autonomy vs.
Shame and Doubt
No
overprotectiveness

Aggresiveness
Initiative vs.
Psychosocial Guilt
Development Helpful

Industry vs. No
Inferiority confidence

Identity vs. Role Being


Confusion boyish/girlish

Jealousy

Other
Opening up
Findings

Future plans

Figure 1.Hierarchy Chart of the Analysis

25
Trust vs. Mistrust

As stated in Erik Erikson’s theory a child should receive warmth and love to do

so (Erikson, 1963), here Participant 1 developed a strong sense of trust. The same goes

for Participant 5. While Participant 2, have issues in the trust they give. Her statement is

the same with Participant 3 and 4.

“I feel that the love my father gives me is enough… I ask assistance from my

dad depending on my problem…I can easily establish relationships with my peers

without any problem… I am not skeptical about things.”

- Participant 1

“I turned out to be very foolish at things. I give trust so easily… There is a time where

I and my brothers thought that he's working too much and doesn’t give us enough

attention…”

-Participant 2

Autonomy vs. Shame and Doubt

A child will have autonomy when they let him/her face challenges on his/her own.

Both participants developed autonomy. Being a child of a single father honed them to

have a greater sense of autonomy. (Erikson, 1963)

“I can handle my own problems…My father is not overprotective of me.”

-Participant 1

26
“I have lots of experiences when it comes to life situations but when I get in

there I could say that I can get out but with lesson learned and a wisdom to face

another tomorrow… I didn’t experience a normal childhood; problems are all over…I

can handle my problems independently.”

- Participant 3

“Okay naman [yung pag-handle ko sa mga [problema]… ’Di naman

overprotective yung tatay ko sa akin.”

- Participant 5

Initiative vs. Guilt

The children will feel guilt when a negative outcome came from his/her initiative.

The participants didn’t develop a strong sense of initiative from the start due to the

negative consequence of their actions. Though other than family members, other parts of

the society may also have contributed to this outcome. (Erikson, 1963)

“When I was in elementary, almost every day I had fight with boys…My father

is often aggressive when we have done something wrong he shouts or sometimes hit us

and yes it did affect my actions.”

-Participant 2

“He hits us when his angry and of course it affects the way me and my siblings

act.”

-Participant 4

27
“Oo meron[ time that my father is aggressive]. Natakot [ako], kasi ayaw mo na

ulit maranasan yun kaya hanggat maaari eh di na ulit.”

-Participant 5

But because of their situation, the participants developed a sense of initiative.

“Yes I do our house chores, daily doing them like what a mother should do.”

-Participant 2

“We were trained to do the things we need to do.”

-Participant 3

“…ako halos gumagawa mga gawaing bahay.”

-Participant 5

Industry vs. Inferiority

When children are ridiculed when they didn’t meet their parent’s expectations

they develop a sense of inferiority. The participants developed inferiority due to this.

(Erikson, 1963)

“I am not likely to take on responsibilities in school…I am not confident in

class…My father doesn’t set many standards for me to reach though I feel very inferior

every time I fail them.”

28
-Participant 1

“I have inferiority where I am not confident being me…he set standards for me

that I cannot reach and yes I feel inferior and shameful.”

-Participant 4

Identity vs. Role confusion

This is the stage were gender roles and sexual identity is developed (Erikson,

1963). It is to be stated how participant 1 and 2 admitted being called boyish in their

situation. While participant 5 admitted being called ‘gay’.

“I am called boyish by my friends and told to ‘act like a girl’. But I am straight

and I am not inclined to masculine jobs.”

-Participant 1

“I became a tomboy. I have a girlfriend. I often do manly jobs like deliveries

where we carry sacks and big plastic bags. My father told be to ‘act like a girl’ very

often but he accepts who I am.”

-Participant 2

“Madalas ako mapagkamalang bakla. Minsan nasasabihan akong

magpakalalaki raw ako.”

-Participant 5

29
Other findings

Jealousy

“I feel out of place [when they talk about their mothers].”

-Participant 2

“I cannot related that much [when my friends talk about their mothers]

although they knew my situation so they did understand at some point”

-Participant 3

“Naiinggit, tapos naaalala ko nalang si mama”.

-Participant 5

Opening up problems

“Hindi, kasi hindi kami nakakapag usap ng madalas saka hindi ako nag-oopen

ng problema sa kahit sino… Okay naman, kaso minsan sa kaibigan lang ako nagsasbi

ng problema pag ‘di na kaya.”

-Participant 5

Future plans

“I make my own plans. I am already decided to what course I will take on in

college.”

30
-Participant 1

4.4 Understanding the findings in relation to the research questions

The lives of the children of single fathers are mostly normal however they feel

inferior to their peers and they developed initiative through other ways like how

participant 2 developed the initiative of acting like a mother to their family. Like most

teenagers they also are now identifying their roles in the society.

They tend to be less outgoing and they are less confident. The female respondents

tend to be boyish and one actually became a lesbian. One of the male respondents is

called on to show feminine traits. They tend to be independent and they feel jealousy

towards their peers who still have their moms.

The main factor affecting their development is the loss of their mother. Since their

fathers tend to be busy in work they develop a different sense of trust. They sometimes

receive the aggressiveness of their father without the soothing presence of a mother.

The effect of single parenting of single fathers is that the children still develop

though there are negative effects due to the lack of love single parenting can bring. How

a father’s disciplinarian behavior can make their child have a sense of guilt though due to

their situation it can lead to the child’s initiative to fulfill roles that are originally for their

mothers. Due to not reaching expectations from their parents and other members of

society the children felt inferior to their peers. However, the children are the once

responsible for identifying their roles and it is good that their parents support them in this.

31
4.5 Comparisons with other research

The research study reflects and negates some of the previous studies results. The

research results are in line with Geoffrey Greif’s study in 1985 where it is stated that

usually the children becomes the mother’s substitute. Also it is parallel to the first result

of Downey in 1990 where the fathers are mostly disciplinarians and makes the children

disciplined. So it does not correspond that children of single father have worse behavior

(Downey, et. al. 1998) even though participant 2 actually admitted having fight with boys

when she was in elementary; she was disciplined and taught to be independent. The

results are also similar to Mabuza, Thwala and Okeke’s study in 2014 where single

parents tend to not have quality time with their children. However, it negates the part

where the children of single parents have bad relationship with their siblings. The

children of single parents in the researchers’ study have good relationship with their

siblings.

4.6 Conclusion

The researchers discovered things about the participants. The participants’

psychosocial development was affected by having only a father to raise him/her. The

overall factor that affected them is the loss of their mother though it has negative and

positive effects on them- their psychosocial development, their behavior, and their life.

32
Chapter V

Summary, Conclusion and Recommendations

5.1 Summary

It is becoming increasingly common for fathers to gain sole or joint custody of

their children following the marital breakup, though this family group still represents

only a small percentage of the total number of families. This lead the researchers to

investigate and study the major effects to children, especially to teenagers that is being

raised by single fathers.

In the conducted interview, the researchers interviewed five participants to gather

information from them. And as the researchers analyzed the results, they found out that

there are positive and negative effects on the psychosocial development of a child being

raised by a single father.

Since the researchers focused on the psychosocial development of the

respondents, they divided the interview questions into the stages of psychosocial

development by Erik Erikson.

In the first interview questions, about the Trust vs. Mistrust, the answers of the

participants were mostly about having issues in the trust they give. In the Autonomy vs.

Shame and Doubt, all of the participants developed their sense of autonomy. They can

easily handle things independently. In the Initiative vs. Guilt, the researchers found out

that the children developed guilt first but learned formed initiative to fulfill the roles they

need to because of their situation. In the questions about Industry vs. Inferiority, they

33
developed the inferiority upon them when they didn’t meet their parent’s expectation.

While in the Identity vs. Role Confusion, the participants developed their gender roles

and sexual identity. Most of them are straight though called ‘boyish’ or ‘girlish’ and one

admitted to be a lesbian.

The lives of the children of the single fathers actually are mostly the same as

others have but they feel less value than others and they developed initiative like acting

like a mother. They also became less outgoing and not confident of themselves.

The main factor affecting this is the loss of their mothers. And also, the less time

they get from their fathers.

5.2 Conclusion

This research studied the experiences and challenges faced by high school

students raised by single fathers particularly in their psychosocial development.

Qualitative data were collected through interview with teenagers raised by single fathers.

The interview revolved around Erik Erikson’s first five stages of Psychosocial

Development Theory which helped the researchers to fully understand the impact of

being raised by a single father to the psychosocial development of their respondents.

The fifth stage of Erikson’s Psychosocial Development Theory is Identity vs.

Identity Confusion which occurs during adolescence, from about 13-19 years is found the

most influenced and had the greatest impact in this study. And adolescence being

34
recognized as a critical period of emotional conflict and confusion has a profound

influence on adult life.

Analyzing and interpreting the qualitative data collected, it is found that almost all

the respondents reported that they are called “boyish” for girls, and “feminine” for boys

who were raised by single fathers. Therefore, being raised by only their father during

their childhood years had greatly influenced the way they look into their identity or

gender role, although, only one respondent said that she really is a lesbian, while others

only said they were accused of being members of the third sex. It is also found that most

children of single fathers have definite plans for their future and their fathers do not

control the goals they have set for themselves.

This research also revealed that teenagers who are raised by single fathers are

more likely to feel inferior over other people, most of them are not confident to speak up

in school and tend to be quiet. Even though, only a few of them reported that their father

set high standards for them to reach.

Further, it is often thought that children from a single-parent family tend to be

aggressive and anti-social, but in this study, it refutes the stereotype, respondents were

found to be more independent and disciplined, they are the ones who took initiative in

doing household chores and motherly things like taking good care of their younger

siblings. They also reported that their fathers tend to be aggressive when they have done

something wrong which lead the respondents to be more careful of what they are doing.

Sharing or confiding to their father is also a major problem for the respondents,

oftentimes; they keep their problems to themselves and only confide to their friends if

35
they cannot really handle them. Therefore, teenagers raised by single fathers tend to face

their problems by their own.

This study also draws heavily on the first stage of Erikson’s Psychosocial

Development Theory, Trust vs Mistrust. It is found that most teenagers raised by single

fathers developed a strong sense of trust but almost all of them are afraid of being left out

and tend to overthink about being attached to people. They also tend to envy those who

have their mothers with them.

The results of this study have provided strong support for the key role of single

fathers in their children’s psychosocial development particularly in psychological,

emotional, social and behavioral aspects. It has demonstrated strong positive relationships

between the first five stages of Erikson's (1963) Psychosocial Development Theory.

Finally, and perhaps most important, the findings establish the usefulness of

understanding the impact to teenagers of being raised by only their fathers.

5.3 Recommendations

The findings of this study present a compelling endorsement for continued

research in the area of psychology and as an illustration of Erikson’s theory of

Psychosocial Development. Subsequent research should build on these findings, and

address this study's previously outlined limitations. Sample populations should be

randomly selected and larger in size. Research designs should be more structured to

emphasize and further evaluate the impact to children of being raised by a single father.

Future researches can also consider including the impact to the single fathers themselves.

36
References

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from

http://www.foxnews.com/opinion/2012/07/22/psychological-impact-single-
parenting.html

Belkin, L. (2010). Single Dads are Different. Retrieved 28 March 2017 from

https://parenting.blogs.nytimes.com/2010/05/21/single-dads-are-different/?_r=1

Berger, P. (n.d.). The Sociological Perspective. Retrieved 06 Feb. 2017 from

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Grabmeier, J. (1998). Single Mothers, Fathers Equally Successful at Raising Children.


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Kelch, L. (1997) The Effects of Single Parenting on Father and Child. A Research Paper.
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Kunz, M. (2015, April 15) The Effects of a Single Parent home on Child’s Behavior. A
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Kunz, M. (2015) The Effects of a Single Parent Home on Child’s Behavior. A Journal.

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Leininger, L. J. & Guest, Kathleen (2008). Reexamining the Effects of Family Structure
on Children's Access to Care: The Single-Father Family. Retrieved 12 Dec. 2016 from
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Livingston, G. (2013). The Rise of Single Fathers. Retrieved 12 Dec. 2016 from
http://www.pewsocialtrends.org/2013/07/02/the-rise-of-single-fathers/

McLeod, Saul (2007). Psychology Perspectives. Retrieved 05 Feb. 2016 from

https://www.simplypsychology.org/perspective.html

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Scheinkman, J. (n.d.) Social Interactions. Retrieved 06 Feb. 2017 from

https://www.princeton.edu/~joses/wp/socialinteractions.pdf

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Taylor, Dave (2014). The Challenge of Becoming a Single Father. Retrieved 25 March

2017 from http://www.fatherhood.org/fatherhood/the-challenge-of-becoming-a-

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Williams, R. (2011). The Decline of Fatherhood and the Male Identity Crisis. Retrieved
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fatherhood-and-the-male-identity-crisis

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Appendix A

Interview Consent Form

Psychosocial Development of Students from Marcelo H. del Pilar National High School
(MHPNHS) Raised by a Single Father

1. I agree to be interviewed for the purposes of the above-mentioned research study.


2. The purpose and nature of the interview has been explained to me, and I have read
the research paper and/or information sheet as provided by the researchers.
3. I agree that the interview may be electronically recorded.
4. Any questions that I asked about the purpose and nature of the interview and
assignment have been answered to my satisfaction.
5. Choose a), b) or c):
a) I agree that my name may be used for the purposes of the research only and not
for publication.
OR
b) I understand that the student may wish to pursue publication at a later date and my
name may be used.
OR
c) I do not wish my name to be used or cited, or my identity otherwise disclosed, in
the research.

Name of interviewee_______________________________________
Signature of interviewee____________________________________
Date______________________

6. I have explained the project and the implications of being interviewed to the
interviewee and I believe that the consent is informed and that he/she understands the
implications of participation.

Name of interviewer________________________________________
Signature of interviewer_____________________________________
Date_____________________

40
Appendix B

A. Trust vs. Mistrust

1. Was there is time where you felt that the love your father is giving you is not

enough?

2. Can you establish relationship with your peers without any problem? If yes, do

you often worry that they will let you down and leave you at the end?

3. How do you feel when your peers talk about their mothers?

4. Do you have trouble talking or to female adults? Or is it the other way around?

5. When you face problems, do you ask assistance from your father?

6. Are you very skeptical about siblings?

B. Autonomy vs. Shame and Doubt

1. What can you say about your skill to handle your own problems? Can you handle

them on your own?

2. Did you experience a normal childhood?

3. Were there stories you family shared to you unto how you first walked? When did

you start to be able to go to the bathroom alone?

4. Was your father overprotective when you were a kid?

C. Initiative vs. Guilt

1. How often do you get into trouble in school?

2. Were there times you took the initiative in doing house chores?

3. Was there a times when your father became aggressive when you did something

wrong? How did it affect your actions?

41
D. Industry vs. Inferiority

1. Can you communicate and socialize with your peers effectively? Do you think

that it has something to do with your case?

2. Are you more likely to take responsibilities at school?

3. Are you confident in class?

4. Did your father set standards you need to reach? Do you feel inferior when you

fail your parent?

E. Identity vs. Role confusion

1. Were you called boyish/girlish by your friends?

2. Are you inclined to have a relationship with the same sex? Opposite sex?

3. Are you decided in what course you'll get in college?

4. Did your father already made plan of your life?

5. Were you inclined to do masculine/feminine task/ jobs?

6. Were you called to "act like a girl"/”act like a man”?

42

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