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Chapter 1

Introduction

Rationale

Parental loss is being experienced globally by adolescent period refers to

individuals between the ages of 10 and 19 years, (World Health Organization,

2021). According to The Childhood Bereavement Estimation Model, over 4.8

million children in the U.S. will experience the death of a parent or sibling before

they reach adulthood and this number more than doubles by age 25, to 12.7

million, (Burns et al., 2020). Moreover, one in every twenty children in the United

States loses a parent or guardian before the age of 15, and 2 million children in

the United States lose both parents before the age of 18. (Grassian,2022).

The death of a parent is a profoundly traumatic life event for bereaved

children, and various studies have found an elevated risk of mental illness and

psychosocial difficulties among impacted children, (Bergman et al.,2018).

Furthermore, using Finnish registration data and linear random-effects models,

the outcomes of 90,620 and 88,859 children (paternal and maternal death

samples, respectively) born between 1982 and 1990 were examined, and the

results showed that mourning children performed less academically and

achieved less, and they were more likely to receive a disability pension,

especially if an external parent died, (Kailaheimo et al.,2020). Children who

experience parental loss may also experience academic and achievement-

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related difficulties and may be more likely to receive disability pensions,

particularly if they lose an external parent, (Defond, 2019).Given the significant

impact of parental loss on children's lives, it is essential to provide appropriate

support and resources to help them cope with their loss(Vancouver, 2020).This

may include counseling, peer support groups, and school-based

interventions(Ahmedani, 2019). Further research is needed to better understand

the long-term effects of parental loss on children and to identify effective

interventions to mitigate these effects, (Pather, 2020). By providing appropriate

support, we can help children navigate the challenges of parental loss and

promote their overall well-being, (Bonnano, 2019).

It has been observed in the Philippines, having a loss has a significant

impact no matter what relationship a parent and a child have (Gregorio, 2018).

Once a parent died, the child loses a support system (Berlin,2019). The

importance of the parent’s presence plays a significant part in the Child’s life and

well-being (Helery et al, 2018).

Adolescence is a critical stage of development, there are support and

guidance we need especially from our Parents. All over the country, there are

(17%) of children experienced parental loss between 2013 to 2021 (UPPI, 2022).

This statistic shows, that several Filipino students experienced parental loss and

many of them need to start a new start in school, at home, and even in their daily

life (UNICEF,2021). Even after several exposures to trauma can impact a variety

of outcomes, these students still need to navigate the challenges that are being

faced even without the presence of the parent and despite the trauma, stress,
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and adjustments that can impact their performance and interactions in school,

they still need to go on with their life (Downey & Crummy, 2022).

According to the survey of the percentage of youths in the Davao region

who mostly raised them provided by the UP Population Institute, 74.9% of

children were raised by both their mother and father, 15.6% by their mother

alone, 2.8% by their father alone, 0.4% by their father and others, 0.3% by their

mother and others, and 6% by neither their mother nor their father ( UPPI, 2022).

The survey illustrates the parental loss that several students in Davao

experience. School-aged children who suffer the loss of a parent are often

dealing with their first experience with death, they have neither the time nor

experience to learn to cope(condolences,2023). The finality of death can feel

almost unbelievable, particularly when it strikes a parent, someone whose

presence in your life may have never wavered and the loss of their support,

guidance, and love can leave a vast emptiness and pain that might seem

impossible to heal, even if their death was expected (Metro R. ,2022).

To some point of view, these are some of the common problems and

challenges that the parentally bereaved students of Lorenzo S. Sarmiento Senior

National High-school might be experiencing. And these challenges might cause

profound changes on the student's daily living. As such, these bereaved students

carry out problems that might seem hard or imperceptible to noticed but with in-

depth research we will be able to uncover how their life change and how they

respond to these challenges after experiencing parental loss (Oates J. R., 2022).
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Past studies mentioned mainly the negative experiences of the students

after the bereavement and it mostly brings up the bad impact of parental loss on

them. However, we have not come across any study that shows the involvement

of experiences of bereaved students who experienced parental loss in starting

their life after the past events. This study will determine the experiences of those

students who experience parental loss by analyzing their stories from different

perspectives. We are interested in how these students conquer the daily

challenges they faced by discussing them through their experiences and with the

help of one’s understanding’s we will able to connect them to the focused of this

study.

Purpose of the Study

The purpose of this phenomenological study was to understand the lived

experiences of bereaved students who suffered from parental loss. It also aimed

to find out the processes through which this shared knowledge was created.

At this stage in research, lived experiences of bereaved students suffering

from parental loss is a phenomenon that actually exists in the school premises.

The experiences of Bereaved students suffering from parental loss could be a

way to unveils the daily challenges they faced as they start living their new life

without the presence of any one parent. With these daily undertakings, they may

create a common knowledge through their communication, allowing them to

come up different idea. This idea will become part of their daily lives, they socially

elaborate the means of experiences.

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This phenomenological study would add to the growing body of

information about the usefulness of the theory of The Four Task of Mourning in

investigating the phenomenon such as the lived experiences of bereaved

students suffering from parental loss. Through this study, we would be able to

acquire salient information that would help us understand how human beings

create meanings about a phenomenon such as the lived experiences of

bereaved students suffered from parental loss. It also aims to capture the

unheard voice of those bereaved students with the traumatic past experiences

and how they cope the common challenges they encountered in their daily lives.

And the insights they have as a bereaved student who are suffering from

parental loss.

Research Questions

This study seeks to answer the following questions:

1.What are the experiences of bereaved students suffering from parental

loss?

2. How do these bereaved students cope up with the adversities and

challenges they have encountered from parental loss?

3. What are the insights of bereaved students after experiencing parental

loss?

Theoretical Lens
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This phenomenological study will be anchored on Worden's theory (1991)

Four Task of Mourning which states that there are four tasks one must

accomplish for “the process of mourning to be completed” and “equilibrium to be

reestablished” (Worden, 2009). These tasks include accepting the reality of the

loss, processing the pain of grief, adjusting to a world without the deceased, and

finding an enduring connection with the deceased while embarking on a new life

(Luchterhand, 2019). This theory will serve as a useful lens in investigating

issues and concerns such as the handling predicaments of parentally bereaved

students throughout the process of bereavement.

Since our study is all about the lived experiences of bereaved students

suffering from parental loss, Worden's Four Task of Mourning is a very useful

lens as it provides a framework that will help us understand and assess how

people journey through grief. As part of the bereavement process, bereaved

students faced a variety of adjustments that causes profound changes in their

daily functioning. As inclined to this, Worden suggests that as people work

through the pain of loss, they may experience one of the tasks or all of these

things at some point. He describes these as necessary in the healing process

which will lead them to develop coping mechanisms on how they manage to

continue to work and live daily. All human growth and development can be seen

as influenced by various tasks and these are most obvious in child growth and

development (Bonano, 2020).

According to Robert Havinghurst (1953), the renowned developmental

psychologist, there are certain developmental tasks (physical, social, and

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emotional) that occur as the child grows. If the child does not complete a

particular task on a lower level, then that child’s adaptation will be impaired when

trying to complete similar tasks on higher levels. Similarly, bereaved students are

accompanied with various task throughout the process of bereavement that they

have to continue to work with and experience from time to time in order to gain

control with their emotions and cope up with the loss although each students’s

grief experience will be unique.

On the other hand, People in the process of grief are subjected to

changes but before one can fully comprehend the impact of a loss and the

human behavior associated with it, one must have some understanding of the

meaning of attachment (Worden, 2009, p. 13). John Bowlby’s Attachment theory

affirms this on the view of conceptualizing the tendency in human beings to

create strong affectional bonds with others and a way to understand the strong

emotional reaction that occurs when those bonds are threatened or broken

( Bolby, 1972, p. 78). The affectional attachment that exists between the students

and his/her deceased parents, that is, an attachment figure, determines how

strongly or intensely their reaction will be in regard to their parent’s death.

This phenomenological study is mirrored also in the idea that people

make, or 'construct', their own understanding of the world by learning from their

experiences (Gillies, 2021). This is what Constructivism theory has put into

perspective as it highlights realities that individual's structure (Servaity-Seib,

2004). This theory posits the idea that student’s reality is composed of how they

make sense of their experiences, perceptions, and narratives. The challenges

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they have experience, the adjustments they have to make and their perceptions

on the death of their parents will help them to develop coping mechanisms that

will directly help them thoughout the process of bereavement. In essence, the

idea that coping with grief is not about breaking bonds, but about building new

meaning for your life after the death of a loved one.

Significance of the Study

We are confident that this phenomenological study would add to the

usefulness and significance of the lived experiences of bereaved students

experiencing parental loss. Through to this study we are able to obtain

information about the lived experiences of bereaved students in handling their

daily lives, insights, emotional, and behavioral responses. As well as the different

problems this student met after experiencing parental loss and to how they cope

with these unfavorable experiences.

We are confident that the result of this study would add to the knowledge

about the usefulness of The Four Task of Mourning Theory as a lens of

investigating a social phenomenon. Moreover, this knowledge would be helpful in

attaining the Mission by the Department of Education. Thus, this study is a

decisive and strategic way of develop the quality of education in our country. To

the peer educators and councilors, to widen their support in this subject matter.

As well as, would give them the background on how to educate bereaved

students experiencing parental loss. Furthermore, to the teachers in

understanding student’s experiences and teaching them in different

circumstances and context. Lastly, this study would somehow encourage other
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researchers in the future who are interested to conduct a study related to the

Lived Experiences of Bereaved Students Experiencing Parental Loss. It will

guide them a hand on identifying a further information and investigations about

the study of bereaved student experiences.

Definition of Terms

The following terms used in this are defined operationally and conceptually:

Travails. A physical or mental exertion or piece of work (MWD, 2023).

Operationally, this illustrates to the painful experiences of bereaved students as

they experienced parental loss through their grieving process. This perhaps the

discomfort or suffering of these bereaved students who experienced parental

loss as they faced the journey.

Growing. Of, relating to, or being the period during which something

(such as a plant) grows or matures (MWD, 2023).

Operationally, this refers to the process of bereaved students as they develop or

adopt the journey of being a bereaved student experiencing parental loss. This is

a way to specify what is happening in them throughout the journey.

Grief. A normal response to loss during or after a disaster or other

traumatic event (NLM, 2022).

Operationally, it refers to the emotional or physical response of the

bereaved students to the parental loss. It addresses the state of action a

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bereaved student does depending on what they feel at that time period. This also

illustrates the way how they react to the parental loss throughout their journey.

Delving.  To make a careful or detailed search for information (MWD,

2023).

Operationally, this illustrates how we dig information about the lived experiences

of bereaved students, such as their daily live, challenges, and struggles as they

faced the journey of being a bereaved student suffering from parental loss.

Lived Experiences. A depiction of a person's experiences and decisions,

as well as the knowledge gained from these experiences and choices (THT,

2022).

Operationally, this refers to the lived experiences of bereaved students suffering

from parental loss. It describes the challenges, problems, and even suffering this

bereaved student faced daily.

Bereaved. Someone who is suffering the death of a loved one (MWD,

2023).

Operationally, this illustrates the students who are suffering from parental loss.

This are the bereaved students in which experiencing a loss of parent.

Parental Loss. the death of one or both parents (Lautieri, 2019).

Operationally, this indicates to those students who have loss their parents. A

bereaved students whose suffering due to the passing of their parent.

Delimitations and Limitations

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The focus of this phenomenological study is to examine and capture the

lived experiences of parentally bereaved students at Lorenzo S. Sarmiento Sr.

National High School on managing their emotions, traumas, changes and their

adjustments throughout the process of bereavement. This study will seek to

encapsulate the unheard voices of different students from senior high school

department whose one or both parents are deceased. The information will be

attained through in-depth interviews and focus group discussion to help us

understand students in the context of their individual experiences, opinions,

beliefs, attitudes and detailed perceptions on the given subject of interest

(Bakshi, 2018). The participants will be selected through purposive sampling in

which units are chosen based upon the characteristics best suited to helping us

evaluate our research questions (Nikolopoulou, 2022).

Using purposive samples can create a substantial result in real-time, as

the people have specific knowledge about the research (Alchemer, 2021). There

will be a total of 14 informants in this study, 7 will be from the in-depth interviews

and 7 will be on our focus group discussion.

The bereaved students refer to the learner's whose one or both Parents

are deceased. Conducting interviews might be quite difficult, especially in

transcribing, coding, and analyzing our data. In addition, we might no longer

include the gesture of our participants during the interview in the full

transcriptions of my data. Everything will be captured in the video and sound

recorder and these files shall be properly saved and must keep confidential.

Since the number of samples for this study was limited, there is probably a lack
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of generalizability on the general conception or principle of the phenomenon

under investigation (Burns and Groove, 2007). The informants will answer all the

guide questions of the interview though there could be times they felt hesitant

and not sure of their answers. We must follow thorough questions for them to be

motivated to create more comprehensive details of the data we are aiming to

gather.

This study however does not mean that there were no weaknesses and

limitations. For instance, there are answers of the participants that were rejected

since they were not important anymore in designing the results. Another is data

collection. There’s a possibility that we will ask the students inside the campus

twice and some other thrice due to the data we might gather was not saved so

we need to repeat the interviews. Some of our participants could have brief

memory recollection as they were too young that time when they lost their

parents so they may not be able to narrate widely on the phenomenon being

studied. However, to produce good results for our study, we will start with our

assumptions and used a theoretical lens that would fit the natural setting in

capturing the social or human experience such as the lived experiences of

bereaved students suffering from parental loss.

However, we acknowledge the weaknesses which may not allow this

research to achieve the expected generalizability of this study. Due to the small

sample who participated in the study, results may not be generalized and cannot

adequately support claims of having achieved valid conclusions. In addition, we

cannot guarantee a perfect recollection of all the experiences of the participants

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due to the fact that the real stories will be shared are past events and are subject

for human error in terms of memory.

Organization of the Study

Organization of the Study In the presentation of our study, different ideas

and concepts must be chronologically manage and organize. Discussions of the

different chapters will be presented in a detailed and substantial manner for the

readers to have a precise understanding of the phenomenon under investigation.

Chapter 1. It describes the phenomenon being studied. The importance of

the study is given emphasis on this chapter. It is followed by the discussion on

the purpose of the study that is to depict the lived experiences of bereaved

students suffering from parental loss and how they cope up with the

circumstances they face especially in times where they are forced to faced new

changes and adjustments. Then, research questions are also presented as

utilized during the interview of the participants and the focus group discussion.

Next, is the presentation of the theoretical lens that is linked with the research

study. Here after are the significance of the study and the people who will benefit

from this research. Significant words in the study are clearly defined to have a

better grasp of the terms. Lastly, the delimitation and limitation of the study is

presented also including the participants of the study.

Chapter 2. It includes the review of literature and other related studies

about the phenomenon under investigation. The focuses of the review are the
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following. It discusses too the different themes emerged from the findings during

in- depth interviews and focus group discussion captivated from past studies.

Chapter 3. This explains the design and methodology employed in this

study. These are the research design, role of the researcher, the research

participants, data collection, data collection, data analysis, and trustworthiness

that includes the following four criteria: credibility, transferability, dependability,

and confirmability. Ethical considerations of the study are also included.

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Chapter 2

REVIEW OF RELATED LITERATURE

This chapter covers the review of literature related to this study. After

discussing the significance of literacy rate and the different reading programs and

interventions, we now present some previous studies that had been conducted

on the lived experiences of bereaved students experiencing parental loss. After

which, we will discuss the Four Task Mourning Theory as a lens in investigating

this phenomenon on the lived experiences of bereaved students experiencing

parental loss. Moreover, we will present in the chapter theories regarding on the

themes emerged from the data collected and interpreted.

Parental Death in Student’s Education

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During the School Years, Parent Loss is Common For students of any

age, the death of a parent is an especially difficult time and adults who have lost

a parent need time to go through the grieving process (Nicholls, 2020). Education

has a profound impact on population health, as success in the classroom

predicts income and health behaviours, which subsequently influence not only

physical and psychological morbidity but also, ultimately, mortality (Dencker,

2018).

The stress of changes and adjustment frequently has a negative impact on

the child's ability to concentrate and interact with others during the school day, it

is also difficult for many children to watch the surviving parent struggle to cope

with the loss of a spouse and begin to move on and children take their cues from

adults and if the surviving parent is having a difficult time coping (Berg, 2018).

The loss of parent because of death can affect their growth development at a

young age. A study by Hoeg et al. (2016) shows that children who lost their

parents quickly get depressed, anxious, hurt themselves, get involved in drug

abuse, or even overeating (Kirkpatrick & Davis, 2019).

Parental death interrupts the transmission of interaction styles that

educational institutions reward, knowledge about navigating and succeeding in

the educational system, and attitudes and expectations surrounding educational

engagement and educational aspiration (Lareau, 2018). The studies have shown

that these children are at risk to have slowed academic progress, increased

behavioral problems, and increased potential for dropping out of school without a
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diploma and the change, stress, and instability of the child's life have a negative

impact on progress in school (Barclay, 2021).

The Bereavement Process

 A lot of people view of sorrow as a singular experience or as a brief

period of suffering or misery in response to a loss, such as the tears shed at a

loved one's funeral (Krull, 2019). Yet, grieving is a long-lasting emotional process

that involves dealing with a loss, a process entails a wide range of feelings, acts,

and expressions that all work to ease the loss of a loved one for the individual

going through it (Josep Matta, 2019). The mourning process goes through

several stages, including shock, denial, anger, bargaining, despair, testing, and

acceptance and people who have experienced loss can recover via this

approach (Karen Gepp, 2022).  Grief is described in phases or stages, it may feel

more like a roller coaster, with ups and downs that can make hard for the

bereaved students to feel any sense of progress in dealing with the loss (Smith et

al., 2020). Some students may feel better for a while only to become sad again,

wondering how long the grieving process will last, and when they can expect

some relief (Holland, 2022). There’s no answer to this question, but some of the

factors that affect the intensity and length of grieving (Wray, et al., 2022).

When we experience a major loss, grief is the normal and natural way our

mind and body react (Carlisle, 2020). Losing a parent as a child or even a young

adult can be a traumatic event that can happen in a child's life (Robinson &

Smith, 2022). Children in these situations frequently struggle with identifying

contradictory emotions, grieving the loss of a parent or parents, and readjusting

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to life in a new household (Kerrie,2018). Time always plays an important role in

the grieving process, as the days, weeks, and months go specially to those

students who is experiencing loss moves through emotional and physical

reactions that normally lead toward acceptance, healing, and getting on with life

as fully as possible (Moskowitz, 2018).

Bereavement can lead to emotional breakdown, despair, and anxiety

(Bhandari, 2022). Symptoms of anxiety and depression may develop, as well as

trauma symptoms like intrusive thoughts, nightmares, feeling disconnected from

personally feelings of the student as they process certain things from anxiety until

acceptance (Walker et al., 2022). The grief usually fades with time, but mourning

is a vital process in order to overcome these sentiments and continue to cherish

the time you spent with your loved one (APA,2020). Grieving process takes time,

and cannot be hurried; how a person grieve depends on many factors, including

coping mechanism, life experience, religious faith, and how significant the loss is

to the person (Segal, 2022).

A Diagnostic Perspective of The Effects of Parental Death

The death of a parent is an incredibly stressful event for a child and one

that can have profound consequences for the child’s future well-being (University

of Pittsburgh,2019). Consequently, children who experience parental loss are at

a higher risk for many negative outcomes, including mental issues (e.g.,

depression, anxiety, somatic complaints, post-traumatic stress symptoms),

shorter schooling, less academic success, lower self-esteem, and more sexual
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risk behaviors (Li,2023). In fact, about one in 20 children aged 15 and younger

have suffered the loss of one or both parents, which has eventually led to them

developing mental health issues (Matta,2019). Also, sudden parental death, like

resulting from COVID-19, can be particularly traumatic for children and leave

families ill-prepared to deal with its effects (Kidman et al., 2021).

Moreover, lower grades and school failure were linked to parental death

during childhood, with a large portion of the effect being attributed to socially

negative childhood experiences, especially for deaths from external sources

(Berg et al., 2019). Proportionately to the previous research, loss of a parent

during childhood is linked to reduced educational aspirations, school

performance, and educational attainment later in life (Burrell et al., 2020). In that

event, children who had lost a parent were found to have lower average grades

and a higher risk of being ineligible for upper secondary education when

compared to children who had not lost a parent (Hester,2022). Therefore,

parental death had the strongest links with lower GPA and completing secondary

education, and the weakest with university education and DP, which is not

surprising, as the bereaved children are older when admitted to the university

and have had time to recover from bereavement (Lönnqvist & Kotimäki,2020).

Furthermore, children without parents have a harder time controlling their

emotions and recovering from stressful situations without supportive relationships

and environments that protect them from these traumatic experiences, this can

result in toxic stress, which is the prolonged activation of stress response

systems as a result of extreme adversity(Grassian,2022).As a result, teenagers

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who lose a parent typically experience worsened mental health, increased

aggression, and a higher risk of self-harm compared to those who have two living

parents (O'Keefe, 2021). In addition, research has shown an association

between the loss of a parent in childhood and subsequent physical illnesses, but

much less attention has been given to the predictive role of loss in the

development of physical illness in adolescence (Tafà et al.,2019).

Additionally, in-depth semi-structured interviews with eight women and six

men who had lost a parent at least five years prior were conducted by some

researchers, while each participant described a different grieving process,

common themes included "denial and disbelief, anger, anxiety, depression, guilt,

and devastation", such experiences were typical and reflective not only of Kubler-

Ross's classic stages of grief—denial, anger, bargaining, depression, and

acceptance—but also the distinctive aspect of the "world-ending" sense

connected to early parental loss(Brenner,2022).

Parental Death in Child’s Development and Psychological Health

Parental loss can have significant negative effects on the mental health of

children (Bonanno et al., 2018). A longitudinal study by Bonanno and colleagues

found that children who experienced the loss of a parent were at higher risk of

developing anxiety and depression in adolescence and young adulthood

(Bonanno et al., 2018). The study also showed that children who had less social

support and who experienced more stressful life events after the loss were at

even greater risk for mental health problems (Bonanno et al., 2018). The effects

of parental loss on children's mental health can be particularly pronounced when

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the loss is sudden and unexpected (Boelen & Lenferink, 2020). A study by

Boelen and Lenferink found that children who experienced sudden parental loss

due to accidents or suicide were at greater risk for complicated grief and

depression than children who experienced parental loss due to natural causes

(Boelen & Lenferink, 2020). The study also showed that the children's age at the

time of the loss and the quality of the parent-child relationship were important

factors in their mental health outcomes (Boelen & Lenferink, 2020). Effective

interventions can help mitigate the negative effects of parental loss on children's

mental health (Schuler et al., 2023). A meta-analysis by Schuler and colleagues

found that interventions such as grief counseling, support groups, and school-

based programs were effective in reducing symptoms of anxiety, depression, and

posttraumatic stress in children who had lost a parent (Schuler et al., 2023). The

study also highlighted the importance of providing interventions that are tailored

to the individual needs of the child, as well as ongoing support to prevent long-

term mental health problems (Schuler et al., 2023). The death of a parent in

childhood represents a profound psychological insult (Rhavis, 2019). Although a

number of studies have examined rates of depression and anxiety in bereaved

children, less attention has been given to understanding predictors of children's

adjustment to the loss (Siegel, 2019). Several studies have shown an increased

risk of mental ill-health and psychological problems among affected children

(Axberg, 2021). In stable developed nations about three to 4 % of children are

affected by the loss of a parent through death prior to the age of 18, the loss of

one or both parents can be associated with a higher vulnerability for children,
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both from a short- and long-term perspective (Hanson, 2019). Recent studies

have suggested that the main mechanisms responsible for increased

vulnerability to psychological and physical illnesses after parental death in

childhood arise from the impact of this event on the system of response to

physiological stress (Pendry and Adam, 2019). In accordance with transitional

events theory (Felner et al., 2020), variability in children’s adjustment after the

loss of a parent is influenced by the chain of stressful life events that follow the

death, children’s protective resources, and the dynamic relationships between

these variables. More specifically, early parental death represents a stressful

experience that may overwhelm a child’s ability to cope with this event

(Goodman, 2021), initiating a cascade of negative life events that affect the

development of emotional and self-regulatory abilities to respond to daily

stressors over time (Luecken and Lemery, 2020; Tottenham et al., 2019). At a

neurobiological level, it may induce important biological changes that impact

nervous, endocrine, and immune systems (Danese and McEwen, 2019), which

causes their effects to persist throughout the lifespan (Rutter, 2021; Adejuwon,

2019), increasing children’s vulnerability to both psychopathological and physical

illness (Luecken et al., 2019; Flaherty et al., 2018; Serafini et al., 2019).

In this regard, among the primary resources that could help a child to

adapt positively to his/her parental loss are the quality of the relationship with the

surviving parent (Compas et al., 2019; Eisenberg et al., 2019) and the ability to

cope with future stressful life events (Kwok et al., 2020; Haine et al., 2020;

Pendry and Adam, 2020). Furthermore, the quality of the relationship with the
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surviving parent may be impaired by the maladaptive psychopathological

functioning of the caregiver, representing a significant risk factor for the bereaved

offspring’s later psychological and physical health (Wolchik et al., 2019). Several

studies have shown that the presence of parental psychopathological symptoms

is prospectively associated with the development of psychopathological

difficulties in offspring over time (van der Pol et al., 2019; Hannigan et al., 2020;

Plass-Christl et al., 2019). A parent with psychological problems may provide a

family environment that does not promote children’s emotional regulation, leading

children to develop ineffective emotional regulation strategies (Luecken et al.,

2020), resulting in excessive emotional and physiological reactivity to later stress

in adolescence (Luecken et al., 2019).

Worden's Four task of Mourning

To best support an individual who is grieving, it is helpful to know common

ways that grief affects individuals and what an individual may go through during

the grief process (Luchterhand, 2019). Dr. William Worden, a researcher and

psychologist developed a Grief model which describes four "tasks" that are part

of the mourning process which he thoroughly explained and comprehend in his

book called Grief Counceling and Grief therapy: A Handbook for Mental.

Practitioner (Robertson, 2019). The task model, as it’s also called, is rooted in

robust research and is often adaptable to a wide range of losses in a variety of

cultural contexts. (Bakshi, 2020). Grief researcher William Worden has

developed this four main task:

Task 1: To Accept the Reality of the loss

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This task deals with therapists’ efforts to assist the survivors with believing

the impossibility of reunion, at least in this life and the searching behavior is

directly connected to this task (Worden, 2009, p. 17). There are paramount

considerations, including denial of the loss facts, selective forgetting,

mummification, religion spiritualism (i.e., the hope for a reunion with the

deceased), denial of the death irreversibility, and “middle knowledge” (Parkes,

2008).

Task 2: To process the pain of grief

Grief is experienced emotionally, cognitively, physically, and spiritually

(Albert, 2022). Emotional turmoil not being a one-size-fits-all model, Worden

acknowledges that each loss means working through that range of emotions

particular to the individual (Heldson, 2019).

Task 3: to adjust in the world without the diceased

The third task involves adjusting to an altered environment, one from

which the loved one is now gone (Gernon, 2018). Sometimes clients feel their

world and future has fundamentally changed, this can lead to a loss of direction

in life, ajusting to the fact that their loved one is no longer physically with them

allows clients to move on in to a new future after the death (Bates, 2019).

Task 4: To Find an Enduring Connection with the Deceased in the Midst of

Embarking on a New Life

This task means finding a way to remain emotionally connected to our

loved ones. This helps reaffirm that our relationship with a loved one didn’t end at
 25

death (Terranova, 2019). There are many ways to do this; It could also be a

ritual, such as visiting the graveside at special times of the year or hosting an

annual memorial dinner in their honor (Ganger, 2018).

Bowlby’s Attachment Theory

Bowlby’s Attachment Theory focuses on relationships and bonds

particularly long-term between people, especially a parent and child (Cherry,

2023). Developments in child custody toward individualized decision making

grounded in the best interest of the child standard have resulted in frequent

references to attachment theory and research, and attempts to assess

attachment quality, to inform decision making (Forslund et al., 2021). The theory

postulates that an attachment behavioral system evolved via natural selection

processes (Granqvist P. & Duschinsk R., 2023). The early attachment

relationship can be seen in a child’s social development and overall adjustment

to school (RHSS, 2020). The responsiveness of this attachment figure creates

internal models as generally accessible and responsive, furthermore this child

will handle emotional stress, such as separation anxiety, hostility, and avoidance,

with less fear in later relationships (Li, 2023).

Constructivism Theory

John Dewey’s constructivism is based on the idea that people actively

construct or make their own knowledge, and that reality is determined by your

experiences as a learner (WGU, 2020). The idea that students actively construct

knowledge is central to constructivism, moreover students add (or build) their

 26

new experiences on top of their current foundation of understanding (Kurt S.,

2021). The learner must consider the information being taught and based on past

experiences, personal views, and cultural background construct an interpretation,

it split into two main camps: radical and social (Michela, 2020). In this case, the

focus of knowledge does not come from teacher to students but from how the

students can construct by their own selves (Suhendi et al., 2021). Assessment

procedure also changes, as the teachers do not have to grade the students as

per traditional assessments furthermore, students themselves analyze their

experiences, and so assessment is also involved as a learning process (Admin,

2021).
 27

Chapter 3

METHODOLOGY

This paper aimed to capture the lived expeiences of bereaved srudents

suffering from parenta loss. This study is qualitative in nature.

This chapter presented the research design, role of the researcher,

research paticipants, and the process of data collection, data analysis, and

trusworthiness that includes the four criteria: credibility, confimability,

dependability, and transferability. All individuals that were concern with this study

was also included as the process of ethical considerations.

Research Design

This phenomenological study described the lived experiences (Creswell,

2009) of the bereaved students suffering from parental loss. It focused into what

common experience the participants had encountered in their daily lives as a

bereaved students suffering from parental loss, the phenomenon under

investigation. We used phenomenology because a group of individuals such as

bereaved students personally experienced the same phenomenon which is

suffering from parental loss. They were able to explore such single idea

(Cresswell, 2012) about the suffering of bereaved students into more composite
 28

descriptions based on ''what and how'' they experienced the phenomenon

(Moustakes, 1994; Creswell, 2012).

This qualitative study involved interviews with bereaved students suffering

from parental loss, the observable fact under investigation. Using purposive

method, the study examined the social meaning that the bereaved students

suffering from parental loss talked about the lived experiences and the process

through which those shared knowledge were created. On the other hand, Burns

and Grove (2007) illustrate qualitative research as concerning more on human

experinces conducted in natural settings where information is processed through

observed phenomenon. We used phenomenology of our study because it is

centered on the peoples' live experiences (Carpenter, 2007).

The study used the four tasks of mourning, which was constructivist in

nature. As such, it looked into the real-life situation of the partiicipants with the

understanding that their stories may be the same from other students who were

also exposed to the same experiences or phenomenon. The phenomenological

presumption of our study is that reality is subjective and can be created through

human activity (Ferrari et al., 2020). We saw knowledge as states, desires, and

personal (Najel, 2019). Data were gathered through interview, these socially

constructed realities were being connected through interview and communication

(MS, 2021).The purpose of this phenomenological study is to describe the social

meaning of the people's experiences as they understand them, furthermore to

find the social comparison, and summarize how it is used to define their self-
 29

concepts (Jhangiani, 2022).Significantly, the subject of this study is the lived

experiences of bereaved students suffering from parental loss.

Bracketing is necessary in a phenomenological study, which means the

researcher must identify first what to discover, furthermore this means the

rsearcher's awareness on the possibility such as validating the research process

and results (Limpaecher, 2023). As part of the study, we are cautious and

observant at all times, being aware on the pre-obtainable beliefs on this

phenomenological study (Wolgast, 2018). We sought to it that we could fully

capture the participants' experiences as they shared it to us during the interview.

We enhance our awareness on the phenomenon that the participants had given

during the interview however; We made sure to set aside our own views and

personal experiences only of the participats by identifying its real fundamental

nature (Rehm & Biggs, 2021).

In describing the expressed phenomenon of the particicpants, we used

analogy as our approach. This would mean we are making comparison, finding

the similarities and connections of the different experiences of the bereaved

students so that common theme about the subject might be extracted. We

interpret then what constitutes to the essence of the phenomenon to our

experiences and to the subject itself (Neubauer, 2019).

As suggested by Creswell (2012), sources of qualitative data include

profoundly interviews, personal observation, and reliable documents. In this

study, we will use specific strategies in obtaining information such as substantial

itnterviews using video recorder, taking down notes, and focus group discussion.
 30

We gave focus on the emotional details of theparticipants to create a significant

output nd significance of the study.

Themes of the phenomena from the seven participants of the individual

interview and with seven members of the focus group discussion were described

using thematic analysis, which is widely used in qualitative analytic method

because of its flexibility (Moser et al., 2018). Participants from seven to fourteen

individuals who experience the phenomenon is ideal fo in-depth and multiple

interviews. Thematic analysis as a foundational method for qualitative analysis,

which provides a flexibe and useful research tool, moreover can potentially

provide a rich, detailed yet complex account of data (Caulfield, 2022). The

sample size of 7-14 is already an ideal number of the participants who will be

able to povide rich details of the phenomena.

Role of the Researchers

Grief is a reaction people experience in response to loss or death and

there is no typical respons to grief or loss, nor is there any set time frame to a

student may take to grieve (Flanerry M., 2021). This is the reason why we

conduct this study. There are certain times that grief can be exhausting, and this

may weaken the immune system of those students’ experiencing grief. This

makes people prone to colds and other illness. Most often, grief can often

resemble depression, and some people do dvelop depression following a

signifant loss (Bisticean, 2021). We researcher has an insight of how bereaved

student handled their situations.

 31

It is said that grief can negatively impact concentration and by extension,

academic performance, because coping with a significant loss takes priority.

Alternatively, a grieving individual might try avoid dealing with grief through hype-

focus on studies. However, the feelings must be examined in order to achieve

resolution (Hopkins J., 2020). As a student, we also encountered bereaved

students in school. The Phenomenological study on the ''Travails of Growing

from Grief: Delving into The Lived Experiences of Bereaved Students Suffering

from Parental Loss'' among the stuents of Lorenzo S. Sarmiento Sr. National

High School drives the researchers to look for further data regarding the reported

phenomenon.

The researchers will be focusing on the experiences of students as well as

those who was suffering from parental loss and the researcher will be divided

into roled of designing, interviewing, transcribing, thematizing, analyzing,

verifying (Fink, 2000). Wherein designing the methodological procedure planned

and prepared. On the other hand, interviewing is the part to our upcoming

interview to formulate exact questions and easy to understand. Questions will be

open-ended to encourage the respondents to give long elaborated answers. In

transcribing, the researchers will first gather data and experiences from our

research participants to be encoded and secured in a document to put thoughts

speech and data into written or printed form and the researchers will categorize

and name each experience that will be converted to data for later use.

Thematizing, parental loss needs to be studied so that we would know the

lived experiences of bereaved students, such as their struggles, problems, and

 32

even their daily lives. Furtheremore, the researchers will filter out the

unnecessary information gathered within the interview to secure the research

participant's privacy. The researchers will ask first the permission of the chosen

respondents to conduct an interview for our research. Lastly, reporting the

researchers will categorize and name each experience that will be converted to

data for later use. We will guarantee that the data is reliable, accurate, and

substantial.

Reasearch Participants

The participants of this study are the students who have experienced the

lose of a parent in Lorenzo S. Sarmiento, Mawab, Davao de Oro. The students of

Lorenzo S. Sarmiento are chosen by the researcher to be the participants of the

study because they are the ones who have experiences related to the study.

Using purposive sampling, in future interviews, using in-depth interviews (IDI)

with fourteen participants from LSSSNHS. All of the participants might be

experiencing various difficulties while living without one or both of their parent/s.

Well depending on the study population and objective.

Depending on the purpose of the study, criteria may include age and

degree of expertise, and as for technique of selection, ordinal scale

measurement can be selected because the study is qualitative (Ekiya et al.,

2019). Participants are given survey questionnaire to answer in the printed text.

Qualitative research is used in selecting the participants of the study wherein the

researchers randomly choose a Lorenzo student. The number of respondents

who participate in conducting

33
 34

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