1

Chapter 1

INTRODUCTION

Rationale

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

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

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

better than one of children are to avoid slipping into emotional distress and anti-social

behavior and also looked at conduct dissorder which result in aggressive, violent or

anti-social behavior.

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

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

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

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

which results to malnutrition of the family, and the risk of biological parents to adopt

their children.

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

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

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

inadequate income, parenting difficulties particularly in monitoring the children and

running the house.

 2

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

setting, those studies are quantitative in nature. In fact, the researchers have not come

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

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

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

of finding solution of the long dilemma of students from broken family. Through this

study, they could find ways to sustain courage and overcome challenges and

difficulties of student from broken family.

Purpose of the Study

The purpose of this phenomenological study was to describe the live

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

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

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

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

XI.

Research Questions

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

broken families?

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

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

 3

Theoretical Lens

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

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

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

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

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

humans.

He then decided to create a classification system which reflected the universal

needs of society as its base and then proceeding to more acquired emotions. Maslow's

hierarchy of needs is used to study how humans intrinsically partake in behavioral

motivation. Maslow used the terms "physiological", "safety", "belonging and love",

"social needs" or "esteem", and "self-actualization" to describe the pattern through

which human motivations generally move. This means that in order for motivation to

occur at the next level, each level must be satisfied within the individual themselves.

Significance of the Study

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

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

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

are important in some way to the person calling them his family. Some teenagers can

define a family as their best friend, teacher, classmate and people who will always be

there for them. But some other teenagers defined it as their enemy,
 4

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

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

of reasons that we will know in the next part of this research. Broken homes can cause

children to question their self- worth, to experience unnecessary grief, guilt and

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

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

support and be there for them are the one who hurts their feeling.

This leads to children being raised by single parents, stepparents or others not

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

family among the teenagers and students. In this study, we will focus on the behavior

of the students in school and how it affected their lives. We will be stating facts and

other information about the teenagers being into a broken family. Our main point in our

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

teenagers and anything else about it.

Definition of Terms

Travails are the difficulties experienced as part of a particular situation.

Resilience refers to the successful adaptation to risk and adversity

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

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

 5

Delimitations and Limitations of the Study

The study involved public secondary school students from of Cabantian

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

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

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

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

ended questions. Participants had varying degree of knowledge and experiences and

therefore might be subjective. Since administrative permission was necessary to gain

access to the participants, the School Principal was informed of the study and its

purpose.

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

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

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

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

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

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

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

Organization of the Study

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

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

past, and present. It is followed by the discussion of the researcher’s purpose of the
 6

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

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

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

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

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

on group discussion.

Another portion of this chapter is the presentation of the theoretical lens which

is associated with the research study. The significance of the study and the people

who will benefit from this research are also discussed. It is also important to have a

clear understanding of the terms, thus, important words in the study are operationally

defined. The last part of this chapter is the delimitation and limitation of the study. The

weaknesses and validity of the study are also presented in this chapter.

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

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

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

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

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

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

analysis, trustworthiness which explains the four criteria such as; credibility,

transferability, dependability and conformability and lastly, the ethical consideration of

the study
 7

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

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

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

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

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

suggestions for future research and concluding remarks.

 8

Chapter 2

Review of Related Literature

Children are innocent victims of broken homes and they suffer unnecessary for

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

homes are always serious calamity if there are children between the couples and that

these children suffer the most. Boys from broken homes caused by separation or

divorce had an increased livelihood of conviction or caution up to age 21, (27%)

compared to those homes were disrupted by the death of the mother (19%), the death

of the father (14&), or those from broken homes (14%), (Wodsworth,1979).

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

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

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

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

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

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

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

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

According to Boutwell and Beaver (2010), examined the relationship between

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

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

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

 9

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

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

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

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

disruption up to the age of 5 years who were convicted up to age 32 was doubted (53%,

compared with 28% of the remainder). Farrington (1992) found that disrupted families

were as strong a predictor delinquency as other major risk factors (hyperactivity, low

family income, large family size, low school attainment, poor parental supervision and

poor child rearing).

Furthermore children who experience a parent’s marital breakdown have a

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

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

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

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

McLanaha and BUmoass, 1988).

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

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

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

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

continued conflict between them (Thomberry et, al., 1999). This breakdown can be

regarded as a process with problems that emerge years before an actual separation
 10

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

(Amato, 2000).

In the study of Forehand (1991), Greaves (1991) & Buehanna et. Al., (1991)

that adolescent from broken homes performed very low in their academic. This is

because most adolescent from this home cannot afford to pay extra curriculum

activities; they lose concentration in the class and they rarely involve in class activities.

It is supported by chase. Lansdale and Hetherington (1990), Wallerstein and Kelly

(1980), Hammer (1999) & Brown (1999) that adolescents who are experiencing the

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

their peers and they often end up a miscreant, political things and armed robbers in

the society.

Moreover it has been observed that mean differences between children of

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

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

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

more likely to experience certain physical health disorder, present various externalized

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

time and experience more social relations problem (Amato, 2010; Ambert, 2009).

Meta-analysis ( a study combining the result of many studies in the same topic),

differences in the health and well-beong of children having experienced parental

separation and other children, after having decrease in the 1980’s, increase of the

1990’s (Amato, 2001).

 11

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

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

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

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

happening and express their feelings about the situation (Ambert, 2009; Roger, 2004).

But, also may have a more restricted social network to rely on in such circumstances

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

parents may experience more financial problems and social isolation, conditions likely

to pose an additional challenge to their adjustment.

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

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

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

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

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

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

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

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

Recent longitudinal studies based on large representative samples using a wide

range of potentially confounding factors have presented contradictory findings on the

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

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

children living in disfunctional families (Strohschein, 2005).

 12

However teenager who experienced parental divorce have higher risks to

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

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

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

psychological adjustments, mental health, behavior, educational attainment and

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

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

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

Stanley,& Markman, 2008).

Moreover not all children with divorced parents are at risk. Some children with

divorced parents are found to be achievers and to be positive despite their parental

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

conductive environments had a positive development, despite an unpleasant

experience. The success as failure of a child on dealing with parental divorce depends

on the child’s endurance of capacity on dealing conflicts is called “resilience” (Chen

(2005), Maska, Best & Gasmezy, 1990).

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

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

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

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

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

children (Kumper, 2002).

 13

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

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

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

subject assesses the divorce of both parents. The perception of young adults absent

parental divorce depends on the situation of conflict as parental issues the divorce.

Research on resilience divorce adolescents done by Ruswahyumingsh & Afiation

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

by peer support, and the cultural values. It of willingness, acceptance, patience,

religionists, and social environment. Teens also experienced conflict on the family was

found able to get rest of the pressure and revive from bad experiences of the past.

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

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

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

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

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

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

out to school.

Likewise to the study of Westerstem and Blakeslee (2013) stated that broken

home make children unsafe, uncertain of his future or makes children feel that the

future is break and they became less because they fear that something bad could has

fell to them. Furthermore, Creistein (1995) & Anderson (2002); Schuktz (2006), opined

that children from broken homes are at gender rest for symptoms of poor psychological
 14

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

poverty and poor academiv performances in schools.

Similarly to the study of Salami and Alawed (2000) conducted that children from

broken homes have higher residence of a poor academic performance that other

children from broken intact names. In addition Yahaga (2012), Identified educational

problems: emotional problems: social behavior and learning difficulties as some of the

problems. Similarity of the study of Nyarko(2007), identified(2007), Identified street is,

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

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

problems, discontentment in school academic problems, internalizing externalizing

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

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

addictions.

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

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

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

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

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

In addition Azubuike(2013), confirmed that students from broken homes in the

cities are affected by change of school due to adequate financial resources or poverty,

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

commonly describe students from single parent as more hostile, aggressive, anxious,
 15

fearful, hyperactive and destructive that students from intact families. Clay(2011), who

state that most students from broken homes often comes late to school. Similarity of

idea Akinade (2011) said that these students from broken homes often lack of manners.

It means a student from broken homes are experiencing different kinds of

problems specially on how they response property. Olabisi(2012), also asserted that

most students from broken homes lack money to pay school fees. According to

Goodman (2008) who stated that most student from broken homes lack proper

supervision at home for healthy academic work, and also agreed with Ogunlade (2000)

stated that some student from broken homes do not have time for academic work.

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

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

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

which affect their mentality that is to say from functioning well academically.

Most of the student from broken homes lack orientation about academic

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

from broken homes do not carry out assignment due to the conflict in their home. The

study agreed with Baumrind (2011) that students from broken homes sometimes are

affected by the economic status of their family.

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

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

is now been carried out by only one person (Osnunloye, 2008). Single-parenthood may

arise when either the male or the female decides to produce and rear a child or children
 16

outside wedlock (Otesse cited in Omoruyi,2011). However, a single parent faces

doubled responsibilities requiring time, attention and money of the parent. Hence , less

attention and money of the parent. Hence, less attention is paid to the education of the

child. The teachers commonly describe children from broken homes as more hostile,

aggressive, anxious, fearful, hyperactive and destructive that children from intact family

(Tenibiaje,2011). If everyone could simply decided to be happily married, almost no

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

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

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

Most children who experience a divorce are likely to acquire a step parent later on and

to live in a intact home. All these experiences do require adjustment, and some are

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

effect on most children (William,2007).

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

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

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

must devote a good deal to support and maintenance activities that are at least to some

extent shared in two parents family. Further, she must do so in the absence of

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

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

contacts with her children (James, 2009).

 17

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

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

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

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

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

personalities ang psychoneurotics (Robert,2006). Remarriages of divorced parents

lead to blended families with stepparent and step children. But Cherlin in 1981

suggested, such blended families can involve complications and difficulties for the

parents, step parents, and step children involved (E. Mavis,2009).

According to the study of Khulna City Corporation Area In (2012) carried out the

result that they can be easily manipulated by adults who are involved with various

crimes such as drug abuses, child trafficking, and robbery. Most of them mothers in

the broken families are either house maid or day labourer. Victims have said that they

do not receive support from their parents. A lack of parental love, violent behavior from

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

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

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

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

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

children with divorced parents compared with children with continuously married

parents consistently significantly lower scores on measures of psychological

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

 18

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

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

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

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

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

symptoms when compared with adults who reportedly have stressors free childhood

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

of intergenerational transmission of divorce are reported by Whitton, Rhoades, Stanley

and Markman (2008). They claims that offspring’s of divorced parents as compared of

the offspring’s of non-divorced parents have more negative attitudes toward marriage,

they have less personal relationship commitment to their own marriages, less

confidence in their own marriages, less confidence in their own abilities to maintain a

happy marriage , and they were less optimistic about the long lasting healthy marriage.
 19

Chapter 3

METHODOLOGY

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

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

considerations.

Research Design

This study employed a qualitative research design specifically

phenomenological approach. A qualitative research design was described as an

approach for exploring and understanding the meaning of individuals or groups ascribe

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

understand the meaning people have constructed, that is, how people make sense of

their world and the experiences they have in the world (Merriam, 2009).

It is said to be phenomenology for the researcher studied the experiences of

Senior High School Grade 12 from a broken families Students. Phenomenology is the

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

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

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

Encyclopedia of Philosophy, 2014).

 20

Role of the Researcher

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

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

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

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

They acted as interviewer, note taker, encoder, and facilitator. Ultimately, they became

the primary data collector. As an interviewer, the researcher conducted focused group

discussion and in - depth interview using semi structured interview guide. The interview

among the participants was tape recorded to ensure that the data or information

collected reflects the actual responses.

Research Participants

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

broken families students of Cabantian National High School, Km. 10.5 Cabantian

Davao City that are enrolled for School Year 2019 - 2020.

The process of selecting the participants was purposive sampling since the

researchers decided on the needs to be known and sets out to find people who can

and are willing to provide information by virtue of knowledge or experience. Purposive

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

possesses. It is nonrandom technique that does not need underlying theories or set

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

 21

Data Collection

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

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

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

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

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

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

the research. Among the aforementioned data gathering techniques in qualitative

research the researchers considered the type of research participants that for

individual and group interviews.

Data Analysis

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

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

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

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

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

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

comprehensively by understanding deeply the message. Second, identify the

segments and divided the text accordingly. Third, eliminate the unnecessary phrases

or words that were not related to the topic. The researchers summarized the text and
 22

created themes.

Trustworthiness

There were four elements in trustworthiness that the researchers considered

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

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

researchers used data triangulation technique and member checking. Data

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

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

materials.

Ethical Considerations

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

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

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

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

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

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

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

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

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

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

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

 23

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

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

and likewise, understood and accepted by the key informants.

The conducted in depth interview and focus group discussion were scheduled

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

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

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

of this study.
 24

CHAPTER 4
RESULT

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

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

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

gleaned through in-depth interview and focus group discussion.

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

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

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

responses to the interview and focus group discussion questions under each

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

Participants

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

that has an experience from broken families. It comprises 3 participants for in-depth

interview and 7 participants for focus group discussion. We applied the sampling

techniques to conduct an interview, and validated and approved by the school principal.

The ideas expressed by these individuals were used to sort out issues, insight and

perceptions related to playing online games.

 25

Participants Information

Assumed Gender Location Years of Level Type of Study

Name Experience
Aquila F Davao City 18 SHS In Depth
Aphrodite F Davao City 20 SHS In Depth
Athena F Davao City 16 SHS In Depth
Tulip M Davao City 19 SHS Focus Group
Sunflower F Davao City 15 SHS Focus Group
Rose F Davao City 3 SHS Focus Group
Cherry F Davao City 6 SHS Focus Group
Blossom
Daisy F Davao City 18 SHS Focus Group
Lily F Davao City 16 SHS Focus Group
Marguerite F Davao City 17 SHS Focus Group
 26

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

from a broken families. The in-depth interview was conducted to three participants with

all women from broken families.

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

Broken Families

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

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

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

rest of the world, Embarrassing, and Hurting Inside.

Isolated and Cut off from the Rest of the World

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

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

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

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

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

he/she feels that there is lacking in his character. The same is true for the focus group

participants where a problems encountered the same experience.

Sunflower was also very sad saying:

“Kanang sa tinood lng dili kaayo ingon na kanang kung

unsa ang naa sa ako ang pamilya karun komportable ko
dili ko komportable kung unsa ang naa sa amo a karun
sa tinood lang”
 27

Table 1

Themes and Core ideas on experiences of students from Broken Families

Major Themes Core Ideas

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

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

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

Shy because what they always argue is just a money

They seem to have their own lives, both of my parents have a
different family.
What, ill cry then hide, if they are fighting
Sometimes I cry because I want us to be complete, but no
longer
I hate to think that my mom/dad is with other
It hurts I don’t know what the reason why mom and dad
Hurting inside separate (other than this vices)
Although it was painful but I could do nothing, I must admit
that this is what my family has been through
I do not feel the presence of my dad/mom ever since I live that
why its painful for me
 28

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

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

Marguerite also said:

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

"I was jealous of other children because they have

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

Embarrassing

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

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

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

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

longer respond to their teachers when they asked a questions.

Lily said with a teary eye:

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

Rose also said:

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

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

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

is the moment for them to: cry, think about why this happened, feel the pain of parental
 29

separation, and accept what has happened because anything else can never be

repeated again. Their experience needs of guidance of the person who are older from

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

Aquila was frustrated saying:

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

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

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

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

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

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

Coping with the Challenges of students from a broken families

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

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

though its Hurting, Believe in divine Intervention.

Close Family Relationship

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

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

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

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

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

quality of life.
 30

Table 2
Themes and core ideas on How Participants Cope with the Challenges as
students from a Broken Families

Major Themes Core Ideas

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

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

Believe in divine
case with us, we are still trusting, and the Lord will not let us
intervention
down.
The lord just told us how we could handle the challenge so
that we could not go down
It's just a challenge to know where we can put our faith in
him
 31

Daisy has a positive aura said:

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

Ignore though its Hurting

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

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

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

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

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

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

Tulip was very disappointed said:

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

Believe in Divine Intervention

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

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

master, minimize or tolerate stress and conflict. The strategies to overcome all those
 32

problems are: going church and worship him, always asking his guidance, trust on him

and offer everything to him. They always believe that God is highly influential in the

events and outcomes in their lives.

Sunflower very happy said:

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

Aquila also said:

The lord just told us how we could handle the challenge
so that we could not go down. (TTSHSSFBFPRIDIP#1)

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

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

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

give them praise and affirmations. Teachers have considered them as the reason why

they easily dwell with their trials and sacrifices.

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

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

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

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

Proper communication among family member matters

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

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

 33

conflict between the parents. A person needs to find his/her expectations especially in

their parents. The family should have a healthy relationship between child and parents.

Table 3

Themes and Core Ideas on Insights that Participants Can Share

to other students in general

Major Themes Core Ideas

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

Goodwill accept that is what has happened to my family.

Accept things as it is I just take part in the challenges that must be experienced
as a person.
Accept that does not easy to have a family
 34

If the family have a good communication there will be a big impact to the studies

of the students. It can help to improve the communication skills of the child especially

in solving conflict.

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

among family member matters:

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

Aphrodite also said:

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

Respect begets respect

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

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

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

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

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

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

offer respect to other people.

Aside from being acceptable good examples, guardians ought to always

remember to look for the guide of the Book of scriptures that shows propensities and

perspectives essential in demonstrating regard towards others paying little mind to

their age, race and status throughout everyday life.

 35

Athena relaxing saying:

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

Tulip also said:

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

Trust even more

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

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

something that numerous individuals battle with, for a variety of reasons. To build up

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

your relatives' prosperity. Try not to pay special mind to your very own advantages, yet

in addition for the interests of your life partner and family. Be obliging of their needs

and wants.

Marguerite with a smile saying:

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

Rose with the same feeling to Marguerite

Losing trust, losing someone's respect.
(TTSHSSFBFPRFGDP#3)

Accepting things as it is
 36

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

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

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

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

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

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

Cherry Blossom very happy said:

I just take part in the challenges that must be

experienced as a person. (TTSHSSFBFPRFGDP#4)

Athena also said:

Goodwill accept that is what has happened to my

family. (TTSHSSFBFPRIDIP#3)
 37

CHAPTER 5

DISCUSSION

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

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

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

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

determine what concepts may be gleaned from the results.

The participants of the study simply describe their live experience regarding

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

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

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

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

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

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

what’s we have now. Marguerite also said I was jealous of other children because they

have complete family, and me, I was in my family I didn’t feel the love.

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

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

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

compose negative wellbeing results identified with restricted informal communities, or

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

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

hospitalization, and organization; these results are portrayed independently.

 38

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

families. The students feel really silly and awkward in everything they do: wanted to

surrender it out; they change the suffering into the happiness; feels no hope; feels not

determined; lack of participations in school. The students accepting the facts that their

family will never be complete again. A response from Aquila when she not easily

overcome the challenges but she accept everything happen in their family even its

hurts. Cherry Blossom also said she considered herself as lack of support from a

parents because she never felt the love of the family.

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

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

lament their rowdiness and will attempt to improve. Analysts have discovered that

individuals who show humiliation at their social offenses are increasingly inclined to be

preferred, excused, and trusted than the individuals who don't, and, therefore, their

shame hides any hint of failure (Keltner and Anderson, 2000). In any event, prodding

and tease, which incite and bring out humiliation in the focused on individual, are

persuaded by the craving for expanded preferring (Keltner and Anderson, 2000)

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

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

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

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

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

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

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

Same also with Cherry Blossom said I do not feel the presence of my dad/mom ever
 39

since I live that’s why it’s painful for me. The case of Aquila and Cherry Blossom

connects to the study of CPC acts, (March 2014) when a family separation it is typically

hard for everybody. It’s like a passing which carries with it sentiments or misery and

misfortune. A great many people need time to become acclimated to the progressions

and every individual reaction can be totally different. Guardians attempt to think about

their own sentiments while they settle on commonsense and very important choices

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

of a connection among youngster and parent. kids need the ongoing adoration and

backing of both parents.

In addition, Adam (2002) revealed that visit the separation from parent,

adolescents shoed higher levels of adjustment problems on an index measuring

cognitive, emotional and behavioral functioning. The strategies or coping mechanism

do participants used to address challengers as students from a broken family

generated three major themes like Close family relationship, ignore though its hurting,

Believe in divine intervention. Close family relationship is the first major theme that

emerge in our study. Close family relationship means they are satisfied to obtain an

affection/openness, control and inclusion. Social needs are very important basic

human needs. When social are not satisfied it can also lead to mental and physical

health problems.

Especially for young children satisfying the love of family is very important to

sustain wellbeing and quality of life. Reviewing the response of Daisy has positive

aura said they need advices from people who are ahead on them especially in people

who are expert in giving advice to those who suffered from pain. And Aphrodite was

very happy said just get courage from your father/mother, no matter what happen you
 40

are not left behind, he/she is the one who supported you, despite what happen to them

as a couple. Similar to the study of Childers and Rao 2010, saw that friends influence

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

implicated a peer group influence on understanding of children of consumption

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

stores. Friends enhance a sense of belonging by helping them to establish an identity

separate from parents. Whereas older children could respond from a position of

support and advice giving (Merz, Schuengel, & Schulze, 2008).

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

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

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

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

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

go home, play computer, I go to relatives house and spend some time to avoid also

in trouble. And also Tulip with the same feeling saying it is good to pretend nothing

happened, to prevent self-harm and to keep going to school.

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

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

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

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

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

also are engaged to drinking, taking illegal drugs, sexual activity, and juvenile

delinquency as coping strategies (Cruz & Berja, 2008). In terms of psychological, girls

more likely exhibit emotional distress toward boys (Yeo & Huan, 2007) Believe in divine
 41

intervention come out to be the last major theme for coping strategies of students from

broken families. Praying and believing in our God, to overcome those challenges, in

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

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

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

highly influential in the events and outcomes in their lives.

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

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

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

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

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

is relying on one’s hope in God’s grace and blessing rather than solely on people.

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

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

themes which include: Proper communication among family members’ matters,

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

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

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

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

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

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

communication skills of the child especially in solving conflict.

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

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

 42

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

focusses more on parental control on children whereas concept-oriented

communication focusses where parents permit children to freely produce and express

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

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

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

and protective families focuses on socio- oriented dimension contradicting pluralistic

families who emphasizes on concept- oriented dimension.

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

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

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

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

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

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

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

ought to always remember to look for the guide of the Book of scriptures that shows

propensities and perspectives essential in demonstrating regard towards others

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

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

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

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

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

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

of respect for parents, obedience to authority, and the importance of cultural traditions
 43

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

adolescents primarily viewed conflicts as issues of personal jurisdiction, that is,

personal issues or individual concerns.

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

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

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

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

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

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

and family. Be obliging of their needs and wants.

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

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

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

relationships of the adolescent with the family have positive effects on his/her social

adjustment (fiak›r, 1987).

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

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

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

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

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

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

extraordinary empathy and comprehension.

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

new spouse, and both their immediate and extended families is crucial to maintaining
 44

parenting quality (Anderson & Greene, 2013). It also encourages acceptance for the

new spouse, who often feels uncertain and insecure (Brimhall & Engblom-Deglmann,

2011). Parents make decisions about what information to share with children

regarding their relationships and their desire to repartner (Anderson & Greene, 2005;

Anderson et al., 2004).

Implication for practice

As the end of this study, several questions were formulated in the minds of the

researchers. These are the following: “why did the researchers choose this study?”

What pushes or encourages the researchers to study this particular topic?” The

researchers knew from qualitative methodological standpoint that their stories have

not been told before which would illuminate the live experiences Senior High School

students from broken families. We personally believe that this under taking would be

significant source of information not only to students from broken families but for

academes and general.

Students from broken family can be stressful. Such families are faced with

challenges of inadequate financial resources and that been so painful to them. It is

noted that students from unstable homes would be seen to have more social,

academic and emotional problems A good realization and learning insights that can be

shared to other students whom in one way or another share the same experience.

Implication for Future Research

 45

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

National High School, Km. 10.5, Cabantian, Davao City, the following future

researches are recommended:

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

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

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

another group of participants in order to substantiate the findings.

Second, future research may be conducted by describing the experiences of

students from a broken family in other parts of the country to add to the research base

other ideas and issues related to it.

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

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

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

who are product of broken families.

Concluding Remarks

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

broken families which revealed that most of the participants experienced positive and

negative circumstances from their experience which challenged them to aspire more

advancement to become better person despite the challenges they face. The findings

of the study showed that students from broken families are at first embarrassed but

eventually accept the circumstances with the helped friends and all the people that

surround them. As a student, understanding their plight contributed a body of

knowledge in education. Despite of being a broken family, life is not easy. They cannot
 46

control the situation. But their part as students from a broken family can gain particular

learnings in life. As students, the researchers, realized that the experiences of students

from a broken family is not easy. That parents should be enlightened on the need to

stay together as husband and wife to raise a good family.

That secondary schools should have guidance services with a competent

counselor to counsel students from broken homes, child raised by single parent and

parents who do not pay adequate attention to their children’s education and those

students experiencing challenges in schools. That parents should ensure that they

provide their children’s educational materials to promote their teaching and learning in

schools. That there is need for personal social, group counseling and individual

counseling in schools where students from broken families are counseled. And lastly,

that students should develop positive self-concept in life to assist them in their

academic achievement.

REFERENCES
 47

Amato, P. R. (1993) Children’s adjustment to divorce: Theories, hypothesis and

empirical support. Journal of Marriage and the Family, 55, 23-28

Amato, P.R. (2000) The consequences of divorce for adults and children. Journal
of Marriage and the Family, 62, 1269–1287

Ampong et al. (2018) Children of divorce in the 1990s: an update of the Amato and
Keith (1991) meta-analysis. Journal of Family Psychology,15, 355-70

Amato, P. R. (2005) The impact of family formation change on the cognitive, social,
and emotional well-being of the next generation. The Future of Children , 15,
75-96

Amato, P. R. and DeBoer, D. (2001) The transmission of marital instability across

generations: Relationship skills or commitment to marriage? Journal of
Marriage and the Family, 53, 43-58

Amato, P. and Gilbreth, J. (1999) Nonresident Fathers and Children’s Wellbeing: A

MetaAnalysis. Journal of Marriage and the Family, 61, 557-73.

Amato, P.R. and Keith, B. (1991) Parental divorce and the wellbeing of children: A
metaanalysis. Psychological Bulletin, 110, 26-46

Amato, P. R. Loomis, L. S. and Booth A. (1995) Parental divorce, marital conflict,

and offspring well-being during early adulthood. Social Forces, 73, 895-915

Agero & Guhao (2016) Marital disruption and depression in a

community sample. Journal of Health and Social Behavior, 34, 237-251.

Armour & Haynic. (eds) (2007) Children and Their Families: Contact, Rights and
Welfare. Oxford:

Anderson D. (2002) Families with Children in Britain: Findings from the 2004
Families and Children Study (FACS) DWP Research Report Series No. 340.
London:

Amber J. (2009) Lessons from child abuse: the determinants of parenting. In D.

Cicchetti and V. Carlson (eds), Child maltreatment. Theory and research on
the causes and consequences of child abuse and neglect. Cambridge:
Cambridge University Press.

Alwed, D. S. (2000). Ready to take a chance again: Transitions into dating among
divorced parents. Journal of Divorce & Remarriage, 40(3–4), 61–75.
doi:10.1300/J087v40n03_04

Boutwell & beaver. (2010). The male way of mourning divorce: When, what and how.
Clinical Social Work Journal, 31, 37–50. doi:10.1023/A:1021462517875

Buehanna et al. (1991). Widowed young parents: Changing perspectives on

 48

remarriage and cohabitation rates and their determinants. Journal of Death

and Dying, 47, 299–312. doi:10.2190/N50W-AGNC-0MXA-EP9B

Brooks, Vanmanen, S. (2012). Expanding knowledge of parental involvement

in children’s secondaryeducation: connections with high schools seniors’
academic success, Social Psychology of Education, 5, 149-177.
Cavanagh & Huston. (1991). Starting over: A tentative theory exploring the
effects of past relationships on postbereavement remarried couples. Family
Process, 50, 47–62. doi:10.1111/j.1545-5300.2010.01345.

Creistein, C. (1995). How does God answer back? Poetics, 36(5), 476–492.

Clay, A. (2011). Religious coping with chronic pain.Applied Psychophysiology and

Biofeedback, 24(4), 249–260.

Chen, C. (2007). Adolescent adjustment following divorce as a function of family

Conflict. Journal of Consulting and Clinical Psychology, 111-124.

Childers & Rao. (2010). The implications of research findings on children in

stepfamilies. Psychological Bulletin, 26-46.

Chu,William,Haris, Brayant, Gatt. (2013). Roots of delinquency. New York:

Barnes and Noble/Harper and Row. Cole, A. (2007). Real life issues: Family
breakups. Trowbridge, Wiltshire: Trotman and Company Limited.

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

Dunn, B. (2008). Taking side: Clashing views in adolescence. New York: McGraw-
Hill Companies, Inc.

Escutin, H. (2013). Family transitions as stressors in children and adolescents.

Washington, D.C: American Psychiatric Press.

Farington, P. (2010). 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.

Fomby & cherlin. (2007). Parental divorce and the well-being of children: A
Metaanalysis. Journal of Family Issues, 191-207.

Finchan & Dan Dutschi. (2011). The measured self-esteem of children from broken,
rejected, and accepted families. Journal of Divorce, 363-369.
 49

Fadeiye, H. (2013). 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/

Greaves, E. (1991). Children of divorce: Stress and developmental tasks. New York:
McGraw-Hills Companies Inc. CAM Research Journal Vol 2 No. 1 September
2014 135

Hill, Young, & Dunean. (1996). Surviving the breakup. New York: Basic Books

Soriano, O. (2010). Juvenile delinquency and crime prevention . Quezon City:

Great Books Publishing.

Juby & Farrington. (2001). Children of divorce: Psychological, psychiatric, behavioral

problems and suicide. Journal of the Academy of Child and Adolescent
Psychiatry, 349-360.

James, C. (2009). Caught between parents: Adolescents' experience in divided

homes. Child Development, 1008-1029.

Khulna city Corporation. (2012). New deals and old dilemmas: Lone parents of
young children balancing work and parenthood. Paper presented at the
British Educational Research Association Annual Conference,

Keith l, M. (2004) School inclusion: the school, the family and the community; York:

Kobert , J. (2006) Parent training programmes and behaviour problems: findings

from a systematic review. In A. Buchanan and B. Hudson (eds) Parenting,
schooling and children’s behaviour: interdisciplinary approaches.

Kulvin et al. (1988) What works in parent education programmes. In E.Lloyd (ed)
Parenting Matters:What works in parenting education? London: Barnados
p.64-84

Landsdale & Hetherington. (1991) Understanding parent programmes: parents’

views. Primary Health Care Research and Development, 2, 117- 130.

Lintey & Joseph. (2004) Parent training programmes for improving maternal
psychosocial health. The Cochrane Database of Systematic Reviews, 2, 1-81.

Mednick et al. (1990) The effectiveness of individual and group based parenting
programmes in improving outcomes for teenage mothers and their children.
(Oxford: Oxford UniversityHealth Service Research Unit).

Ogbuide, S. (2011) Meta-analysis of the effectiveness of parenting programmes in

improving maternal psychosocial health. British Journal of General Practice, 52,
223-233.
 50

Ogunlade, J. (2000) Group based parent training programmes for improving

emotional and behavioural adjustment in 0-3 year old children. The Cochrane
Database of Systematic Reviews, 2, 1-41.

Osnunlove, A. (2008). Parental perspectives of family learning (Report No. 2).

London: Centre for Research on the Wider Benefits of Learning.

Okafori, J. (2012) Share: an evaluation of the Pilot Programme: Coventry: CEDC 93

Otesse & Ormurlyi (2011) The contribution of Parents to School Effectiveness:
London: David Fulton. p.52-68

Pegani et al. (1997) Effective family based approaches to treating and preventing
child abuse and neglect. (Salt Lake city, UT: Family Development Resources
Inc.

Rodger & Rose. (eds) (2008) The contribution of Parents to School Effectiveness:
London: David Fulton. p. 83-101.

Ruswahyumingsh & Afiation. (2015). Learning, family formation and dissolution

(Report No. 4). London: Centre for Research on the Wider Benefits of the
Learning.

Strohschein, K. (2005). Parental involvement in adolescent schooling: A proximal

process with transcontextual validity, Journal of Marriage and the Family, 59
(3), 718-733.

Schultz, J. (et al) (2006) How people learn: mind, brain, experience and school
(Washington: National Acadamy Press).

Saika, D.W. (2012). Beyond elaborating the obvious: Context-dependent parental-

involvementscenarios in a preschool program, Applied Behavioral Science
Review, 6 (2), 179-198.

Stone, D. (2004) Family Numeracy adds on; London: Basic Skills Agency Brooks,

Stanley & Markman. (2008) Family literacy lasts, London: Basic Skills Agency

Wordsworth, W. (1979). The relative influence of parents, teachers, and peers on

children and adolescents’ achievement and intrinsic motivation and perceived
competence in physicaleducation, Journal of Sport Pedagogy, 5 (1), 28-50.

Whilton et al. (2008). Parents involvement with adolescents’ education: Do daughters

or sons get more help?, Adolescence, 45 (137), 29-44.

William, J.E. (2007). Parental involvement in students’ education during middle

school and high school (Report No. 18). Center for Research on the
Education of students Placed at Risk (CRESPAR). Office of Educational
Research and Improvement, U.S. Department of Education (R117-D40004).