Background of The Study: St. Alexius College

1
St. Alexius College

Integrated School Department
General Santos Drive, Koronadal, South Cotabato, Philippines
CHAPTER I
INTRODUCTION
Background of the Study
First and foremost, family is the basic component of society. Nowadays, parents
are among the most important people in the lives of young children. From birth, children
are learning and depending in their mothers and fathers, as well as other caregivers acting
in the parenting role, to protect, care and chart a course that promotes their overall well-
being. While parents generally are filled with anticipation about their children’s
unfolding personalities, many also lack knowledge about how best to provide for them.
Becoming a parent is usually a welcomed event, but in some cases, parent’s lives are
fraught with problems and uncertainty regarding their ability to ensure their child’s
physical, emotional, or economic well-being.
Lack of parental involvement in primary schools is a cause for concern and can no
longer be ignored. This point is demonstrated by the researcher’s observations of the
frustrations displayed by fellow educators when discussing the effect of parental
involvement on learner’s performance. This problem has become a burning issue in
Union meetings.
The National Education Policy Act 27 of 1996 stresses parental choices and
responsibilities, and strategies have been developed to encourage parental participations
at home and at school and to link home and school more effectively.
2
St. Alexius College

In families where there is a high level of conflict and hatred between parents;
children are at a greater risk of developing emotional, social and behavioural problems,
as well as difficulties with concentration and educational achievement. Frequent and
intense conflict or fighting between parents also has a negative impact on children’s
sense of safety and security which affects their relationship with their parents and with
others. Parental conflict that focuses on children is also linked to adjustment problems,
particularly when children blame themselves for their parents’ problems. ‘Good quality
parenting’, that is parenting that provides structure, warmth, emotional support and
positive reinforcement, has been found to reduce the impact of conflict. (Kelly, 2012)
The impact of everyday conflict between parents on their children’s behaviour is
driven by how the children understand the problems in the relationship as well as the
nature of the conflict itself. If the parents’ fighting or arguing led to a child feeling
threatened, or fearful that the family would split up, the child would be more likely to
experience emotional problems.
Parental conflict is harmful to children, when it is frequent, heated and hostile
involving verbal insults and raised voices, when parents become physically aggressive,
when parents withdraw from an argument or give each other the silent treatment, when
the conflict seems to threaten the relationship of the family and when it’s about the child.
Conflict is harmful regardless whether parents are married or even living together. Some
children show distress when their parents fight. Their reactions can include fear, anger,
anxiety, and sadness, they are at higher risk of experiencing a variety of health problems,
3
St. Alexius College

disturbed sleep, and difficulty in focusing and succeeding at school. They may show their
distress in a form of aggression, hostility, and anti-social. Children from high-conflict
homes are more likely to have poor interpersonal skills. (Sutherland, 2019)
Parents in high-conflict relationships tend to be worse parents, engaging in more
criticism, aggression, shouting and hitting. Parents who simply don’t pay much attention
to their children, the children may fail to form a secure attachment to parents as a result.
(Sutherland, 2019)
The purpose of this research is to know what are the effects of family problem
into student’s school performance and their behavior. This study aims to know what will
be the possible effects of parental conflict to the child.

4
St. Alexius College

Conceptual Framework
Family Problem School Performance
Figure 1. Conceptual Framework
This part of the research involves concepts used as the foundation of the study. This study aims
to identify the effects of family problems to Junior High School Students of St. Alexius College.
In this study the independent variable would be the factors that could affect the students in
different aspects. These are the various factors that a family problem or conflict can cause a negative effect
when it comes to different aspects to a child’s life, because they are dealing with family problems that
could affect their behavior and performances in school.
5
St. Alexius College

Statement of the Problem
The study will determine the effects of Family Problems to the School Performance
of the respondents, specifically, it will answer the following:
1. What are common family problems experienced by the respondents?
2. What are the school-related activities performed by the respondents affected by
family problems?
3. What strategies used by the respondents to cope with their family problem and
school performance?
Scope and Limitation
This study will mainly focus on the effect of family problem on the students
Junior High School Students of St. Alexius College, the respondents in our set of
questionnaires will be the Junior High School Students of St. Alexius College located on
General Santos Drive, City of Koronadal, South Cotabato. Afterwards, the researchers
come up with the assessment procedures where the information gathered will be analyzed
and evaluated. The study needs to be evaluated because some of the question are
confidential. This study aims to know how family problem affects the life of a child if it
affects their physical, emotional, mental and spiritual emotions. All questionnaires will be
gathered if how does the study prove that family problem really affect the school
performance of the child.

6
St. Alexius College

Significance of the Study
This study would mainly benefit the parent’s children and to others that it would
help them understand the behavior of a child coming from a family with frequent
misunderstanding between parents. It would show how important for them to know what
are the effects of family problems.
The main purpose of the study is to show the effect the family problem in the life,
academic performance as well as in their personal life of being a “Teen ager”.
To the parents, the result would benefit them from the study by having the
knowledge when it comes to family problem, they can be aware of the consequences that
it would bring to their child.
To the children, it can give them knowledge on how to deal with the family
problem that is happening in their home.
To the others, the result would help them to understand the behaviour of a child
coming from a family with frequent fighting between parents.
Definition of Terms
Children – Grades 7,8,9, and 10 students of St. Alexius College officially enrolled in the
school year 2019-2020.
Conflict – Problem between two persons or group of people

7
St. Alexius College

Difficulty – How hard the situation is or a thing that is hard to accomplish, deal with, or
understand.
Family – Consisting of parents and child or children
Knowledge – Information acquired through experience
Parents – A father or mother
Personality – Characteristic of a person
Problems – A challenge that needs to be solved
Relationship – The connection between two variables
Family Problem – Problem cause by a family conflict
School Performance – Academic performance achieved by the students
Coping Strategies – Refers to the effort that both parents and students employ to
minimize or reduce the problem
Common Family Problem – The common problems experienced by families such as
financial problems
School Related Activities – The extracurricular activities sponsored by the school or the
activities held in school

8
St. Alexius College

CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter provides an overview of previous research on knowledge sharing and
intranets. It introduces the framework for the case study that comprises the main focus of
the research described in the research paper.
Relationship between Parents and Child
In families where there is a high level of conflict and animosity between parents,
children are at a greater risk of developing emotional, social and behavioural problems,
as well as difficulties with concentration and educational achievement.
According to Hinrichs (2005), the events that happen to us as children can affect
the wiring and functioning of the brains. It can affect the focus of the children, their
mindset on what is happening to them to a particular thing. When a person or a child has
a traumatic experience, brain development is being changed and impaired. As what the
author have said, the traumatic experience of a child or a person can affect his or her
brain, it will all change because of what he or she had experienced. It can cause
depression, dissociative disorder, anxiety disorder, substance abuse, or other problem in
psychological adjustment. Teenagers can experience these because of the effect of what
he or she experienced and the way how he or she handled of what he or she had
experienced. Childhood abuse and neglect have harmful effects on the brain, even to the
extent of interfering with anatomical development.

9
St. Alexius College

According to Paul Simon, “the mother and child reunion, Is only a motion away.”
The mother and child reunion being a very close bond. The parent-child relationship is
qualitatively different than all of our other relationship between parenting styles and
children’s emotions and behaviors that may contribute to early mental health issues in
children. Parent-child relationships develop over time, influenced by child characteristics,
parent characteristics, and the contexts in which families operate. These factors mix
together in unique ways to create incredible diversity in the qualities of those
relationships.
According to Coburn (2015), attunement is an important factor in parent-child
relationships. This involves the dynamic and complex patterns of sensitive mutual
understandings and interactions between children and their parents. Attunement is
characterized by correspondences in biological, affective, cognitive, and behavioral
domains. As Dr. Bornstein notes, “when interactions with caregivers fall out of
attunement by becoming mistimed or mismatched, children and parents both experience
distress”.
According to Stevenson & Crnic (2015); Crnic et al (2009), Mothers and fathers
share some childrearing attributes and effects, but also differ in important ways that
create unique relationship qualities. Both mothers and fathers of children with borderline
intellectual functioning have more negative controlling parenting (child age 5-6) than did
parents of typically developing children. In turn, those children with borderline
intellectual functioning showed more difficult behavior. It is interesting that negative

10
St. Alexius College

paternal behavior is predicted by earlier child behavior while negative maternal behavior
predicts child difficulties.
According to Bates (2012), Parental warmth and controlling, in a positive way are
the two most important parental attributes that help to create positive effects. In research
terms this is parental affect and sensitivity. Positive emotional reactivity and self-
regulation are important parental factors in developing healthy children’s temperament.
According to Baker (2002), Children with developmental delays are more likely
to have behavioral issues. The extent of a child’s behavior problems is a strong
contributor to parenting stress, more so than the child’s cognitive delay.
According to Ellingsen, et al. (2014), there are great benefits of effective
parenting to child development under normal circumstances, and even greater benefits in
the face of risk. There are certain risk factors that are unique to parent-child relationships.
The relationship processes involved may depend on where the risk resides … in the child
(e.g. developmental disability, prematurity, and behavior problems), the parent (e.g.
psychopathology), or the family context (e.g. economic hardship, minority status).
Maternal education acts as a protective buffer to improve resilient parenting for younger
children (aged 3-5) while maternal health is protective for 5year old. One of
the greatest protective factors is maternal optimism, which is effective for children ages 3
to 8.
11
St. Alexius College

According McAdams et al. (2013), there are several researches designs capable of
assessing genetic overlap between parenting and child traits. Child twin studies are the
most commonly used, comprising twin children and their parent(s). Biometric analyses
can reveal the extent to which child genetic factors involved in child behaviour correlates
with those involved in parental behaviour. Where correlations are found, this indicates
that children's genes involved in their own behaviour are also involved in evoking
responses from their parents, an example of evocative gene–environment correlation
(rGE). The presence of evocative rGE does not preclude the possibility that parent and
child behaviour are influencing one another, but highlights that their etiologies overlap.
Child twin studies have demonstrated that associations between parenting and offspring
phenotypes are frequently (at least in part) attributable to genetic overlap.
According to Moore & Bandy (2008), the great majority of parents have positive
and nurturing relationships with their children. In fact, findings from research show that
parents and their adolescent children generally have close emotional ties. These findings
run counter to anecdotal portrayals of parents as clueless and unconnected, especially
when it comes to relating to their adolescent children. Recently released parent-reported
data from the 2003 National Survey of Children’s Health (NSCH), which has a very
large, nationally representative sample, provide a window into parent-child relationships
by children’s specific ages. Child Trends drew on these data to look at three markers of
these relationships for parents living with children between the ages of 6 and 17: parent-
child closeness, the degree to which parents share ideas and talk about things that really
12
St. Alexius College

matter with their children, and parents’ acquaintance with their children’s friends. Our
analyses show that although some declines are seen in these areas as children get older,
high parental involvement and positive parent-child interactions endure throughout
childhood into the teenage years for most adolescents.
According to Kaplan (2018), Parenting is fulfilling, yet frustrating. It brings out
the best and the worst in a person. We do everything possible, from trying various
parenting hacks to attending positive parenting workshops, to raise our kids well. But in
the end, everything boils down to the kind of relationship a parent shares with the child –
the better the relationship, the better the upbringing can be. A parent-child relationship
(PCR) is one that nurtures the physical, emotional, and social development of the child.
It’s a unique bond that every child and parent experience, enjoy and nurture.
Family Aspects and Social Aspects
According to Berns (2007), in general, the family performs certain basic functions
that enable society to survive and continue generation after generation, although how
these functions are implemented may vary by culture. Family functioning can be seen as
continuum, with “healthy” or functional, at one end and “unhealthy” or dysfunctional at
the others (keeping in mind that no family is “healthy” all the time). The family has basic
functions, these are to regulate sexual access and activity, provide an orderly context for
procreation, nurture and socialize children, ensure economic stability, and ascribe social
status. Families further impart affection, care, and adaptive functions.

13
St. Alexius College

According to Trawick-Smith (2014), social behavior will determine whether
children are accepted or rejected by peers, whether they make friends, and how fully they
participate in play activities. Social behavior is a set of actions performed by individuals
of the same species when they interact with each other. Both human and animals engage
in social behavior; social interaction can be both verbal and nonverbal. Generally,
children who display kindness and caring will make more friends and will be liked; those
who are antisocial in their antisocial in their interactions will not. Antisocial behavior is
defined as 'behavior by a person which causes, or is likely to cause, harassment, alarm or
distress to persons not of the same household as the person.
Peer relationships have a significant impact on developmental outcomes
throughout the lifespan (Rubin, Bukowski, & Parker, 2006).
Children and adolescents with poor peer relationships, on the other hand, face a
wide array of challenges, including cognitive impairments, emotion regulation difficulties
(i.e., psychological maladjustment).
Conversely, negative family environments, characterized by hostile interactions
and low parental involvement, have been linked to poor peer-related outcomes, such as
peer rejection, social withdrawal, and participation in antisocial activities (Fletcher,
Steinberg, & Williams-Wheeler, 2004). Thus, knowing the characteristics of the family
environment has important implications for understanding why some children and
adolescents are better able to interact successfully with their peers.

14
St. Alexius College

According to Santrock (2016), beyond variation in the number of siblings, the
families that children experience differ in many important ways, the number of children
growing up in the single-parent families is staggering. Families are facing “scandalous”
waiting times for the conclusion of inquiries into the death of loved ones, it has been
claimed. Among two-parent families, there are these in which both parent work, those in
which divorced parents have married, or those with gay or lesbian parents.
Parental Conflict
Some children are more vulnerable to the impact of conflict that others. Factors
which may increase or decrease a child’s vulnerability include: Interventions to support
couples experiencing or at risk of conflict can help improve aspects if the couple
relationship including patterns of interaction and communication. Important elements of
such programs include a focus on skill-based training alongside the provision of
information, with young adults, newly-weds or those embarking on a long-term
relationship as well as couples going through the transition to parenthood, provides an
opportunity to help couples before problems with conflict arise or become entrenched.
Practitioners working with families, such as Family Support Workers, Health Visitors or
Midwives, are well places to identify parents at risk of or struggling with conflict. With
training, they may also provide information about conflict and relationship difficulties,
sign-post families to more specialist support, or provide structured interventions
themselves. Conflict between parents can place children at risk when it is frequent,
unsolved, intense, or about the child (Goeke-Morey et.al, 2003; Amato 2005).
15
St. Alexius College

Conflict between parents, not just the event of parental separation or divorce, is a
key factor explaining why some children fair better than others when parental
relationship breakdown (Pryor and Roger, 2001; Coleman and Glenn, 2009).
Couples who continue to hold on to more positive ways of relating in the midst of
heated conflicts and who can find ways to resolve an argument, are less at risk of
developing emotional or behavioural difficulties (Driver et al., 2003; Bradbury and
Karney, 2004).
Research over the last decade has provided deeper insight into not only the
outcomes for children of exposure to destructive conflict but also how children are
affected and why some children appear more vulnerable or resilient than others. In other
words, there is more of an understanding of ‘why, when, and how’ parental conflict
affects some but not all children (Cumming and Davies, 2010).
Research has also focused on how family relationship patterns are passed from
one generation to the next. One explanation is that conflict between parents disturbs other
relationship within the family, such as between a parent and child (Grych and Fincham,
2001).
There is also evidence to suggest that a family environment marked by destructive
conflict affects normal developmental processes, such as brain development, which in
turn affect children’s emotional, behavioural and social development (Van Goozen et al.,
2007)
16
St. Alexius College

Until recently it could be argued that shared genes may explain this
‘intergenerational transmission’ of troubled ways of relating. However, innovatively
designed studies using samples of children and parent who are not genetically related
provide evidence that this is not the case. Rather, family environmental factors such as
inter-parental conflict and harsh parenting practices affect children’s psychological
development irrespective of whether parents and children are genetically related or not
(Harold et al., 2011).
What matters about conflict? Children can develop difficulties when conflict
between parents is handled destructively. Destructive conflict includes: physical or verbal
aggression (Cummings et al.2000; Davies et al.; 2002; Kitzmann et al.; 2003); Sulking or
the ‘silent treatment’ (Ablow and Measelle, 2009); getting caught up in highly intense or
heated argument (Cummings and Davies, 2010) and withdrawing or walking away from
an argument (Sturge-apple et al., 2006). Children are particularly upset when they or
issues relevant to them are the subject of an argument (Amato, 2005; Shelton and Harold,
2007). Children react more positively when parents can parent can continue to relate to
each other with warmth and positive regard in the midst of other, more destructive ways
of relating (Goeke-Morey et al., 2003). Children may also be less troubled by conflict
when parents are able to resolve an argument. However, this ‘resolution’ needs to be
genuine. Children are not fooled when parents tell them things have been sorted out but
fail to relate to each other in ways that demonstrate that the relationship has been
17
St. Alexius College

repaired. Parents’ actions need to echo their words (Winter et al., 2006; Goeke-Morey et
al., 2007).
There is emerging evidence that children can learn bahaviours that are helpful in
their relationship with others from observing parents handling conflict well, however
further research is required to confirm and expand our understanding of this (McCoy et
al., 2009).
A common outcome of destructive conflict between parents is the development of
emotional or behavioural difficulties for children (Grych et al., 2003; Cummings et al.,
2006)
Children’s own social relationships can also be affected, with children prone to
developing poor interpersonal skills (Finger et al., 2010). As a result, children and young
people in high conflict homes may have difficulties getting on with others, such as
parents (Benson et al., 2008), teachers, peers (Parke et al., 2001) and, in the longer term,
romantic partners (Cui and Fincham, 2010).
Difficulties can extend into school, with children less able to settle, more likely to
have trouble getting on with peers, and less likely to achieve academically because of the
impact of conflict between parents on children’s cognitive abilities and attention (Harold
et al., 2007).
Conflict between parents is one of the key factors that explains why other family
difficulties, such as impoverished circumstances, parental depression or substance abuse,

18
St. Alexius College

are also associated with poor outcomes for children (Du Rocher Schudlich and
Cummings, 2007).
Difficulties put pressure on the couple relationship, resulting in conflict, which in
turn undermines parenting and the parent-child relationship, leading to negative outcomes
for the children (Harold and Leve, 2012).
Conflict between parents affects children in two key ways. First, conflict impacts
how couple’s parent and the quality of relationship between parent and child. Parenting
may be affected in a number of ways, with parents adopting a range of behaviours, from
highly intrusive and hostile parenting through to lax, disinterested parenting, all of which
are associated with negative developmental outcomes for children (Cox et al., 2001).
Secondly, how children understand, experience and respond to conflict between parents
is also important, each with implications for the parent-child relationship and, in turn,
children’s development (Cummings and Davies, 2010).
According to Van Goozen, et al. (2008), other research also points to the
influence of inter-parental conflict on specific neurobiological processes linked to normal
brain development, which in turn affect children’s cognitive and emotional development.
According to Cumming and Davies (2002), children do not get used to inter-
parental conflict, the more children are exposed to conflict the more sensitive they
become to its impact and more vulnerable to its effects.

19
St. Alexius College

A range of factors have been identified that help explain why some children are
more vulnerable to the impact of conflict between parents than others. Children may
experience and react to conflict differently, although with equally deleterious outcomes
for both. It is because of the differences in how children react to conflict, socialization
into different roles for children and interaction between the sex of parent and the sex of
the child (Davies and Lindsay, 2001).
Older children appear to be more vulnerable to the impact of conflict between
parents than younger children (Rhoades, 2008). This may be explained by a number of
factors, including failure to fully capture the impact on younger children and the interplay
age and developmental stage and how that affects children’s responses to conflict. This
may also mean that older children have become more sensitive to conflict because they
have been exposed to it for a longer period of time compared to younger children.
Children’s temperaments can also serve to increase or reduce their vulnerability to inter-
parental conflict. Children with a difficult temperament are more vulnerable to the impact
of conflict between parents (Ramos et al., 2005; Whiteside-Mansell, 2009).
Biological factors, including specific genetic susceptibilities and early brain
development may explain why some children are greater short- and long-tern risk for
negative outcomes as a result of living with high levels of inter-parental conflict and
discord as well as the perpetuation of conflict-based behayiours across generations
(Intergenerational transmission; Harold et al., in press).

20
St. Alexius College

A children’s physiological makeup can also play an important role in
differentiating between children who are at greater risk of poor outcomes, for example
some children’s nervous systems help them to regulate their feelings and responses to
conflict more effectively than other children (El Sheikh and Erath, 2011).
Children’s coping strategies can also be important. In general, emotion-focused
strategies, that help children to distance themselves from parental conflict, are associated
with better outcomes for children than problem-solving strategies that may result in
children becoming embroiled I the situation (Shelton and Harold, 2008).
A warm sibling relationship can also buffer children from the impact of a high
conflict home (Grass et al., 2007). However, sibling relationship can also suffer with
complicated alliances and divisions emerging within families, or as one child protects
him or herself by deflecting parental anger towards a sibling (Cox et al., 2001).
Interventions to support couples. A range of approaches to supporting parents
have been developed and assessed over recent years, though few have focused directly on
couple conflict alone. One approach is to support couples in developing their parenting
skills in order to prevent or minimize the ‘spillover’ of conflict into parenting. However,
programmes which deal with parenting alone are insufficient. Rather, parent education
programmes are more effective with parents in conflict if they include a couple
relationship component compared to those which deal only with parenting issues
(Webster-Stratton and Reid, 2003; Cowan et al., 2011).

21
St. Alexius College

Such approaches may support couples already experiencing conflict. However,
programmes may also be targeted at new expectant parents. Couples going through the
transition to parenthood are at a risk of increased conflict (Glade et al., 2005) and
decreased relationship satisfaction (Mitnick et al., 2009). Interventions to support couples
in transition to parenthood appear to have a positive impact on couple communication
where they include behavioural skills training (Pinquart and Teubert, 2010). Programmes
that specifically target couple conflict can help reduce destructive and increase
constructive conflict behaiours when they combine an information component and skills
training (Faircloth et al., 2011). Programmes designed to prevent couple relationship
difficulties emerging, such as marriage preparation courses, report some improvements in
relationship outcomes. However, the effect appears to diminish over time (Knutson and
Olson, 2003) and couples may need help in adopting relationship skills in everyday
interactions, especially for partners in deprive circumstances or experiencing more
complex difficulties (Carroll and Doherty, 2003; Blanchard et al., 2009; Fawcett et al.,
2010).
Working with couples or even individuals at an early stage is likely to lead to
greater success in changing destructive conflict behaviour and promoting effective
communication and conflict resolution (Dolan et al., 2010). Opportune times include
around the time of marriage or moving in together, over the transition to parenthood, and
with young adults, before they embark on serious romantic relationships (Halford, 2004).
Although the extent to which programmes focus on conflict and the stage of intervention
22
St. Alexius College

vary across programmes, a common finding is that couple-based programmes, which
includes a conflict component, can improve aspects of the couple relationship (Faircloth
et al. 2011).
The most effective programmes in improving couple communication and
relationship satisfaction, whether targeted at couples early in their relationship or later,
include a behavioural skills training element alongside information (Petch and Halford,
2008; Pinquart and Tembert, 2010). However, few programmes assess whether there is
also an impact on children. Implications for practice Programmes need to be tailored to
the different circumstances and requirements of different groups. Some couples and
individuals may benefit from programmes delivered in a group setting where they can
share and learn from others and normalize their experiences (Schulz et al., 2006; Cowan
et al., 2010). However, other couples may prefer the greater flexibility, anonymity and
accessibility that self-directed, on-line programmes can offer. Although recent evidence
indicates that a web-based self-directed version of relationship education can be as
effective as traditional face-to-face relationship education (Duncan et al., 2009).
Few studies have directly compared different approaches. Again, flexibility is
required about how long any programme should be. Programmes of between 9-20 hours
length appear to be the optimum length (Hawkins et al., 2008). However, programme
length will also be influenced by programme content and by both the circumstances and
needs of couples or individuals taking part.

23
St. Alexius College

To interventions targeted at parents it may also be useful to support children who
are exposed to conflict between parents. This may be particularly true for children whose
parents are separated or divorced. These children may benefit from help exploring what
parental conflict means for them and ways to cope with it (Grych, 2005). More research
is needed into the effectiveness of programmes for children (Grych, 2005).
Practitioners and those in regular contact with parents are in a prime position to
identify families either at risk of or struggling with conflict. In so practitioners can help to
raise awareness about the impact of conflict between parents on children. They are also
well placed to signpost parents to helpful sources of support or even deliver more
structured interventions themselves, Practioners may also play a crucial role in providing
follow-up support to parents who have participated in a formal intervention proramme,
particularly where the programme was self-directed or web-based. Whatever the nature of
the support provided by practitioners, they are likely to benefit from training in
identifying signs of relationship distress, information on conflict and its impact on the
family, and in signposting parents to other forms of support. A few couples seek support
to help them deal with conflict (Coleman, 2011).
Strategies to encourage and enable parents to seek help may include, normalizing
difficulties by making information easily available; reducing the stigma attached to seek
support; raising awareness of different types of support; providing robust evidence on the
effectiveness of interventions and making support more accessible by exploring
innovative methods of delivery. Exploring different approaches will also enable

24
St. Alexius College

programme developers to identify the most cost-effective avenues of support. The full
report updates the well received, comprehensive review of research on the impact of
conflict between parents on children published by OnePlusOne in 2001 (Harold et al.,
2001).
Family Factors That Affects the Child in School
Poverty can affect school readiness in several ways. Children from lower-income
homes often experience a lack of parental consistency, a frequent change in part-time
caregivers, a lack of supervision, poor nutrition and poor role-modeling. According to a
2007 article titled "The Impact of Poverty on Educational Outcomes for Children" in the
journal "Pediatric Child Health," studies show that children from impoverished families
tend to score lower in communication and vocabulary skills, knowledge of numbers,
ability to copy and recognize symbols, concentration, and teamwork and cooperative
play. Research conducted by the Society for Research in Child Development also found
that children from low-income families received less positive parenting and had higher
levels of cortisol, which has been associated with lower levels of cognitive development.
Children learn first by mimicking behavior they see modeled for them. According
to a 2009 article published in on the website of the National Center for Biotechnology
Information, studies show a positive correlation between the parents' level of education
and their child’s attitudes toward academic achievement. Children who have parents who
encourage academic success are more likely to develop their own aspirations for higher
education. In this way, parent education is a good predictor of a child’s academic success.
25
St. Alexius College

Broken Homes
The scope and nature of broken home became a central of many human
personality theories and basis of numerous programs in education. Attempts and therefore
have been made to know what is broken home and late its nature and scope. Boy (2004)
on the outcome of the divorce for children series to indicate that conflict between parents
has a greater impact on school behaviors and grades and self-concept irrespective fighting
violent behavior or physical or verbal use between many spouses. studies also show the
lowered socio - circumstances of many women following divorce matter most often care
the custodian parent is a significant effect because lack of money means moving to new
neighborhood, less advantage school and possible decreased availability of access to
parents due to the strains of balancing work and home and child care responsibilities.
When a home becomes broken it implies that either one parent is absent leaving the child
in the care of a guardian absence of such parents could because by divorced or death.
Behavioural Problems and Coping Strategies
Behavioral problems become a devastating dilemma among adolescents. Most of
them belong to a broken family or single parent family. This family stress causes lack of
parental support and guidance which results to adolescents’ emotional and behavioral
problems. These behaviors affect the adolescents’ health, emotional, and social status.
26
St. Alexius College

Most of them exhibited poor self-esteem. Because of having low self-confidence, they are
having problem in socialization. Problem in making friends and keeping friends was the
common dilemma in terms of their social status. There are few adolescents cope
positively by engaging themselves in sports. On the other hand, some of them shared
their insights and gave their best advices to adolescents experiencing the same situation.
They uttered that adolescents must be optimistic. They have to express their emotions in
order for them to lessen their loneliness. Instead of dwelling to negative people, they
should engage themselves to sports or any organizations that will help them to discover
their self-worth. Accepting the reality and their situation will help them to free from
emotional distress. But the most important is to love their selves.
Family plays a crucial role in molding one’s personality, belief and capability.
Everything about a man mostly relies on the state of the family he belonged. The way he
acts towards other people could be accounted to the people whom he often mingles with.
Living under the same roof might as well add to the reasons how dependent he is to his
family. Even so, since every individual has this reliance towards his family, any adversity
would definitely affect his whole- being. Such devastating matters regarding family
relationships like parent’s separation could give a severe impact to the people concerned,
the children (Eshica, 2010).
Nowadays, many are involved in a broken family. It is very usual for people to
think that teenagers doing such nasty acts are rooted to family disorientation. Even
countless studies show that child’s mislead life is blamed to separated parents. According
27
St. Alexius College

to Eschica (2010), children with separated parents do not perform well in school which is
a very terrifying incident because a school that is an institution for learning is failing to
deliver education. Thus, it merely becomes unproductive.
Moreover, it is said that children, being part of a broken family, are suffering five
times than their parents do. Parental separation really causes problems in emotional,
behavioral and academic aspects. Studies also say that those teenagers are worse off than
those with continuously married parents in terms of academic success, conduct,
psychological well-being, and peer relations system. Thus, it appears like adolescents are
the innocent victims of their parents’ inability to maintain harmonious and stable homes
(Amato 2007).
To support the previous statements, Keith also said that the children are at risk
when it comes to single- parenting arrangement. Most adolescents living with only one
parent are economically disadvantaged. Parents cannot afford to buy consumer goods in
order to give their child status among their peers. It results to juvenile delinquency of
teenagers. Aside from this, quality of parenting is one predictor of behavioral problems
among adolescents. They find it difficult to function as parents in the near future (Keith
2007).
Adolescence is a critical developmental period in everyone’s life. To become
adults, we have to “survive” adolescence. Adolescents are at high risk for the
development of problem behaviors that are distressing and socially disruptive. Thus, they
are the victims once they have poor family structure. They are the victims of
28
St. Alexius College

unintentional broken family (Drysdale & Rye, 2007). Children are encouraged to blame
the separation for whatever unhappiness they may feel, which makes them feel helpless
about improving their lives (Ahron, 2007).
Family stress is the most common cause of behavioral problems of the
adolescents. Parental separation, children born outside marriage, death of a parent,
discordant two-parent families, and stepfamilies are the origins of a broken home.
However, adolescence becomes risk-taking due to economic hardship, quality of
parenting, and exposure to stress (Amato, 2007). The effort and care that parents put into
establishing their post separation families are crucial and will pay off over the years in
their many benefits to the children (Ahron, 2007).
Additional risk factors identified in the research also include the initial separation
such as the abrupt departure of one parent, continuing parent conflict after separation,
ineffective or neglectful parenting, loss of important relationships such as extended
family members, and financial/economic changes (Kelly, 2008). Protective factors
identified by Kelly are competent custodial parents, effective parenting from the non-
residential parent, and amicable versus high conflict relationship between the separated
parents (Ruschena, 2007).
Furthermore, supporting Amato’s argument, Sun and Li (2007) also found that
adolescents of separated parents have lower scores on measures of well-being. (i.e.,
academic functioning, locus of control, and self-esteem) compared to adolescents of
intact families. According to (Doughty, 2008), the research adds to a wealth of data
29
St. Alexius College

showing that children suffer badly from parental break-up, and that those who are
brought up by a single parent are more likely to do badly at school, suffer poor health,
and fall into crime, addiction and poverty as adults. The report, funded by the Department
of Health and published by the Office for National Statistics, investigated emotional
disorders - ranked as those which cause considerable distress and interference with the
way in which children perform at school and during play. Teachers are often too quick to
identify separation as the reason for child’s school behavior problem. The greater society
points a finger at separation as the reason for a wide range of greater social problems
(Ahron, 2007).
According to Soriano (2010), delinquency is part also of the behavioral problems
of the teenagers. He stated that juvenile delinquency is a criminal or antisocial behavior
of children and youth. The causes of juvenile delinquency from most theories have
focused on children from disadvantaged families, ignoring the fact that children from
affluent homes also commit crimes. The latter may commit crimes because of the lack of
adequate parental control.
Also according to him, families have also experienced changes within the last 25
years. More families consist of one-parent households or two working parents;
consequently, children are likely to have less supervision at home than was common in
the traditional family structure. This lack of parental supervision is thought to be an
influence on juvenile crime rates.

30
St. Alexius College

support the previous statements, Social Development Theory by Weis, Catalano,
and Hawkins, states that teenagers are at risk for anti-social behavior. They become
aggressive and violent. Thus, in an early age, they are already involved to criminal
behavior. This is due to lack of parental attachment. Likewise, teenagers’ antisocial
behavior also depends on the quality of their attachments to parents and other influential
relations. If they remain unattached or develop attachments to deviant others, their
behavior may become deviant as well. The social development model suggests that
interaction with anti-social peers and adults promotes participation in delinquency and
substance abuse.
Undergoing such circumstances, it will not be surprising if the health of the
teenagers will also be sacrificed. It is revealed that most of the time, they experience
physical and mental symptoms such as fatigue, insomnia, tooth grinding at night,
headaches, depression, anxiety and panic attacks, irritability, and panic behavior, low
immunity, and palpitations (Cole, 2007).
At the last stage, teenagers must have the acceptance. But some of them can not
get through the emotions due to broken family. They rather stuck to depression and
eventually it will become serious. They are bound to have feelings of sadness. But
depression is more than an on-off feeling of sadness and pessimism. When they are
depressed, they are constantly low and see no way of ever feeling any different.
Depression is a mixture of symptoms that can affect every part of their life, from not
being able to sleep to wanting to commit suicide. There may be symptoms of depressions
31
St. Alexius College

like being moody, irritable or snappy, worrying about little things, or worrying about
everything, feeling lazy, bored or tired all the time, not wanting to see anyone or speak to
friends, feeling numb and empty and not caring about anything, feeling of they will never
be happy ever again, feeling worthless, crying a lot, feeling life is not worth living and
wanting to end yours wanting to harm self, eating a lot more less than usual, experiencing
sleep disturbances, having nightmares, sleeping at all times or no sleep at all, and last
lying or making up stories (Cole, 2007).
Due to severe depression of some teenagers who were victims of broken homes,
they may perform self-harm. Self-harm can include cutting and burning yourself or
taking harmful substances. It can be done in private, dealt with privately and then covered
up. Damaging behavior like alcohol and drug misuse, eating disorders, unsafe sex, and
taking risks (such as dangerous driving) is not classified as self-harm but can be equally
destructive. All these acts, including self-harm, show there are unresolved problems. Act
of self-harm may lead to suicide or be motivated by suicidal thoughts. There are reasons
why this thing happens. Sometimes it may seem like the only way they can get attention
or be taken seriously and sometimes it can seem like the only way to cope with or show
difficult feelings (Cole, 2007).
With so much stress and disappointment the adolescents felt, they tend to escape
and make their own world but for some, they just adapt. Adapting is a human nature but
since people have different personality, they also vary in coping strategies. It is said that
females and males have differences in terms of adapting behavioral problems, emotional
32
St. Alexius College

stress, and how they cope from the said problems. From the research of Gutierrez (2008),
40% of male and 4% of females smoke. Supporting Gutierrez’s study, men tend to have
more difficulty expressing emotions than do women for two main reasons. First, it is
often culturally unacceptable. And sometimes they think that if they cry and express
themselves, they are being criticized compared to girls. Women do not have any
problems in expressing problems because for them support group or peers is a good
listener for them (Shawn, 2008).
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).
Even some studies of non-Western developing societies have found no apparently
negative effects of single parenthood. Lloyd and Blanc, (as cited in Park, 2008) found
that in sub-Saharan Africa countries, children in femaleheaded households tended to have
greater educational opportunities in terms of school enrollments and attainment relative
to children in male-headed households. Compared to the large number of studies on
single parenthood in Western industrial countries and even in some developing countries,
little research has addressed the issue in societies that have recently experienced dramatic
changes in family structure, especially the rapid increase in divorce in East Asia. In
particular, Korea, along with Japan, has long been recognized with its very low level of
33
St. Alexius College

divorce and low incidence of births outside of marriage linked with strong family ties
(Park, 2008).
34
St. Alexius College

CHAPTER III
METHODOLOGY
This chapter presents the research design to be applied in the study, the population
and sample, the research locale, research instrument that is being applied, data gathering
procedure where how the data will be gathered, and its overall conclusion which is
statistical treatment.
Research Design
This study will use a descriptive research method. This method will be used to
show the result of the gathered data. Thus, description is often combined with
comparison and contrast involving classification, interpretation so that the data will
interpret the result and determine if the strategy is really helpful to the researcher as well
as in the study. It can also help the researcher to determine whether their study is need to
use descriptive method or not.
DESCRIBE THE DESIGN HERE IN FIGURE 2
This study classified as descriptive research method. This method Descriptive research
can be explained as a statement of affairs as they are at present with the researcher having
no control over variable. Moreover, “descriptive studies may be characterized as simply
the attempt to determine, describe or identify what is the main point of view of the
researcher.
35
St. Alexius College

Effects of Family Problems to the performance of

Junior High School Students
Research Design
Family Problem Descriptive method
School performance Locale of the Study

St. Alexius College
Respondents
Junior High School Students of St. Alexius College
Sampling technique
Random sampling
Multi-stage
Research Instrument
Survey-Questionnaires
Statistical Treatment
Frequency and Percentage
Figure 2. Research Design

36
St. Alexius College

Research Locale
As the researchers have decided that is more appropriate to conduct a study in a
more equipped facility. The researchers have chosen to hold the study in St. Alexius
College, General Santos Drive, Koronadal, South Cotabato. St. Alexius College was
formerly known as The Doctors’ Clinic and Hospital School Foundation Inc. It is a
private institution founded by Dr. Arturo P. Pingoy and Dra. Amparo Y. Pingoy in 1971.
They established the school within the year with only 52 students.
37
St. Alexius College

Research Respondents
St. Alexius College Total Population Sample size

(Junior High School
Department)
Grade 7 35 27
Grade 8 24 19
Grade 9 26 20
Grade 10 29 22
TOTAL 114 88
The respondents of this study will be the Junior High School students of St.
Alexius College officially enrolled of the School Year 2019-2020. The total population of
Junior High School students has been gathered by asking through the advisers. By having
a total of 114 Junior High School students. The total number of samples is 88
respondents.
Sampling Technique
The respondents will be chosen through random sampling particularly multistage
sampling which are the lottery and stratified sampling, multistage sampling is a
combination of two or more sampling technique. The researchers will use lottery and
stratified, lottery sampling is a technique where the names of the student will be placed
inside a box and each name will be drawn randomly. The stratified sampling technique
where the researchers divide the respondents based on their homogeneity.
Research Instrument
38
St. Alexius College

The purpose of this study is to identify the Effects of Family Problems to Junior
High School students. In this study, questionnaires will be used to obtain data that are
connected in the study’s research questions and objectives. Some of the questions that the
students would answer are: how their family problems affect them as a person, and how it
affects their academic performance. The researchers will be able to know the answers to
the following questions especially the questions in the statements of the problem.
Data Gathering Procedure
The first step before the distribution of questionnaires will be the making of the
request letter. Upon the approval, the researchers will retrieve the request letter.
In administering the questionnaires, the researchers will use the allotted vacant
time of the respondents to avoid distraction in the class discussions. The respondents will
be given enough time to answer the questions. After the data gathering, the researchers
will come up with the assessment procedures where the information gathered will be
analyzed and evaluated, the researchers will now apply the statistical treatment.
Statistical Treatment
Responses to the questionnaire by Junior High School Students will be
statistically analyzed with the data requirements of the study. Descriptive research design
is a scientific method which involves observing and describing the behavior of a subject
without influencing it in any way. The researchers will use descriptive statistical tools to
describe and summarize the gathered data such as rank and percent are considered. The
39
St. Alexius College

researchers will be using the percentage for the researchers want to see how many people
of respondents are being affected by their family problems.
Bibliography
Ahron, C. (2007). Adolescent Adjustment Following Divorce as a Function of Family

Conflict. Journal of Consulting and Clinical Psychology, 111-124.
Amato, P. (2005). The Impact of Family Formation Change on The Cognitive, Social and
Emotional Well-Being of The Next Generation. Future of Children, 15(2), 75-96.
Amato, P. (2007). The Implications of Research Findings on Children in Stepfamilies.
Psychological Bulletin, 26-46.
Bardbury, T. &. (2004). Understanding and Altering the Longitudinal Course of
Marriage. Journal of Marriage and Family, 66(4), 862-879.
Berja, C. &. (2008). Roots of delinquency. . New York: Barnes and Noble/Harper and
Row.
Berns, R. (2007). Child, Family, School, Community: Socialization and Support. USA:
Thomson Higher Education.
Blanchard, V. H. (2009). Investigating the Effects of Marriage and Relationship
Education on Couples’ Communication Skills: Meta-Analytic Study. Journal of
Family Psychology, 23(2), 203-214.
Carroll, J. S. (2003). Evaluating the Effectiveness of Premarital Prevention Programs: A
Meta-Analytic Review of Outcome Research. Family Relations, 52(2), 105-118.
Cole, A. (2007). Real Life Issues: Family Breakups. Trowbridge, Wiltshire: Trotman and
Company Limited.
Coleman, L. (2011). Improving Relationship Satisfaction – Qualitative Insights Derived
From Individuals Currently Within a Couple Relationship. The Family Journal,
19(4), 369-380.
Coon, D. (1998). Introduction to Psychology: Exploration And application . USA:
Brooks/Cole Publishing Company.
Cowan, C. C. (2011). Couples’ Groups for Parents of Preschoolers: Ten-Year Outcomes
Of a Randomized Trial. Journal of Family Psychology, 25(2), 240-250.
40
St. Alexius College

Cowan, P. C. (2010). Marriage and Fatherhood Programs. Future Child, 20(2), 205- 30.
Cox, M. P. (2001). Interparental Conflict and Child Development: Theory, Research and
Application. New York: Camrbige University Press.
Cummings, E. &. (2002). Effects of Marital Conflict on Children: Recent Advances and
Emerging Themes in Process-Oriented Research. Journal of Child Psychology
and Psychiatry, 43(1), 31-63.
Cummings, E. &. (2010). Martial Conflict and Children: An Emotional Security
Prespective . New York: The Guilford Press.
Davies, P. T. (2001). Interparental Conflict and Child Development: Theory, Research
and Application. New York: Cambridge University Press.
Dolan, P. H. (2010). Mindspace: Influencing behavior through public policy. London:
Cabinet Office.
Doughty, S. (2008, October 21). Broken home children are five times more likely
to suffer mental troubles. Retrieved July 6, 2013, from Mail Online News:
http://www.dailymail.co.uk/news/article-1079510/Children-broken-homestimes-
likely-suffer-mental-troubles-says-Government-study.html
Driver, J. e. (2003). Interaction patterns in martial success and failure. New York: The
Guildford Press.
Drysdale, M. &. (2007). Taking side: Clashing views in adolescence. . New York:
McGraw-Hill Companies, Inc.
Duncan, S. S. (2009). A Comparison Evaluation Study of Web-Based and Traditional
Marriage and Relationship Education. Journal of Couple & Relationship Therapy,
8(2), 162-180.
El-Sheikh, M. &. (2011). Family Conflict, Autonomic Nervous System Functioning, and
Child Adaptation: State of the Science and Future Directions. . Development and
Psychopathology, 23(2), 703-721.
Eshica, H. (2010). Family Transitions as Stressors in Children and Adolescents.
Washington, D.C:: American Psychiatric Press.
Faircloth, W. S. (2011). Testing the Long-Term Efficacy of a Prevention Program for
Improving Marital Conflict in Community Families. Journal of Applied
Developmental Psychology, 32(4), 189-197.
41
St. Alexius College

Fawcett, E. H. (2010). Do Premarital Education Programs Really Work? A Meta-

Analytic Study. Family Relations, 59(3), 232-239.
Finger, B. e. (2010). Marital Aggression and Child Peer Competence: A Comparison of
Three Conceptual Models. Personal Relationships, 17(3), 357-376.
Glade, A. B. (2005). A Prime Time for Marital/Relational Intervention: A Review of the
Transition to Parenthood Literature With Treatment Recommendations. The
American Journal of Family Therapy, 33(4), 319-336.
Goeke-Morey, M. e. (2003). Categories and Continua of Destructive and Constructive
Martial Conflict Tactics From the Prespective of US and Welsh Children. Journal
of Family Psychology, 17(3), 327-338.
Grass, K. J. (2007). Are Sibling Relationships Protective? A Longitudinal Study. Journal
of Child Psychology and Psychiatry, 48(2), 167–175.
Grych, J. (2005). Interparental Conflict as a Risk Factor for Child Maladjustment:
Implications For The Development of Prevention Programs. Family Court
Review, 43(10), 97-108.
Grych, J. H. (2001). Interparental Conflcit and Child Development: Theory, Research
and Application. New York: Cambrige University Press.
Gutierrez, P. (2008). Early Adolescent Adjustment To Recent Parental Divorce: The Role
of Interparental Conflict and Adolescent Sex as Mediating Variables. Journal of
Consulting and Clinical Psychology, 624-627.
Halford, W. (2004). The Future of Couple Relationship Education: Suggestions on How
It Can Make a Difference. Family Relations, 53(5), 559-566.
Hawkins, A. B. (2008). Does Marriage and Relationship Education Work? A Meta-
Analytic Study. Journal of Consulting and Clinical Psychology, 76(5), 723-734.
Hinrich, B. (2010). Psychology: The Essence Of a Science. USA: Pearson Eduaction, Inc.
Keith, B. (2007). Parental Divorce and The Well-Being of Children: A Meta-Analysis.
Journal of Family Issues, 191-207.
Kelly, R. (2008). The Measured Self-Esteem of Children From Broken, Rejected, and
Accepted Families. Journal of Divorce, 363-369.
Kitzmann, K. e. (2003). Child Witnesses to Domestic Voilence: A Meta-Analytic
Review. Journal of Consulting and Clinical Psychology, 71(2), 339-352.
Knutson, L. &. (2003). . Effectiveness of PREPARE Program With Premarital Couples in
Community Settings. Marriage & Family, 6(4), 529-546.
42
St. Alexius College

McCoy, K. e. (2009). Constructive and Destructive Marital Conflict, Emotional Security,

and Children's Prosocial Behaviour. Journal of Child Psychology and Psychiatry,
50(3), 270-279.
McCoy, K. e. (2009). Constructive and destructive marital conflict, emotional security,
and children's prosocial behaviour. Journal of Child Psychology and Psychiatry,
50(3), 270-279.
Mitnick, D. H. (2009). Changes in Relationship Satisfaction Across The Transition To
Parenthood: A Meta-Analysis. Journal of Family Psychology, 23(6), 848-852.
Park, H. (2008, May 16). Effects of single parenthood on educational aspiration
and student disengagement in Korea. Retrieved June 28, 2013, from
Demographic Research:
http://www.demographicresearch.org/Volumes/Vol18/13/
Petch, J. &. (2008). Psycho-Education To Enhance Couples’ Transition To Parenthood.
Clinical Psychology Review, 28(7), 1125-1137.
Pinquart, M. &. (2010). A Meta-Analytic Study of Couple Interventions During The
Transition To Parenthood. Family Relations, 59(3), 221-231.
Pryor, J. &. (2001). Children in Changing Families:Life After Parental Seperation. UK:
Blackwell Publishing.
Ramos, M. G. (2005). Family Conflict and Children's Behaviour Problem: The
Moderating Role of Child Temperant. Structural Equation Modelling, 12(2), 278–
298.
Rhoades, K. (2008). Children’s Responses To Interparental Conflict: A Meta-Analysis of
Their Associations. Child Development, 79(6), 1942-1956.
Ruschena, E. (2007). Children of Divorce: Stress and Developmental Tasks. New York:
McGraw-Hills Companies Inc.
Santrock, J. (2016). Children: Thirteen Edition. New York: Mc Graw-Hill Education.
Schulz, M. C. (2006). Promoting Healthy Beginnings: A Randomized Controlled Trial of
a Preventative Intervention to Preserve Marital Quality During the Transition to
Parenthood. Journal of Consulting and Clinical Psychology, 74(1), 20-31.
Shawn, M. (2008). Surviving the breakup. New York: Basic Books.
43
St. Alexius College

Shelton, K. &. (2007). Martial Conflict and Children's Adjusment: The Mediating and
Moderating Role of Children's Coping Strategies. Social Development, 16(3),
497-512.
Shelton, K. &. (2008). Cognitive Appraisals and Coping Strategies Psychological
Adjustment: Bridging Links Through Children's Pathways Between Interparental
Conflict and Adolescent Psychological Adjustment. Journal of Early
Adolescence, 28(4), 555-582.
Soriano, O. (2010). Juvenile Delinquency and Crime Prevention. Quwzon City: Great
Books Publishing.
Struge-Apple, M. e. (2006). Hostility and Withdrawal in Martial Conflict: Effects on
Parental Emotinal Unavailability and Inconsistent Discipline. Journal of Family
Psychology, 20(2) 227-238.
Sun, Y. &. (2007). Children of Divorce: Psychological, Psychiatric, Behavioral Problems
and Suicide. Journal of the Academy of Child and Adolescent Psychiatry,, 349-
360.
Trawick-Smith, J. (2014). Reason New International Education: Early Childhood
Development. A Multicultural Prespective. USA England: Associated Companies
Throughout the World.
Van Goozen, S. e. (2007). The Evidence for a Nuerological Model of Childhood
Antisocial Behaviour. Psychological Bulletin, 133(1), 149-228.
Van Goozen, S. F. (2008). The Role of Neurobiological Deficits in Childhood. Current
Directions in Psychological Science, 17(3), 224-228.
Webster-Stratton, C. &. (2003). The Incredible Years, Parent, Teacher and Child
Intervention: Targeting Multiple Areas of Risk for a Young Child With Pervasive
Conduct Problems Using a Flexible, Manualized Treatment Program. Cognitive
and Behavioral Practice, 8(4), 377-386.
Whiteside-Mansell, L. B.-B. (2009). Triple Risk: Do Difficult Temperament and Family
Conflict Increase the Likelihood of Behavioral Maladjustment in Children Born
Low Birth Weight and Preterm? . Journal of Pediatric Psychology, 34(4), 396–
405.
Winter, M. e. (2006). Relations Among Family Adversity, Caregiver Communications,
and Children's Family Representations. Journal of Family Psychology, 20(2),
348-351.
Yeo, A. &. (2007). Caught Between Parents: Adolescents' Experience in Divorced
Homes. Child Development,, 1008-1029.
44
St. Alexius College


Background of The Study: St. Alexius College

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Background of The Study: St. Alexius College

Uploaded by

Copyright:

Available Formats

1

St. Alexius College