1

THE TRAVAILS OF SENIOR HIGH SCHOOL STUDENT FROM BROKEN

FAMILIES: A PHENOMENOLOGY OF RESILIENCE

___________________________

A Research
Presented to Senior High School Faculty
of Cabantian National High School
Suraya Homes, Cabantian, Davao City

__________________________

In partial fulfillment of the

Requirements for Practical Research 2

__________________________

WILFREDO G. LOMO JR.

JENNIFER F. DIZON
NASAIRAH U. ABDULLATIF
CENDY E. PLAZA
ANGELICA B. CANOY
CRISTINE S. MAYNAGCOT
ALREN JOY M. CORDOVA
MARRYJANE A. DELOS SANTOS
BEA GRACE R. JANDOC

MARCH 2020
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Table of Content

Chapter 1
Introduction
Rationale
Purpose
Research Question
Theoretical Lens
Significance of the Study
Definition of Terms
Delimitation and Limitation of the Study
Organizational of the Study
Chapter 2
Review of Related Literature
Chapter 3
Methodology
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Chapter 1

INTRODUCTION

Children whose parents split in this generation are more than four and half

times more-likely to have developed an emotional dissorder than one whose parents

stayed together. According (to Doughty (2008), it also showed that two parents are

much better than one of children are to avoid slipping into emotional distress and

anti-social behavior and also looked at conduct dissorder which result in aggressive,

violent or anti-social behavior.

Ampong et al,(2018), cited to their study (Escutin 2013), the Filipino family

context there are some common factors that contributes to the problem of Filipino

family, this includes disintegration which can result to broken family; domestic

violence, absence of parents, which weakens the relationship of the family, economic

difficulties, which results to malnutrition of the family, and the risk of biological

parents to adopt their children.

Agero and Guhao(2016), cited to their study (Dunn 2008), children are largely

affected if single parenthood is caused by divorce, annulment, death and other

circumtances. Families led by single mother face three major problems namely,

inadequate income, parenting difficulties particularly in monitoring the children and

running the house.

Based on my reading, aside from the fact that they are all in the international

setting, those studies are qualitative in nature. In fact, I have not come across a

similar
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study in the local setting that looked into the depth and realm resilience of student

from broken family. With this context, it encourage me to explore in detail the

resilience of student from broken family. It also aimed to broaden the perspective of

finding solution to the effect of broken family to the student. Through this study, they

could find ways to sustain courage and overcome challenges and difficulties of

student from broken family.

Purpose of the Study

The purpose of this phenomenological study was to describe the live

experiences of students from broken families order to build resilience in facing their

family problems. It aidto understand how a child from broken homes achieves

resilience. It also aimed to explore the experiences of public senior high school

students of Cabantian National High School, Cluster III, Davao City Division, Region

XI.

Research Questions

1. What are the experiences of Public senior High School Students from

broken families?

2. How do students cope with the challenges as students from broken

families?

3. What insights can the participants share to other students in general

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Theoretical Lens

Maslow's hierarchy of needs is a theory in psychology proposed by Abraham

Maslow in his 1943 paper "A Theory of Human Motivation" in Psychological

Review.Maslow subsequently extended the idea to include his observations of

humans' innate curiosity. His theories parallel many other theories of human

developmental psychology, some of which focus on describing the stages of growth

in humans. He then decided to create a classification system which reflected the

universal needs of society as its base and then proceeding to more acquired

emotions. Maslow's hierarchy of needs is used to study how humans intrinsically

partake in behavioral motivation. Maslow used the terms "physiological", "safety",

"belonging and love", "social needs" or "esteem", and "self-actualization" to describe

the pattern through which human motivations generally move. This means that in

order for motivation to occur at the next level, each level must be satisfied within the

individual themselves.

Significance of the Study

Family is a single word with many different meanings. People have many ways

ofdefining a family and what being a part of a family means to them. What every

familyhas in common is that the people who call it a family are making clear that

those peopleare important in some way to the person calling them his family. Some
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teenagers candefine a family as their best friend, teacher, classmate and people who

will always bethere for them. But some other teenagers defined it as their enemy,

problem, heartacheand most hated people in their life because of being into a broken

family.

A broken family is defined as a family that has split or separated due to a

variety ofreasons that we will know in the next part of this research. Broken homes

can causechildren to question their self- worth, to experience unnecessary grief, guilt

andconfusion. It can affect their whole life, especially in their studies and in their

emotions.Being into a broken family gives a lot of effects in a teenager. The one who

shouldsupport and be there for them are the one who hurts their feeling. This leads to

childrenbeing raised by single parents, stepparents or others not related to the

biological parents.The study is primarily focused on the impact of broken family

among the teenagers andstudents. In this study, we will focus on the behavior of the

students in school and how itaffectedtheir lives. We will be stating facts and other

information about the teenagersbeing into a broken family. Our main point in our

studies are simple, to learn about theeffects of being into a broken family among

teenagers and anything else about it.

Definition of Terms

Travailsarethe difficulties experienced as part of a particular situation.

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Resiliencerefers to the successful adaptation to risk and adversity

Broken Familyis defined as a family that has split or separated due to a variety

of reasons that we will know in the next part of this research.

Delimitations and Limitations of the Study

The study involved public secondary school students from of Cabantian

National High School, Davao City Division, Region XI who came from broken

families. The data were gathered from 10 chosen student participants through in-

depth interviews and focus group discussion. The study was dependent on the ability

of the participants to describe their experiences and answer the interview based on

open ended questions. Participants had varying degree of knowledge and

experiences and therefore might be subjective. Since administrative permission was

necessary to gain access to the participants, the School Principal was informed of

the study and its purpose.

Limitation of the selection of participants in this context was the examination of

such relationships in urban areas only. There could be a possibility that the condition

of such situation differed from studentswho came from rural areas, which can be

studied through in further research. Because there were only 3 participants for the in-

depth interview and seven participants for the focus group discussion, the results of

the research study would not be generalizable to other students from broken families

around the country. This study was descriptive in its investigation.

Organization of the Study

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Chapter 1. Introduce the problem and phenomenon to be studied. This

emphasizes the importance of the study. It explains what has been research in the

past, and present. It is followed by the discussion of the researcher’s purpose of the

study which aims to give further reliable information and the live experience of senior

high school students from broken families. It intends to unfold the participants

resilience as they encounter many challenges along the way, as well as to describe

their behavior that will possibly affect their relationships with other people . Next is

the presentation of the research question which utilizes the in depth-interview, and

focuses on group discussion. Another portion of this chapter is the presentation of

the theoretical lens which is associated with the research study. The significance of

the study and the people who well benefit from this research are also discussed. It is

also important to have a clear understanding of the terms,thus, important words in

the study are operationally defined. The last part of this chapter is the delimitation

and limitation of the study. The weaknesses and validity of the study are also

presented in this chapter.

Chapter 2. The researchers have accumulated the readings that they made to

understand the research better. The chapter exhibits different scholarly articles that

are related to the topic being studied. Moreover, the chapter also features different

points-of-view of authors about the key points to the study.

Chapter 3. Discusses the design and methodology used in the study including;

research design, role of the researchers, research participants, data collection, data

analysis, trustworthiness which explains the four criteria such as; credibility,
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transferability, dependability and conformability and lastly, the ethical consideration of

the study

Chapter 4. Present the result of the study which has four parts namely; the

informants data, the data analysis procedures and the step in the categorization of

the emergent themes, the responses to the interview and the summary of the

responses. Chapter 5. Finally presents the discussion of the results. It elaborates the

key findings in relation to the literature cited. This also contains the implications for

practice, suggestions for future research and concluding remarks.

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Chapter 2

Review of Related Literature

Children are innocent victims of broken homes and they suffer unnecessary

for something of not their faults. Amato (2000) & Anderson (2002), asserted that

broken homes are always serious calamity if there are children between the couples

and that these children suffer the most. Boys from broken homes caused by

separation or divorce had an increased livelihood of conviction or caution up to age

21, (27%) compared to those homes were disrupted by the death of the mother

(19%), the death of the father (14&), or those from broken homes (14%),

(Wodsworth,1979).

It may be that the stability of the family after divorce is an important factor.

Mednick et. Al., (1990) found that divorce followed by changes in parent figures

predicted the highest rate of offending by children (65%) compared with divorce

followed by stability (42%) and no divorce (28%). It may be that the process of family

breakdown is an important indicator of the outcome. Events surrounding the

breakdown such as the reasons for the disruption its timing, loss of the mother and

father, as well as high conflict may be relevant (Wodsworth, 1979, Cernkovich and

Giordano, 1987, & Juby and Farrington, 2001).

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Boutwell and Beaver (2010), examined the relationship between broken

homes and the development of self-control (at around age 3) using data from the

fragile families and child wellbeing study, and tested whether social causation (the

effect of a broken home on self-control may be environmentally mediated by factors

that influence the development of self-control such as parental socialization), or self-

selection (individual select into certain environments and thus certain factors, such

parental antisocial propensity, might explain the broken home/ self-control

relationship).

Kolvin et. Al., (1988) found that the percentage of boys who experienced

family disruption up to the age of 5 years who were convicted up to age 32 was

doubted (53%, compared with 28% of the remainder). Farrington (1992) found that

disrupted families were as strong a predictor delinquency as other major risk factors

(hyperactivity, low family income, large family size, low school attainment, poor

parental supervision and poor child rearing).

Children who experience a parent’s marital breakdown have a higher

probability of moving out of the family home early than those from intact homes. The

stress that is experienced can lead adolescents to become sexually active earlier and

to form inappropriate relationships that lead to early marriage and/or childbirth and

the cycle of broken homes (Armour and Haynic, 2007, Hill, Young, & Duncan, 1996;

McLanaha and BUmoass, 1988).

Traditionally, a common theme in many criminological theories is the important

role of the family in socializing children (Hirschi, 1995, Farrington, 2010). When
 12

families do not sociable their children or when families break apart, the negative

effects that may emerge will involve both the adults and the children, especially if

there is continued conflict between them (Thomberry et, al., 1999). This breakdown

can be regarded as a process with problems that emerge years before an actual

separation or divorce often beginning with one both partners disengaging from the

relationship (Amato, 2000).

Forehand (1991), Greaves (1991) & Buehanna et. Al., (1991) that adolescent

from broken homes performed very low in their academic. This is because most

adolescent from this home cannot afford to pay extra curriculum activities; they lose

concentration in the class and they rarely involve in class activities. It is supported by

chase. Lansdale and Hetherington (1990), Wallerstein and Kelly (1980), Hammer

(1999) & Brown (1999) that adolescents who are experiencing the divorce of their

parents usually exhibit poor social development with their peers and their peers and

they often end up a miscreant, political things and armed robbers in the society.

It has been observed that mean differences between children of separated

parents and other children are not always, that marked (Furstenberg and Kierman,

2001; Stanley and Fincham, 2002 & Sun and Li, 2002). However, compared to

children whose parents live together, children whose parents have broke up are more

likely to experience certain physical health disorder, present various externalized

behavior problems, be less successful in school, stay in school for a shorter length of

time and experience more social relations problem (Amato, 2010; Ambert, 2009).
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According to meta-analysis ( a study combining the result of many studies in

the same topic), differences in the health and well-beong of children having

experienced parental separation and other children, after having decrease in the

1980’s, increase of the 1990’s (Amato, 2001).

Some studies suggest that younger children may be more affected than older

ones by parental break up due to the rapidity of development during early childhood

(Cavanagh and Huston, 2008; Heard, 2007; Pegani et. Al., 1997; & Strohschein,

Roos, and Brownell, 2009). Young children may not only less able to understand

what is happening and express their feelings about the situation (Ambert, 2009;

Roger, 2004). But, also may have a more restricted social network to rely on in such

circumstances (fewer teachers, friends). Furthermore, compared to parents of older

children, their parents may experience more financial problems and social isolation,

conditions likely to pose an additional challenge to their adjustment.

Although it is recognized that the children of separated parents present on

average a lower health status and level of well-beings compared to those of intact

families, it has become increasingly important to understand the context of parental

break-up to better ascertain the impact on the children (Stanley and Fincham, 2007).

The mechanisms at play are indeed complex- adjustment problems on children of

disunited families can be in part due to the parents own family histories (Fomby and

Cherlin, 2007), or pre-existing inter-parent or family conflict (Amato and Booth, 1997;

Ambert, 1997), and be present even before the parents separate.

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Recent longitudinal studies based on large representative samples using a

wide range of potentially confounding factors have presented contradictory findings

on the effect of divorce on child development (Amato, 2010). However, it has been

observed that parental break-up can have a positive effect in certain context, for

example on children living in disfunctional families (Strohschein, 2005).

Teenager who experienced parental divorce have higher risks to develop

depression symptoms, self-esteem, aggression, alcoholic, drug use, and criminal

behavior (Rodgers and Rose, 2008). In a meta-analysis studies found that parental

divorce lead adverse impact on a range of domains of well-being including

psychological adjustments, mental health, behavior, educational attainment and

equality of life (Amato and Keith, 1991). However, adult with divorced parents have

less personal relationship commitment to their son marriages and less confidence on

their own ability to maintain a happy marriage with their spouse (Whitton, Rhoades,

Stanley,& Markman, 2008).

Not all children with divorced parents are at risk. Some children with divorced

parents are found to be achievers and to be positive despite their parental divorce.

Lintey & Joseph (2004) mentioned that children in extreme and non-conductive

environments had a positive development, despite an unpleasant experience. The

success as failure of a child on dealing with parental divorce depends on the child’s

endurance of capacity on dealing conflicts is called “resilience” (Chen (2005), Maska,

Best & Gasmezy, 1990).

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When an acute stress occurs, the environment can be a buffer for its negative

impact. Intra-family support, support of the extended family, support from friends,

religion, open communication among family members, work, and financial security

wise factors promoting resilience in divorced families (Greff & Vander Merve, 2002).

In addition a high-risk environment such as disfunctional families can be a risk factors

in children (Kumper, 2002).

Research on parental divorce close by Cui, Finchan, Dan Dutschi (2011).

Found that parental divorce had an impact on the romantic relationship of teenagers

and adults whose parents divorced. However, the perceived impacts depends on

how the subject assesses the divorce of both parents. The perception of young

adults absent parental divorce depends on the situation of conflict as parental issues

the divorce. Research on resilience divorce adolescents done by Ruswahyumingsh &

Afiation (2015) stressed that resilience on adolescent was influenced by

resilience on families by peer support, and the cultural values. It of willingness,

acceptance, patience, religionists, and social environment. Teens also experienced

conflict on the family was found able to get rest of the pressure and revive from bad

experiences of the past.

Nyarko (2011),posted that a broken home produces children derived of quality

education and better academic performance. It means that a children from a broken

homes experience poor quality of education and in academic. In addition, Schultz

(2006), Abudu & Naim (2013) revealed that broken home has negative impact on a

pupils academic performance in schools. However, Fadeiye (1985) stated that

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children from broken homes have low-esteem; perform poor academically and

eventually drop out to school.

Westerstem and Blakeslee (2013) stated that broken home make children

unsafe, uncertain of his future or makes children feel that the future is break and they

became less because they fear that something bad could has fell to them.

Furthermore, Creistein (1995) & Anderson (2002); Schuktz (2006), opined that

children from broken homes are at gender rest for symptoms of poor psychological

adjustments, behavioral and social problems; low self-esteem, tearful or depressed;

poverty and poor academiv performances in schools.

Salami and Alawed(2000) conducted that children from broken homes have

higher recidence of a poor academic performance that other children from broken

intact names. In addition Yahaga(2012), Identified educational problems: emotional

problems:social behavior and learning difficulties as some of the problems. Similarity

of the study of Nyarko(2007), identified(2007), Identified streetism, school

dropout,trouncy, teenage pregnancy and drugs addiction as some of the problem

face by children from broken names. Saika(2012), also mentioned adjustment

problems, discontainment in school academic problems, internalizing externalizing

problems; low self-esteem and early engagement in sexual; insecurity; lack of

confidence; school dropout, vulnerable to anger; as well as school and drugs

addictions.

Ogbuide(2011), broken homes occur when husband and wife separate from

each other either natural cases (death) or by human cause (divorce) leaving the care
 17

and responsibility of the children to one parent . Schultz (2000) noted that if

adoloscents from unstable homes are to be compared with those from stable homes,

it would be seen that the former have more social , academic and emotional

problems.

Azubuike(2013), confirmed that students from broken homes in the cities are

affected by change of school due to madequate financial resources or poverty, poor

study habit and low self-concept .In addition Azubuike(2015), said teachers

commonly describe students from single parent as more hostile, aggressive, anxious,

fearful, hyperactive and destructive that students from intact families.

Clay(2011), who state that most students from broken homes often comes late

to school. Similarity of idea Akinade(2011) said that these students from broken

homes often lack of manners.It means a student from broken homes are

experiencing different kinds of problems specially on how they response property.

Olabisi(2012), also asserted that most students from broken homes lack money to

pay school fees.

According to Goodman (2008) who stated that most student from broken

homes lack proper supervision at home for healthy academic work, and also agreed

with Ogunlade (2000) stated that some student from broken homes do not have time

for academic work.

Most students from broken homes are disobedient to authority Clay (2011),

but aggeed with stone (2004) that most student from broken homes are truants.

Moreover keth (2004) that most student from broken homes suffer from emotional
 18

disturbance which affect their mentality that is to say from functioning well

academically.

Most of the student from broken homes lack orientation about academic

activities (Mouris 2011), and also disagreed with Okafor (2012), that some of

students from broken homes do not carry out assignment due to the conflict in their

home. The study agreed with Baumrind (2011) that students from broken homes

sometimes are affected by the economic status of their family.

Broken home can be defined as when one out of two people who is

responsible for the maturing and child plasing is not available, and the work meant

for two people, is now been carried out by only one person (Osnunloye, 2008).

Single-parenthood may arise when either the male or the female decides to produce

and rear a child or children outside wedlock (Otesse cited in Omoruyi,2011).

However, a single parent faces doubled responsibilities requiring time,

attention and money of the parent. Hence , less attention and money of the parent.

Hence, less attention is paid to the education of the child. The teachers commonly

describe children from broken homes as more hostile, aggressive, anxious, fearful,

hyperactive and destructive that children from intact family (Tenibiaje,2011).

If everyone could simply decided to be happily married, almost no divorced

would occure. For most people, the real choice is whether to continue to live together

in disharmony, or to divorce. In choosing divorce, they must also choose the complex

and often unhappy consequences they and their children will then experience. Most

children who experience a divorce are likely to acquire a step parent later on and to
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live in a intact home. All these experiences do require adjustment, and some are very

painful. It is not yet certain, that these experiences have a lasting, destructive effect

on most children (William,2007).

A significant consequences of broken homes is children from them are more

likely to become involved that in delingquency and crime. In study after study

socialist find this is to be true. But why should this to be? The single parent (usually

women) must devote a good deal to support and maintenance activities that are at

least to some extent shared in two parents family. Further, she must do so in the

absence of psychological or social support. As a result, she is less able to devote

time to monitoring and punishment, and is more likely to be involved in negative,

abusive contacts with her children (James, 2009).

A study of divorced women found that anger, loneliness, and depression can

continue for 10 years or more after a divorce. Although some people can turn a

divorce into a positive experience of growth, even they suffer short term negative

consequences. Unfortunately, others experience long term trauma. Divorce,

separation, and desertion occurred most frequently in the parents of psychopathic

personalities ang psychoneurotics (Robert,2006).

Remarriages of divorced parents lead to blended families with stepparent and

step children. But Cherlin in 1981 suggested, such blended families can involve

complications and difficulties for the parents, step parents, and step children involved

(E. Mavis,2009).
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Khulna City Corporation Area In (2012) carried out the result that they can be

easily manipulated by adults who are involved with various crimes such as drug

abuses, child trafficking, and robbery. Most of them mothers in the broken families

are either house maid or day labourer. Victims have said that they do not receive

support from their parents. A lack of parental love, violent behavior from family

members, frustrated, depression, and bad company influence children to be attracted

to drugs. As data show in the findings section, their future plans range from

becoming a nurse. Their dreams are not too unrealistic. If they are given a proper

environment to explore their talent, many of them may be able to fulfil their dreams.

According to the findings of a meta-analysis conducted by Amato (2001)

children with divorced parents compared with children with continuously married

parents consistently significantly lower scores on measures of psychological

adjustment, self-conce[t, and social relations. Children of divorced families reported

higher scores on the child behavior check list as compared to the control group. Their

scores on social competence were lower, and scores on aggression, withdrawal, and

social problems were higher as compared to the matched group (Liu etal,2000).

Even among non clinical community adults, exposure to early life stressors in

the form of family Breakup accounted for significantly higher depressive and anxiety

symptoms when compared with adults who reportedly have stressors free childhood

regardless of participants’ gender (Chu, Williams, Harris, Bryant, & Gatt,2013).

Finding of intergeberational transmission of divorce are reported by Whitton,

Rhoades, Stanley and Markman (2008). They claimes that offsprings of devorced
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parents as compared of the offsprings of non devorced parents have more negative

attitudes toward marriagde, they have less personal relationship commitment to their

own marriages, less confidence in their own marriages, less confidence in their own

abilities to maintain a happy marriage , and they were less optimistic about the long

lasting healthy marriag

Chapter 3

METHODOLOGY

This section includes description of the research design, role of the

researcher, research participants, data collection, data analysis, trustworthiness, and

ethical considerations.

Research Design

This study employed a qualitative research design specifically

phenomenological approach. A qualitative research design was described as an

approach for exploring and understanding the meaning of individuals or groups

ascribe to social or human problem (Creswell, 2013). Moreover, Qualitative research

seeks to understand the meaning people have constructed, that is, how people make

sense of their world and the experiences they have in the world (Merriam, 2009).
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It is said to be phenomenology for the researcher studied the experiences of

Senior High School Grade 12 Irregular Students. Phenomenology is the study of

structures of experience, or consciousness. Literally, it is the study of phenomena,

appearances of things, as they appear in our experience or the ways we experience

things. Thus the meaning of life is based in our experience (Stanford Encyclopedia of

Philosophy, 2014).

Role of the Researcher

As researchers, their role is to gather reliable information from the participants

mentioned in the book of Tracy (2013). The researchers were able to follow certain

interview etiquette to ensure the authenticity of the information disclosed by the

participants. In this undertaking, different roles were demonstrated by the

researchers. They acted as interviewer, note taker, encoder, and facilitator.

Ultimately, they became the primary data collector. As an interviewer, the researcher

conducted focused group discussion and in - depth interview using semi structured

interview guide. The interview among the participants was tape recorded to ensure

that the data or information collected reflects the actual responses.

Research Participants

The participants of this study were public Senior High School Grade 12

Irregular students of Cabantian National High School, Km. 10.5 Cabantian Davao

City that are enrolled for School Year 2019 - 2020.

The process of selecting the participants was purposive sampling since the

researchers decided on the needs to be known and sets out to find people who can
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and are willing to provide information by virtue of knowledge or experience.

Purposive sampling is the deliberate choice of an informant due to the qualities that

the informant possesses. It is nonrandom technique that does not need underlying

theories or set number of participants, (Bernard, 2002; Lewis & Sheppard, 2006).

Data Collection

In this research, the researchers used different kinds of data sources in

obtaining pieces of information from the research participants. Creswell (2013)

suggested that gathering of data should happen in a natural setting which could

be developed through observations, interviews, documents, or audio-visual

materials. For this reason, the researchers personally gathered data in Cabantian

National High School Senior High School, while following their protocols in

conducting the research. Among the aforementioned data gathering techniques in

qualitative research the researchers considered the type of research participants that

for individual and group interviews.

Data Analysis

The interview transcripts were transcribed for analysis with the help of the

Research Adviser. Transcription is an integral process in the qualitative analysis of

language data. It represented an audio taped record, and the record itself

represented an interactive event, (Linsay, 2009). During research class, the

researchers were oriented on how to analyze the data. That the answers were coded

according to the main themes and core ideas. First, it is important to thoroughly read
 24

the transcription comprehensively by understanding deeply the message. Second,

identify the segments and divided the text accordingly. Third, eliminate the

unnecessary phrases or words that were not related to the topic. The researchers

summarized the text and created themes.

Trustworthiness

There were four elements in trustworthiness that the researchers considered

in this research such as credibility, dependability, transferability, and confirmability

(Gempes, 2015 citing Lincoln & Guba , 1985). In order to establish credibility, the

researchers used data triangulation technique and member checking. Data

triangulation was brought about through the use of variety of methods in gathering of

data such as in-depth interviews, focus group discussion and the use of audio visual

materials.

Ethical Considerations

In the conduct of this qualitative undertaking, measures were considered to

avoid violations of participants rights. Herein, some of the principles were being

highlighted. The researchers talked to the research participants to get their initial

agreement to be part of my study. The researchers explained to them that their

participation in research is voluntary in nature and their decisions in the participation

in research are made from an informed position. The researchers have undertaken

the protocol of informed consent adhered to the contention of Creswelll (2013).

The researchers included the agreement letter, the right of the subject and the
 25

study participants to withdraw from the study anytime, the central purpose of the

study and the procedures to be used in data collection, comments about protecting

the confidentiality of the research participants, a statement about known risks

associated with participation in the study, the expected benefits to be added to the

study participants, and a place for them to sign and date the form will be included in

the draft, and likewise, understood and accepted by the key informants.

The conducted in depth interview and focus group discussion were scheduled

on informants’ availability, properly done in the place and environment safe and

suitable enough for the study. Lastly as a sign of gratitude, participants were given

tokens for sharing their stories and experiences as well as their time for the

realization of this study.

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CHAPTER 4
RESULT

Presented in this chapter are experience of the study participants, how they

cope with the challenges as an experience of students from broken families, their

insights and perceptions as well as the constructs with emerged from the information

gleaned through in-depth interview and focus group discussion.

This chapter is divided into four parts: Part 1 tackles the participants

information from which the qualitative data were collected. Part 2 covers the data

analysis the in-depth interview and focus group discussion. Part 3 deals with the

responses to the interview and focus group discussion questions under each

research problem and part 4 contains the summary of the responses.

Participants

The participants in this study were composed of 10 senior high school

students that has an experience from broken families. It comprises 3 participants for

in-depth interview and 7 participants for focus group discussion. We applied the

sampling techniques to conduct an interview, and validated and approved by the

school principal. The ideas expressed by these individuals were used to sort out

issues, insight and perceptions related to playing online games.

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Participants Information

Assumed Gender Location Years of Level Type of Study

Name Experience
Aquila F Davao City 18 SHS In Depth
Aphrodite F Davao City 20 SHS In Depth
Athena F Davao City 16 SHS In Depth
Tulip M Davao City 19 SHS Focus Group
Sunflower F Davao City 15 SHS Focus Group
Rose F Davao City 3 SHS Focus Group
Cherry F Davao City 6 SHS Focus Group
Blossom
Daisy F Davao City 18 SHS Focus Group
Lily F Davao City 16 SHS Focus Group
Marguerite F Davao City 17 SHS Focus Group

Focus group discussion was conducted to seven participants, six women and

one men from a broken families. The in-depth interview was conducted to three

participants with all women from broken families.

Themes and Core ideas on Experiences of Senior High School students from

Broken Families

From the data collected on the experience of the study the participants, four

main themes were generated as presented in Table 1. These themes helps us

determine which core ideas to report. These themes are: Isolated and cut off from

the rest of the world, Embarrassing, and Hurting Inside.

Isolated and Cut off from the Rest of the World

 28

The experience of students from a broken families revealed the first theme

“Isolated and Cut off from the Rest of the World” because isolated because it was a

student's reaction when he came from broken families he felt like he was different

and he noticed that he was lonely as if no one loved them. While cut off from the rest

of the world because he/she got jealous of others because they has a complete

family and he/she feels that their is lacking in his character. The same is true for the

focus group participants where a problems encountered the same experience.

Sunflower was also very sad saying:

“Kanang sa tinood lng dili kaayo ingon na kanang kung

unsa ang naa sa ako ang pamilya karun komportable
ko dili ko komportable kung unsa ang naa sa amo a
karun sa tinood lang”

That's not exactly what my family is like I'm comfortable,

I'm not comfortable with what's we have now.
(TTSHSSFBFPRFGDP#2)

Marguerite also said:

“Mainggit pa ako sa ibang bata buo ang pamilya nila
tapos ako ditto sa pamilya ko wala akong na feel na
love”.

"I was jealous of other children because they have

complete family, and me, I was in my family I didn't feel
the love".(TTSHSSFBFPRFGDP#7)

Table 1
 29

Themes and Core ideas on experiences of students from Broken Families

Major Themes Core Ideas

Of course I see other kids they are complete me I don't have a
mom/dad.
Isolated and cut
off from the rest of Feeling like I'm different from others, of course I don't have a
the world mom/dad.
It seems like I'm missing out on what I'm looking for.
I'm getting jealous to see my friend in fb happy with their
family picture.
There's a different treatment between my dad and mom.

He/she ignored us, in fact he/she looking for someone who

didn't mind us.
If I had known my mom has other, of course you would silly
I’m also ashamed because my mom and dad are the reason, they
separated
Embarrassing

Shy because what they always argue is just a money

They seem to have their own lives, both of my parents have a
different family.
What, ill cry then hide, if they are fighting
Sometimes I cry because I want us to be complete, but no longer
I hate to think that my mom/dad is with other
It hurts I don’t know what the reason why mom and dad separate
(other than this vices)
Hurting inside
Although it was painful but I could do nothing, I must admit that this
is what my family has been through
I do not feel the presence of my dad/mom ever since I live that why
its painful for me

Embarrassing
 30

The second major theme that come out is the embarrassing. There is a time

when a student product of broken families has a financial problem that causes family

conflict. They feel ashamed of their parents' separation; feels no hope; feels not

determined; lack of support of the parents. The student is becoming inactive and no

longer respond to their teachers when they asked a questions.

Lily said with a teary eye:

I’m also ashamed because my mom and dad are the reason,
they separated. (TTSHSSFBFPRFGDP#6)

Rose also said:

They seem to have their own lives, both of my parents have
a different family. (TTSHSFBFPRFGDP#3)

Hurting Inside
The third major theme which emerged during the focus group discussion and

in-depth interview of experience of students from broken families. Hurting Inside this

is the moment for them to: cry, think about why this happened, feel the pain of

parental separation, and accept what has happened because anything else can

never be repeated again. Their experience needs of guidance of the person who are

older from them to guide them and come up into a good decision.

Aquila was frustrated saying:

Although it was painful but I could do nothing, I must
admit that this is what my family has been through.
(TTSHSSFBFPRIDIP#1)
Cherry Blossom said:
I do not feel the presence of my dad/mom ever since I live
that why its painful for me. (TTSHSSFBFPRFGDP#4)
 31

Most of the study participants echoed the same information that being an

student from a broken families offer a revenue for learning and develop anger and

disappointed to their parents. They pointed out that when opportunities come, they

have to make the best of what they are doing. Their determination actually helped

each one of them to successfully overcome those challenges in their life.

Coping with the Challenges of students from a broken families

From the data collected, there were three major themes which emerged from

the response as shown on Table 2. These are: Close Family Relationship, Ignore

though its Hurting, Believe in divine Intervention.

Close Family Relationship

The first thing theme for how the participant’s cope with the challenges. Close

family relationship means they are satisfied to obtain an affection/openness, control

and inclusion. Social needs are very important basic human needs. When social are

not satisfied it can also lead to mental and physical health problems. Especially for

young children satisfying the love of family is very important to sustain wellbeing and

quality of life.

Daisy has a positive aura said:

You need advice from friends, cousins, pastor
from our church, and I just open up.
(TTSHSSFBFPRFGDP#5)
Aphrodite was very happy said:
Just get courage from your father/mother, no
matter what happen, you are not left
behind, he/she is the one who supported you,
despite what happened to them as a
couple. (TTSHSSFBFPRIDIP#2)
Table 2
 32

Themes and core ideas on How Participants Cope with the Challenges as
students from a Broken Families

Major Themes Core Ideas

I will go to my grandmother and relatives
You need advice from friends, cousins, pastor from our
church, and I just open up
Just get courage from your father/mother, no matter what
happen, you are not left behind, he/she is the one who
Close Family supported you, despite what happened to them as a couple
Relationships
Get strength from each other.
we will go with my friends with me and then my boyfriend
because we will find a peaceful place where only two of us
then I will release all the time after he give me advises
I didn’t mind, go to the room, listening to music.
Ignore though its Go home, play computer / go to relatives' house and spend
hurting some time to avoid in trouble.
It is good to pretend nothing happened, to prevent self-harm
and to keep going to school
I just pray for what happened to my family
Either we worship

There is no other way, the Lord alone, so even if this is the

Believe in divine
case with us, we are still trusting, and the Lord will not let us
intervention
down.
The lord just told us how we could handle the challenge so
that we could not go down
It's just a challenge to know where we can put our faith in
him

Ignore though its Hurting

 33

The second theme generated in this topic is ignore though its hurting. It can

be seen at the most people from a broken family. The pain they are holding inside

they don’t mind it. This likely when: They remember those painful experience they

going inside their room, listen music, going outside with friends and doing a thing’s

that can help them and destroy them as a person (feeling discourage).

Athena saying:
Go home, play computer / go to relatives' house and
spend some time to avoid in trouble.
(TTSHSSFBFPRIDIP#3)

Tulip was very disappointed said:

It is good to pretend nothing happened, to prevent self-
harm and to keep going to school.
(TTSHSSFBFPRFGDP#1)

Believe in Divine Intervention

The last theme for how the students cope the challenges from a broken

families, is praying and believing in our God, to overcome those challenges, in order

to try to master, minimize or tolerate stress and conflict. The strategies to overcome

all those problems are: going church and worship him, always asking his guidance,

trust on him and offer everything to him. They always believe that God is highly

influential in the events and outcomes in their lives.

Sunflower very happy said:

There is no other way, the Lord alone, so even if this is
the case with us, we are still trusting, and the Lord will
not let us down. (TTSHSSFBFPRFGDP#2)

Aquila also said:

 34

The lord just told us how we could handle the challenge

so that we could not go down. (TTSHSSFBFPRIDIP#1)

Coping the challenges as an student’s from a broken families is not easy, they

can encounter hardship and trials in their lives. Despite of being an broken family

they have a supportive family, classmates, and friends that inspire, boost their

morale, and give them praise and affirmations. Teachers have considered them as

the reason why they easily dwell with their trials and sacrifices.

Themes and Core Ideas on Insight that Participants can Share to other
Students in General

The responses of the informants and participants of the study are presented in

Table 3. It generated four themes: Proper communication among family member

matters, Respect begets respect, Trust even more, Accepting things as it is.

Proper communication among family member matters

The first theme for the lessons and insights for the experience of students

from a broken families. A family should have a proper communication especially if

there is conflict between the parents. A person needs to find his/her expectations

especially in their parents. The family should have a healthy relationship between

child and parents. If the family have a good communication there will be a big impact

to the studies of the students. It can help to improve the communication skills of the

child especially in solving conflict.

Table 3
 35

Themes and Core Ideas on Insights that Participants Can Share to other

students in general

Major Themes Core Ideas

Talk about problems.
Proper
communication
Don't blame each other
among family
member matters Healthy relationship between child and parent
When communication is open, more Stable family
Respectively, it is important for the family to be united as
one.
Acknowledge the feelings of the children in the family as we
Respect begets have a different emotional impact on us as children, losing
respect our self esteem
Then you can give a sense of direction to your family
members in that respect
Losing confidence, it's hard to give back.
Trust even more Losing trust, losing someone's respect.
Goodwill accept that is what has happened to my family.
Accept things as it is I just take part in the challenges that must be experienced
as a person.
Accept that does not easy to have a family

Here are some insights of the participants meeting needs for proper communication

among family member matters:

 36

Daisy saying:
Talk about problems. (TTSHSSFBFPRFGDP#4)

Aphrodite also said:

When communication is open, more Stable family.
(TTSHSSFBFPRIDIP#2)

Respect begets respect

The second theme for the lessons and insights and the final theme generated

overall in the focus group study and one on one interview. Guardians ought to never

feel burnt out on showing their developing youngsters the estimation of regard. All

things considered, they are the principal instructors and are answerable for

demonstrating genuine guides to their children. A home where individuals from the

family live in amicability and regard will support dependable kids who realize how to

offer respect to other people. Aside from being acceptable good examples, guardians

ought to always remember to look for the guide of the Book of scripturesthat shows

propensities and perspectives essential in demonstrating regard towards others

paying little mind to their age, race and status throughout everyday life.

Athena relaxing saying:

Respectively, it is important for the family to be united
as one. (TTSHSSFBFPRIDIP#3)

Tulip also said:

Then you can give a sense of direction to your family
members in that respect. (TTSHSSFBFPRFGDP#1)

Trust even more

 37

The third for the lessons and insights for the experience of students from a

broken families. Trust is an excessively significant piece of a solid relationship, yet

it's something that numerous individuals battle with, for a variety of reasons. To build

up a confiding in relationship, become a dependable individual. Act to boost every

one of your relatives' prosperity. Try not to pay special mind to your very own

advantages, yet in addition for the interests of your life partner and family. Be

obliging of their needs and wants.

Marguerite with a smile saying:

Losing confidence, it's hard to give back.
(TTSHSSFBFPRFGDP#7)

Rose with the same feeling to Marguerite

Losing trust, losing someone's respect.
(TTSHSSFBFPRFGDP#3)
Accepting things as it is

The last themes for lessons and insights and the final theme generated overall

in the focus group study and one on one interview. Acknowledgment is investigating

things as they are at the present time. You let go of judging or deciphering. You don't

have to include the layer of feeling like a disappointment or injured individual in view

of the circumstance. As opposed to getting some distance from what is, you move in

the direction of it and get what's here with extraordinary empathy and

comprehension.

Cherry Blossom very happy said:

I just take part in the challenges that must be

experienced as a person. (TTSHSSFBFPRFGDP#4)

Athena also said:

 38

Goodwill accept that is what has happened to my

family. (TTSHSSFBFPRIDIP#3)

CHAPTER 5

DISCUSSION
 39

This chapter presents the discussion of the results of the study as well as the

conclusions and the implication for the future research which are anchored on the

results of the investigation. This study aims to describe the experience of students

from a broken families by bringing out their feelings, lessons, and insights and

determine what concepts may be gleaned from the results.

The participants of the study simply describe their live experience regarding

multiple ancillary functions. The first major theme that emerge in this study is

Isolated and cut off from rest of the world: because Isolated means is a condition of

finish or close total absence of contact between an individual and society. It varies

from dejection, which reflects impermanent and automatic absence of contact with

different people on the society or even in the family. Considering when Sunflower

very sad saying, that not exactly what my family is like I’m comfortable, I’m not

comfortable with what’s we have now. Marguerite also said I was jealous of other

children because they have complete family, and me, I was in my family I didn’t feel

the love.

As indicated by the Berkman et al. (2000) system, constrained informal

organizations sway wellbeing downstream through three pathways: (1) wellbeing

social, (2) mental, and (3) physiological. Right now, these pathways were utilized to

compose negative wellbeing results identified with restricted informal communities, or

social confinement. There were sure negative wellbeing results of social separation

that didn't fit into the Berkman et al. structure, including all-causemortality, falls, re-

hospitalization, and organization; these results are portrayed independently.

Embarrassing came forth as the second major theme of students from a

broken families. The students feel really silly and awkward in everything they do:
 40

wanted to surrender it out; they change the suffering into the happiness; feels no

hope; feels not determined; lack of participations in school. The students accepting

the facts that their family will never be complete again. A response from Aquila when

she not easily overcome the challenges but she accept everything happen in their

family even its hurts. Cherry Blossom also said she considered her self as lack of

support from a parents because she never felt the love of the family.

Same with the study of (Miller, 2007). Shame likely developed to keep up

social request, since in being humiliated individuals convey to others that they

perceive and lament their rowdiness and will attempt to improve. Analysts have

discovered that individuals who show humiliation at their social offenses are

increasingly inclined to be preferred, excused, and trusted than the individuals who

don't, and, therefore, their shame hides any hint of failure (Keltner and Anderson,

2000). In any event, prodding and tease, which incite and bring out humiliation in the

focused on individual, are persuaded by the craving for expanded preferring (Keltner

and Anderson, 2000)

Hurting Inside surface as the third major theme for the experience of students

from a broken families. Hurting Inside this is the moment for them to: cry, think about

why this happened, feel the pain of parental separation, and accept what has

happened because anything else can never be repeated again. Their experience

needs of guidance of the person who are older from them to guide them and come

up into a good decision. The case of Aquila she was frustrated saying although it was

painful but I could do nothing, I must admit that this is what my family has been
 41

through. Same also with Cherry Blossom said I do not feel the presence of my

dad/mom ever since I live that’s why it’s painful for me.

The case of Aquila and Cherry Blossom connects to the study of CPC acts,

(March 2014) when a family separation it is typically hard for everybody. It’s like a

passing which carries with it sentiments or misery and misfortune. A great many

people need time to become acclimated to the progressions and every individual

reaction can be totally different. Guardians attempt to think about their own

sentiments while they settle on commonsense and very important choices that mean

the finish of a special connection between two grown-ups yet not the finish of a

connection among youngster and parent. kids need the on going adoration and

backing of both parents. In addition Adam (2002) revealed that visit the separation

from parent, adolescents shoed higher levels of adjustment problems on an index

measuring cognitive, emotional and behavioral functioning.

The strategies or coping mechanism do participants used to address

challengers as students from a broken families generated three major themes like

Close family relationship, Ignore though its hurting, Believe in divine intervention.

Close family relationship is the first major theme that emerge in our study. Close

family relationship means they are satisfied to obtain an affection/openness, control

and inclusion. Social needs are very important basic human needs. When social are

not satisfied it can also lead to mental and physical health problems. Especially for

young children satisfying the love of family is very important to sustain wellbeing and

quality of life.
 42

Reviewing the response of Daisy has positive aura said they need advices

from people who are ahead on them especially in people who are expert in giving

advice to those who suffered from pain. And Aphrodite was very happy said just get

courage from your father/mother, no matter what happen you are not left behind,

he/she is the one who supported you, despite what happen to them as a couple.

Similar to the study of Childers and Rao 2010, saw that friends influence more for

some type of products like public luxuries and not private necessities. This implicated

a peer group influence on understanding of children of consumption symbolism.

Friends are likely to help children in assessing products, brands, and stores. Friends

enhance a sense of belonging by helping them to establish an identity separate from

parents. Whereas older children could respond from a position of support and advice

giving (Merz, Schuengel, & Schulze, 2008).

The second major theme which is Ignore though its hurting. It can be seen at

the most people from a broken family. The pain they are holding inside they don’t

mind it. This likely when: They remember those painful experience they going inside

their room, listen music, going outside with friends and doing a thing’s that can help

them and destroy them as a person (feeling discourage). The case of Athena that

she said go home, play computer, I go to relatives house and spend some time to

avoid also in trouble. And also Tulip with the same feeling saying it is good to

pretend nothing happened, to prevent self-harm and to keep going to school.

Their case are likely interconnected to the study of (Drysdale & Rye, 2007).

They are the victims of unintentional broken family. Children are encouraged to
 43

blame the separation for whatever unhappiness they may feel, which makes them

feel helpless about improving their lives (Ahron, 2007). In addition the affected

adolescents use smoking as coping mechanism to broken home. Aside from

smoking, adolescents also are engaged to drinking, taking illegal drugs, sexual

activity, and juvenile delinquency as coping strategies (Cruz & Berja, 2008). In terms

of psychological, girls more likely exhibit emotional distress toward boys (Yeo &

Huan, 2007)

Believe in divine intervention come out to be the last major theme for coping

strategies of students from broken families. Praying and believing in our God, to

overcome those challenges, in order to try to master, minimize or tolerate stress and

conflict. The strategies to overcome all those problems are: going church and

worship him, always asking his guidance, trust on him and offer everything to him.

They always believe that God is highly influential in the events and outcomes in their

lives.

This is also in consonance with the statement mention by (Ghanbari 2010),

according to the teachings of divine religions, Trust-in-God pertains to matters that

are outside of man’s authority and full control. Trust-in-God accompanies the trusted

in the way ahead and assures the person that his/her actions are resourceful. Trust-

in-God brings the trusted inner peace and confidence. One of the outcomes of

Trusting-God is relying on one’s hope in God’s grace and blessing rather than solely

on people.

The participants of the study take into the shared insights learned from their

experience as a students from a broken families. Core ideas are developed four

major themes which include: Proper communication among family members matters,
 44

Respect begets respect, Trust even more, Accept things as it is. Proper

communication among family members matters. A family should have a proper

communication especially if there is conflict between the parents. A person needs to

find his/her expectations especially in their parents. The family should have a healthy

relationship between child and parents. If the family have a good communication

there will be a big impact to the studies of the students. It can help to improve the

communication skills of the child especially in solving conflict.

Not too far from the patterns of family communication, developed by McLeod

and Chaffee 2011, consisted of socio-oriented and concept oriented communication

styles, which play a critical role in socialization. Socio-oriented communication style

focusses more on parental control on children whereas concept-oriented

communication focusses where parents permit children to freely produce and

express their ideas and views. These two dimensions of parent to child produce four-

fold typography of family communication pattern [64]. Laissez-faire families do not

stress on any of the dimensions whereas consensual families stress on both the

dimensions and protective families focuses on socio- oriented dimension

contradicting pluralistic families who emphasizes on concept- oriented dimension.

The second theme generated for the lessons and insights with the experience

of students from a broken families is Respect begets respect. Guardians ought to

never feel burnt out on showing their developing youngsters the estimation of regard.

All things considered, they are the principal instructors and are answerable for

demonstrating genuine guides to their children. A home where individuals from the
 45

family live in amicability and regard will support dependable kids who realize how to

offer respect to other people. Aside from being acceptable good examples, guardians

ought to always remember to look for the guide of the Book of scripturesthat shows

propensities and perspectives essential in demonstrating regard towards others

paying little mind to their age, race and status throughout everyday life.

The insight shared is related to the an extremely high value is placed on

respecting, obeying, and learning from elders in the kinship network and community

(Willis, 1992). Respect has been defined in terms of showing honor and esteem to

authority figures and elders or deferring to a senior’s greater command of pertinent

skills (Briggs, 1986). Parents indicated that they viewed conflicts with children in

terms of respect for parents, obedience to authority, and the importance of cultural

traditions (Smetana & Gaines, 1999; Smetana, Crean, & Daddis, 2002). In contrast,

the young adolescents primarily viewed conflicts as issues of personal jurisdiction,

that is, personal issues or individual concerns.

Trust even more is the third theme generated for the lessons and insights with

the experience of students from a broken families. Trust is an excessively significant

piece of a solid relationship, yet it's something that numerous individuals battle with,

for a variety of reasons. To build up a confiding in relationship, become a dependable

individual. Act to boost every one of your relatives' prosperity. Try not to pay special

mind to your very own advantages, yet in addition for the interests of your life partner

and family. Be obliging of their needs and wants.

 46

Same with the study point out that adolescents need parental support, an

atmosphere of trust and love. Moreover, trust created by the family enables the

adolescent to adapt to the changes emerging in this phase (Bulut, 1996). The

positive relationships of the adolescent with the family have positive effects on

his/her social adjustment (fiak›r, 1987).

And the lastly the theme generated for the lessons and insights with the

experiences of students from a broken families is Accept things as it is.

Acknowledgment is investigating things as they are at the present time. You let go of

judging or deciphering. You don't have to include the layer of feeling like a

disappointment or injured individual in view of the circumstance. As opposed to

getting some distance from what is, you move in the direction of it and get what's

here with extraordinary empathy and comprehension.

The insight shared related to building bonds between the surviving spouse,

the new spouse, and both their immediate and extended families is crucial to

maintaining parenting quality (Anderson & Greene, 2013). It also encourages

acceptance for the new spouse, who often feels uncertain and insecure (Brimhall &

Engblom-Deglmann, 2011). Parents make decisions about what information to share

with children regarding their relationships and their desire to repartner (Anderson &

Greene, 2005; Anderson et al., 2004).

 47

Implication for Future Research

Since this study is limited to the public secondary school students from

Cabantian National High School, Suraya Homes, Davao City, Region XI, the

following future researches are recommended:

The findings of the particular study are not generalizable beyond the 10

participants, future research may be conducted by describing the experience of

students from a broken families in Cabantian Senior High School of Davao City. With
 48

another group of participants in order to substantiate the findings. Second, future

research may be conducted by describing the experiences of students from a broken

families in other parts of the country to add to the research base other ideas and

issues related to it.

Also further research may be done to re-interview some of the participants in

the study to see whether their views and perceptions have changed over a period of

time. The findings of the study were viewed from the lens of senior high school

students who are product of broken families.

Concluding Remarks

Gathered from the findings of the study are the experience of students from a

broken families which revealed that most of the participants experienced negative

gains from their experience which challenged them to aspire more advancement to

become better person despite the challenges nay face. The findings of the study

showed that students from broken families are even motivated despite the different

challenges may have encountered. As a student, understanding their plight

contributed a body of knowledge in education. Despite of being a broken family, life

is not easy. They cannot control the situation. But their part as students from a

broken families can gain particular learnings in life. As a student, we researchers,

realize that students from a broken families is not an easy experience for them. They

can also encounter whether good or bad times but take in mind that in that

challenges we can also inspired other people.

They shed light to all students in general on how to control their self and how

they manage all the challenges. It also serve as a lesson to students not in our local
 49

area but also nationally. Furthermore. Online research has shown high level of self-

disclosure from the participants and reduced levels of social desirable responses.

The present study revealed variety of attitudes and experience of students from a

broken families. It showed the positive and negative effects of being a broken family.

It can be seen that the focused group discussion and the one on one interview are

feasible methods for data collection. The qualitative accounts of being a broken

family prove the suitability of such methods for further research.

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