FATHER AND MOTHER, I LOVE 6

F. A. M. I. L. Y. (FATHER AND MOTHER, I LOVE YOU):

A PHENOMENOLOGICAL APPROACH ON THE
RESILIENCY OF A BROKEN-HOME STUDENT

A Research Proposal Presented to

The Faculty of the Senior High School Department
Notre Dame of Dadiangas University
General Santos City

In Partial Fulfilment of the Requirements

In Practical Research I

Amancio, John Clyd

Dice, Jerson
Limosnero, Rolando
Ramos, Emmanuel
Arreglado, Trisha Babe
De Leon, Kassandra Almond
Patigdas, Irish Rose
Reyes, Patricia Isabelle
Toribio, Erleen Joy

March 2020
FATHER AND MOTHER, I LOVE 7

Chapter II

REVIEW OF RELATED LITERATURE

This chapter presents the theoretical framework of the study. This includes

all the relevant literature and studies that support the current research, which

also serves as its backbone that provides information for more profound

knowledge and a more in-depth understanding of the study.

Theoretical Framework

The theoretical framework of this study discusses the theories that will

serve as a guideline to explain how certain phenomenon affects the resilience of

a student. This study is anchored on John Bowlby’s Attachment Theory (1958),

Albert Bandura’s Social Cognitive Theory (1960), Albert Bandura’s Self-Efficacy

Theory (1977), and Competence Motivation Theory by Susan Harter (1970).

Attachment Theory (1958)

According to Ainsworth (1973) and Bowlby (1969), as cited by McLeod

(2017), attachment is an interpersonal connection between people. The

Attachment theory was originally developed by John Bowlby (1907-1990), a

British psychoanalyst who was trying to understand the nature of difficulty

encountered by children who were separated from parents. Bowlby observed that

separated infants would go to extraordinary lengths such as screaming and

searching frenzy to avoid separation or to regain their proximity with a missing

parent (Fraley, 2018). John Bowlby proposed the basic tenets of the theory

based on topics such as ethology, cybernetics, processing of knowledge,

developmental psychology and psychoanalysts.

FATHER AND MOTHER, I LOVE 8

Resilience

External Factors Internal Factors

Attachment Theory by Self-Efficacy Theory

John Bowlby (1958) by Albert Bandura
(1977)

Social Cognitive Self-Discrepancy

Theory by Albert Theory by Edward
Bandura (1960) Higgins (1987)

Figure 1. Theoretical Framework

FATHER AND MOTHER, I LOVE 9

Bowlby revolutionized the thought about the bond between the child and

the mother and its disruption through separation, deprivation and bereavement.

In 1936, Bowlby took a half-time job at the London Child Guidance Clinic, where

he worked for three years. It was these and related experiences that led Bowlby

to highlight the disruption of the relationship between mothers and children as the

main factor in later psychology (Eagle, 2013).

Social Cognitive Theory (1960)

In the 1960s, Albert Bandura began Social Cognitive Theory as the

Theory of social learning. The SCT was developed in 1986 and indicates that

learning is carried out in a social context with an interaction between the

individual, the environment and behavior. The unique feature of SCT is the focus

on social effect and the emphasis on social development both external and

internal social reinforcement. SCT recognizes the unique way people acquire and

sustain actions and takes into account, while also considering the social

environment in which individuals perform the behavior.

Additionally, theory takes into account the past experiences of an

individual, which factor into whether behavioral action will occur. Such prior

experiences affect changes, perceptions and aspirations that all influence

whether an individual engages in a particular behavior and why a person

engages in that behavior (LaMorte, 2019).

According to Boston University School of Public Health (2004), SCT can

be applied as a theoretical framework for various settings and communities. It is

often used to direct strategies for behavioral change. In rural communities it

FATHER AND MOTHER, I LOVE 10

could be especially helpful to analyze how people interact with their environment.

The SCT can be used to understand the influence of social determinants of

health and a person's past experiences on behavior change.

Self-Efficacy Theory (1977)

Self-efficacy theory was first described by Albert Bandura in 1977 in an

article in the journal Psychological Review entitled “Self-Efficacy: Toward a

Unifying Theory of Behavioral Change”. According to this approach, the two key

determinants of behavior are perceived self-efficacy and outcome expectancies.

The latter construct refers to the perceived positive and negative consequences

of performing the behavior. Bandura defined self-efficacy beliefs as the beliefs

regarding one’s ability to perform the tasks that one considers necessary for

attaining valued goals. Furthermore, self-efficacy beliefs are among the most

important determinants of human behavior and offered self-efficacy theory as a

unifying theory for all types of behavior change, including the effects of

psychological interventions and psychotherapy (Maddux, et al., 2011).

Additionally, self-efficacy refers to an individual's belief in his or her

capacity to execute behaviors necessary to produce specific performance

attainments (Bandura, 1977, 1986, 1997). Self-efficacy reflects confidence in the

ability to exert control over one's own motivation, behavior, and social

environment. These cognitive self-evaluations influence all manner of human

experience, including the goals for which people strive, the amount of energy

expended toward goal achievement, and likelihood of attaining particular levels of

behavioral performance. Unlike traditional psychological constructs, self-efficacy

FATHER AND MOTHER, I LOVE 11

beliefs are hypothesized to vary depending on the domain of functioning and

circumstances surrounding the occurrence of behavior (Carey & Forsyth, n.d.).

Being able to exercise control over potential stressors can diminish stress

because the capability is used to reduce or to prevent aversive experiences. But

there is much more to the process of stress reduction by behavioral control than

simply the momentary curtailing of aversive events. Behavioral control instills and

strengthens beliefs concerning one's coping efficacy. These cognitive changes

serve as proximal determinants of anticipatory stress reactions and level of

stress during encounters with stressors (Bandura, 1988).

Self-Discrepancy Theory (1987)

Self discrepancy theory was introduced by psychologist E. Tory Higgins

(1987) with the purpose of explaining the relationship between aspects of the self

and affect. In this theory, Higgins posits that individuals possess different types of

self-guides, or standards, against which they compare their current self. These

comparisons yield information that individuals are either near their self-guides or

are distant from them. In the case of proximity to self-guides, individuals

experience positive affect. In the case of discrepancy from self-guides,

individuals experience negative affect. This affect is differentiated by the type of

self-guide being used in comparison. Individuals may compare themselves to an

ideal self-guide, which represents their hopes or wishes; or they may compare

themselves to an ought self-guide, which represents their obligations or

responsibilities (Higgins, 1987).

FATHER AND MOTHER, I LOVE 12

It is proposed that different types of self-discrepancies represent different

types of negative psychological situations that are associated with different kinds

of discomfort. Discrepancies between the actual/own self-state (i.e., the self-

concept) and ideal self-states (i.e., representations of an individual's beliefs about

his or her own or a significant other's hopes, wishes, or aspirations for the

individual) signify the absence of positive outcomes, which is associated with

dejection-related emotions for examples are disappointment, dissatisfaction, and

sadness (Higgins 1987).

Related Literatures

The following are the different kinds of literature that the researchers

gathered from reliable sources such as books, magazines, encyclopedias,

newspapers and valid websites to support the study. These will define and

describe the variables of the study.

Family

Family is the smallest, most sensible and vital social system of the

community. The family is supported and furnished by a community through

marriage as the foundation of a family (Aktar, 2013). Also, it is said that family is

the first institution where one begins to equip oneself for development. Yet,

differences were found for every family (Saikia, 2017). According to the Editors of

Encyclopaedia Britannica (2017), they define family as a group of people who

unite in their respective social position through a union of marriage and blood or

acceptance that formed a single household, typically of spouse, parent, child and

siblings that interacts with each other. A distinction must be made between a
FATHER AND MOTHER, I LOVE 13

family group and a household that may include boarders and rooms in a shared

residence.

Phenomenological Approach

Phenomenology involves the careful, unprejudiced description of

conscious, lived experiences (Husserl’s Erlebnisse), precisely according to the

manner that they are experienced, without the imposition of external explanatory

frameworks, whether these are drawn from the natural or social sciences, from

religion, or even from common sense or ordinary language use (Moran, 2018).

Phenomenological discipline may initially be defined as the study of experiential

or consciousness systems. Phenomenology includes the study of phenomena,

specifically, the presence or existence of events in our life, or the things we may

encounter. Also, phenomenology examines the conscious experience of the

empirical or first-person perspective. Edmund Husserl initiated the historical trend

of phenomenology in the first half of the 20th century, together with Martin

Heidegger, Maurice Merleau-Ponty, Jean-Paul Sartre, et al. (Smith, 2013).

Phenomenology examines the nature of different kinds of experience,

including vision, reasoning, memory, imagination, feeling, desire and volition to

actual cognition, human behaviour and social activity, even linguistic activity.

(Smith, 2013).

Resilience

The use of the term resilience has a long history of various meanings,

including bouncing, leaping and rebounding, to human resourcefulness, elasticity

and resistance. (Olsson, Jerneck, Thoren, Persson, & O’Byrne, 2015). Resilience
FATHER AND MOTHER, I LOVE 14

means good tolerance to risk and adversity (Kumpfer, 2002). For the same

reason, adversity is a fact of life. Resilience is that ineffable quality that allows

some people to be knocked down by life and come back at least as strong as

before. It is the capacity to respond soundly and productively when faced with

misery or trauma, which is necessary to manage the stresses of everyday life

(Kartika, 2017). According to Masten and Coatsworth (1998), as cited by

Blaustein and Kinniburgh (2019), factors that lead to healthy development in

children exposed to significant stress can be broken into two broad categories:

those that are internal to the child (e.g., temperament, specific developmental

skills), and those that are external or contextual, including both familial and

environmental or systemic contributions.

According to the American Psychological Association (n.d.), being resilient

does not mean that a person will not experience difficulty or distress. People who

have suffered major adversity or trauma in their lives commonly experience

emotional pain and stress. The road to resilience is likely to involve considerable

emotional distress. While certain factors might make some individuals more

resilient than others, resilience is not necessarily a personality trait that only

some people possess. On the contrary, resilience involves behaviours, thoughts

and actions that anyone can learn and develop.

Seven Capabilities of a Resilient Individual

According to Reivich, K., & Shatté, A. (2002), there are seven capabilities

of a resilient individual. It is the capacity to respond soundly and productively

FATHER AND MOTHER, I LOVE 15

when faced with misery or trauma, which is necessary to manage the stresses of

everyday life.

Emotional Regulation

It is an essential ability to sense what is felt. Children who are the victims

of divorce and death of parents with proper emotional regulation can remain calm

from the trauma conditions (Reivich, K., & Shatté, A., 2002).

Recent theoretical frameworks conceptualize emotion regulation as a

process in which emotional reactivity is viewed as a dimension of, but still distinct

from, efforts to manage it (Calkins, Anastopoulos, Keane, & Shelton, 2003).

Impulse control

Individuals with good resilience will be able to control their own desires,

drives, preferences, and pressures from within. Children with divorce victims and

deaths of parents who have excellent impulse controllers can see the things they

experienced by thinking first before acting (Reivich, K., & Shatté, A., 2002).

Optimist

Child victims of separation and death of parents believe that they still have

bright hopes in the future. They continue to believe that they can achieve the

ideal in life after the traumatic event experienced (Reivich, K., & Shatté, A.,

2002).

Problem cause analysis

This ability is related to the ability to think broadly about the problems it

faces. Child victims of divorce and death of parents have proper cognitive
FATHER AND MOTHER, I LOVE 16

analysis in identifying problems to deal with life problems more logically and

systematically (Reivich, K., & Shatté, A., 2002).

Empathy

The ability of empathy is characterized by the individual's ability to read

psychological and emotional signs from others. Empathy reflects how well

individuals understand the psychological state and emotional needs of others. A

person who has a high sense of empathy tends to have positive social

relationships (Reivich, K., & Shatté, A., 2002).

Self-efficacy

It is a belief or expectation of the extent to which individuals estimate their

ability to perform specific tasks or actions necessary to achieve desired

outcomes. Self-efficacy is to trust in your ability to effectively problem mech.

Child victims of divorce and deaths of parents who have good self-efficacy are

committed to problem-solving and never give up on the conditions and

circumstances when finding that strategy used in solving a previously

unsuccessful problem (Reivich, K., & Shatté, A., 2002).

Reaching out

Resilience is an ability that includes an increase in the positive aspects of

life. Child victims of divorce and the death of parents who have high resilience

will think and deal with problems in his life with a positive (Reivich, K., & Shatté,

A., 2002).

Broken Home
FATHER AND MOTHER, I LOVE 17

A broken home can disrupt and confuse a child’s world. A broken family is

a major problem of a society that should be given enough attention. When we

say broken family, it is not a distinct and strange thing, rather common and

experiencing problems in and around us. Family life is in a crisis when some

problems aroused and which causes separation of the members in the families,

which is called broken family. To be broken in the family, there must be some

crises that are arisen out of misconception, mistreating, misunderstanding,

misacceptance, and many more. Then the occurring crises lead to the divorce of

parents, disposal of sons or daughters and leaving home by any members of that

family (Saikia, 2017).

Parent’s Separation

In any time, anywhere and anyhow, divorce is not healthy for the family

life. Yet still, it happens. Divorce is claimed to be the main reason behind a

broken family. Philippine law does not allow divorces. However, it does allow for

legal separation, annulment and marriage "voids" under the Family Code of the

Philippines. Annulment, covered mainly by Article 45 of the laws, applies to a

legitimate marriage that now has a valid ground to undo it, while avoided

marriage is considered invalid from the beginning (Assad, 2017).

The frequent disputes between a husband and a wife are the financial

issue, sexual misunderstanding, early marriage, teen pregnancy, education,

health problem, etc. When the parents get divorced, usually either of them or

sometimes both of them leave home. Then the absence of either or both the
FATHER AND MOTHER, I LOVE 18

parents will affect the family administration, then family becomes broken (Saikia,

2017).

Death of Parents

It is evident that death reduces family strength. Adversely, death

sometimes leads to a broken family. Like other reasons, all death in the family

does not necessarily bring any broken, but by the death of mother or father,

children become mother/fatherless. When children realize that the parent will

never return, they get emotionally disturbed. Moreover, if the left partner lives a

drastic life in search of happiness after losing a partner, the results in the family

could not be hale and hearty for the family life. Then it starts to be broken.

In early life, the loss of a mother is more damaging than the loss of the

father. The mother plays a critical role in nurturing the child during the formative

years of life. But as the children grow old, the loss of the father is often more

severe than the loss of the mother, especially for boys. Sometimes a mother may

lack the time and energy to give children the care they need as she has a double

burden of homemaking and bread-earning. For the worst case, if children lost

both parents, the effects are doubly serious (Saikia, 2017).

Misconception between family members

Apart from divorce parents and death, there can be a family problem

caused by misconception between the members in the home. The reason may

differ from each other. However, the most common reasons are drugs, abusing,

drinking alcohol, misbehaviour manner and doing other intoxicant things by the

father, sons or any other members. Then there comes misconception, ruining
FATHER AND MOTHER, I LOVE 19

and anger, which in turn caused breaking the relationship of himself and herself

from the family (Saikia, 2017).

Unconditional administration

Failure in administration in the family is one cause for the breaking up of

the family. If the father or mother or any other heads fail to administer, there will

be problems among the members of the family. They will be free to do whatever

and however they like in the home and outside. Then the unsystematic and

improper living will affect the remaining relationship in the family. If the

relationship has been worsening, there will be losing of caring, which can lead to

a break in the family (Saikia, 2017).

Parental or friends influence

Another reason why a family has broken up is because of parental or

friends influence. When a third party has involved itself in the matters inside the

home, bad-mouthing will just likely to happen, and misunderstanding will only

grow worse. Everyone has friends; we used to share our problems with them.

Nevertheless, there can be a negative impact. To whom we thought help would

come, another unexpected advice may come. Many a time, broken family,

particularly splitting up of parents took place due to the influences made by our

friends (Saikia, 2017).

Stressor or Challenge

The stressor which faced by the individual activates the resilience process

and creates an imbalance in the individual. The level of stress perceived by

individuals depends on perception, cognitive judgment, and interpretation of the

FATHER AND MOTHER, I LOVE 20

stressor as an unpleasant threat. If individual success in facing the event, the

individual will achieve resilience. The presence of challenges or problems helps

the individual face another stress and grows due to experience (Kumpfer, 2002).

Environmental Context

The environmental context in which individuals live is the most influencing

factor of risk and the process of attaining resilience. Families, neighbours,

schools, and peers are the context where the socialization process takes place.

When an acute stressor occurs, the environment can be a buffer of negative

impact — high-risk environments such as children from dysfunctional families

(Kumpfer, 2002). Snyder and Lopez (2002) describe four protective factors for

psychosocial resilience in children and adolescents (1) within the child, (2) within

the family, (3) within the family or other relationship, and (4) within the

community.

Within child factors include problem-solving skills, positive perceptions and

self-efficacy, beliefs and life meaning, seeing that there are positive things in the

world, good self-regulation, a sense of humour, and an exciting side. The within-

family factors include having close family relationships, having supportive

families, parental education, parental involvement in children's education, and

socioeconomic conditions. Factors within the family or the other relationship

include the support of people around and relationships with peers. The within

community factors include the school environment, organization, community life,

public security, and health services (Kumpfer, 2002).

Person-Environment Interactional Process

FATHER AND MOTHER, I LOVE 21

External factors may include familial context or relationships, peer group,

school factors, and/or community supports and resources (Blaustein &

Kinniburgh, 2019). Hence, the person-environmental interactional process

includes both conscious and unconscious understanding to modify the

environment or selectively accept environmental influences. External resilience is

closely related to the ecological, social context in which resilience is then

developed over time (Liu et al., 2017).. Some interactional processes that help

the youth transform a high-risk environment become more protective

environments include (1) selective perception, (2) cognitive reframing, (3)

planning and dreaming, (4) identification and attachment with prosocial people,

(5) active environmental modification, and (6) active coping (Kumpfer, 2002).

Internal Self-Characteristics

The internal self-characteristics which are the main factors in order to

achieve successful adaptation in facing the negative stressor consist of (1)

spiritual or motivational characteristics, (2) cognitive competencies, (3)

behavioural or social competencies, (4) emotional stability and emotional

management, (5) physical well-being and physical competencies. The internal

self-characteristics are needed by the individual to adapt to different tasks,

different cultures, and different environments (Kumpfer, 2002). Accordingly,

when addressing the developmental assets of childhood, it is essential to

emphasize that even those factors described as “individual” or internal grow best

within the foundation of a safe, surrounding caregiving system (Blaustein &

Kinniburgh, 2019).
FATHER AND MOTHER, I LOVE 22

Resilience Processes

Resilience processes include both short-term and long-term resilience that

individuals learn through exposure to stressors that help individuals be able to

bounce back. This process includes the interaction between individual

characteristics and outcomes. It is not enough to simply identify the protective

factors in the environment, but also need to know how to create resilience factors

by designing and studying the process of resilience formation (Kumpfer, 2002).

Positive Outcomes

Positive outcomes or successful adaptations in specific developmental

tasks, support positive adaptation to subsequent developmental tasks which then

support the formation of a resilient individual. This outcome is a dynamic model

so that positive outcomes today predict the outcomes that will be achieved when

the individual experiences stress later in life (Kumpfer, 2002).

Related Studies

The following are the different studies relevant to the research study that

the researchers gathered from reliable sources such as books, encyclopedias,

journals and academic internet sources to support the study. These will serve as

evidences of the purpose and significance of the research study to this day.

A study conducted by Kartika (2017), entitled Resilience:

Phenomenological Study on the Child of Parental Divorce and the Death of

Parents, the study uses phenomenology research design according to Creswell

(2015). The subject in this study is one person using a typical case sampling

technique. Typical cases raised are divorce and death of parents. The subject
FATHER AND MOTHER, I LOVE 23

age is 26 years old, male, originally came from Makassar, is a Muslim and live in

Yogyakarta. The subject is the youngest child; the subject’s parents were

divorced when the subject was 5 years old. The subject’s father’s occupation was

a mechanic in the mechanical shop and the subject’s mother was a housewife.

After graduation from Senior High School the subject once applied to be a police

officer, enlisting to the army recruitment, and also applied to the IPDN (Institute

of Domestic Government), Immigration, air force, navy and also applied to be a

student at two universities but all were rejected. The researcher conducted data

collection by interview through face-to-face interviews, where there were several

interview guidelines. The interview guidelines are around themes of experience

before, during and after divorce and death of parents, protective factor, and

success characteristics of resilient. The subject has problems in regulating

emotions, impulse control, optimism and empathy, but the sources of resilience

that the subject has, especially those from his involvement in social activities can

help subject overcome the effects of divorce and parents death. And successfully

rebuilding the hopes of those who have supported the subject, so that the effect

of trauma from death of both parents is decreasing on the subject's

independence and effort to become a successful person.

Widyastuti (2017) conducted a study entitled, Resilience of a Child from

Broken-Home Family: A Phenomenology Study, in this study, the researcher

used resilience framework of Kumpfer (2002) to discuss the resiliency of a child.

Phenomenology was used to understand how the subject interpreted the

phenomena occurred in the subject’s life (parental divorce) then reached

FATHER AND MOTHER, I LOVE 24

resilience. The subject in this research is an adult child from a broken home

family. Subject was a 25-years-old female graduate student who experienced

parental divorce and family conflicts. Data collection techniques used in this

study were in-depth- interviews and audio recordings. In-depth-interviews were

conducted at the location and time chosen by the subject. The researcher

ensured that the location of the interview met the requirements regarding the

privacy and confidentiality. Besides the interviews and audio recordings as the

main technique, direct observation technique was also used.

The finding in this research is consistent with Resilience Framework from

Kumpfer (2002) that resilience of a child from broken-home family can be

explained by six major predictors of resilience process. Moreover, there is a new

finding that maturity in age and internal characteristics of subject are served as

important factors in this case. Maturity in age played a role in processing and

understnding the problems better. Therefore, the parental divorce and family

conflict as the stressor which experienced by subject since childhood are solved

when the subject has already been young adult. The internal characteristics of

subject is more dominant in achieving the resilience. The resilience process is

triggered by subject’s internal characteristics including religiosity, cognitive, and

social competencies.

In a 2011 study by Howell, entitled Resilience and Psychopathology in

Children Exposed to Family Violence, research exists on how young children

cope with traumatic events, including exposure to intimate partner violence.

Available research reveals that many young children who witness IPV suffer
FATHER AND MOTHER, I LOVE 25

greater adjustment problems than non-exposed children, while others appear to

fare well despite violence exposure. Such research reveals that the preschool

years are an apt time to evaluate the scope, and attenuate the effects, of IPV

exposure as children develop templates for future relationships and form much of

their worldview during these early years. Given that such foundational aspects of

a child's outlook are developed during this period, it seems like a critical time to

intervene and potentially promote more positive functioning. If resilient

functioning can be enhanced, then some of the negative effects connected with

witnessing IPV may be reduced. Thus, to best minimize problems and promote

resilience, intervention programs should provide affordable services to address

some of the relevant variables identified in this review, including parenting

practices, coping strategies, and the child's reaction to violence exposure.

FATHER AND MOTHER, I LOVE 26

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