COPING MECHANISM OF A 47-YEAR-OLD WOMAN VICTIM FROM SIBLING

VIOLENCE

A research proposal

Presented to

The Faculty of the

Cebu Roosevelt Memorial Colleges

San Vicente St., Bogo City, Cebu

A.Y. 2021 – 2022

BATUIGAS, ADEL

SENINING, YZEL

TUICO, MARIA LILIME

January 2022
 Chapter 1

The Problem

Introduction

Coping mechanisms are the tactics people employ to help them adjust to stressful

experiences and manage painful or challenging feelings when they are stressed or traumatized.

Sibling violence, on the other hand, is the physical, emotional, and sexual abuse of one sibling by

another. Embarrassing, threatening, or terrorizing, as well as shoving, striking, kicking, beating,

or using weapons, are all examples of unacceptable behavior.

Siblings described difficulties such as not being believed by adults in their lives or having

violence dismissed as "normal sibling behavior" by parents, which may have long-term

consequences for the victim, such as their ability to work, maintain adequate mental health, and

maintain intimate and familial relationships (Elliott, Karla, et al., 2019).According to Republic

Act No. 9262, also known as the "Anti-Violence Against Women and Their Children Act of

2004," the government must make efforts to address violence against women and children in

accordance with the Constitution and the provisions of the Universal Declaration of Human

Rights, the Convention on the Elimination of All Forms of Discrimination Against Women, the

Convention on the Rights of the Child, and other international treaties.

Individuals use coping mechanisms to protect themselves from being victimized in the

future (Flax, M., 2021). There is no single coping pattern; each traumatic scenario has its own set

of good coping tactics, and the study found that active information search concerning loved ones

and social support is the most common coping mechanism (Yosep, I. et al., 2021). The outcomes
of this research reveal that women employ a variety of coping techniques to handle significant

stress, escape reality, abandon the violence in their lives, and construct safety for themselves

(Sere, Y., Roman, N. V., and Ruiter, R. A.) (2021). Van Berkel, Tucker, and Finkelhor (2018)

discuss the consequences of sibling victimization, which include poor self-esteem, sadness,

anxiety, self-harm, and misbehavior. All of these are symptoms of low self-esteem.

Sibling violence is a topic that is still generally ignored and underestimated as a serious

problem for many children and adults (Perkins, N. et al., 2017). Despite being the most common

type of family violence and evidence of its links to a variety of negative emotional and

behavioral outcomes, sibling violence is frequently neglected and normalized (Perkins, N. et al.,

2021). There is little research on practitioners' experiences and perspectives of sibling violence

(Shadik, J. An et al., 2021), and there is even less study on survivors' coping mechanisms (Sere,

Y., Roman, N. V., & Ruiter, R. A.) (2021).

To close this gap, this study will describe the coping mechanisms of a 47-year-old

woman who has been the victim of sibling violence. According to Oon, S. W., et al. (2016),

women often need to strategize in order to stay alive and seek aid to stop the violence. The

researchers will explore in-depth a participant who has been harmed by sibling violence using a

narrative research design. The narrative analysis presented here can shed light on how a 47-year-

old woman copes with her sibling violence experiences. The qualitative methods utilized to

explore the coping mechanism of a 47-year-old woman who was a victim of sibling violence

were interview and observation. A 47-year-old female victim is handed an information sheet

detailing the study, their rights to participate and withdraw from the interview, as well as the

assurance of secrecy before being interviewed. All sessions are audio recorded so that the
researcher can listen to them later. For data analysis, the audio recordings for all sessions are

transcribed into words.

 
A Theoretical Stance

Theoretical assumption is defined as “the theoretical stance informing the methodology

and thus providing a context for the process and grounding it’s logic and criteria (Crotty 2003 as

cited by Lombo, S. 2017).It is often termed a ‘theoretical Len’s that can be used in designing the

study and developing data collection tools in quantitative research (e.g. questionnaires) and data

generation instruments in qualitative research (e.g. interview schedules and focus group topic

guides). Such an approach has the potential to enhance the robustness and rigour by ensuring that

the research findings are theory driven (Stewart, D., & Klein, S. (2016). Since the ontology of

this study is mainly concerned with the human world of meanings and interpretations and the

epistemological stance is mainly constructionist in nature, thus, it is logically sequenced that

interpretivism is the theoretical perspective underpinning this study.

Interpretivism

Interpretivism developed through critique of positivism with subjective perspective

which it is more concerned with in depth variables and factors related a context, considers

humans as different from physical phenomena as they create further depth in meanings with the

assumption that human beings cannot be explored in a similar way to physical phenomena

(Alharahsheh, H. H., & Pius, A. (2020). We would argue that interpretivist is the theoretical

perspective of our study for the following reasons. First, the research would focus on the whole

experience rather than considering certain parts of it. Secondly, questions and problems

identification development of the research would be mainly influenced by the researcher in terms

of interest, involvement as well as commitment. Thirdly, would enable researchers to explore

further depth of individual experiences through open-ended interviews which allows us

researchers to investigate and prompt things that we cannot observe, we researchers can probe an
interviewee’s thoughts, values, prejudices, perceptions, views, feelings and perspectives

(Wellington & Szczerbinski, 2007 as cited by Pham, L. T. M. (2018). Fourthly, exploration of

humans’ experiences in depth through adoption of qualitative narrative inquiry as our research

designs and methodologies. Fifthly, it would enable researchers to further explore in depth

throughout individual experiences rather than considering generalized measurements is largely

integrated within subjects and objects leading to valuable findings and insights (Moustakas, 1994

as cited by Alharahsheh, H. H., & Pius, A. 2020). Therefore, based on the given qualities that the

interpretivism paradigm enable researchers to have qualitative methods are most suited methods

to gain the deep insights based on a specific context.

Epistemological Assumptions

Epistemology can be briefly defined as how reality is being known by the researcher as

discussed by (Carson et al., 2001 as cited by Alharahsheh, H. H., & Pius, A. (2020)). Therefore,

epistemology is concerned with how a researcher is aiming to uncover knowledge to reach

reality. Moreover, Epistemology is considered as an internal factor within the researcher as it is

also concerned with how a researcher can distinguish between right and wrong, and it is about

how a researcher is viewing the world around them (Alharahsheh, H. H., & Pius, A. (2020).

Epistemology is an element of philosophy concerned with the nature of knowing (how one

comes to know) (HOFER 2004 as cited by Pitard, J. (2017, September). Researchers' values are

intrinsic, findings emerge through dialogue and that, truth is negotiated through dialogue (Pitard,

J. (2017, September).

The epistemological stance used in the study is constructivism. As argued by Young and

Colin (2004:5) constructivism proposes that each individual mentally constructs the world of

experience through cognitive processes. It is less interested if at all in the cognitive processes
that accompany knowledge. Thus, meaning is not discovered, but constructed (Lombo, S. (2017).

The main reason why constructivism is the epistemological stance of this study are as follow.

The researcher is trying to find an answer to the question, “What is the coping mechanism of a

47-year-old woman victim from sibling violence”. This study seeks to explore context that

cannot be accessed using structured research instruments but owned in their own heads and

minds by a 47-year-old woman and to her related participants. Drawing from Andrews (2012) as

cited by Alharahsheh, H. H., & Pius, A. (2020) proponents share the goal of understanding the

world of a lived experience from the perspective of those who live in it

Ontological Assumptions

Ontology is an assumption we make about the kind and nature of the reality, what exists

and the social world itself. Simply put, it is “study of being” and answers questions ‘what is there

that can be known?’ and ‘what is the nature of reality?’ (Ataro, G. (2020). According to HIGGS

and TREDE (2009 as cited by Pitard, J. (2017, September)), ontology is socially constructed,

dialogued, experienced or perceived by people. It asks researchers to use words and images to

describe and interpret experiences and perceptions of their lived worlds. Ontology deals with the

philosophical assumptions about the nature of reality or existence. It is simply called theory of

reality. As Scotland (2012 as cited by Kumar Khatri, K. (2020) says that ontology is a branch of

philosophy concerned with the assumptions we make in order to believe that something makes

sense or is real, or the very nature or essence of the social phenomenon we are investigating.

Therefore, ontology is mainly concerned with the phenomenon in terms of its nature of

existence. It is seeking an answer or reality to a research question through indicating to existing

type of knowledge can be found (Alharahsheh, H. H., & Pius, A. (2020). In this study, a 47-year-
old woman victim from sibling violence narrate her coping mechanisms with the researchers and

that, these coping mechanism as she experiences will be different.

Axiological assumptions

Axiology is another component of research paradigm dealing with ethical issues that need

to be considered during research work. It considers the philosophical approach to making

decisions of value or the right decisions (Finnis, 1980 as cited by Kumar Khatri, K. (2020).

Therefore, it is called theory of value. It involves defining, evaluating and understanding

concepts of right and wrong behavior relating to the research. It considers what value we shall

attribute to the different aspects of our research, the participants, the data and the audience to

which we shall report the results of our research. Axiology addresses the questions such as: What

is the nature of ethics or ethical behavior? What values will you live by or be guided by as you

conduct your research? What ought to be done to respect all participants’ rights? What are the

moral issues and characteristics that need to be considered? Which cultural, intercultural and

moral issues arise and how will I address them? How shall I secure the goodwill of participants?

How shall I conduct the research in a socially just, respectful and peaceful manner? How shall I

avoid or minimize risk or harm, whether it be physical, psychological, legal, social, economic or

other? (ARC, 2015, as cited in Kivunja and Kuyini, 2017).

In this study human needs are seen as both existential and axiological. Axiology is the

study of value or, more adequately, theory on the nature of value. Specifically, the theory of

value is concerned with two aspects: ethics and aesthetics. Ethics is the philosophical approach

to making the right decision. It also involves defining, evaluating and understanding concepts of

right and wrong behavior. In this side, the researcher needs to consider typical ethical questions

such as: what is good/bad? What is right/wrong? While Aesthetics deals with the study of the
nature and value of works and the aesthetic experience (Kumar Khatri, K. 2020). Asking what

‘ought to be’ is axiological (Deane, P. (2018). All researchers bring values to a study, but

qualitative researchers make their values known in a study. This is the axiological assumption

that characterizes qualitative research. The value we bring to this study is the understanding of

the coping mechanism of a 47-year-old woman who are said to be a victim from sibling violence.

The researchers first narrate the violence that a 47-year-old woman victim experienced from the

hands of the perpetrator.

Methodological assumptions

Methodological assumptions consist of the assumptions made by the researcher regarding

the methods used in the process of qualitative research (Creswell 2003 as cited by Alharahsheh,

H. H., & Pius, A. (2020). The procedures used by the researcher are inductive and are based on

the researcher’s own experience in collecting and analyzing data are the key influencers of the

research methods, procedures and techniques relating to collection and analysis of gathered

evidence. Methodological assumptions of research include the research strategy, methods,

techniques related to sampling, the size of the sample selected, as well as collection and analysis

techniques for data included in the research.

Methodology is an important component of research paradigm. It deals with the how

aspects of inquiry process. Keeves (1997 as cited by Kumar Khatri, K. (2020) states that

methodology is the broad term used to refer to the research design, methods, approaches and

procedures used in an investigation that is well-planned to find out something. From this, it is

inferred that methodological considerations in a paradigm simply include participants,

instruments used in data gathering, and measures for data analysis through which knowledge is

gained about the research problem. Form this; it is clear that methodological questions guide the
researcher to the process of knowing through which the research questions are answered.

Therefore, the researcher should have clear understanding of the methodological assumptions to

be employed in course of his/her own research.

Philosophical Assumptions

As our first objective, we draw on philosophical concepts from Helen Stallman’s The

Health Theory of Coping. Associate Professor Helen Stallman is the Director of the USC

Psychology Clinic. Helen is a world leader in the development and evaluation of psychological

interventions that optimize health and wellbeing. Her focus has included suicide prevention,

university health and wellbeing, and parenting. Helen Stallman established the health theory of

coping, which is based on Skinner et al.'s seven requirements for a functional theory of coping.

Coping strategies are employed to alleviate unpleasant emotions and suffering, and they can be

beneficial, at least temporarily.

All coping mechanisms, according to the Health Theory of Coping, are adaptive and

aimed at reducing acute suffering (Stallman, 2020). According to the health theory of coping,

coping techniques are classified as either healthy or unhealthy based on the possibility of

negative effects. Healthy coping categories are self-soothing, relaxing or distracting activities,

social support, and professional support. Unhealthy categories are negative self-talk, harmful

activities, social withdrawal, and suicidality. All coping strategies fit within one of these

categories that can be beneficial or harmful. Adaptive and maladaptive behaviors are terms used

by mental health professionals to describe these two types of behaviors. A good, adaptive, or

healthy coping mechanism is one that results in the problem being resolved, or at the very least

dealt with, in a way that reduces stress and harm. It was created in reaction to the limitations of

previous coping theories. The theory both explains the known effects of various coping
techniques and allows for future predictions of the expected outcomes of various coping

strategies employed to lessen unpleasant feelings. Coping strategies are further classified on the

coping continuum, which ranges from low to high intensity, as well as a high risk of negative

outcomes.

Objectives of the Problem

Given that the purpose of this study is to narrate the coping mechanism of a 47-year-old woman

victim of sibling violence, the principal research questions for this study are as follows:

1. How can a 47-year-old woman describe her experiences with sibling violence?

2.What coping mechanisms are used by the 47-year-old woman victim of sibling violence?
The Significance of the Study

Sharing stories about the past and about being in care, can help to make meaning of

victim’s experiences (Steenbakkers, A., et., al. (2016). Bregman and Thiermann (1995 as cited

by Alford, M. C. (2017) stated that chronicling the distress, pain, and anguish associated with

illness and sharing it with anonymous others is considered a worthwhile venture for the narrator.

Hearing about a similar experience can reassure people that they are not alone during an

emotional and difficult time. This can be a great source of comfort. It’s also important to ensure

victim and witness voices are heard. Coping mechanism can inform decision-makers and help

improve the criminal justice system for victims, witnesses and their families. They can share

story anonymously – it will still make a difference. Sharing the stories of a victim who were said

to be a victim from sibling violence may be helpful for others who suffer from sibling violence

or any type of violence, while providing a window through which others may view and

understand individuals’ thoughts and emotions. Several realms will benefit from the significance

of this study.

Students or Children. The findings of this study will make students and children aware of the

importance of not normalizing sibling violence if they are victims of it, as well as the coping

mechanisms for sibling violence victims. Apart from that, students who are either victims or

perpetrators will be aware that, as a victim, he or she cannot be silent about this said experience

and may not hesitate to seek help because, in addition to the violence they experienced, siblings
recounted difficulties such as not being believed by adults (Elliott, K. et al., 2020) and, as a

perpetrator, he or she will know how it is wrong to harm such a family or other people.

Parents or Teachers. The venture of this study will guide parents to know that it is not normal if

their child experiences a serious problem caused by a sibling because parents lack knowledge

and awareness regarding sibling violence (Shadik, J. A., Perkins, N. H., & Kim, R., 2021) and

the violence is dismissed by parents as "normal sibling behavior" (Elliott, K., et al., 2020). The

current research will let them be aware of how coping mechanisms are very important for their

child or them to apply this in reality if they face problems such as violence, traumatizing events,

and stress they encounter every day in life. Finally, if their child or themselves become victims

or perpetrators, the parent must seek assistance from authorities or a psychological therapist. 

School Administrators. The result of this study will help them to be better analysts in managing

school staff, and it will also help to determine what specific areas they need to focus on. Future

programs and seminars will also be conducted in the school for the students and school staff to

be aware that sibling violence or other types of violence is not normal to the extent that the

violence is being repeated. 

Community. The outcome of this study will improve their well-being by having awareness of

how a victim of sibling violence copes with this experience, how it is not normal for the

community that it is a violated crime, and how the community must know that they help one

another if they encounter such a victim or if they are the victim. 

Future research. The aftermath of this study will help the researchers to be aware and

knowledgeable of the process involved in filling in the gaps left by this study, and it will also be

helpful as a reference.

 Researcher. To give additional information for other researcher who wants to conduct further

research on the related field.

 
 Chapter II

RESEARCH METHODOLOGY

This chapter comprises the research method applied in the study, which consists of the

following: the research design, the environment, the informant, the instruments, the data

gathering procedure, the data analysis, and the ethical considerations.

Research Design

The most effective research design for answering the topic of this study would be to

study the coping mechanisms of a victim of sibling violence using a narrative qualitative inquiry.

The Narrative Inquiry that the researcher use originated from Connelly and Clandinin in the

1990s, and rests on John Dewey’s philosophy that experience is relational, temporal, and

situational, and as such, if intentionally explored, has the potential to be educational. More

specifically, it is only when experience is reflected upon and reconstructed that it has the

potential to reveal the construction of identity, knowledge, and the humanness of care (Lindsay,

G. M., & Schwind, J. K. (2016). Narrative inquiry examines human lives through the lens of a

narrative, honoring lived experience as a source of important knowledge and understanding. In

this concise volume, D. Jean Clandinin, one of the pioneers in using narrative as research,

updates her classic formulation on narrative inquiry (with F. Michael Connelly), clarifying,

extending and refining the method based on an additional decade of work. A valuable feature is
the inclusion of several exemplary cases with the author’s critique and analysis of the work. The

rise of interest in narrative inquiry in recent years makes this is an essential guide for researchers

and an excellent text for graduate courses in qualitative inquiry ( Clandinin, D. J. (2016).

Narrative inquiry is based on the proposition that experience is the stories lived and told by

individuals as they are embedded within cultural, social, institutional, familial, political, and

linguistic narratives. It represents the phenomenon of experience but also constitutes a

methodology for its study. Relational ethics live at the heart of narrative inquiry (Clandinin and

Connelly, 2000); they direct us to see ethical action as situated within, and central to,

relationships with participants. Ethical matters need to be narrated over the entire narrative

inquiry process. They are not dealt with once and for all, as might seem to happen, when ethical

review forms are filled out and university approval is sought for our inquiries. Ethical matters

shift and change as we move through an inquiry. They are never far from the heart of our

inquiries no matter where we are in the inquiry process. (Clandinin, D. J., Cave, M. T., &

Berendonk, C. (2017). Narrative inquiry focuses on a participant's story's growth and

transformation (Clandinin & Connelly, 2000 as quoted by James, G. (2018)) as well as its

content and structure (Riessman, 2008 as cited by Smith, B. (2016).

Environment

This is a single case study that took place at the informant's home in Cantecson, Gairan,

Bogo City, Cebu. The informant chose interview locations and times that were natural,

comfortable, and well known to her. The interviewee felt more relaxed and at ease in familiar

surroundings. For the individual, this type of environment gave a quiet, tranquil mood as well as

a sense of seclusion. As interview sessions progressed, atmospheres like this encouraged the
participant to relax and share her tale while allowing the interviewer to make more accurate,

concentrated observations of nonverbal body language.

The Cebuano words “Gigairan”,”Gigairan”, or “Gairan” come from the root word

“Gaid” meaning to tie. So, these three Cebuano words mean the spot or place where something

or somebody was tied. Since the pirate was tied there, the people started to describe or associate

these words to the village. Eventually, they preferred to use the much shorter word “GAIRAN”.

As time went by, this word became the official name of the place. Cantecson Gairan’s mission

were to promote general welfare through an effective and efficient delivery of basic programs

and services in order to uplift the quality of life towards an equitable growth. On the other hand,

Cantecson Gairan’s vission for a premiere center of sustainable development and economic

growth in Northen Cebu with well-informed and empowered citizen who live in a clean,

conserved and disaster- resiliant environment with a progressive and competitive economy,

propelled by transparent and efficient leadership. Barangay Gairan sped headlong toward the

future with hardly a backward glance. The changes are striking, even now – at this very moment

some transformation is taking place. Development is slow, almost like an unnoticed evolution

that happens over time as people, the landscape and othere elements in the community adapt. At

Barangay Gairan, the pace is breathless, a mutation – sudden, drastic.

Informant

Purposive sampling was used by the researcher to choose the informant who fit the

criteria in this study. This is a strategy in which particular settings, people, or activities are

deliberately selected in order to provide information that can't be gotten as well from other

choices (Windsong, E. A. (2018)). For this narrative qualitative study, a single subject
generously shared her narrative of sibling violence, beginning with the year she was violated by

the perpetrator and continuing through the long-term relationship. The informant's explanation of

how her personal experience progressed along a continuum, culminating in the ultimate act that

drove her to cut all links with her abuser and their problematic family relationship was included

in this study. Sibling violence research was completed in the hopes that this narrative case study

would be of assistance to others who are in similar situations, so that they, too, can find the

strength and courage to end abusive family relationships and begin new, resilient lives as

survivors, not victims, free of violence and terror.

Instruments

For a more comfortable study, open-ended interview will be used as a method in a face-

to-face experience in the informant's residential area. Open-ended interviewing requires the

cultivation of a relationship. In an open-ended interview, all questions are not created equal.

When a reporter or historian interviews a source who was a participant in the events being

studied, or a social scientist seeks to understand a process by talking to the people involved, the

chances are they are using the open-ended, semi structured interview. Certain types of questions

work better in different parts of the interview or with different people. It is possible through the

use of open questions to create an atmosphere where the respondent is encouraged to think aloud,

to fill in the blank page that the unstructured question represents. ( Hammer, D., & Wildavsky,

A. (2018).

The Data Gathering Procedure

 The researcher collected and analyzed data from journal documents, personal interviews,

and relationship interviews to answer the research questions in this study. The informant was

chosen based on her capacity to express what she had learnt about coping in order to represent

the analytical object of the study. This entailed gathering demographic data and screening to see

if the informant had been a long-term victim of sibling violence and if the informant was willing

to engage in the study, which would encompass all of the informant's violent experiences.

Conducting Interviews: Qualitative interviews are used when researchers want to learn more

about a specific phenomenon, experience, or set of experiences from participants (Roulston, K.,

& Choi, M.) (2018). The purpose is to develop as full a picture as possible from the informant's

words and experiences using interview questions and follow-up inquiries, or probes, depending

on what the informant has already detailed.

The study employed an open-ended interview with a semi-structured questioning method, which

allowed for probing questions to be asked later. This technique necessitates drafting each

question thoroughly and completely before the interview (Patton, 2002, as cited by Bjrke, A. A.)

(2021). The experiences of a 47-year-old woman who was a victim of sibling violence were

discussed, as well as her coping mechanisms. The questions are arranged in such a way that the

informant feels at ease, is able to openly share her experiences, and the researcher has enough

time to write a report before asking more specific, personal questions. The researcher transcribed

and examined all of the interviews verbatim.

The researcher decided that due to essay credibility, they needed to tell two stories, which are:

the first to tell the story of the informant and the second to tell the story as told by the researcher.

To clarify and make sure that the researcher understood the responses as correctly as possible,
the interview was conducted at the informant’s house, with a recorder and both researchers

present, and later transcribed.

The researcher used a recorder to record the interview and later transcribed it word for word.

Both researchers were present during the time of the interview and had a flexible approach to the

interview situation in the sense that they took turns asking questions and taking notes with

consideration to the natural flow of the conversation.

To keep the material received during the interview true to the oral statements of the interviewee,

no changes were made to it during transcription. However, due to ethical reasons (such as

confidentiality), the material the researcher chose to present in the results and analysis section

has been carefully selected so that it will not pose a risk to the research ethics of the study. It

should be mentioned that the interview guide was written in Cebuano and that the interviews

have also been answered in Cebuano. In the results and analysis section, the chosen quotes from

the interviews have, however, been translated into English. The different interview-guides used

in this study are presented lastly as appendices, and they are accounted for in both Cebuano and

English.

Data Analysis

Qualitative methods are widely used in learning and teaching research and scholarship

(Divan, Ludwig, Matthews, Motley & Tomlienovic-Berube, 2017). Thematic analysis is the

process of identifying patterns or themes within qualitative data. Braun & Clarke (2006)

suggest that it is the first qualitative method that should be learned as‘..it provides core skills that

will be useful for conducting many other kinds of analysis’ (p.78).A further advantage,
particularly from the perspective of learning and teaching, is that it is amethod rather than

a methodology (Braun & Clarke 2006; Clarke & Braun, 2013). This meansthat, unlike many

qualitative methodologies, it is not tied to a particular epistemological ortheoretical

perspective. This makes it a very flexible method, a considerable advantage giventhe diversity of

work in learning and teaching. The goal of a thematic analysis is to identify themes, i.e. patterns

in the data that are importantor interesting, and use these themes to address the research or

say something about anissue.

The data analysis's practical purpose or outcome is to answer the research questions

provided at the start of the study. The study's findings should provide answers to the concerns

raised (Merriam, 2009, as quoted by Basias, N., and Pollalis, Y.) (2018). Narrative analysis is a

technique for better understanding the informant's lived experiences.

Narrative analysis can be useful in offering additional forums for non-dominant

populations or cultures to express their perceptions. Narrative analysis was also used to seek

distinct turning points in the informants’ stories concerning coping mechanisms.

In this study, the informant shared diverse events in her life, her experiences of violence

at the hands of perpetrators, and the coping mechanisms they used to continue to live their lives.

The goal-directed process in this case was how the informant coped with the experiences the

informant experienced from sibling violence. The analysis of narratives demonstrates the stories

and paths that contributed to that goal.

Ethical Considerations
 To promote ethical considerations in research involving human informant, the researcher

notified the informant of any potential negative effects they might have experienced during the

study. Informants were warned that they might feel uneasy (anxiety, guilt, remorse, and grief)

but that they would be treated compassionately and without judgment. The researcher required

informants to read, discuss, and sign (optional) a consent form that outlined the study's

objectives, procedures, risks, benefits, and confidentiality.

A. Risk-Benefit Assessment

In this study, the informant had several benefits gained through the informant's

involvement. Such benefits include influencing the developmental ways of overcoming

traumatizing experiences using the informant’s coping mechanism. While questionnaires are

considered to be less intrusive than interviews, observations, or experiments, they can still

potentially cause harm (Haider, S. 2022). It is possible for sensitive and highly personal

questions to be threatening if they trigger traumatic memories or guilt when the respondent is

alone and without support.

The Study's Risk to Informant

Participation in this study had no intended risk to the respondents. Participation was

voluntary; privacy protection and confidentiality of disclosed information were ensured. The

entire process of analysis was fully explained to the respondents.

B. Content, Comprehension, and Documentation of Informed Consent

Informant Status
 Part of the consent is the informants’ status, and the information on the data obtained

from the informants was provided only for research purposes. In addition, it was explained how

the informants were selected. The informants were invited to participate as they had direct

contact with the current environment or the events being studied.

Study Goals

Informed consent included the name of the researchers, the title of the study, the purpose

of the study, the design of the research used and tools, a brief background of the study, as well as

the respondents and other information used for data collection. As indicated, the title of the

study, "Coping Mechanism of a 47-year Old Woman Victim of Sibling Violence," was intended

to be a narrative qualitative study focusing on the coping mechanism of a 47-year old woman

victim of sibling violence.

Participant Selection

Part of the consent was also the number of people required to participate. The written

approval of the school director or authorized person was shown to them to assure them that

participation is considered official and primarily for conducting a study. With the written

permission of the school, only one informant was made to participate. The informant will be

informed by calling or messaging on the phone.

Compensation

The participation of the informant was not compensated with any monetary gain for

participating in the study. The informant was informed that the researchers expressed their

sincere gratitude for the effort and additional time spent voluntarily despite the busy schedule at

work.
 The right to withhold and withdraw information

The right to withdraw and retain specific information, including at the beginning of the

study, was included in the informed consent with the assurance that all information would be

treated with the utmost confidentiality. Participants are free to withdraw their participation at any

time without any negative impact on their involvement in the future services or the current

program, or relationships with any of the researchers involved.

C. Authorization to Access Private Information

Ethical approval of the study was obtained by written authorization from the school

director; furthermore, informed written consent was obtained from the informant. The informant

was informed of the nature of the study and the benefits or risks involved, as well as the rights of

the informant and the manner in which confidentiality was guaranteed.

D. Confidentiality Procedure

Privacy and confidentiality have been applied to all the data collected, which has been

kept in a secure place. The researchers did not disclose the identity of the informant in the

publication of the research results.

E. Debriefing, Communication, and Referrals

The researchers expressed deep gratitude to the informant and had discussed further the

intention of conducting the face-to-face interview at the informant’s house. As the informant was
fully informed about the purpose of the study, the informant had the opportunity to withdraw the

data.

F. Incentives or Compensation

There was no monetary gain or incentives involved with the informants’ participation. It

was explained to them that their voluntary contribution as informants was heartily appreciated.

The researchers shouldered all other necessary expenses for the study.

G. Conflict of Interest

No existing conflict of interest was evident in this study since personal interest does not

influence the researchers in their decision on who, how, when, where and why the study was

conducted. An agreement was made that the anonymity of the informant would be maintained

just in case other people wished to publish this research work. An official research agreement

was then provided, which contains the prerequisites, the terms and conditions, and the legalities

of using the research study as a future reference.

H. Recruitment

The informant was a woman victim of sibling violence who lived in Cantecson, Gairan

Bogo City, Cebu and was mainly the target to be fit into the criteria of this study. Yet, declining

to participate is respected. In that, no force is being applied to the informant to make them

participate in the study.

I. Vulnerability assessment
 The informants were participative in the research procedure and answered the semi-

structured interview questionnaire with pleasing services in presenting the data. The informant

answered voluntarily in the study; thus, it resulted in a responsive and interesting presentation. 

J. Collaborative study terms of reference

The researchers collaborate on study terms through recent studies like Duckworth et al.,

2020, Gonzalez et al., 2020, and Duckworth et al., 2017. These recent researchers published their

findings in the Alliance of Psychology Association, or APA,'s most cited publishing companies.

This means that terms are used with a higher level of reliability and validity.