Right to Life… But Left: Coping Experiences of OFWs Children to Counter the Effects of

their Parents Absence

A Research Paper
Presented to the class of
Mrs. Remedios G. Selmo
Research Teacher

In partial fulfillment
of the requirements
in the subject
Practical Research 1

Presented by:
Antolin, Perry Jan D.
Aquino, Hannah
Danao, Romelli Andrea D.
Garcia, Jevanna M.
Gragasin, Raymond Carl M.
Mangulabnan, Alec Xander T.
Mariano, Angel Babe B.
Pulido, Dranscel John L.

March 14, 2019

 Gragasin et al. 2

Right to Life… But Left: Coping Experiences of OFWs Children to

Counter the Effects of their Parents Absence

ANTOLIN, Perry Jan D., GRAGASIN, Raymond Carl M., MANGULABNAN, Alec Xander T.,

PULIDO, Dranscel John L., AQUINO, Hannah, DANAO, Romelli Andrea D., GARCIA,

Jevanna M., MARIANO, Angel Babe B.

11 STEM 1, University of La Salette, Incorporated

ABSTRACT

Overseas migration of parents from the Philippines had a major distinction in terms of the

children’s condition as a result of parental absence. This study focused on the coping experiences

of the children left behind by their parents. The qualitative research design used in this study is

narrative, which aims to narrate the life experiences of an individual told to the researcher or

from the available document or material. The study was conducted only in the vicinity of

Santiago City where the two respondents are students from one of the Universities in Region II,

Isabela. The instruments used by the researchers are observation guidelines, set of

questionnaires, and document analysis. In the beginning of the data collection, the group of

researchers was divided into half. The first group interviewed the first participant in a silent room

while the other group interviewed the other on in a separate place. They used semi-structured as

a pattern of interview. After the researchers gathered the data, they analyzed and sum-up the
 Gragasin et al. 3

results given by the participants. In this part, the researchers created realized findings which is

Moderatum generalization. Based on the findings the life of an OFW child is challenging and

having OFW parents creates gaps between parent-child relationships. Moreover, the absence of

their parents taught them to become independent. However, parents’ absence also brings forth

negative impacts on the children’s emotions and their experiences and attempts of coping are

connected with their self-development. Thus, being left behind for a better life does not always

promise that everything will be good, challenges may be true and coping is a must know.

Keywords: Abroad, Overseas, Children, Loopholes, Experiences, Perks, Migrants, Attainments,

Opportunities, Sustainability, Aspect, Relationship, Acquaintances, Parents’ Absence, Emotional

Imbalance, Coping Mechanism

INTRODUCTION

Overseas Filipino Workers (OFW) term applies to Filipinos who are abroad indefinitely

as citizens or as permanent residents of a different country and to those Filipino citizens abroad

for a limited, definite period, such as on a work contract or as students.

In the present generation, there are a lot of people going overseas just to have finances

but there are families being left that are affected them in different aspects of their lives especially

the children. By this, the researchers would like to know the coping experiences of the children
 Gragasin et al. 4

to overcome the loopholes of having parent working abroad. This study aims to explore the

coping experiences of OFW children to counter their parents’ absence.

Overseas Filipino Workers are occurring in conformity here in the Philippines. These

individuals work overseas because of the perks of having higher salary and several opportunities

given in other countries than staying in the Philippines. These people work strenuously, and they

endure the pain in order to sustain the needs of their families, which are food, clothing, rent,

medical fund, education, recreation fund and extra money for emergency purposes. According to

Philippine Statistic Authority (PSA) the number of overseas Filipino workers (OFWs) during the

period April to September 2016 was estimated at 2.2 million and because of that millions of

spouses, husbands, sisters, mothers, fathers, and especially children were left behind in their

homes.

According to Reyes (2008), with this huge number of Filipino migrants leaving the

country temporarily, more pressing concern which is regarding children being left behind

remained unnoticed. In terms of investments in education, the earned money by migrant parents

increase the levels of educational attainments among their children, opening more opportunities

for their future.

Moreover, having Overseas Filipino Worker Parents can have a huge impact on the

children’s life. It can either be a positive effect or it may lead to negative ones especially

emotional imbalance that will affect their future. Therefore, it is really important for the children

to acquire deeper knowledge about its effects so that they can obtain good coping mechanism.
 Gragasin et al. 5

In the Philippines, the number of Filipino families dealing with poverty is increasing and

the idea of being an Overseas Filipino Worker is widespread. Yet only few studies were found

involving Overseas Filipino Worker Parents that explore the effects of migration to the children

left behind, and what can be done to improve their coping mechanisms beneficial to their well-

being and sustainability. Thus, this explanatory study is designed as an extension to the existing

knowledge found in Overseas Filipino Workers studies and to fill the gap about the coping

mechanisms to the children with OFW Parents.

This study aims to discuss the coping experiences of Overseas Filipino Worker children.

This may further help other students, teenagers or children to have an insight on the specific

topic regarding emotional aspect and relationship with their family, friends and acquaintances. In

addition, this study intends discuss the point of view of the said children. The results and

findings of the study will have great benefit to the following:

To the Students. The results and findings of this study will provide the students more

knowledge and understanding about the coping experiences to counter having overseas Filipino

worker parents. They will also know the problems that it may cause if the children have a bad

coping mechanism when being separated with their parents and how can it be avoided.

To the Parents. It will serve as a basis on how the parents should treat the children so

that the children would cope with the changes in their life in a positive way rather than ruining it.

Through the given data, the parents will be able to comprehend the reason why their children
 Gragasin et al. 6

act in a certain way because of their decision to work abroad. In addition, they will know how to

manage and discipline their children while in such a long-distance parent-child relationship.

To the Teachers. It will provide deeper knowledge on what strategies to use to educate

their students about the advantages and disadvantages of having Overseas Filipino Worker

parents. It will also give the teachers lots of ideas on why the children would act a certain.

To the Future Researchers. The ideas presented in this research may be used as

reference data conducting new researches or in testing the validity of other related findings. This

study will also serve as their source of the background and overview regarding Overseas Filipino

Workers.

This study is focused only in discussing the coping experiences of Overseas Filipino

Worker children. Additionally, it will also seek the phenomena on how the children cope with

the changes. The data collection was conducted only in the vicinity of Santiago City where two

Grade 11 respondents are students from one of a prestigious school within the said city. Both

respondents should have parents working abroad. The qualitative design that was used in the

research is narrative, to know the experiences of the children and the researchers like to move

forward to the written account of an individual specifically the children as our subject in the

study. It was the researchers’ intention to narrate the coping experiences of the children in terms

of handling a situation in having a parent working abroad.

REVIEW OF RELATED LITERATURE AND STUDIES

 Gragasin et al. 7

This chapter includes the review of related literature and studies wherein the researchers

have persuaded to shed the light on the topic under the study about the effects of having

Overseas Filipino Worker parents to their children.

Local Literature

According to Philippine Statistic Authority (PSA), there are about 2.2 million Filipino

who work abroad. With this huge number of overseas Filipino worker, lot of children were also

left behind here in the country. The reason behind this migration event is because they want to

sustain or give the needs of people whom they love. These needs include shelter, food, clothing

and education. Minda (2017), said that most Filipino migrant parent think that the closeness of

their relationship cannot measure by physical relation but it is how parents do their role to make

their children’ lives good.

The Philippines, one of the largest migrant-sending countries around the world where

approximately 10% of the country’s population is abroad, has always been in the leading edge in

the promotion and protection of human rights, and more importantly children’s rights. Enclosed

in its constitution in the Article 13 on Social Justice and Human Rights, the Philippines has

brought into existence some institutional machinery and in authorization to realize the state’s
 Gragasin et al. 8

policy of valuing the worthiness of every human person and guaranteeing the complete respect

for human rights. Furthermore, the country is a signatory to all the seven core international

instruments on human rights and had moved over to several laws and policies to accomplish such

commitment.

The migrations of the parents have a lot of effects to those children left behind. It affects

the child emotional aspect, social aspect and the perception in life of the child. These children are

vulnerable to lots of problem and also becoming self-doubting because of the lack of attention

from parents (Minda, 2017). Additionally, she explained that children who left behind are more

likely being materialistic than having good values and also being rebellious to both parents.

Foreign Literature

As eloquently stated by Reyes (2008), in Asia, the Philippines is the major supplier of

labor migrants to over 100 countries and the leading female migrant sending countries along with

Indonesia. More than 8 million (10%) out of the 85 million Filipinos were working or living

abroad. While over 72% of total migrants from Philippines were women workers. Many of these

women work as domestic helpers, nurses, caregivers, and entertainers. With this huge number of

Filipino migrants (and still more) living the country temporarily (or permanently), a more

pressing concern is with regards to children left behind. Though there is no systematic data on

the number of children left behind, it is estimated to be 9 million or 27% of the total youth.
 Gragasin et al. 9

According to the Holmes-Rahe Life Stress Inventory (sometimes known as The Social

Readjustment Rating Scale used mostly in the US), marital separation from mate is ranked as the

3rd most stressful life events for a person, preceded by death of spouse (1st) and divorce (2nd).

People get married so they can be together (physically, emotionally, psychologically and

spiritually) for the rest of their lives on earth. According to Lisbe (2017), the complex factors of

migration, husbands and wives get separated for long periods of time and this separation has

caused tremendous stress to both of them.

It is noted above that the OFW phenomenon has significantly affected the relationships of

both the migrant spouse and the one left behind as well as the migrant’s relationship with his/her

children. Each member of the family experiences different emotional and psychological

challenges as they continue to live life having one significant family member physically, and for

the most part, emotionally absent (Lisbe, 2017). These factors have effects on the overall family

dynamics as stated earlier. But another aspect of migration also affects the overall family

dynamics – that is the area of finances.

In a joint research project entitled Hearts Apart: Migration in the Eyes of Filipino

Children undertaken in 2003 by the Episcopal Commission for the Pastoral Care of Migrant and

Itinerant People/Apostleship of the Sea-Manila (ECMI-AOS), Scalabrini Migration Center

(SMC) and the Overseas Workers Welfare Administration (OWWA), it was reported that, the

migration of one or both parents has definitely rearranged the division of labor in the family

during the time when fathers, mothers or both parents are abroad.
 Gragasin et al. 10

As indicated by Llorente (2011), it is true that the money Filipino overseas workers earn

trickles into towns and villages, helping build houses, open restaurants and send children to

school. But the absence of so many industrious and skilled people also exact a heavy toll. The

worth of it all to individual families is, however only one part of a cost-benefit analysis of

Philippine Labor migration.

Local Studies

Children have various levels of tolerance or acceptance of the situation depending on

their cognitive development. Related studies on children left behind by their OFW parents have

several factors that may negatively or positively affect the personal development of the children.

One factor is the academic performance and school behavior of the children. Dissimilar

from the perceived odds and ends, children of migrants performed better in terms of academic

performance than that of the non-migrant children.

Asis (2000) also did not discover any evidence based on observation to test the truth that

children of migrant workers are more likely to engage in juvenile delinquency than children of

non-migrants.

Foreign Studies
 Gragasin et al. 11

Graham and Jordan (2011), conducted a study about migrant parents and the

psychological well-being of the children left behind. The research results indicated that children

who left behind suffer from psychological distress because of separation of parents from them. It

also shows that children who are separated from his or her mother are prone to negative impacts

that include physical health.

The role of both parents is very important to child welfare. Other studies also show that

the role of parents is important to their children. Zarra-Nezhad et al. (2015), explained that the

effect of mothers’ high affection is having lesser negative emotions of children. A supportive

mother and father and show more affection will make their children have a good psychological

functioning (Stafford et al., 2016).

METHODOLOGY

This section presents the research design, the respondents of the study, the data gathering

instruments and procedure and also statistical treatment in analysis data gathering.

Research Design
 Gragasin et al. 12

The qualitative research design used in this study is narrative, with the aim to narrate the

life experiences of an individual told to the researcher or from the available document or

material. Narrative research highlights special events in the individual’s life, in which this

research focuses on the coping experiences of Overseas Filipino Workers’ children to counter the

effects of their parent’s absenteeism and seek the phenomena on how the children cope with the

change.

Selection and Study Site

This study is conducted within the vicinity of Santiago City where the two respondents

are students from one of the Universities in Region II, Isabela. The respondents are interviewed

via face-to-face interaction inside a library on March 11, 2019.

Participants of the Study

The respondents of this research study are two Grade 11 Senior High School students of a

university in Region II, both of them came from Grade 11 STEM and are male student. They are
 Gragasin et al. 13

qualified for this research study since they have their own parents working abroad thus, enabling

the researchers to conduct typical sampling as their procedure. With this type of purposive

sampling, the researchers aim to know how the students adjust to the effects of their parents’

absence.

Instruments

The instruments used by the researchers were observation guidelines, set of questionnaires,

and document analysis. Observation guide is an important tool to be used in research regardless

of the researcher’s role. It reminds the observer of the key points as well as the topics of interest

associated with each. It will also act as the driving force for a reflexive exercise in which the

observer can reflect on his or her own relationship and contribution to be observed at any time. A

questionnaire is an important research instrument consisting series of questions which are about

to be answered by the participants for the researchers’ purpose of gathering relevant information

about them. And lastly is Document Analysis which is a systematic procedure for reviewing or

evaluating documents for both printed or electronic material. Like other analytical methods in

qualitative research, document analysis requires the data to be examined and interpreted in order

to elicit meaning, gain understanding, and develop empirical knowledge (Corbins & Strauss,

2008). Document analysis is often used in combination with other qualitative research methods

as a mean of triangulation (Denzin, 1970).

 Gragasin et al. 14

Data Collection Procedure

In the beginning of the data collection, the group of researchers are divided into two. The

first group interviewed the first participant in a silent room while the other group interviewed the

other one in a separate place. Each group had assigned a researcher for questioning. Both of the

groups used semi-structured pattern of interview, in which there is a list of main questions asked

that if new information arose, the assigned researcher may ask follow-up questions. Another

researcher is assigned to jot down relevant and significant information uttered by the participant.

While another researcher is assigned to record the interview with the use of a video recorder.

And lastly, the remaining researcher is assigned to observe the participant covertly, and

observe the atmosphere of the scene. The related documents analyzed by every researcher,

served as support and verification for what the participants shared. With that, every member of

the entire group of researchers had their own assigned tasks as the data collection process

progresses.

Data Analysis Procedure

After the researchers gathered the data, they analyzed and summed-up the results given by

the participants. In this part, the researchers created and the findings which produced a
 Gragasin et al. 15

Moderatum generalization. It is based on personal experience that makes the daily life possible

through semblance of order and consistency to social interaction (Payne and William, 2005).

After the study, the information gathered and analyzed will help other students, teenagers or

children to have an insight on the specific topic regarding the relationship with their family,

friends and acquaintances.

Ethical Consideration

The researchers observed ethical considerations when this study was conducted. These

research ethics established the moral integrity of the researchers which ensured that the findings

are valid and trustworthy. The ethical consideration served as the principle of the researchers in

the whole research process. The researchers willingly agreed to possess honesty in all forms.

This ensures that the study is not fabricated and is not falsified. The researchers upheld

confidentiality to protect confidential communication and personal information. The study also

involved Human Subjects Protection in minimizing harms and risks, respecting privacy and

dignity of the respondents, and taking special precautions.

 Gragasin et al. 16

FINDINGS

This educational research sought to describe the positive effects, negative effects, and

mainly the coping experiences of children having OFW parents, which aimed to answer the

central question “How do OFW children adjust to counter the effects of their parents’

absenteeism?”

The findings of the study are as follows:

Being an OFW child is challenging. Having OFW parents is undeniably difficult,

especially for a child. However, despite their situation, they still try to understand the sacrifices

of their OFW parents for them. “Mahirap pero iniintindi ko,” one of the participants said.

Hence, it is not only their parents who sacrifice but them, too.

Having OFW parents creates gaps between parent-child relationships. Separation is

sometimes the cause of gaps in a relationship, leading into a weakened bond. “… Mas hindi na

nagiging matibay kasi malayo na sila…” said by the other participant. However, according to

the same participant, it is countered by having a consistent digital communication such as video

calls and online chatting.

The absence of their parents taught them to become independent. As the parents left
 Gragasin et al. 17

their children behind, sometimes the effect still yields a positive one. Though one of the

participants said that “Napakahirap maging independent dahil ikaw lahat gumagawa ng

homework mo, walang tumutulong ikaw gumagawa ng paglilinis sa bahay, ikaw maglalaba,

maghuhugas,magluluto ganon,” they were able to learn how things should be done without any

reliance on others.

OFW parents’ absence may cause negative impacts on their children’s emotions.

Most of the cases, the negative effects of separation is inevitable, particularly the impacts on the

emotional aspect. According to one of the participants, the absence of his parents during

significant moments of his life, especially on his Grade 10 moving up ceremony, made him

really affected emotionally for he did not feel his parents walk with him to the stage.

Technology serves as bridge for communication between the OFW parents and their

children. Nowadays, it is known that with the use of cellular phones, one can already

communicate with people who live very far. According to both participants, online chatting and

video calls are their ways of communicating with their OFW parents. However, it is not always

guaranteed that they can be called anytime for these OFW parents have duties on their own jobs.

Coping experiences of OFW children are connected with self-development. OFW

 Gragasin et al. 18

children find ways to counter the effects of their parents’ absenteeism. Based on the data

garnered, these coping experiences are connected with the development of their personal aspects,

specifically physical and social. “Nagpapasundo ako tapos naglalaro kami ng basketball,” one

of the participants said. “Wala akong masyadong ginagawa sa bahay kaya lumalabas ako

kasama kaibigan ko,” said by the other one. Hence, these coping experiences became their

pastime until now.

CONCEPTUAL FRAMEWORK
 Gragasin et al. 19

DISCUSSION

This research study sought to describe the positive effects, negative effects, and mainly

the coping experiences of children having OFW parents, which aimed to answer the central

question “How do the children adjust to counter the effects of their parents’ absenteeism?”.

For the experiences, six themes were identified, namely, Being an OFW child is

challenging, having an OFW parents creates gaps between parent-child relationships, the absence

of their parents taught them to become independent, OFW parents’ absence may cause negative

impacts on the children’s emotions, technology serves as bridge for communication between the

OFW parents and their children, and coping experiences of OFW children are connected with

self-development. Researchers aim to find out the significant experiences of OFW children

according to their parent-child relationship, the researcher’s perceived effects, the relationship

they had with the OFW parent, and their coping experiences.

In analyzing the findings of the study, some significant conclusions were derived. First,

the level of academic performance of students’ with OFW parents was at its proficient level. This

result was also expected because the respondents of the study were the academically high

performing students in school. It can be inferred that despite the situation where both parents are

not around during challenging times, students’ left behind are capable of achieving high

academic performance given the right coping mechanisms. With parents’ absence, technological

mechanisms like cellular phones and computers have become the default substitute for personal

parenting especially in the motivation of parents in the academic performance of their children.
 Gragasin et al. 20

Moreover, these children also aim for high grades because they want their parents to be happy

and it is only the reward that they can give to their parents who sacrifice a lot. Lastly, it can be

considered that the children’s experiences serve as a motivation and inspiration for their

everyday living as students. As the child matures, he begins to understand the rationale why their

parents have to work abroad and is able to get back on track.

Based from the findings, there are inferences regarding the coping experiences of OFW

children to counter their parents’ absence can be made. The results of this particular study show

that having OFW parents can have negative effects on their children. Gaps between

relationships, emotional problems and lack of parental guidance are the factors that make being

an OFW child challenging. Therefore, parents working abroad and leaving their children may

also experience the deterioration of their relationships with their kids which may pose a difficult

event in the children’s life.

CONCLUSION

After gathering and analyzing the data, the effects of having Overseas Filipino Worker

parents were discussed by the researchers. Families have a major role and impact in our society,

it can influence the well-being of a certain person. When the children continue to live with their
 Gragasin et al. 21

parents in one roof, their attitude, way of thinking and academic performance can be developed

into their fullest potential.

From this study, it can be concluded that OFW children have realized the importance of

understanding the situation of their parents. It can also be said that the OFW children are aware

of the circumstances their parents deal with just for their sake. They know of their parents’

sacrifices so they create their own coping mechanism to lessen the burden of their parents.

They work abroad not for their own sake but for the brighter future of their children.

Children have their own rights to have their parents all throughout their existence but they were

being left behind for a big reason and purpose. That is to sustain the needs of their family to cope

with the different problems that one’s individual faced. It was found out that they are having

different coping experiences but they have the same feelings and views on having a life being

left.

The research participants have different stories toward their family standing, but they have

one thing in common, they were children left behind by their parents who work abroad. Almost

every respondent in this study who participated stated that the utmost reason why their parents

decided to work abroad is to send them to school and to sustain their needs in everyday life.

Also, they became more independent when it comes to their responsibilities and better than
 Gragasin et al. 22

before in terms of financial needs. But then, this phenomenon has some negative impacts to the

children left behind. The relationship gap with their parents has resulted to the children building

up their walls and obtain emotional problems towards other people. Since these effects continue

to exist, they developed their own coping mechanism. One of them is hanging out with their

peers, focusing on their education, and engaging themselves in sports to cope with the situation.

They had a new perception of life which is, they treasure and give more importance to the things

around them because they know and understand the feeling of having something and the

emptiness of having nothing. When their parents left, they lost a part of themselves.

RECOMMENDATIONS

In this section, the following are recommendations given by the researchers to help the

parents, students and even the teachers and readers to understand, cope and adjust to situation of

a person experiencing this kind of situation.

To the Parents, that they may spare quality time with their children and when they have

a break in their work or at least set a schedule in communicating with their children via

technologies such as Cellphones or Desktops and use applications there such as Social Media.
 Gragasin et al. 23

Moreover, it will help them to understand why they have to go abroad, that they should ask about

certain things about the life of their children in order to prevent awkwardness between them.

To the Students, that they should understand the selfless act of their parents, ask their

parents if they are doing well in other countries. Always communicate with them and make them

feel that they are understood. Students should do their best in their academic life to honor the

sacrifices of their parents, and value what their parents give to them, material things including

love, sweat and tears.

To the Teachers, that if ever they may encounter such student with an Overseas Filipino

Worker parents and if they see something unusual behavior of the student help them to realize

things that they should understand, educate them and make them feel that someone care for them

and avoid making them feel that they are neglected. Ensure that they will perform well in their

academic life and always secure their attendance in every class session because teachers are the

people who influence the future hope of this country. Help them to become integrally and

holistically developed people with dignity.

To the Readers, that if they also encounter such persons they are compelled to, try to

understand them if ever they do something bad, help them to reach out and motivate them to be a

better person. If needed, be a good epitome to them.

 Gragasin et al. 24

REFERENCE LIST

Asis, M. (2005). Preparing to Work Abroad: Filipino Migrants' Experiences Prior to

Deployment : a Research Project. Retrieved from https://books.google.com.ph/books?id=2-

kjGwAACAAJ

Graham, E., & Jordan L. (2011). Migrant Parents and the Psychological Well-being of Left-

behind Children in Southeast Asia. Journal of Marriage and Family, 73(4), 763-787.

Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3229683/

Lisbe G. (2014, June). An Ethnographic Study on the OFW Family Care Ministry. Retrieved

from

http://www.academia.edu/11731135/An_Ethnographic_Study_on_the_OFW_Family_Care_M

inistry_by_G._B._Lisbe_Jr

Lisbe, G. (2017). Literature Review on the OFW Family Dysfunctions. Retrieved from

http://www.academia.edu/11197896/Literature_Review_on_the_OFW_Family_Dysfunctions

Llorente, S. (2011). A Futuristic Look into the Filipino Diaspora: Trends, Issues and

Implications. Journal of Filipino Studies. Retrieved from

http://class.csueastbay.edu/filipinostudies/journal/html/llorente.html

Minda, G. (2017, May 15). OFWs and the Children Left Behind. Retrieved from

https://philippineone.com/ofws-and-the-children-left-behind/

Reyes, M. (2008, July 12). Migration and Filipino Children Left-Behind: A Literature Review.
 Gragasin et al. 25

Retrieved from https://www.unicef.org/philippines/Synthesis_StudyJuly12008.pdf

Stafford et al. (2016). Parent–Child Relationships and Offspring’s Positive Mental Wellbeing

from Adolescence to Early Older Age. Journal of Positive Psychology, 11(3), 326–337.

Zarra-Nezhad, M. (2015). Parenting Styles and Children’s Emotional Development during the

First Grade: The Moderating Role of Child Temperament. J Psychol Psychother 5:206. doi:

10.4172/2161-0487.1000206

APPENDIX A

Letter Consent
 Gragasin et al. 26

March 11, 2019

_______________________________
Student

Dear Participant,

We, the Grade 11 STEM 1 students at University of La Salette Senior High School would
like you to be part of our research study titled Right to Life… But Left: Coping experiences of
the OFWs Children to Counter the Effects of their Parents Absence.
The purpose of this research study is to determine your coping experiences as a
son/daughter of your parents who are working overseas. The enclosed questionnaire has been
designed to collect information on the success of our research.

Your participation in this research project is completely voluntary. You may decline
altogether, or leave blank any questions you do not wish to answer. There are no known risks to
participation beyond those encountered in everyday life. Your responses will remain confidential
and anonymous. Data from this research will be kept under lock and key and reported only as a
collective combined total. No one other than the researchers will know your individual answers
to this questionnaire.

If you agree to participate in this study, please do help us to settle your time for our
interview session regarding this matter and please sign the consent form below. If you have any
questions about this project, feel free to contact us with this cellphone number: 09161862147.

Thank you for your assistance in this important endeavor.

Sincerely yours,

Antolin, Perry Jan D.

Student

Gragasin, Raymond Carl M.

Student

Mangulabnan, Alec Xander T.

Student
 Gragasin et al. 27

Pulido, Dranscel John L.

Student

Aquino, Hannah
Student

Danao, Romelli Andrea D

Student

Garcia, Jevanna M.
Student

Mariano, Angel Babe B.

Student

Endorsed by:

MRS. REMEDIOS G. SELMO MS. HANAH ALYZHA REGIMEN

Practical Research 1 Teacher English for Academic and Professional Purposes Teacher

APPENDIX B
QUESTIONNAIRES
This are the following questions given to the participants for us to be able to meet the
 Gragasin et al. 28

objective of the research paper.

 How are you?
 How is your day so far?
 How many years have they been away from
you?
 Do you miss them already?
RAPPORT BUILDING  How often do you communicate with your
parents?
 Describe your relationships with your parents
who work abroad.
 Why did your parents leave you to work
abroad?
 How did having an OFW parents affect you?
 What are the things that you have encountered
while you are away from them?
 Is there a specific event in your life without
your parents that affected you so much?
 What are your biggest challenges of being an
OFW children?
 Why does having OFW parents affect their
children immensely or why does your OFW
parents affect you so much in multiple aspects?
EXPLORATORY  How is your life without the presence of your
parents?
 How did you live without your parents on your
side?
 What are your coping experiences about this
matter?
 What are the aspects in your life that changed
when your parents went overseas to work?
 Is having OFW parents a bad thing?
CLARIFICATORY  Are you implying that you don't want your
parents to work abroad?
 Is there any effect of it in your study or daily
living?
 What are those significant events in your life
without them?
 How sure are you that you can live daily
without your parents’ presence?
 Are you saying that you don’t need your parent
to go abroad?
 Are you sure that your relationship with your
parents are still strong?

APPENDIX C
Legend:
1- Interviewer
2- Participant 1
 Gragasin et al. 29

Line Transcript Collated Codes

1 1: How are you?
2 2: Okay lang.
3 1: How is your day so far?
4 2: Medyo pagod.
5 1: How many years have they been away from? Yung parents
6 mo.
7 2: Since 3 years old ako, pero pumunta ako doon noong Grade 7. *3 years old - left
8 Four years ako roon pero bumalik din ako. behind
9 1: Do you miss them already?
10 2: Siyempre naman, pero uuwi naman si Mama this month.
11 1: Kailan siya uuwi?
12 2: Next week.
13 1: Eh, ‘yung Papa mo?
14 2: Sa December.
15 1: Saan nagtratrabaho ‘yung Mama mo?
16 2: Sa clinic ng, parang nag-aayos ng mukha. Anong tawag kasi
17 dun?
18 1: Derma? *mother’s work -
19 2: Ah, parang ganun. Derma
20 1: ‘Yung papa mo?
21 2: Sa gobyerno, parang ano siya….’yung…anong tawag dun?
22 Basta sa government siya. Engineer. *father’s work -
23 1: Pag umuuwi ba sila dito sa Pilipinas, marami bang beses na Engineer
24 magkahiwalay silang umuwi?
25 2: Minsan lang naman. Pero palagi silang ano, minsan sabay pero
26 minsan hindi. Minsan kasi iyung ticket nila depende sa company *ticket to go back
27 na pinasukan nila. in the Philippines
28 1: Anong mas madalas? ‘Yung sabay sila o hindi? based on their
29 2: ‘Yung magkasabay sila. company
30 1: Anong country?
31 2: Abu Dhabi, UAE *Abu Dhabi
32 1: Dalawa sila?
33 2: Oo, pareho silang nandoon.
34 1: How often do you communicate with your parents?
35 2: Ah, si Papa palagi kaming nag-uusap. Pero kay Mama hindi *communication
36 ganon ka ano. through chat only
37 1: Through videocall ba?
38 2: Chat lang.
39 1: Describe your relationship with your parents who work
40 abroad.
41 Kunwari sa papa mo?
42 2: Si Papa para lang kaming magbarkada. Parang tawag niya sa *Papa - closer,
43 akin, brad ‘yung ganoon lang. Tawag ko rin sakanya ‘tol parang considered as best
44 ganoon lang. Parang wala kaming gap sa isa’t isa. Pag friend
45 nagbibiruan kami parang magbarkada lang kami. Tapos kay *Mama - not too
 Gragasin et al. 30

46 mama naman,siya ‘yung parang hindi kami gaanong close. Pag close
47 may ginagawa ako eh, parang sinasabi ni Papa na pabayaan mo
48 na yan matanda na yan. Mas naiintindihan ako ng papa ko.
49 1: Ano yung dahilan kung bakit umalis papuntang abroad yung
50 parents mo?
51 2: Noong grade 3, hindi ko pa kasi maintindihan. Kasi bata pa
52 ako noon. Pero noong mga nasa grade 5, grade 4 siyempre
53 pinaintindi nila sa akin. Na kailangan nila pumunta doon para *they go there for
54 makapag-aral ako sa schoolpara maibigay nila yung hinihingi ko. him to study and
55 At tsaka kung ano yung gusto ko. to reach his
56 1: Pera ba iyung primary purpose nila? dreams
57 2: Hindi naman iyung pera lang para masuportahan ‘yung pag- *money - reason
58 aaral ko kasi kapag dito, pag dito sila nagtrabaho, parang mas
59 mahihirapan sila kasi si papa kasi hindi siya totally graduated si *father - not
60 mama lang iyung ano, graduated. Kaya lang naman naging graduated but
61 engineer si papa kasi tinulungan siya nung tito namin para being helped by
62 makapasok. his uncle; mother
63 1: Gaano ito nakaapekto sa’yo? ‘Yung pagkakaroon ng both na - graduated
64 OFW parents?
65 2: Mahirap pero iniintindi ko. Kasi para naman sa akin, para *hard to be
66 naman sa amin ng kapatid ko. At tsaka andito naman ‘yung independent; they
67 kapatid ko. Kaya ayos lang. go for us with my
68 1: Ilang kayong magkakapatid? brother
69 2: Dalawa.
70 1: Ikaw ‘yung bunso?
71 2: Hindi, ako ‘yung panganay.
72 1: Anong age nung kapatid mo?
73 2: Four.
74 1: What are the things you have encountered while they were
75 away from you?
76 2: Depression. *depression
77 1: Bakit depression?
78 2: Noong nandoon kasi ako, parang magkakapatid na kami doon
79 sa UAE. Parang ‘yung mga Pilipino doon sa UAE, parang
80 magkakapatid lang. Tapos noong umuwi ako rito, nahirapan ako
81 mag-adjust, lalo na ‘yung mga ugali ng mga kaklase ko. ‘Yung *it is hard to
82 pagtrip nila eh, iba sa way ng pagtrip namin sa Abudabhi. adjust in the
83 1: Is there a specific event in your life without your parents that environment -
84 affected you so much? attitude of my
85 2: Minsan pag ano, ‘yung pag naglalaro ako ng basketball walang classmates affects
86 nanonood lalo na pag may meeting sa school walang pumupunta him
87 kaya hindi nila alam kung ano nangyayari. Pag kukuha ng cards,
88 walang kumukuha.
89 1: Paano kapag kunwari graduation? Pumupunta parin sila? *They are absent
90 2: Si Papa umuuwi tapos susunod nalang si Mama. Or si mama during card
91 uuwi, susunod nalang si papa. distribution
 Gragasin et al. 31

92 1: Ano ‘yung biggest challenge ng pagiging anak ng OFW?

93 2: Challenge? ‘Yung malayo ka sa kanila. Lalo na pag miss na
94 miss mo na sila. Pag may problema kang gusto mong i-open pero
95 hindi pwede kasi nga malayo sila.
96 1: Sino bang kasama mo sa bahay?
97 2: Ngayon kasi hindi ako, tsaka lang ako umuuwi doon kapag *challenging - far
98 linggo o sabado. Kapag sabado naman ako uuwi, uuwi naman from them
99 ako ng linggo pabalik dito. Isang araw ko lang makakasama lola
100 ko. Tapos babalik uli ako doon.
101 1: ‘Yung lola mo nag-aalaga sa kapatid mo?
102 2: May nag-aalagang iba sa kanya.
103 1: Nagboboarding ka ba?
104 2: Oo.
105 1: Ano ‘yung mga coping experiences mo? Ano ‘yung mga
106 ginagawa mo?
107 2: Wala, naglalaro ako kapag homesick ako, pumupunta ako sa
108 pinsan ko. Nagpapasundo ako tapos naglalaro kami ng
109 basketball. Linilibang ko nalang sarili ko.
110 1: Ano ‘yung aspect sa buhay mo na nagbago noong umalis *playing when he
111 ‘yung mga magulang mo? is homesick
112 2: Sa academics, wala naman kasi simula bata ako, sanay na ako.
113 Hindi naman sa sanay, pero namulat na ako na ‘yung lola ko
114 nalang. Tapos noong elementary kasi ako, lola ko lang ‘yung
115 pumupunta sa school. Ngayong senior high, wala na parang *factor -
116 sanay na rin. Pero minsan mas mahirap. academics
117 1: Sa emotional aspect mo ba may nagbago?
118 2: Sa Abu Dhabi kasi, pag may problema ako kaya kong sabihin
119 sa kanila personally. Pero ngayon, mahirap kasi iiyak ka nalang
120 sa dorm. Iniisip mona may problema rin sila doon. Kaya ayaw
121 mo na dumagdag.
122 1: Is having OFW parents a bad thing?
123 2: Hindi, kasi kahit na malayo sila sa’yo kung yung purpose
124 naman nila para mapabuti ‘yung para sa future naming
125 magkapatid.
126 1: Anong mas gusto mo, ‘yung magtrabaho ‘yung parents mo sa
127 abroad?
128 2: Kung papapiliin ako, mas gusto kong doon sila magtrabaho
129 kasi noong pumunta ako doon nakita ko ‘yung hirap nilang
130 magtrabaho. Sabi sakin ni papa kapag umuwi sila dito sa San
131 Agustin, “anong mapapakain ko sa inyong magkapatid. Ano
132 kukunin kong trabaho?”
133 Ganoon din kay mama. Siyempre mas gugustuhin kong doon sila
134 magtrabaho para masuportahan kami ng kapatid ko. Lalo na *”Anong
135 ‘yung kapatid ko kasi maliit pa ‘yun. mapapakain ko
136 1: So ngayong senior high ka na, wala nang epekto ‘yung sa inyong
137 pagkakaroon ng OFW parents sa academics mo? magkakapatid?”
 Gragasin et al. 32

138 2: Ngayon kasi, nag-aadjust parin ako kasi kakauwi ko lang.

139 Diba kasi 4 years ako doon.‘Yung pag-aaral ko doon, parang
140 ayos lang kasi may nag momotivate. Meron si papa, siya pa *adjustment
141 ‘yung mismong maghahatid sakin para maglaro. Ngayon wala
142 nang nagmomotivate sa akin. Pero nag-aadjust naman.
143 1: So ‘yung relationship mo ba sa parents mo masasabi mong
144 matatag?
145 2: ‘Yung kay papa oo. Pero ‘yung kay mama, medyo hindi kasi
146 may mga sikreto akong hindi ko nasasabi kay mama pero
147 nasasabi ko kay papa lalo na ‘yung mga tungkol sa kalokohan
148 siyempre sa lalaki to lalaki kasi kay mama pag sasabihan ka niya
149 kasi hindi niya maintindihan. Kay papa kasi napagdaanan niya na
150 ‘yung mga ginagawa ng lalaki. Pero si mama hindi niya
151 maintindihan kasi babae siya.
152 1: Last na, ano ‘yung maipapayo mo sa ibang bata diyan na
153 merong OFW parents.
154 2: Ang maipapayo ko sakanila, wag nilang isipin na iniwan sila
155 ng magulang nila dahil lang sa pera kasi noong bata ako lagi
156 kong iniisip bakit kailangan nilang pumunta doon. Eh, pwede
157 naman sila magtrabaho dito. Ang sasabihin ko lang sakanila, *they go there for
158 hindi nila iyon ginagawa para sa pansarili nila ginagawa nila their brighter
159 ‘yun para sa ikabubuti ng future ng mga batang may OFW future
160 parent.
161 1: Thank you for your time.

Legend:
3- Interviewer
4- Participant 2
 Gragasin et al. 33

Line Transcript Collated

Codes
1 1: So first idi-discuss muna namin yung reserach study namin.
2 So yung questionnaire namin is about… having an OFW both
3 parents, yung… pagkakaroon ng parents na nagtatrabaho sa
4 abroad. So first is how are you?
5 2: I’m fine thank you.
6 1: How is your day so far right now?
7 2: Umm… great.
8 1: Umm… first question is how many years have been they
9 away from you?
10 2: Since grade 1 so… I think it’s already… eleven years. *Grade 1 (left
11 1: Eleven years? So it’s already eleven years. So do you miss behind for
12 them already? almost 11
13 2: Of course I miss them already. years)
14 1: Umm… gaano kayo kadalas na mag communicate sa isa’t
15 isa as of now?
16 2: Umm… araw araw sana kaso minsan kase si mommy naka-
17 dut-… ay ano yun? Nag-oover… nag-oovertime sa work niya
18 kaya hindi araw araw kaya minsan thrice... thrice lang isang
19 week ganon pero minsan nga everyday naman kaso hindi *(3x a week
20 consistent. communicatio
21 1: How about sa daddy mo? n)
22 2: Sa dad? Umm… ganon din nagoovertime din minsan.
23 1: So anong trabaho ni… anong trabaho ng daddy mo or
24 mommy mo? Or both sila?
25 2: Si daddy draft engineer, si mommy nurse po.
26 1: So magkasama sila sa isang house or hindi?
27 2: Opo pero si daddy every week lang pumupunta sa bahay tas
28 may apartment ulit tas may ibang apartment sa ibang place
29 pero same country parin.
30 1: Umm…kindly describe your relationship niyo ng mama mo
31 then papa niyo parang kung ano yung naghihinder or parang
32 sumasagabal? Or may something bang parang nadidisappoint *Mother’s
33 ka sometimes or positive way ganon? work- Nurse;
34 2: Umm... relationship namin okay naman pero minsan father;s work-
35 mahirap lang silang abutin dahil sa… dahil sa… sa cellphone engineer
36 lang kami nagkikita video call ganon or tumatawag minsan
37 lang ganon.
38 1: So san ka nakatira ngayon?
39 2: Umm… sa mother side pero hindi mismo sa ano… sa
40 bahay mismo pero kasama ko yung katulong.
41 1: Dalawa lang kayo don?
42 2: Umm… pamilya po ng katulong.
43 1: Pamilya ng katulong tapos? *Video Call
44 2: Ako. (using phone)
 Gragasin et al. 34

45 1: Ikaw mismo… umm so sa exploration na tayo… umm bakit

46 bakit nagtrabaho yung parents mo sa ibang bansa?
47 2: Actually si mommy lang yung nagtratrabaho sa ibang bansa
48 dati pero nung grade 1 ako nagtrabaho narin si daddy sa *”The salary
49 abroad dahil siguro di sapat yung pera na kinikita ni mommy of my mom is
50 kaya tumulong nalang siya sumama siya don kay mommy. not enough
51 1: Both sila na 10 years na nandon? that is why
52 2: Si mommy mas matagal. both of them
53 1: Ilang years? works their”
54 2: Siguro kakasimula ko palang ng kinder.
55 1: Simula kinder tas si daddy mo grade 1?
56 2: Start ng grade 1
57 1: Umm… how did having an OFW parents affect you? Pano
58 yon nakakaapekto bilang isang estudyante yung pagkakaroon
59 ng parents na nagtratrabaho sa ibang bansa or malayo sayo?
60 2: Umm…hindi ko naman kase alamyung feeling ng may
61 parents na kasama kase bata pa ako non hindi ko alam kung
62 pano nararamdaman ko dati ngayon kung pano ako
63 naapektuhan.
64 1: May mga naeencounter ka bang bagay na negative habang *”It is hard to
65 wala sila sa tabi mo? be an
66 2: Umm… wala pa akong katulong napakahirap maging independent
67 independent dahil ikaw lahat gumagawa gaya ng homework child.”
68 mo, walang tumutulong, ikaw gumagawa naglilinis ng bahay,
69 ikaw maglalaba, ikaw maghuhugas, magluluto ganon ikaw
70 lang talaga pero dahil siguro napagisipan nilang bibigyan ako
71 ng katulong.
72 1: Ilang taon yung kwan wala kang katulong, yung wala kang
73 kasama sa bahay mga ilang years?
74 2: Hanggang umm… siguro three years.
75 1: Three years? Anong grade?
76 2: Nung highschool.
77 1: May specific event ba umm… buhay mo na wala yung
78 parents mo na nakaapekto talaga sayo? Yung sa for example
79 sa mga school activities, sa outside mga ganon?
80 2: Kapag… umm… kapag grad ano yun? Yung moving up *Activities in
81 yung wala sila yun yung napakasakit yung aakyat sa stage school: Family
82 yung katulong ko o kaya yung tita ko di ko manlang Day, Card
83 maramdaman yung sila yung umakyat sa stage at naapektuhan Distribution,
84 din ako emotionally.. Meeting….
85 1: Umm… nung grade ten tas nung nag-graduate ka nung
86 grade six, sino yung kasama mo? nung grade six muna tayo.
87 2: Grade six? *Aunts serves
88 1: Yung nag-akyat sayo… yung umakyat sayo sa stage ganon. as a second
89 2: Umm… yun yung tita… yung lahat nung grade school puro parent
90 tita ko.
 Gragasin et al. 35

91 1: Yung moving up naman natin noong grade ten?

92 2: Umm… mommy ko na yun.
93 1: Ay umuwi siya?
94 2: Mmm…
95 1: Pero simula nung elem tita mo? So almost six years sabihin
96 na natin or five.
97 2: Mmm…
98 1: Umm… ano yung biggest challenge na na-take mo? yung
99 habang yung parents mo is nasa ibang bansa ganon.
100 2: Umm… biggest challenge? ahh…
101 1: May na-encounter ka ba nayung kunwari nagkasakit ka,
102 nahospitalna ganon or something na parang nangyaring
103 masama ganon?
104 2: Ahh… *Health
105 1: Habang wala sila ganon. problem
106 2: Nung first time kong maconfine nang sobrang tagal, almost 3
107 nakalimutan ko lang yung sakit ko nun pero matagal ako sa months
108 ano. Di ako makapasok dahil sa sakit ko nun pero di rin
109 naman makauwi yung parents ko dahil kung umuwi sila,
110 meron kasing schedule yung pag-uwi nila. Kapag umuwi sila
111 ulit ng ganun, pwede silang maalis sa trabaho. May schedule
112 po sila.
113 1: Mga ilang months or weeks ka naconfine?
114 2: Mga 3 weeks… 2 weeks.
115 1: So, pero may communication padin naman kayo ng parents
116 mo?
117 2: Video call,chat…
118 1: Sino nagbabantay sayo sa ospital nun?
119 2: Yung tita ko. *Schedule of
120 1: Tita mo? sa bill parents mo? time in
121 2: Parents. communicatio
122 1: Parang may kwan ba yung… kamusta na kayo nung parang n.
123 everyday living mo, parang pamumuhay mo as of now sa
124 bahay niyo, outside the school then sa school? First, sa bahay
125 niyo muna.
126 2: Sa bahay...di ko masyadong close yung anak ng katulong or
127 di ko masyadong nakakausap.walang masyadong
128 communication sa bahay.puro cellphone saka minsan sa labas
129 sila na….
130 1: So bale independent ka na talaga.
131 2:oo ako napo nag naglalaba,nagluluto,nagluluto minsan at
132 tumutulong s apaglilinis ng bahay.
133 1: Yung sa outside naman ng school at bahay niyo ano yung
134 parang kadalasan mong ginagawa?
135 2: Wala akong masyadong ginagawa sa bahay kaya lumalabas
136 ako kasama kaibigan ko. *Independent
 Gragasin et al. 36

137 1: Umm so parang naging pastime mo na yung kasama sila,

138 mga kaibigan mo sila?
139 2: Mmm…opo
140 1: Then about sa school naman?
141 2: School? okay naman yung school.Sometimes naapektuhan
142 kasi inihahatid yung mga clasmates ko ng mga magulang nila,
143 kumukuha ng card, sabay na nagsisimba at mga activity sa
144 school gaya ng family day.
145 1: Yung about sa performance mo sa room nung grade seven
146 ganun.
147 2: Wala.nasanay naman na konti at hirap pain ako magadjust.
148 1:Since diba parang almost eleven years or ten years. so paano
149 ka nabubuhay ng wala sila sa tabi mo?
150 2: Umm…panong nabubuhay?
151 1: Parang.ano yung naging inspiration mo or pinanghugutan
152 mo kaya parang kahit wala sila is..ginagawa mo parin yung
153 best mo salahat ng bagay ?
154 2: Umm..sila ang naging inspiration ko din dahil…mmm… *Inspiration
155 ang inisip ko, ayokong maramdaman ng mga anak.ng mga and motivation
156 future na magiging anak ko na maiwan sila parang sa
157 posisyon ko ngayun.maiwan sila ng ganun katagal.both
158 parents wala… wala manlang pagsasama…
159 1: So ano yung parang naging coping experience mo yung
160 mga parang alternative mo na… para maovercome mo yung
161 parang pain.
162 2: Umm… pag naiisip ko sila, lagi ko agad silang
163 kinakamusta. Tatawagan ko sila, video call madalas para
164 maramdaman ko naman parang nandito rin sila dito.
165 1: So anong aspeto sa buhay mo yung naapektuhan na wala
166 sila? For example is physical, emotional, social mga ganun…
167 2: Ano yun?
168 1: Ano yung … big factor na nakaapekto sayo sa life mo for
169 example eh yung physical siyempre nagbabago, hindi ka na
170 nila nakikita sa personal. Emotional yung sa emotion mo o
171 pano yung kung pano ka naapektuhan tapos kunyari sa
172 pakikihalubilo rin sa mga ibang tao ganon.
173 2: ….
174 1: Ahm next parang kamusta naman yung relationship mo
175 between sa mga tita, pinsan mo na nandito?
176 2: Umm… maganda yung relationship namin kasi everytime
177 na wala yung katulong namin sa bahay sila yung pumupunta
178 dun para gumaan naman yung loob ko. Sila yung madalas na
179 kasama ko sa bahay… halos…
180 1: Tanong namin eh kwan umm… ang pagkakaroon ba ng
181 OFW parent is a bad thing? Or parang hindi mabuting
182 decision para sa isang anak na naiwan dito?
 Gragasin et al. 37

183 2: Hindi naman bad thing kasi nagsasacrifice yung parents *Money is
184 namin makakuha ng mas mataas na sweldo. Parang what they need
185 opportunity na yung para sa kanila para umangat yung buhay for their
186 namin. brighter future.
187 1: Pero willing ka rin na parang yung parents mo is
188 magtrabaho sa ibang bansa?
189 2: Umm… as much as possible sana magawan ng paraan na
190 magtrabaho…
191 1: So gusto mo ba talaga silang magtrabaho sa ibang bansa or
192 hindi?
193 2: As much as possible sana umm… dito na lang sila
194 magtrabaho kung maaari. Gusto ko rin gusto mo rin namang
195 makasama sila dito… parehas namang okay pero as much as
196 possible dito na lang kasi mas makakasama ko sila dito.
197 1: Ahh… may mga significant events sa buhay mo na wala *Relationship
198 sila? Gap
199 2: ‘Di ba significance eh either bad or good? Yung significant
200 event… yung narinig ko sa kanila nun na magbabakasyon ako
201 sa kanila dun para makasama ko sila whole vacation.
202 1: This year?
203 2: Hindi, nung grade… grade four.
204 1: Pero eh nakapunta ka na rin ng ibang kwan?
205 2: Napuntahan ko na sila dun.
206 1: Anong country pala sila?
207 2: Abu Dhabi, UAE… United Arab Emirates.
208 1: Umm kwan… sure ka ba na yung relationship nio as of
209 now is ganun pa rin ka-strong?
210 2: Umm… feeling ko… feeling ko hindi na ganun ka-strong
211 kasi dati mas stong yung relationship namin nung bata ako.
212 Pero parang habang tumatagal, mas na… mas hindi na
213 nagiging matibay kasi malayo na sila… minsan na lang sila
214 nakakauwi dahil sa trabaho nila.
215 1: Mag-isa mo lang na anak?
216 2: Umm… tatlo kami kaso yung ate ko nagtatrabaho na din sa
217 ibang bansa. Yung kuya ko nasa Manila, nag-aaral pa lang.
218 1: So parang magkakahiwalay kayong lahat… so… may
219 parang message ka ba para sa mga kapwa mo na parang…
220 kapwa mo na parang OFW child… OFW child?
221 2: Umm… ang message ko sa kanila, wag nilang hayaang
222 silang mapaliko sa kanilang mga desisyon at laging tumingin
223 sa makakabuti dahil nagsasakripisyo yung mga magulang
224 namin sa abroad para gumanda yung buhay namin at hindi
225 tumaliwas yung buhay namin.
226 1: So ayun thank you sa pag-share ng experiences mo. Yung
227 merits is ibibigay na lang namin pagkatapos ng research
228 study. Salamat!
 Gragasin et al. 38

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