FAMILY STATUS OF STUDENTS WITH

DELINQUENCY: BASIS FOR INTERVENTION AND

SUPERVISION

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2022
Volume: 5
Issue: 1
Pages: 255-259
Document ID: 2022PEMJ315
DOI: 10.5281/zenodo.7242745
Manuscript Submitted: 2022-10-15
Manuscript Accepted: 2022-10-23
Psych Educ, 2022, 5(1): 255-0, Document ID: PEMJ315, doi: 10.5281/zenodo.7242745, ISSN 2822-4353
Research Article

Family Status of Students with Delinquency: Basis for Intervention and Supervision
Betcheba Prochina*, Maria Liza Torayno
For affiliations and correspondence, see the last page.
Abstract
Several students experience family separation and death, as well as parental employment abroad. Having
better understood the advantages and disadvantages of migration and being broken, analysts are interested
in the educational attainment and general wellbeing of these "home alone" children. This study aimed to
assess and evaluate the students who have broken family and overseas Filipino worker (OFW) parents
through the implemented project GUIDE, particularly the learners with delinquencies, to be responsible
individuals. The researchers conducted this research project on identifying the family status of students in
San Luis National High School with delinquencies as the basis for intervention and supervision to guide
these students towards educational success. This study utilized a descriptive statistical research design, and
the respondents of this study are students with broken families or whose parents are working abroad. The
collected data was analyzed by knowing the frequency and percentage to identify those students with
broken families and whose parents are Overseas Filipino Workers (OFW). As a result, after the completion
of Project GUIDE, fewer students are admitted to the guidance office than before, indicating that the
supervision and intervention carried out by the researchers were effective in preventing students from
getting into trouble or acting inappropriately at school or toward their classmates. Therefore, it was
concluded that the indicators mentioned above could indicate some bad attitudes and behaviors of the
learners and affect their academic success. Yet, it will be lessened because of Project GUIDE, implemented
by the researchers and which could be primarily used by the school.

Keywords: supervision, intervention, delinquency, family status, OFW, project GUIDE

Introduction immediately upon its issuance (DepEd Order Nos.40,

Family is the foundation of education. How parents
raise their child has a great impact on students’ well-
being. According to Fan and William (2010) as cited
by Ntekane (2018) when parents involved themselves
effectively in their child’s education, these will be
benefits to their child’s school performance.
Several parents are speaking out in favor of having a
voice in education outcomes. In view of the huge
advantages that parental and community involvement
have on the educational system and students' academic
success and development, it is essential to look more
thoroughly at the rising anxiety that parents have
toward the society worries about public education
(Fege, 2000; Spreeuwenberg, 2019; Saro et al., 2022).
Accordingly, the Department of Education (DepEd)
Guidelines and Procedures on the Management of
Children-at-Risk (CAR) and Children in Conflict with
the Law (CICL) mandated the following concerned
plans and rules: (a) The Department of Education
(DepEd) issues the enclosed copy of the Guidelines
and Procedures on the Management of Children-at-
Risk (CAR) and Children in Conflict with the Law
(CICL) for the information and guidance of all
concerned; (b) all other DepEd rules, regulations, and
issuances that are inconsistent with these guidelines
and procedures are deemed amended accordingly upon
its effectivity; (c) This Order shall take effect
s. 2012 and 55, s. 2013). Whereby children who are at
risk of harming themselves or others behave in such a
way. They run the risk of being taken advantage of and
running afoul of the law. Those suspected of
committing a crime under Philippine law who are
under the age of 18 are considered to be children in
conflict with the law (PAGASA, 2022).
In the Philippines, several cases of students’
delinquencies have been recorded in guidance office.
The misbehavior and attitudes of the students affects
their studies most importantly their academic
performance. According to Sapungan (2014), the
parent’s involvement in their child’s learning offers
many opportunities for success improvements on
child’s morale, attitude, and academic achievements.
Thus, identifying the family background of these
students is greatly essential to provide intervention to
avoid future problems. Additionally, an important
global trend is child protection. It placed a focus on
preventing mistreatment and abuse. The Child Rights
Convention was established by the United Nations
General Assembly in 1989 to prevent any harm that
can endanger children and to ensure that their rights
are protected (Mulinge, 2010; DepEd Order Nos.40, s.
2012). According to the World Health Organization
(2006), there are three types of child abuse: physical,
sexual, and emotional. The WHO emphasized cases of
abuse in more detail, including physical, sexual, and
emotional abuse.

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Psych Educ, 2022, 5(1): 255-0, Document ID: PEMJ315, doi: 10.5281/zenodo.7242745, ISSN 2822-4353
Research Article
With the existing problem of the students’
delinquencies and as to the records of the Guidance
Office on the students’ family backgrounds, the
researchers implemented the Project GUIDE –
Guiding Students Under Instructional and other
Delinquencies in Education. This project aims to
assess and guide the students who have broken family
and Overseas Filipino Workers (OFW) through
seminars and workshops that enables the learners with
delinquencies to be responsible individual. However,
understanding students’ misbehavior through
identifying their family background was not yet
conducted in San Luis National High School. With
this, the researchers conducted this study on
identifying the family status of students in San Luis
National High School with delinquencies as basis on
the intervention to guide these students towards
educational success.
Research Questions
This study aims to assess and guide the students who
have broken family and Overseas Filipino Workers
(OFW) through seminars and workshops that enables
the learners with delinquencies to be responsible
individual. However, understanding students’
misbehavior through identifying their family
background was not yet conducted in San Luis
National High School. The researcher sought to
answer the following research questions:
1. What is the level of students with delinquencies
having a broken family before the implementation of
Project GUIDE?
2. What is the level of students with delinquencies
having an Overseas Filipino Worker (OFW) before the
implementation of Project GUIDE?
3. What is the level of students with delinquencies
having a broken family after the implementation of
Project GUIDE?
4. What is the level of students with delinquencies
having an Overseas Filipino Worker (OFW) after the
implementation of Project GUIDE?
Prochina & Torayno
Methodology
Research Design
This study utilized a descriptive research design where
the data was gathered from the assessment procedures
conducted by the researchers on the students with
broken families and whose parents are working
abroad. Alongside, the study was conducted to
determine the level of students with delinquencies,
having broken families or overseas Filipino worker
families.
Participants of the Study
The respondents of this study are students with broken
families and whose parents are working abroad. There
were 50 learners chosen from San Luis National High
School as the respondents of the study. The selection
of the participants is based on the main objective of
those students whose families are broken and working
abroad.
Measures of the Study
The research data from the study was plainly collected
through the process of a survey questionnaire on
identifying the family background of the students,
which was administered by the Guidance Counselor
through the class adviser of each section in every year
level at San Luis National High School. The collected
data was analyzed by knowing the frequency and
percentage to identify those students with broken
families and whose parents are Overseas Filipino
Workers (OFW). Furthermore, seminars, workshops,
and counseling were conducted for those students
involved.
Respondents’ Rights, Ethical Protection and
Consideration
The ethical consideration of respondents’ rights and
ethical concerns were fundamentally addressed and
prioritized in three different approaches. First given to
protect the identity of the subjects of the study. This
concern was addressed by collecting all the data for
the assessment. Succeeding, the parent and teacher
participants signed off on a consent or waiver form,
stating and expressing their approval for survey
purposes. Lastly, the acquired data will also be deleted
by the researchers once the study is over.
Results and Discussion
The results were calculated superbly. Prior to the
implementation of the Project – GUIDE, 27 out of 78
students who were admitted to the Guidance Office
were students with broken families, whereas 15
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Psych Educ, 2022, 5(1): 255-0, Document ID: PEMJ315, doi: 10.5281/zenodo.7242745, ISSN 2822-4353
Research Article
students were admitted to the Guidance Office whose
parents were overseas Filipino workers. With that
being said, 34.61 percent and 19.23 percent,
respectively. Also, some of the interviewed students
were not connected with the mentioned indicators,
gathered 30 students and equivalent to 46.16 percent
(Table 1). According to the study by Redding,
Murphy, & Sheley (2011), they stated that, "Parent
leadership must begin somewhere, and the most likely
somewhere is with superintendents, principals, and
teachers. They had the ability and power to provide
rules and regulations in school for the students or
learners to have meaningful learning experiences aside
from having troubles and conflicts with their
classmates and others. Nonetheless, the district and
schools would establish the importance of respect
towards them and students. In relation to the study,
families who are working abroad need to monitor their
children and give some words of inspiration for them
to be motivated in school, not the other way around
(Bradbury & Busch, 2015).
Table 1. Percentage of Students Admitted in Guidance
Office of the School Year 2019-2020 Before Project
Guide
Table 2 shows the percentage of students admitted to
the Guidance Office following the implementation of
Project GUIDE. It was shown in the data that 8
students were admitted to the Guidance Office with
broken families, while 5 of them were admitted to the
Guidance Office whose parents were Overseas Filipino
Workers (OFW). That is 21.05 percent and 13.16
percent, respectively. Hence, the other participants are
not admitted to the Guidance Office after the Project
GUIDE. Having parents abroad seem to have a
significant impact on children's time allocation for
housework and family bonds. Nevertheless, the point
estimates are extremely negative for children from
urban areas and for those from rural areas. These
findings appear to partially stand in contrast with those
from Antman (2011), who report that in Mexico
children decrease their study hours and spend more
Prochina & Torayno
time with household work in response to a father's
migration to United States. In this regard, the family
was a powerful influence on the child, and its
importance as a primary agent of socialization could
no doubt enhance or hinder the child's academic
achievement depending on the social climate in the
family and the interaction of parents, such as having a
consultation on grades or some educational
undertakings. Wherein, the variance in psycho-social
emotional fortification in the family background and
status could be an indicator of high or low academic
performance of students, committing to problems in
school, admitting to the guidance office, and bearing in
mind the intervening effect of high and low socio-
economic status and emotional stability of students
(Adebule, 2004).
Table 2. Percentage of Students Admitted in Guidance
Office of the School Year 2019-2020 After Project
GUIDE
Based on the findings, the percent decrease of students
admitted in the Guidance Office of the school year
2019-2020 after the implementation of Project
GUIDE. It was depicted in the data that the number of
students admitted in the Guidance Office with broken
family dramatically decreases to 70.33 percent. More
so, the number of students admitted in the Guidance
Office whose parents are Overseas Filipino Worker
(OFW) drastically decreases to 66.67% (Table 3). This
indicates the following indicators: students whose
parents work abroad and those whose families are
broken give some or lead their children in the
development of bad behavior. Being part of a broken
family is not structurally intact due to divorce,
separation, the death of one parent, or illegitimacy, but
they have an equal opportunity and chance to succeed
in school depending on how much work they put in
and the motivation they encounter (Felisilda and
Torreon, 2020). Hence, after the conduct of Project
GUIDE, the limitation or the presence of students who
are admitted to the Guidance Office is not the same as
before, meaning to say, the supervision and
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Research Article
intervention conducted and implemented by the
researchers was strongly working and good for the
students to not be in trouble or commit something
wrong in school or towards their classmates.
Table 3. Percentage Decrease of Students Admitted in
Guidance Office of the School Year 2019-2020 After
Project GUIDE
Conclusion
Based on the findings of the study the following
conclusions are drawn. The percentage decrease of
students admitted to the Guidance Office in the school
year 2019-2020 after the implementation of Project
GUIDE. It was shown in the data that the number of
students admitted to the Guidance Office with broken
families dropped significantly to 70.33 percent. More
so, the number of students admitted to the Guidance
Office whose parents are overseas Filipino workers
(OFW) drastically decreased to 66.67%. As a result,
after the completion of Project GUIDE, fewer students
are admitted to the guidance office than before,
indicating that the supervision and intervention carried
out by the researchers were effective in preventing
students from getting into trouble or acting
inappropriately at school or toward their classmates.
Therefore, it was concluded that the indicators
mentioned above could indicate some bad attitudes
and behaviors of the learners and affect their academic
success. Yet, it will be lessened because of Project
GUIDE, implemented by the researchers and could be
primarily used by the school.
The researchers recommended the following items
based on the findings of this study: There should be an
action plan implementation in school aside from the
Project GUIDE used by the researchers in order to
help students with broken families and whose parents
are working abroad to achieve their students’ academic
success; a peer facilitating group, team building,
training, and symposia should be included in the
Prochina & Torayno
school guidance program to cater to the behavioral
aspects of the students and their academic needs; and
the school should create a peer facilitating group
spearheaded by a guidance counselor, adviser, and
other stakeholders to have regular monitoring and
assistance for students with special educational needs.
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Affiliations and Corresponding Information

Betcheba Prochina
San Luis District II, Division of Agusan Del Sur
DepEd, San Luis - Agusan Del Sur, Philippines

Maria Liza Torayno

San Luis National High School, San Luis District I
Division of Agusan Del Sur
DepEd San Luis - Agusan Del Sur, Philippines

Prochina & Torayno 259/259