1 Chapter I Introduction Background of the Study Globally, it is recognized that each human comes from a group of people considered as family, also known as the basic unit of society. Sociologists characterize the family as comprising two guardians in a committed relationship, living alongside their children (Thompson, 2016). According to the Health Resources and Services Administration (2023), a family is defined as a group of two or more persons related by birth, marriage, or adoption who live together; all such related persons are considered members of one family. Article 16, Section 1 of the Universal Declaration of Human Rights (1948) states that every human has the right to marry and have a family if they wish. However, while the UDHR does not explicitly mention divorce, Section 3 implies that the emphasis on free will includes the right to leave a marriage. In the Philippines, the family is considered the foundation of social life and is exceedingly cherished by most Filipinos (Thompson, 2016). In fact, most households have second-generation family members living with their parents because bonds are often tightly knit among extended family members (Scroope, 2017). Aside from the Vatican, the Philippines is the only country where a married couple cannot legally end their marriage, even in cases of infidelity or domestic abuse. While divorce remains illegal for the majority of the population, marital separations occur through legal mechanisms such as annulment, legal separation, and declaration of nullity, which are governed by the Family Code of the Philippines. According to Saikia (2017), a family begins to break down when one of its members gives up, leaving the others to accept and let go. Several reasons can lead to a broken family, including third-party involvement, alcoholism, and financial problems. However, while existing research on broken families often focuses on the 2 difficulties faced by students impacted b\y family breakdown, there is a need for a broader understanding. When parents separate, a lack of guidance often ensues. Common behavioural issues among students from broken families include going home late at night, absenteeism, and conflicts with peers (Magpantay et al., 2014). There are various reasons why couples break up. An article identifies common causes of broken families as differing beliefs, domestic violence, unresolved grudges, disrespect, divorce, financial struggles, or illness (Zitzman, 2019). Broken families are not uncommon; rather, they are familiar and often encountered around us (Saikia, 2017). According to Aktar (2013), as cited by Lanozo (2021), family breakup has become a common feature of contemporary society. A broken family can significantly affect the lives of their children. It may result in children feeling misled. This is one of the family factors contributing to why some children become rebellious in school and struggle to focus on achieving personal goals due to the problems they face at home. A study conducted at Jagobiao National High School by Lanozo et al. (2021) observed that students from broken families tend to be problematic, easily irritated, and experience anxiety. Students from broken families demonstrate different behaviours compared to those from intact families. Moreover, the study also found out that most students from broken families are more rebellious than those from intact families because they yearn for attention from their parents and seek validation. Moreover, in academics, they often show a lack of interest in learning, as they are easily tempted to engage in negative behaviours due to a lack of guidance from elders. Additionally, they may exhibit aggression in pursuing their desires, some of which may involve harmful practices like smoking or drinking alcohol. Students from broken homes often lack affection from their parents. As a result, they seek attention from their parents, even if it is not reciprocated. Some students from broken families use their family problems as motivation to 3 succeed in life. While some students are independent enough to take care of themselves, others struggle. Furthermore, individuals from broken homes are more likely to associate with delinquent peer groups than those from intact families (Moneva et al., 2020). According to Saxena (2017), children who receive adequate attention, communication, and interaction from their biological parents demonstrate more stability and consistency in their academic performance. When parents pay more attention to their children, it helps reduce negative impacts on their academic performance. However, few studies focus on the positive and resilient strategies that students from broken families develop. There is a lack of understanding regarding how these students manage their emotions, build support networks, and adapt to their new family structures. Thus, existing studies reveal gaps that need to be investigated. While some research acknowledges the negative impacts of broken families, many unanswered questions remain regarding the long-term consequences for students who experience family breakdown, as well as the positive and resilient strategies employed by these students. Some studies emphasize the increased risk of mental health issues, such as anxiety and depression, highlighting the need for more research on the specific types of mental health challenges faced by students, particularly those in Grade 11. There is also a lack of understanding about the underlying mechanisms behind these issues. Most studies have focused on the negative impacts of family breakdown, and some indicate that a negative effect is that some students struggle with socialization after the breakdown, feeling that isolation is preferable to opening up to others. Johnson (2020) notes that if feelings of emptiness intensify, it can lead to a toxic isolation that hinders the development of healthy relationships. Therefore, this research needs to explore the impact on socioeconomic outcomes. By addressing these knowledge gaps, concerned people can better 4 understand the complexities of family breakdown and develop more effective ways to support individuals and families affected by it. Having a broken family can affect students' educational performance. However, according to Widyastuti (2017), even though students from broken families face these issues, some can view their circumstances positively and demonstrate resilience. The stability of a family creates a foundation for children to progress throughout life (Felisilda et al., 2020). However, when a family breaks apart, children often face significant challenges in coping with emotional distress, social adjustments, and academic performance. Adolescents, particularly Grade 11 students, are at a critical stage of development, making them vulnerable to the effects of family separation. While some students develop effective coping mechanisms, others struggle with the emotional burden, leading to academic difficulties and social withdrawal. Despite the growing awareness of the effects of broken families on students, limited research exists on how these students cope with their situations. Existing studies indicate gaps or factors that need investigation: (1) exploring the different coping mechanisms among Grade 11 students and (2) examining the lived experiences of Grade 11 students during the 2024-2025 school year. This study aims to understand and identify the different coping strategies among Grade 11 students from broken families. It is crucial to explore how these adolescents handle their emotional and social challenges. Understanding these strategies can aid in developing support systems and educational practices and improve our understanding of their mental health conditions to provide better assistance in overcoming the effects of a broken family. 5 Research Questions This study will explore the lived experiences of grade 11 students on coping mechanisms from broken home families for school year 2024-2025. Specifically, this study sought to answer the following questions: 1. What are the Lived Experiences of Grade 11 students who came from a broken family? 2. What are the Coping Mechanisms of Grade 11 students who came from a broken family? Significance of the Study The family plays a crucial role in a child's development and socialization, which can impact their academic performance (Felisilda et al., 2020). This means that coming from a broken family can significantly affect a Grade 11 student's education. This research would then be specifically significant and beneficial to the following: To the Students: This study would significantly benefit students who come from broken families, providing them with practical coping mechanisms to improve their well-being and academic performance. To the Parents and Guardians: This research empowers parents and guardians by providing them with insights into adolescent coping strategies, enabling them to offer more effective support during challenging times. To the Educators and School Counsellors: This research equips educators and school counsellors with the knowledge to identify at-risk students early, providing them with the tools to offer appropriate emotional and academic support, and implement effective coping strategies. To the Mental Health Professionals: This research provides mental health professionals with valuable insights into the unique challenges faced by students from 6 broken families, enabling them to develop tailored strategies for promoting mental stability and coping skills. To the Future Researchers: This research serves as a valuable resource for future researchers exploring the impact of family breakdown on students, identifying existing gaps and providing a foundation for further investigation. Scope and Delimitation of the Study In understanding the exploration of the Coping Mechanisms of Grade 11 students who came from broken family, researchers will delve on how Grade 11 students in Guiuan National High School from broken family manage their emotions in a particular situation which includes or connects to being a part of broken family. The researchers choose to gather data at Guiuan National High School (GNHS) from the different Grade 11 strands under Technical Vocational Livelihood (TVL) and Academic Strands. Through gathering different ideas of experiences from the different participants under Grade 11, there will be sufficient data for our research study. The researchers aim to collect data from our participant with the guide of ethics in research so they will not hesitate to share their perceptions or information about this study. Definition of Terms The following are necessary terminologies used in this study that were defined to enlighten the readers and lessen confusion and establish a solid ground on how they will be used in the course of this paper. The following words are conceptually and/or operationally defined. Broken Family. Saikia (2017) describes a broken family as a household where one or both parents are absent due to separation, divorce, or other reasons, which can significantly impact a child's emotional and social growth. In this study, this term refers specifically to families with separated parents. 7 Coping Mechanisms. This refers to the thoughts and behaviours that individuals use to manage internal and external stressful situations (Baumstarck et al., 2020). In this study, this term refers to the strategies or behaviours individuals use to manage stress or challenging situations. Lived Experiences. Lived experiences are people's subjective, first-hand engagement within their social and cultural settings, influencing how individuals see and develop their environment, relationships, and identity (Coopamootoo et al., 2022). In this study, 'lived experiences' refers to how individuals understand and feel about the events they experience. 8 Chapter II REVIEW OF RELATED LITERATURE AND STUDIES This chapter provides a summary of existing research studies that provide context for the current study. Lived Experiences of a Broken Family According to Wang and Scofer (2018), a report on divorce percentages from eighty-four countries worldwide examined social factors that might contribute to marital breakdown, including educational attainment, job descriptions, earnings, and age at marriage. However, they found that a broken family can negatively affect all domains of a child's development. A parental divorce is a stressful event for children (Green, 2015). While broken families generally have negative outcomes, students from broken families can also experience positive things, develop resilience, and achieve great things despite the challenges they face (Widyastuti, 2017). Moreover, Lopez et al. (2018) stated that students' responses to these difficulties vary. Some students struggle with their issues, finding solace in sharing their thoughts with peers. Others strengthen their faith in God, accept the situation, and move forward. Re-evaluating one, even after growing up in a broken family, can be achieved through therapies that help individuals move on from traumatic experiences (McCormack et al., 2017). A recent study from Korea demonstrated that students from broken families can excel in areas like sports. The study showed that student athletes from broken families were assertive and hardworking in their daily practice and excelled at finding solutions to overcome their difficulties in their chosen sport (Shin & Kim, 2019). 9 Separation of parents causes problems and difficulties for children, particularly in their academic performance. Students from broken families often struggle with academic performance, self-confidence, and behaviour. One major factor that affects how well or poorly students react to the trauma of separation is the presence of depression and anxiety, which are common in students from broken families (Child & Family Blog Editor, 2019). These can create a cycle of poor grades and low self-confidence that can be difficult for students to overcome (Oxford Learning, 2017). Financial problems such as struggles in meeting the basic needs of the children or family, and loneliness, as the predominant feeling among parents, are common problems and experiences (Ramos & Tus, 2020). A broken family can significantly impact a person's perspective and lifestyle (Lobert et al., 2016). Behavioural issues, such as bad temper, moodiness, and rebelliousness, are often observed in students after their parents' separation, leading to negative feelings and emotions (Ariston, 2019). Students may also struggle with expectations due to a lack of security, care, and discipline (Olokuntoye). A broken family can have harmful effects on children because of the lack of attention (Lanozo et al., 2021). Students from broken families often face serious challenges related to finances, emotions, social dynamics, and behaviour, contributing to poor academic performance. They may also experience an identity crisis, leading to frustration and deviant behaviour (Lanozo et al., 2021). According to Peduca et al. (2023), growing up in a broken family presents continuous challenges, as individuals often experience emotional distress, trauma, and other mental health issues resulting from their family circumstances. These experiences can have a profound psychological and physical impact, making daily life increasingly difficult. Furthermore, financial constraints pose an additional burden, as many individuals are required to work after school to support their basic needs, particularly 10 their educational expenses. These emotional hardships may contribute to behavioural issues that impede social development. The findings underscore the necessity of a holistic and compassionate approach to supporting students from broken families. Educational institutions and communities should prioritize addressing their emotional, financial, and social needs. Establishing inclusive and supportive environments that acknowledge their unique circumstances and strengths is essential in enabling them to realize their full potential. By providing comprehensive support systems, students from broken families can be empowered to overcome challenges and succeed academically, emotionally, and socially. Moreover, Sarnoto et al. (2024) highlight the widespread issue of broken homes—caused by parental separation, divorce, or single-parent households—and their significant impact on adolescent development and academic performance. Quantitative analysis shows a clear link between broken home conditions and lower levels of attentional control, persistence, and academic engagement in adolescents. These effects remain even after accounting for factors like socioeconomic status and parental involvement, emphasizing the unique influence of family disruptions on academic outcomes. Qualitative insights further reveal the emotional struggles adolescents from broken homes face, including insecurity and difficulty balancing academic responsibilities amid family instability. These findings have important implications for education, policy, and intervention efforts. By recognizing the specific challenges these adolescents encounter and implementing evidence-based support strategies, educators, policymakers, and stakeholders can create more inclusive and supportive environments that foster their academic success and overall well-being. Additionally, Digon (2023) examined how children from broken families experience emotional distress and how it affects different aspects of their lives. Since the family is a child’s first social environment, its breakdown can shape their views on relationships and personal well-being. The study identified four major themes that 11 influence young adults’ perceptions of marriage: fear from negative experiences, trust issues, low self-worth, and attachment difficulties. Despite their experiences, many young adults base their understanding of marriage on examples of healthy relationships rather than the hardships they faced in their own families. Parental separation doesn’t just affect the parents; it also deeply impacts the child. The grieving process varies from person to person, with some experiencing emotions in a different order, such as feeling depressed before getting angry or skipping certain stages entirely. This highlights how individuals process and adjust to family changes in unique ways. The study led to the following conclusions: (1.) many participants whose parents separated during their school years turned to vices like smoking, drinking, or drugs. Acts of rebellion often stemmed from their inability to process and express their emotions at the time. (2.) As adolescents grow, parental influence tends to decrease due to the increasing impact of peer relationships and spending less time at home. (3.) The separation either strengthened or weakened their bonds with parents, siblings, relatives, and friends, depending on their personal experiences. (4.) All participants went through the grief stages of denial, anger, bargaining, depression, and acceptance but not necessarily in a set order. And (5), Most found comfort and stability by spending time with friends and turning to prayer, which helped them cope with their emotions. Furthermore, Lanozo et al. (2021) explained that their primary goal was to assess the lived experiences of students from broken families amidst the pandemic. Specifically, they sought the following objectives: (1) to describe the positive experiences of students from broken families, (2) to describe the challenges of the students from broken families experience and why they consider those as challenges, and (3) to describe the effects on academic performance of the students coming from broken families. Statistics showed that 30 percent more of the students from broken 12 families have many absences, being late, and skip classes than those with stable families. Furthermore, being in a rebellious and curious stage, exposing students to drugs, alcohol drinking, and smoking. Due to the parent's inability to pay attention to their children, there is a possibility that students lose focus on learning due to the environment they see in their homes. Their academic performance can suffer, and they begin engaging in some forms of deviant behaviour like associating with the wrong friends and acting up during class. Students whose parents are separated are more likely to leave home, not wanting to be involved in the problem facing their parents, and deciding to live independently. Cebuano et al. (2024) highlight that students from broken families often struggle with feelings of exclusion and a sense of being different from their peers who come from stable, happy homes. The added responsibilities placed on them can lead to overwhelming pressure, resulting in anxiety and depression. The study concludes that broken family relationships significantly impact students' attitudes toward their academic pursuits. Many respondents from broken families face major challenges, including emotional distress, depression, and insecurity, especially when comparing themselves to students from complete and supportive families. These difficulties negatively affect their academic performance, self-confidence, and behaviour. Several studies have confirmed that students from broken families tend to experience setbacks in their education, emotional well-being, and social interactions. These challenges stem from factors such as a lack of parental support, financial struggles, and emotional instability. Research also indicates that children from intact families generally achieve higher academic success due to the emotional and academic guidance they receive from their parents. Moreover, Mugiraneza et al. (2024) examine the link between depression and being raised in broken families among children in Rwanda's Northern Province. The 13 research focuses on how family structure affects children's well-being, mental health, and advocacy efforts. The findings indicate that children from broken families are significantly impacted, with 69.4% of participants diagnosed with depression. These children face a higher risk of mental illness, while those from stable families tend to have better psychological, social, and physical well-being. The study recommends collaboration with policymakers, including the Northern Province Administration, the Ministry of Health, the Rwandan Government, and the Ministry of Youth, to advocate for children's rights, improve policies, and implement child-centred therapies. It also emphasizes the role of mental health professionals as the most qualified experts to lead these efforts. Moneva et al. (2020) delve into the relationship between a broken family background and students' performance on academic tasks. The study found that students from broken families reported performing differently compared to those from complete families. They often lacked confidence in class participation and social interactions. However, statistical analysis showed no significant correlation between academic performance and socialization among students from broken families. The findings suggest that family background influences students' academic performance and social interactions in different ways. Students from complete families tend to be more confident in engaging with peers and teachers, whereas those from broken families often feel uncomfortable communicating with their classmates and educators. The study recommends that students participate in activities that enhance their confidence. Teachers should support and encourage these students in both social and academic settings, while students themselves should seek ways to stay motivated despite family challenges. Wakhley (2024) explores the behavioural issues experienced by children from broken families and identifies several risk factors that can have long-term negative effects on their lives, particularly in early childhood. The study highlights four key factors contributing to behavioural challenges in these children: (1) Parental Conflicts 14 - Children exposed to family conflicts may experience mental trauma as they grow and begin to understand these issues. (2) Lack of Emotional Support – Children from broken families often struggle with emotional difficulties due to insufficient support from parents or caregivers (3) Socio-Economic Strain – Financial struggles are common among children from broken families, particularly in middle- and lowerincome households, though this is not always the case. (4) Self-Esteem and Internalizing Issues – Many children from broken families experience low self-esteem and internal emotional struggles, which can affect their overall well-being. The study concludes that school-aged children from broken families face unique challenges compared to those from intact families. A lack of support and motivation is a major factor contributing to emotional distress and internalizing behaviours. Angreini et al. (2024) investigate how family dysfunction in broken homes affects adolescent attitudes and resilience. The study’s findings highlight noticeable behavioural changes in children after learning about their parents' divorce. Some adolescents developed negative habits such as smoking, skipping school, and, in extreme cases, experiencing suicidal thoughts. These behaviours, as reported by the participants, suggest that their sense of identity, which could have been shaped positively, was instead influenced negatively. However, not all children from broken homes struggled with long-term emotional conflict. Some used their experiences as motivation to grow into more confident individuals, set new life goals, and move forward, even without parental support. Susgaleni et al. (2024) discuss how low self-efficacy can lead to a lack of motivation to study, self-doubt, difficulty distinguishing right from wrong, and trouble making decisions. Students experiencing low self-efficacy often feel neglected, disappointed, and uncertain about their choices. To address this, many students turned to peer counselling services offered by their campus. These sessions provided a supportive environment where they could express their thoughts without fear of judgment. 15 As a result, they felt heard, valued, and more confident. The study highlights that peer counselling plays a crucial role in improving students’ self-efficacy by boosting their confidence and decision-making skills. The research also points out that parental divorce or separation has a major psychological impact on children, affecting their daily lives and academic performance. Many struggle with self-doubt, problem-solving, and commitment to tasks, which further disrupts their education. Initially, counselling services were only provided by faculty members, which led to unequal access and reluctance among students to seek help. Many felt more comfortable opening up to peer counsellors, who were closer in age and could relate to their experiences. After participating in peer counselling, students reported feeling supported and more optimistic about their abilities. Ezeugo et al. (2023) found out that growing up in a broken home can impact an adolescent's self-esteem. Their study explored the effectiveness of two behaviour modification therapies: Acceptance-Commitment Therapy (ACT) and Rational Emotive Behaviour Therapy (REBT). The results showed significant improvements in self-esteem among adolescents who received these interventions, with REBT proving to be more effective than ACT. Additionally, there was no significant difference in self-esteem improvements between male and female participants. Based on these findings, the study recommended using ACT and REBT to support adolescents from broken homes. It also highlighted that self-esteem varies among adolescents exposed to these therapies compared to a control group. Overall, the study reinforced that broken homes can negatively affect children's self-esteem, with potential long-term consequences into adulthood. However, gender did not appear to play a significant role in these effects. Furthermore, Bice (2021) explores that most students from broken families experience academic and social challenges. Many are still adjusting to their situation and hoping for their parents to reunite. The key finding of the research is that financial difficulties are the primary cause of parental separation, which, in turn, negatively 16 impacts students' academic performance. They feel their home environment is no longer suitable for studying and struggle with loneliness due to the lack of support from both parents. However, some students believe that if their parents were together, they would have less freedom to socialize, as they would either spend more time with their family or face restrictions on being with friends. In addition, Maurpaung (2024), indicates that broken homes arise due to several key factors, including financial difficulties, poor communication, and infidelity. These issues have a significant impact on children's mental, emotional, and social well-being. Affected children often struggle with loneliness, emotional instability, and a lack of motivation for education. Additionally, insufficient parental care and support contribute to feelings of insecurity and disrupt a stable family environment. In one case, an individual even exhibited self-harming behaviour due to emotional distress. This research highlights the crucial role of parents in providing guidance, love, and psychological support to reduce the negative effects of broken homes. The findings emphasize the urgent need to improve family communication and foster resilience as both preventive and recovery strategies. Additionally, Ebagat et al. (2022) state that parents and guardians support their children by providing financial and material assistance. They also offer guidance, moral encouragement, and help with academic tasks. Additionally, government policies should strengthen collaboration among education stakeholders to better support these learners. Students from broken homes often face academic challenges such as unstable internet access, incomplete assignments, and disruptive household or neighbourhood noise. To cope, they adjust their sleep schedules and seek support from trusted peers. In response to low academic performance, researchers developed a remediation plan for Social Studies, which can also be adapted for other subjects. This plan was reviewed and validated by experienced Social Studies educators. 17 Coping Mechanisms of a Broken Family Hughes et al. (2015) found that children between six and eight years old can understand divorce and deal with its effects. They might feel sad about the changes in their family and miss the parent who's no longer living with them. They might even think the absent parent doesn't want them anymore, which can hurt their self-esteem. If one parent talks badly about the other, the child might feel like part of them is bad. They often really want their parents to get back together and try to make that happen when they see them. Even though they're sad, they might try to take care of their parents, showing that they still need their love and attention. In the research of Zafra and Ariana (2024), the study found that teenagers from broken homes struggle to define happiness. These young people often perceive life as a combination of vice, destruction, loneliness, freedom, enjoyment, and selfdoubt, making it difficult for them to experience true happiness. According to Hafiza and Mawarpury (2018), there are aspects of happiness in children who experience a broken home, namely: a pleasant life, a meaningful life, and self-involvement. Another research by Faizah (2022) identified three aspects of happiness: fun, meaningful, and interesting life. Moreover, Syayidah and Basaria (2023) also revealed aspects of happiness such as feeling positive emotions using their power in fulfilling their desires, and achieving their goals by using kindness and pleasant feelings. While these studies offer valuable insights into the complex experience of happiness, they lack a cohesive framework for understanding the diverse ways children experience and achieve happiness. According to Ikhsan and Santosa (2024), teenagers with broken homes often strive to establish good relationships with others as a way to achieve happiness. According to Umam and Maemonah (2021), teenagers often try to achieve happiness by forgetting past disappointments, seeking wisdom from challenges, and preparing themselves for a new life. These studies delve into the strategies teenagers 18 utilize to attain happiness, suggesting positive relationships, active participation in life, and finding meaning as key elements. However, these studies fail to adequately address the challenges and obstacles faced by teenagers from broken homes in their pursuit of happiness. A deeper exploration of these challenges, along with the support systems they require, would enrich the understanding of their experiences. Overall, while these studies contribute to the understanding of happiness within the context of broken families, they lack a comprehensive and nuanced approach to the subject. Future research should focus on a more holistic framework that addresses the diverse aspects of happiness, the complexities of achieving happiness, and the challenges teenagers face in their journey. Ananda's (2023) research defines a "broken home" as a family structure disrupted by parental separation due to divorce, death, or prolonged conflict. This disruption often leads to negative consequences for children, affecting their emotional, social, and behavioural development. Ananda identifies five key dimensions impacted by broken homes: emotional, social, cognitive, behavioural, and social support. However, it's important to remember that while parental separation is a stressful event for both parents and children, it doesn't dictate a predetermined outcome. As Docena (2015) emphasizes, Filipino culture emphasizes independence and resilience. Filipinos are known for their ability to move forward from difficult situations, focusing on positive action rather than dwelling on past events. This cultural perspective highlights that while broken homes present challenges, they don't necessarily preclude the possibility of growth and recovery. Family dynamics play a crucial role in a student's educational journey. Whether a student excels or struggles in their studies is often influenced by their family environment. According to Wood (2019), parental separation can have a positive impact on students, and Lopez et al. (2018) recognize that students respond to such challenges in diverse ways. Some students find solace in connecting with 19 peers, while others seek comfort in their faith or by accepting the situation and moving forward. However, the impact of a broken family extends beyond the students themselves. De Lina (2020) notes the increased financial stress that often accompanies family separation, which can significantly impact a student's ability to afford education fees and daily expenses. This highlights the multifaceted impact of family dynamics on a student's academic experience. Asriandari (2015) points out that teenagers respond to parental divorce in a variety of ways, with some adopting positive coping mechanisms and others exhibiting negative behaviors. Some teens find motivation to achieve goals or express their emotions through positive hobbies, while others act out through rebellious or disruptive behavior. The impact of parental divorce on adolescents is unique and varied, resulting in a spectrum of responses. Ilahi and Hartini's (2015) study in Surabaya examined the connection between self-esteem and coping strategies in teenagers who had experienced parental divorce. Their research, conducted on 33 adolescents aged 18-21, revealed that those who had been through a divorce for one to four years had lower self-esteem than those who had experienced divorce for five to six years. This finding suggests that self-esteem initially dips after a parental divorce, but gradually increases as the individual adapts to the new circumstances. The Effectiveness of Social Support and Coping Mechanisms Yazon et al. (2017) highlights that people live in a complex world where stressors are common, leading to stress and tension. To manage these stressors, people rely on coping skills, which are strategies for minimizing their impact. Two main categories of coping strategies are identified: problem-focused and emotionfocused. Within these categories, eight distinct dimensions exist: Confrontive Coping it is taking direct action to face the problem; Seeking Social Support which is seeking 20 information and emotional aid from others; Positive Reappraisal which is reframing the situation positively and focusing on personal growth; Distancing it is expecting the problem to resolve itself and emotionally detaching; Accepting Responsibility which is embracing the situation and taking ownership of one's role in it; Self-Controlling which is regulating one's emotions and actions; and Escape-Avoidance is avoiding the situation through behavioural struggles or wishful thinking. The impact of parental divorce on adolescents is a complex issue with farreaching consequences, significantly impacting their emotional well-being and development. Understanding how adolescents cope with this significant life change is crucial to mitigating negative outcomes and fostering resilience. Yárnoz and Garmendia (2016) highlight the significant stress experienced by children following parental separation, emphasizing the disruption to their familiar family structure and the resulting emotional upheaval. This stress is frequently exacerbated by a lack of adequate support from family and community networks (Hakim & Rahmawati, 2015), leading to increased feelings of isolation and vulnerability. This lack of support further compounds the challenges adolescents face in coping with the emotional and practical ramifications of their parents' divorce, a point underscored by Yamos and Garmendia (2016). Therefore, the effectiveness of various coping mechanisms becomes a central focus in understanding adolescent adjustment after parental separation. The effectiveness of coping mechanisms is central to adolescent adjustment after parental divorce. Social support plays a vital role, offering both emotional and instrumental assistance. Emotional support provides empathy, understanding, and encouragement, helping teenagers feel validated and less alone. Instrumental support, conversely, offers practical help, such as guidance in problem-solving and assistance in navigating the logistical complexities of a changed family structure. In addition to social support, proactive planning emerges as a key coping strategy. This involves actively considering ways to address and overcome the 21 stressors associated with divorce (Zahra & Kawuryan, 2016), such as setting goals to improve relationships with parents or increase parental involvement. The effectiveness of these strategies is directly linked to the adolescent's ability to manage stress and navigate the challenges of a changed family dynamic. This emphasis on effective coping strategies is further highlighted by the significant impact of parental involvement on a child's self-esteem, especially within the context of a broken home. Arma (2019) emphasizes the importance of parental participation in early childhood education, showcasing the collaborative efforts of parents and teachers in fostering a supportive learning environment. The study's findings indicate that a lack of parental attention and love can negatively affect a child's self-esteem, leading to feelings of inadequacy and behavioural problems. Conversely, active parental involvement in a child's education can significantly bolster their self-esteem, positively influencing their behaviour and social interactions. The effectiveness of parental involvement as a coping mechanism is evident in its ability to provide stability and support during a period of significant change. The challenges faced by adolescents from divorced families are further complicated by the developmental stage of adolescence itself. This period of selfdiscovery and identity formation is already marked by significant challenges, and the added stress of parental separation can create unique difficulties (Yanti, 2020). While adolescents from broken homes may face unique difficulties, they share similar developmental phases with their peers, navigating new developmental tasks and identity exploration alongside the specific hardships of their family situation. However, the ability to develop resilience is crucial for navigating these disruptions. Reivich and Shatte (2018) define resilience as the capacity to respond to challenges in a healthy and productive manner, enabling individuals to cope with stressful situations, overcome difficulties, and recover from traumatic experiences. 22 The effectiveness of resilience as a coping mechanism is evident in its ability to promote positive adaptation and well-being. The development of resilience is not predetermined; it is shaped by environmental factors (Reivich & Shatte, 2022). Mashudi (2018) emphasizes that resilience is a universal quality, accessible to all, including teenagers from challenging family backgrounds. Despite the stressful environment of a broken home, these young people can develop strong resilience, which serves as a critical source of strength. Interestingly, research suggests that broken homes can even have some positive impacts. For example, Sigiro et al. (2022) found that navigating parental conflict can foster greater maturity, resilience, and independence in children. Similarly, Dedy Kasingku et al. (2022) suggest that the experience of navigating daily life without full parental support can lead to a deeper understanding of life's complexities and foster an independent spirit. The effectiveness of these unexpected positive outcomes highlights the resilience and adaptability of adolescents. However, the capacity for resilience is not uniformly distributed. Apriani (2019) found that emotional intelligence is a strong predictor of resilience among adolescents in orphanages, with high emotional intelligence correlating with higher levels of psychological resilience. This suggests that further research is needed to explore the dynamics of resilience in teenagers from broken homes, examining factors such as gender, length of parental separation, and number of siblings to understand their influence on resilience and emotional intelligence. Understanding these factors is crucial to developing effective interventions to support resilience. Different coping strategies are employed by adolescents facing these challenges. Muller, Brewer, et al. (2019) found that newcomer refugee youth utilized both emotion-focused and problem-focused coping strategies, adapting their approach to the specific stressor. Furthermore, Du Plooy and Rensburg (2015) categorized coping themes into four areas: communication, cognitive, 23 distraction/avoidance, and spiritual coping, each with its own set of strategies and challenges. The effectiveness of these various strategies underscores the need for a multifaceted approach to support adolescents navigating parental divorce. Effective communication, beyond mere social support, is crucial for successful coping after parental separation. The study also highlighted hindering factors such as poor parentchild communication, parental conflict, and environmental disruptions. Understanding the factors that influence adolescent well-being after parental separation is crucial. Karela and Petrogiannis (2018) identified risk factors such as rejection, hostility, high parental stress, and conflict, as well as protective factors including supportive communication, parental satisfaction, strong social networks, and parental emotional openness. These factors highlight the importance of a supportive environment in fostering resilience and thriving. Parental involvement plays a critical role, with positive parental attitudes fostering better relationships and supportive reactions encouraging emotional exploration (Deng et al., 2022). Conversely, non-supportive behaviors can negatively impact emotional development. The effectiveness of these interventions hinges on their ability to foster positive coping mechanisms. The rising divorce rate has significant consequences for children. Divorce brings change and reorganization, often accompanied by negative emotions such as loneliness, anger, guilt, and resentment. Consequently, self-esteem, influenced by both innate factors and the environment, can suffer in adolescents from broken homes, potentially leading to feelings of worthlessness (Ekeanya et al., 2023). Infrequent parental contact can further exacerbate these issues, leading to feelings of abandonment and hindering relationship development (Kelly & Dupasquier, 2016). For these adolescents, the concept of "home" becomes redefined as a place of comfort, care, and love, rather than simply a physical location (Firdausi et al., 2020). 24 Furthermore, reduced educational support can lead to decreased motivation and attendance (Wulandari et al., 2023). Ultimately, these experiences can shape young adults' perspectives on marital relationships, potentially leading to negative views stemming from witnessing parental conflict and a lack of love and respect (Malda et al., 2019; Angjelkoska, 2015). The effectiveness of intervention strategies must therefore focus on building coping skills and fostering resilience. Family as a Foundation of Children Several studies have shown that a broken home significantly affects adolescent personality development. Based on research, the number of divorces in Samarinda has reached an alarming rate over the years. From 2014 to 2016, divorce cases have steadily increased. In 2014, the Court of Justice received 2,138 cases, while in 2015, the Samarinda City Religious Court handled 2,063 cases. The most drastic increase occurred in 2016, with 2,310 cases recorded. According to van de Rakt as cited by Fauzan and Widodo (2019), youth have approximately a 1% chance of engaging in negative behavior each year. However, this probability triples under certain circumstances, including family instability. Divorce disrupts household peace, leading to emotional disturbances in adolescents. Those initially cheerful and outgoing may become moody, lazy, dishonest, or even rebellious. A lack of parental compassion and attention exacerbates these behavioral changes (Mukhlis Aziz, 2015). A 2016 study from Finland found that children of divorced parents are more likely to experience the same marital issues in adulthood. This suggests that parental influence shapes future relationship patterns. Additionally, Azumah (2017) highlighted that exposure to parental violence—whether verbal or physical—can cause severe emotional trauma in children. Growing up in an environment filled with rage rather than love significantly impacts mental and emotional health. 25 Self-worth is defined as an individual's internal value rather than external attributes (Firestone, 2016). Parents play a crucial role in building a child's sense of security, love, and belonging. When a home lacks unity and care, self-worth diminishes, leaving children feeling incomplete and undeserving. Adolescents from broken homes often struggle with self-acceptance, isolation, and feelings of being a burden to others. This can also affect their ability to form intimate relationships, as they may develop attachment issues and become overly dependent on romantic partners (Angjelkoska, 2015; LaDolce, 2017). Achilike (2017) defines a stable home as one consisting of both parents, free from separation, divorce, or single parenthood. Social support plays a crucial role in helping individuals navigate difficulties. According to Abdullah & Singh (2019), social support includes material and emotional resources provided by family, friends, and communities, fostering resilience and self-esteem. Wilis (2015) associated broken homes with a lack of affection and attention, which can lead to child neglect, emotional distress, and increased vulnerability to delinquency. Many divorced parents fail to recognize the psychological toll of their conflicts on children, particularly during adolescence, a crucial developmental stage (Setyawan, 2016). Wulandri et al. (2019) further emphasized that broken homes negatively impact children’s academic performance, quality of life, and mental health, forcing them to adapt to family crises. Coping mechanisms vary among individuals facing family disruptions. Adolescents often experience emotional instability, rebellion, and identity struggles (Umami, 2019). Studies show that broken home experiences contribute to moral decline and increased juvenile delinquency in Indonesia (Karlina, 2020). Guidance and counseling services in schools play a vital role in helping students from broken homes navigate their challenges (Zulfani et al., 2023). Counseling aids in emotional regulation, improving self-worth, and fostering social well-being (Rismayanti & Nuryanto, 2020). 26 Children are often referred to as the future of a nation, emphasizing the importance of their upbringing. Ideally, a child grows up in a complete family environment. However, due to various factors, not all children receive adequate parental love and care. The term "broken home" extends beyond divorce and includes dysfunctional families marked by conflict, neglect, or absence of parental guidance (Ardilla & Cholid, 2021; Fauzi, 2020). Such conditions negatively impact children’s mental health, leading to stress, self-doubt, and social withdrawal (Rohmatillah, 2022). Research further indicates that family separation can cause aggressive behavior and difficulties in learning (Daulay & Nuraini, 2022; Rodriguez & Velastequi, 2019). Domestic disputes are a primary cause of divorce in Indonesia, often resulting in adverse effects on children’s emotional well-being (Maharani, 2020; Novita Sari, 2018). While some children manage to adapt, others struggle with lasting trauma (Makarim, 2020). Hilmi et al. (2018) stressed that family structure plays a significant role in shaping student behavior and academic performance. Schools, through guidance and counseling programs, must offer support to students from broken homes (Zulfani et al., 2023). Counselors help address emotional and psychological challenges, enhancing motivation and moral development (Daulay & Nuraini, 2022). A supportive learning environment can mitigate the adverse effects of broken homes and foster resilience among students (Wati & Purnomo, 2022). Though families are vital in cultivating social values that encourage a culture of giving among children, their current influence is considered moderate, indicating a need for further development in this area (Elsayed, 2024). Family serves as the foundation during childhood for developing healthy thoughts, behaviours, and relationships. A child's level of well-being significantly influences their educational performance, employment competence, and interpersonal communication skills in the future (Han, 2023) 27 There is a famous African proverb that says, “It takes a village to raise a child.” This essentially means that raising a child is a communal effort. No matter what this village may look like—friends, family, or other trusted loved ones—the idea is that its efforts will impact the child. However, according to The Center for Parenting Education, understanding the concept of values and the importance of teaching of parents to their children gives parents a powerful way to influence their children and to shield them from the adverse forces they may encounter in the outside world. In the study of Mao et al. (2020), parental care in early childhood is viewed as one of the most important factors that help foster children’s abilities. Left-behind children have a lower cognitive test score and academic test score, and they are also less likely to attend a college. In particular, a mother’s absence seems to have persistent negative effects on children’s development. Mechanism analyses show that parental absence may result in a less healthy mental status of children and reduce children’s efforts in class. However, the study does not find significant evidence that the exposure to left-behind children in class lowers the in-school outcomes of children. Decades of research have consistently demonstrated that parental involvement in education positively influences student attendance, social skills, and behavior. Furthermore, according to The Annie E. Casey Foundation (2022), such involvement aids children in adapting more effectively to the school environment. In conclusion, broken homes profoundly impact adolescent personality development, self-worth, academic achievement, and mental health. Effective intervention strategies, including counseling and social support, are essential in helping affected individuals navigate their challenges and build a stable future. The Effect of Broken Family The parents, marriage, and children form the basis of the family, which is the most fundamental social unit. Everyone wants a home of their own and a family that 28 is harmonious in both body and mind. In general, Married parents with kids are seen as full households. However, the situation isn't always like that. Broken families are not unusual; rather, they are widespread and frequently seen in our surroundings. The majority of students from dysfunctional households face significant obstacles due to financial, emotional, behavioural, social, and mental issues that impede their academic success. The lives of students from broken families during the pandemic are examined in Buhay Estudyante according to Lanozo et al., 2021) at St. Paul University Surigao's HUMSS Senior High School Students' Coping Strategies to new normal. The pupils' emotional and problem-focused coping strategies were determined by these characteristics. When it comes to the coping method of HUMSS students, emotionfocused coping has been observed frequently, but problem-focused coping is still employed by students to confront and relieve their anxiety. Additionally, a student's coping strategy differs depending on their sex when it comes to emotion focused and problem-focused approaches stated by (Plaza et al., 2022). According to the University of Gul & Nadeemullah (2017), they stated that children from broken homes are roughly five times more likely to experience harmful mental health issues than children whose parents are together. The home is the first and immediate unit into which a child is born and is regarded as a complete member of the family. The rate of divorce is rising quickly and has an impact on a person's entire life. The study of "Performance Tasks and Socialization of Student with Broken Family" are stated that the family consists of the parents and their offspring or two or more people who share goals and values in life. It is important and something that should never be taken for granted, it is the people who you can count on no matter what. In the modern stage of the family there are two kinds of families: the complete and the broken family. A broken family can affect the life of their children. It might be the reason that the children will be misled. It is the one of the family factors why other children are 29 getting rebellious in school and they cannot focus because of the problems they encountered at home. In Jagobiao National High School, it was observed that the students who have broken family tend to be problematic, easily irritated and experience anxiety at times. They do not have a peace of mind and cannot focus on their studies because of the problem they encountered at home. Students who came from a broken family are different compared to the students who came from a complete family. They have an opposite action. Most of them are hiding themselves and emotion into their naughty actions. They want to socialize and gain more friends in which it served as their comfort zone. Seeking Social Support Riemann (2024) expanded on Optimal Matching Theory (OMT) and existing research on supportive, unhelpful, and mixed social support. Through constant comparison of data from 43 in-depth, semi-structured interviews, the study identified six types of helpful support messages, six unhelpful types, and four mixed types. The study found that messages prioritizing the recipient's needs were more helpful than those focusing on the sender's emotions, potentially at the recipient's expense. Demonstrating presence, thoughtfulness, and intentionality in communication positively impacts a person's overall well-being, regardless of relationship strength. The study introduced the "broken engagement message stoplight" to categorize messages as supportive, detrimental, or requiring careful consideration. Moreover, Suciati (2023) found that caretakers in the study provided significant support by avoiding criticism, interruptions, and consistently attending to the communication of the individuals they were supporting. However, elements of superiority and dishonesty were also present. Similar patterns of support intertwined with superiority and interruption were observed in a second pair of informants. Research on supportive communication for adolescents from divorced families identified these beneficial messages: (1) avoiding excessive self-blame; (2) 30 maintaining perseverance; (3) not fearing new romantic relationships; and (4) avoiding excessive resentment toward parents. Furthermore, Putri et al. (2021) investigated the effectiveness of self-talk and thought-stopping techniques in reducing academic anxiety among students from broken homes. Results from State Junior High School 6 Metro showed both techniques were effective, but self-talk group counseling proved more effective than thought-stopping. Similarly, Retnowati (2022) defined a broken home as lacking parental care or affection due to death, divorce, or relationship issues. In a study of informants from the Hamur Inspiration Community, social media's role in challenging the stigma surrounding adolescents from broken families was highlighted. The use of verbal, visual, and audiovisual content conveyed positive messages, enhanced aesthetic appeal, and improved clarity, countering negative perceptions. Moreover, Haryati et al. (2021) found that research participants developed positive self-concepts through self-acceptance, despite diverse family situations. This self-acceptance stemmed from adaptability, openness to feedback, and a recognition of their personal growth potential. Self-awareness, expectations, and self-evaluation were key dimensions of this positive self-concept. In addition, Natalie et al. (2024) found that the absence of a parental figure can lead to persistent social anxiety in children, impacting adult relationships and psychological well-being. Resilience is crucial for young adults from broken homes to manage stress and trauma. A multiple regression model revealed that social anxiety disorder and hardiness significantly contributed to psychological well-being (53.8% of total variance). Interventions should focus on detecting social anxiety and fostering hardiness. Likewise, Prayeti et al. (2022) studied nonsuicidal self-injury (NSSI) among 100 college students from broken homes. A significant negative correlation between coping strategies and NSSI was found, indicating that stronger coping mechanisms 31 reduced self-injury. Most students exhibited moderate levels of both coping strategies and NSSI, highlighting the need to promote positive coping mechanisms. In the study of Ningrum et al. (2024), they defined a broken home as a family disrupted by divorce or parental death, with children as primary victims. Their study, involving students and guidance counselors, highlighted the role of Islamic counseling in providing preventive, curative, and developmental support, boosting motivation and self-confidence. Moreover, Zalta et al. (2021) analyzed 176 studies (over 88,000 individuals) examining the relationship between social support and PTSD severity. Social support's impact was weaker for natural disasters than for combat or interpersonal violence. Negative social reactions had a stronger effect on PTSD severity than positive support, with veterans showing greater effects than civilians. Methodological and contextual factors complicated this relationship, highlighting the need for tailored interventions. Furthermore, Gultom et al. (2025) explored the link between peer social support and career decision-making difficulties among adolescents from broken homes. High levels of peer support correlated with fewer difficulties, but excessive reliance on uninformed peers could lead to poor choices. While peer support compensates for parental guidance, professional counseling is essential. The impact of negative overthinking on young people, particularly concerning suicide is explored as an escape and barriers to seeking help. Challenges included stigma, emotional expression difficulties, lack of parental support, and ineffective school interventions. Cyberbullying had a more severe impact than traditional bullying due to its persistent nature. Interventions promoting emotional competence and strengthening support networks are crucial (Dennehy et al.,2020). Bamamba et al. (2021) examined the relationship between broken homes (separation, divorce, death) and social support among secondary school students. Using Pearson Product Moment Correlation (PPMC), they found a significant 32 relationship, recommending workshops emphasizing parental unity and preventing broken homes. Theoretical Background Theoretical Background Theoretical Background This study is anchored in Lazarus and Folkman’s Transactional Model of Stress and Coping Mechanisms (1984) as cited by McLeod (2016), which explains how individuals respond to stress through different coping strategies. Adolescents experiencing family separation may employ problem-focused coping, where they attempt to change their situation, or emotion-focused coping, where they manage their emotional responses to stress. Grade 11 students from broken families may use coping mechanisms such as seeking social support, engaging in extracurricular activities, or developing personal resilience to adjust to their circumstances. Additionally, Erikson’s Psychosocial Development Theory (1950) as cited by Maree (2021) highlights the stage of identity vs. role confusion, which occurs during adolescence. At this stage, family instability can lead to emotional distress, uncertainty, or self-doubt, affecting students’ ability to cope with challenges. Furthermore, Bandura’s Social Learning Theory (1977) as cited by McLeod (2024) posits that individuals learn behaviors and coping strategies by observing role models in their environment. Adolescents from broken families often learn coping strategies from those around them. If they have supportive relationship with teachers, friends, or other positive role models, they may develop healthy coping mechanism. However, if they're exposed to negative influences, they might adopt unhealthy or destructive behaviour as a cope. By integrating these theoretical perspectives, this study seeks to explore how Grade 11 students from broken families develop coping mechanisms, focusing on the internal and external factors that influence their ability to adapt to family-related stress 33 Chapter III METHODOLOGY This chapter presents the research methodology used to explore the coping mechanisms of Grade 11 students from broken families. Since this study aims to understand their lived experiences, a qualitative phenomenological design was chosen to capture in-depth insights from participants. This chapter outlines the research design, participant selection, data collection methods, and analysis procedures to ensure the validity and reliability of the study. Research Design This study employs a qualitative research design, specifically using a transcendental phenomenology approach to explore the lived experiences and coping mechanisms of Grade 11 students from broken families. According to Husserl, Transcendental Phenomenology is a research design for qualitative research that deals with defining human experience (Moustakas, 1994) as cited by Neubeur (2019). Furthermore, Witkop and Varpio (2019) define transcendental phenomenology as a qualitative research method that examines individuals' lived experiences within their environment. This approach seeks to capture the core essence of a phenomenon by analyzing it through the lens of those who have personally encountered it. A key aspect of this methodology is the deliberate effort to set aside the researcher's biases, ensuring a more authentic understanding of participants' perspectives. Thus, this study aims to re-estate the statements of the participants. This research will use Transcendental Phenomenology for the lived experiences of the participants in this study because the researchers aim is only to present the coping mechanisms of a broken family among grade 11 students in Guiuan National High School. The lived experiences will only be quoted as well as 34 the coping mechanisms of the students. Furthermore, there will be no interpretations of the results that will be shown in chapter four of this study. Locale of the Study This study will be conducted in Guiuan, Eastern Samar, more specifically in Guiuan National High School in Barangay Cogon Guiuan, Eastern Samar. The Researchers chose this locale to gathered data to the Grade 11 Senior High School Students who have experienced parental separation. Seven different strands divided into 15 sections are covered in this study enumerating; Automotive Servicing (AS), Electrical Installation and Maintenance (EIM) 1, Electrical Installation and Maintenance (EIM) 2, Family and Consumer Sciences (FCS) 1, Family and Consumer Sciences (FCS) 2, Information Communication Technology (ICT); Accountancy Business Management (ABM) 1, Accountancy Business Management (ABM) 2 and Accountancy Business Management (ABM) 3, Humanities and Social Sciences (HumSS) 1, Humanities and Social Sciences (HumSS) 2, Humanities and Social Sciences (HumSS) 3, and Humanities and Social Sciences (HumSS) 4 and Science Technology Engineering Mathematics (STEM) 1 and Science Technology Engineering Mathematics (STEM) 2. A purposive sampling method will be used to select five participants from broken families who meet the following criteria: (1) Grade 11 students currently enrolled at Guiuan National High School; (2) from broken families (separated or divorced parents); and (3) willing to voluntarily participate and share their experiences. This approach will allow for an in-depth exploration of their experiences while ensuring manageability in data collection and analysis. The following are the inclusion and exclusion for choosing the locale of the study for the qualitative data gathering: The inclusion criteria involves the following: (a) A senior high school offering Grade 11 education; (b) A school with a diverse student population, including 35 students from broken families; (c) An institution that allowed researcher access to conduct interviews or data collection; and (d) A safe and ethical environment where participants could openly share their experiences. The exclusion criteria includes the following: (a) Schools that do not have Grade 11 students; (b) Institutions that restrict or prohibit research involving personal or family-related topics; (c) Locations where participants may feel unsafe or uncomfortable discussing their experiences; and (d) Schools that lack diversity in student backgrounds, limiting the range of perspectives in the study. Research Participants The respondents of the study are the Grade 11 Senior High School Students from Broken families that experienced parental separation in Guiuan National High School for the school year 2024-2025. There are seven different strands covered in this study enumerating, Automotive Servicing (AS), Electrical Installation and Maintenance (EIM) 1, Electrical Installation and Maintenance (EIM) 2, Family and Consumer Sciences (FCS) 1, Family and Consumer Sciences (FCS) 2, Information Communication Technology (ICT); Accountancy Business Management (ABM) 1, Accountancy Business Management (ABM) 2 and Accountancy Business Management (ABM) 3, Humanities and Social Sciences (HumSS) 1, Humanities and Social Sciences (HumSS) 2, Humanities and Social Sciences (HumSS) 3, and Humanities and Social Sciences (HumSS) 4 and Science Technology Engineering Mathematics (STEM) 1 and Science Technology Engineering Mathematics (STEM) 2. The inclusion and exclusion of choosing the participants of the study for the data gathering are listed: 36 The inclusion criteria includes the following: (a) Grade 11 students currently enrolled in Guiuan National High School; (b) Students who come from a broken family (e.g., separated parents, single-parent households, or under the care of guardians due to family separation); (c) Willingness to participate voluntarily in the study; (d) Ability to provide informed consent (or parental/guardian consent if required); And (e) Students who can articulate their experiences and coping mechanisms effectively in an interview setting. The exclusion criteria includes: (a) Students who are not in Grade 11; (b) Students who do not come from a broken family; (c) Those who declined or withdrew their participation in the study; (d) Students experiencing severe emotional distress or undergoing therapy that may be negatively affected by participation; (e) Individuals who lack the ability or willingness to communicate their experiences effectively. Defining saturation remains challenging, even when authors address these concerns. Equating saturation with other aspects of research rigor is unhelpful, as it differs from coding descriptions, the analysis process, and informant validation. Additionally, situational constraints that necessitate ending analysis are real, often leaving researchers with no choice but to accept a theoretical framework that is less developed than desired (Low, 2019). The sampling technique that they will used is the purposive sampling method that used to select five participants from broken families who meet the following criteria: (1) Grade 11 students currently enrolled at Guiuan National High School; (2) from broken families (separated or divorced parents); and (3) willing to voluntarily participate and share their experiences. This approach will allow for an in-depth exploration of their experiences while ensuring manageability in data collection and analysis. 37 Data Collection Methods Data collection is a critical component of research, as it provides the necessary information to analyze and draw conclusions. Proper data collection ensures the accuracy, reliability, and validity of research findings. Research by Creswell & Creswell (2018) has shown that the method used to collect data determines how precise and consistent the results are. According to their findings, structured surveys provide standardized responses that are easier to analyze, whereas unstructured interviews may introduce subjective interpretations. If data collection is not done correctly, errors such as response bias or measurement errors can occur. In this study, two methods are used for collecting data: 1. In-Depth Interviews: Semi-structured interviews will be conducted to allow participants to share their experiences openly. The questions will focus on their emotional responses, coping strategies, and support systems. 2. Focus Group Discussion (FGD): A small group discussion may be conducted to facilitate shared experiences and discover common themes. To address the research objectives, the study employed a survey with five questions, each question being represented to participants in ten different variations. Research Instrument The research instrument helped the researchers find answers to the specific problem discussed. The study used an interview guide, which consisted of a semistructured questionnaire prepared to guide the interviews. Additionally, audio recording and transcription were employed; interviews were recorded (with consent) and transcribed for analysis. A semi-structured interview has been referred to as a ‘conversation with a purpose’ (Burgess, 1984), the characteristics of which include: (a) interviewer and respondents engage in a formal interview. The interviewer develops and uses an interview guide. This is a list of open-ended questions and topics that need to be covered during the conversation, usually in a particular order. 38 The open ended nature of the question defines the topic under investigation but provides opportunities for both interviewer and interviewee to discuss some topics in more detail. It often includes prompts to help the interviewee to answer. The interviewer follows the guide, but is able to follow relevant lines of enquiry in the conversation that may stray from the guide when they feel this is appropriate.This approach ensured a better understanding of and deeper exploration of the participants’ experiences. The researchers generated five interview questions for every main questions: “What are the Lived Experiences of Grade 11 students who came from a broken family?” and “What are the Coping Mechanisms of Grade 11 students who came from a broken family?” there will be five interview questions. The questions in the interview guide underwent content validation to verify their reliability through proofreading and editing of a professional validator. Furthermore, considering ethical considerations, a consent letter was sent to the participants and reviewed beforehand. Data Gathering Procedure The researchers utilized a communication letter to collect data that was given to the participants, Students, and the School Principal. This study collected qualitative data through interview questionnaire consisting of closed question. Data Analysis According to Clarke and Braun (2017) Thematic analysis (TA) is a technique for finding and interpreting patterns, or "themes," in qualitative data. Unlike some other qualitative approaches, TA is more of a tool or method than a rigid, theorybound framework. This doesn't mean TA is atheoretical or only based on a realist perspective. Instead, TA can be used within various theoretical frameworks and research paradigms. 39 Here's how researcher apply Collaizzi's Thematic Analysis to research on coping mechanisms among Grade 11 students from broken families. The researcher will follow the steps in Collaize's Thematic Analysis: familiarized the interview transcripts multiple times to gain a deep understanding of the participants' stories, will identify the key sentences or phrases that express the core meaning of each participant's experience, cluster similar significant statements together and form them into meaning units. These units represent the core meanings and insights expressed by the participants, group related meaning units together based on their shared themes and relationships, formulating Themes: develop overarching themes that capture the essential experiences and coping strategies of the participants, organize the themes into a hierarchical structure that reflects the relationships and connections between them, and lastly seeking validation: the researcher will present the emerging themes and structure to participants to ensure that they accurately reflect their experiences. Colaizzi's thematic analysis is perfectly suited for case studies that delve into the experiences of individuals. Rooted in phenomenology, Colaizzi's method allows for a profound understanding of personal, subjective experiences, perfectly aligning with the detailed and immersive nature of case studies (Bangles, 2025). Researchers will use Collaizzi's Thematic Analysis to uncovering the essence of lived experiences. This method will help for analyzing qualitative data to identify the core meanings, interpretations, and understandings that individuals make of their experiences. Collaizi's method for data analysis 1. Read and re read all the transcribed interviews in order to make sense on them. 2. Extract significant statements. These are phrases or sentences that directly pertain to the investigative phenomenon. 40 3. The process of giving meaning to the statements. During the process, pertinent quotes are broadly characterized, subsequently themes are generated based on multiple statements that convey their similar meaning 4. Repeat steps 1-3 for each interview then the researcher can begin to create themes based off the formulated meanings. 5. Compile an exhaustive description of everything generated in steps 1-4. 6. Summarize the exhaustive description so that there is identification of fundamental structure of the phenomenon. 7. Credibility of the data is ensured though discussion in the experts and independent reviewers Enhancement of Trustworthiness Ensuring trustworthiness is crucial in qualitative research, particularly in transcendental phenomenology, where the goal is to explore and describe the lived experiences of participants with depth and authenticity. This chapter outlines the strategies employed to establish trustworthiness in this study, focusing on credibility, transferability, dependability, and confirmability, with an emphasis on triangulation as a key validation method. Credibility ensures the accuracy and believability of the findings, reflecting the true experiences of participants. To enhance credibility, this study employed triangulation, where multiple sources of data, such as interviews, field notes, and researcher observations, were analyzed to corroborate findings. Additionally, member checking was utilized, allowing participants to review and validate the interpretations of their lived experiences, ensuring that their perspectives were accurately represented. Transferability refers to the extent to which the findings can be applicable to other contexts while acknowledging the uniqueness of individual experiences. To enhance transferability, the study provides rich, thick descriptions of participants’ 41 backgrounds, settings, and experiences. This allows readers to determine the relevance and applicability of the findings to similar settings or populations. Dependability ensures that the research process is consistent and can be replicated by future researchers. To establish dependability, a detailed audit trail was maintained, documenting the research steps, methodological choices, and data collection processes. Additionally, peer debriefing sessions were conducted with qualitative research experts to review and provide feedback on the methodology. Confirmability ensures that the research findings are shaped by the participants’ experiences rather than researcher bias. To achieve confirmability, a reflexive journal was maintained throughout the research process, documenting the researcher’s thoughts, biases, and reflections. This practice minimized personal influence and ensured a neutral interpretation of the data. By employing triangulation, the study strengthened the validity and reliability of the findings, reducing potential biases and enhancing the overall rigor of the research. This chapter outlined the various strategies implemented to enhance the trustworthiness of the study. Through credibility measures such as triangulation and member checking, transferability through rich descriptions, dependability via audit trails, and confirmability through reflexive journaling, this study ensures the integrity of its findings. These efforts collectively enhance the rigor of the transcendental phenomenological approach, ensuring that the lived experiences of participants are accurately and meaningfully represented. Ethical considerations are necessary to protect participants' rights and uphold research integrity. Through informed consent, anonymity, risk mitigation, and ethical approval, the study ensures adherence to ethical guidelines, enhancing the credibility and trustworthiness of the research. 42 CHAPTER VI REFERENCES Aktar, S. (2013). Effects of family breakup on children: A study in Khulna City, from semantic scholar. Bangladesh e-Journal of Sociology, 10(1). http://www.bangladeshsociology.org/ Ananda, R. (2023). The impact of broken home on mental health and child development. Journal of Family Psychology, 11(2), 45-60. Angjelkoska, S. (2015). Self-image in children of divorced parents. (IJCRSEE) International Journal of Cognitive Research in Science, Engineering and Education Vol. 3, No.2, Retrieved from http://oaji.net/articles/2015/1014- 1451053992.pdf Angreini, D., Tadjuddin, A., & Herman. (2024). Resilience of adolescents experience with broken home. International Journal of Education and Social Science, 5(1), 166-174. Ariston, N. (2019). A teachers' journey: Phenomenological study on the puritive behavioral standards of students with broken family. Scribd.https://www.scribd.com/document/426510935/A-Teachers-Journey Asriandari, E. (2015)."Resilience of Adolescent Victims of Parental Divorce." Guidance and Counseling, 9(4) Azumah, F.D., Nachinaab, J.O., & Adjei, E.K. (2017) Effects of Broken Marriages of Children’s Well-being: A Case Study in Nobewam Community –Kumasi,Ghana. International Journal of Innovate Research and Devolopment, 6(6), 152-157. Bamamba, Y., Ijale M., & Abubakar H. (2021), Broken-home and Social Support among Senior Secondary School Students in Giwa Educational Zone, Kaduna State, Prestige Journal of Education, 4(1), 77-85 Batool, M. (2017). Impact of broken family system on academic achievements of the students. http://121.52.159.154:8080/jspui/handle/123456789/1696 Berja, C., & Cruz, G. (2008). Roots of delinquency. New York: Barnes and Noble/Harper and Row. 43 Bice, E., Callo, E., & Nihei, S. (2021). SCHOOL PERFORMANCE AND SOCIALIZATION OF COLLEGE STUDENTS FROM BROKEN FAMILY. IChild & Family Blog. (2019). Children of divorce: The key role of self-esteem in recovering from the trauma. https://www.childandfamilyblog.com/child-development/children-of-divorceself-esteem/ Conger, R., Cui, M., Bryant, C., & Elder, G. G. Jr. (2000). Competence in early adult romantic relationships: A developmental perspective on family influences. Journal of Personality and Social Psychology, 79(2). Coopamootoo, K. P. L., Mehrnezhad, M., & Toreini, E. (2022). "I feel invaded, annoyed, anxious and I may protect myself": Individuals' feelings about online tracking and their protective behaviour across gender and country. USENIX Security Symposium. Retrieved from https://www.usenix.org/conference/usenixsecurity22/presentation/coopamooto o Dennehy, R., Meaney, S., Cronin, M., & Arensman, E. (2020). The psychosocial impacts of cybervictimisation and barriers to seeking social support: Young people’s perspectives. Children and Youth Services Review, 111, 104872. https://doi.org/10.1016/j.childyouth.2020.104872 De Lina, J. (2020). Facing daunting challenges in PH basic education. Manila Bulletin. https://mb.com.ph/2020/09/28/facing-daunting-challenges-in-ph-basiceducation/ Digon, K. C. (2023). Behind the eyes of adolescents from broken families. Journal of Humanities and Education Development, 5(2). https://creativecommons.org/licenses/by/4.0/ Doherty, W. J., & Needle, R. (1991). Psychological adjustment and substance use among adolescents before and after a parental divorce. Child Development, 62(2), 928-337. 44 Docena, P. S. (2015). Adaptive coping, resilience, and absence of anxiety among displaced survivors. Philippine Journal of Psychology, 48(2), 27- 49. https://www.pap.org.ph/sites/default/files/pdf/PJP1502_Fina1_2Docena.pdf Ebagat, W., & Caballes, D. (2022). The Lived Experiences of Learners from Broken Home with Insignificant Progress Amidst Pandemic: Basis in Designing A Remediation Plan. International Multidisciplinary Research Journal, 4(1), 238– 249. https://doi.org/10.54476/iimrj29 Ezeugo, B., Adeniyi, S. O., & Longe, O. (2023). Effectiveness of acceptance-commitment and rational emotive behaviour therapies on self-esteem of adolescents from broken homes in Orgun State, Nigeria. Department of Educational Foundations, University of Lagos, 12(1). Felisilda, M. & Torreon L. (2020). Effects of broken family on pupil’s behavioral development and academic success. International Journal of Research –GRANTHAALAYAH, 8(10), 216-223. https://doi.org/10.29121/granthaalayah.v8.i10.2020.1526 Firestone (2016).The Importance of Self-Worth. Retrived from https://www.psychalive.org/self-worth Galang, D. G. (2015). The family members' personal vulnerabilities to natural calamities in Pasacao, Camarines Sur, Philippines. Gul, A., & Nadeemullah, M. (2017). Psycho-social consequences of broken homes on children: A study of divorced, separated, deserted, and blended families. Pakistan Journal of Applied Social Sciences, 16(1), 17-36. Gultom, M. J., & Wibowo, D. H. (2025). Peer Social Support and Career Decision-Making in Adolescents from Broken Homes: A Career Counseling Perspective. Jurnal Bimbingan Dan Konseling Terapan, 9(1), 47– 60. https://doi.org/10.30598/bkt.v9i1.17109 Han, M. (2023). Influence of family structure on children's well-being – Challenges and pathways to promote positive development. SHS Web of Conferences, 180. 45 Haryati A., Andini U., Beta H., & Anggraini M., (2021), The Application of Crisis Counseling in Shaping the Adolescent Self-Concept of the Family Broken Home, JURNAL ILMIAH SYIAR, 21(2), 108-115 Health Resources and Services Administration. (2023). What is a family? U.S. Department of Health and Human Services. Ilahi, F. R.,& Hartini, N. (2015). Hubungan antara self-esteem dengan sepanjang koping pada remaja akhir yang mengalami perceraian orang tua. Jurnal Psikologi Klinis Dan kesehatan Metal, 4(3). Irechukwu, E. N. (2024). Life events and depression among children from broken families in Northern Province of Rwanda. International Journal of Research and Innovation in Social Science. https://dx.doi.org/10.17772/1JR/SS-2024-8100087 Jacinto, J. W. (2023). Resilience, independence, and struggle: Lives experience of college students from broken families. The Threshold, 15(1). Johnson, E. B. (2020,). You’re not crazy. You came from a dysfunctional home. Lady Vivra.https://medium.com/lady-vivra/overcoming-a-dysfunctional-childhood85b1785d89c2 Johnson, L. (2020). The effects of family breakdown on children's socialization. Child Psychology Review, 12(3), 145-160. Japar M., (2021), SELF-TALK AND THOUGHT STOPPING GROUP COUNSELING EFFECTIVENESS TO REDUCE ACADEMIC ANXIETY IN STUDENTS WITH THE BROKEN HOME FAMILY, European Journal of Psychological Research, 8(1), 20574794 Karela, C., & Petrogiannis, K. (2018). Risk and resilience factors of divorce and young children’s emotional well-being in Greece: A correlational study. Journal of Educational and Developmental 88. https://doi.org/10.5539/jedp.v8n2p68 Psychology, 8(2), 68- 46 Kim, S.Y. (2019). A narrative inquiry regarding the growth, overcoming hardship, and social adjustment of student athletes from broken families. Journal of the Korea Convergence Society, 10(5), 267-278. https://doi.org/10.15207/JKCS.2019.10.5.267 Lanozo, J. G., Tabieras, L. G., Solmiono, B., Made, E. M., Paras, N. E., & Tus, J. (2021). Buhay Estudyante: The lives of students from broken families amidst the pandemic. Lanozo, R. (2021). Understanding family dynamics in modern society. Philippine Journal of Sociology, 45(2), 78-92 Lopez, A., Matarong, P., & Nagrama, M. (2018). Difficulties encountered by senior high school students having a broken family on Sagay National High School. Scribd. https://www.scribd.com/document/385113016/DIFFICULTIESENCOUNTERED-BY-SENIORHIGHSCHOOL-STUDENTS-HAVING-A-BROKENFAMILY-ON-SAGAY-NATIONALHIGHSCHOOL Magpantay, M., Malabrigo, P., Malijan, R., & Mararin, M. (2014). Behavioral problems and coping strategies of selected adolescents belonging to a broken family. CAM Research Journal, 2(1), 112-135. Magpantay, R., Al, J., & Santos, E. (2014). Behavioral issues among students from broken families. Philippine Journal of Education Research, 36(1), 10-25. Makarim., F. R. (2020). dampak perceraian orang tua dengan kesehatan mental anak. https://www.halodoc.com/artikel/dampak-perceraian-orangtua-dengankesehatan-mental-anak Mao, M., Zang, L., & Zhang, H. (2020). The effects of parental absence on children development: Evidence from left-behind children in China. International Journal of Environmental Research and Public Health, 17(18). Marpaung S., & Kustiawan W., (2024), ANALYSIS OF THE CONDITION OF CHILDREN EXPERIENCED FROM BROKEN HOME FAMILIES IN JANJIMATOGU VILLAGE, LUBUK BARUMUN DISTRICT, PADANG LAWAS DISTRICT, Sangkép: Jurnal Kajian Sosial Keagamaan, 7(3) 47 Maharrani, A. (2021). Ini sejumlah alasan pasangan Indonesia bercerai. Lokadata. https://roboguru.ruangguru.com/question/tabel-berikut-menunjukkanfaktor-penceraian-pasangan-suami-istri-di-indonesia-dari-tahun_QU-YI8G6P7Y McCormack, L., White, S., & Cuenca, J. (2016). A fractured journey of growth: making meaning of a 'broken' childhood and parental mental ill-health. Community, Work & Family, 20(3), 327-345. https://doi.org/10.1080/13668803.2015.1117418 McLeod, S. (2018). Erik Erikson's stages of psychosocial development. Simply Psychology. Retrieved from https://www.simplypsychology.org/Erik-Erikson.htm Moneva, A., De Guzman, M., & Reyes, J. (2020). Peer influence and delinquency in adolescents from broken families. International Journal of Adolescent Medicine and Health, 32(2), 95-102. Moneva, J., Bantasan, M., Vertulpe, B., & Vertulfo, R. (2020). Performance tasks and socialization of students with broken family. https://doi.org/10.5296/ijssr.18.2.16789 Morin, A. (2019). The psychological effects of divorce on children. Very Well Family. https://verywellfamily.com/psychological-effects-of-divorce-on-kids-4140170 Mugiraneza, J. P., & Irechukwu, E. N. (2024). Life events and depression among children from broken families in Northern Province of Rwanda. International Journal of Research and Innovation in Social Science. https://dx.doi.org/10.17772/1JR/SS2024-8100087 Mukhlis., A (2015). Social behavior of adolescent children victims of broken home in various perspectives.http://download.portal garuda.org/article.php?article=359004&val=824 0(September 12, 2018) Natalie H., Christina J., Widhigdo, (2024), Psychological well-being among broken home young adults: The role of social anxiety disorder and hardiness, Humanitas, 21(2), 157-171 Nurnainngsih, Yuzarion, Purwadi, & Hayati, E. N. (2022). Psychological well-being of young lady from a broken home family in Tana Toraja. Jurnal Psikologi, 11(1), 125-134. 48 Oxford Learning. (2017). Why do students procrastinate? https://www.oxfordlearning.com/why-do-kids-procrastinate/ Peduca, I. M., Mutia, H., Esperanza, J. K., Magting, A. M., Nodalo, H. M., Galleposo, K., & Jacinto, J. W. (2023). Resilience, independence, and struggle: Lives experience of college students from broken families. The Threshold, 15(1). Petrogiannis, K. (2018). Risk and resilience factors of divorce and young children’s emotional well-being in Greece: A correlational study. Journal of Educational and Developmental Psychology, 8(2), 68-88. https://doi.org/10.5539/jedp.v8n2p68 Plaza, A., Pongcol, A. M., Ariar, M., Casio, P. J., & Gagala, Z. (2022). Coping mechanism of the HUMSS senior high school students of St. Paul University Surigao in the new normal. International Journal of Science and Management Studies (IJSMS, 15(5). Prayeti., Y. & Widyatno, A. (2022). The Relationship Between Coping Strategy and Nonsuicidal Self-injury on College Students with Broken Home Family Background. KnE Social Sciences. https://doi.org/10.18502/kss.v7i18.12380 Putri R., Wilbowo M., & Japar M., (2021), SELF-TALK AND THOUGHT STOPPING GROUP COUNSELING EFFECTIVENESS TO REDUCE ACADEMIC ANXIETY IN STUDENTS WITH THE BROKEN HOME FAMILY, European Journal of Psychological Research, 8(1), 2057-4794 Ramos, E. S., & Tus, J. (2020). Beating the Odds: An Exploratory Study on Single Mothers' Lived Experiences in Child-Rearing Practices. Asian Journal of Current Research, 5(1), 58-70. https://doi.org/10.6084/m9.figshare.13377443.v1 Raskauskas, J., & Huynh, A. (2015). The process of coping with cyberbullying: A systematic review. Aggression and Violent Behavior, 23, 118- 125. https://doi.org/10.1016/j.avb.2015.05.019 Retnowati, Y. (2022). Countering broken home stigma of adolescents on social media. Advances in Social Science, Education and Humanities Research/Advances in Social Science, Education Research. https://doi.org/10.2991/assehr.k.220705.019 and Humanities 49 Rhoades, G. K., Kamp Dush, C. M., Atkins, D. C., Stanley, S. M., & Markman, H. J. (2011). Breaking up is hard to do: The impact of unmarried relationship dissolution on mental health and life satisfaction. Journal of Family Psychology, 25(3), 366. https://doi.org/10.1037/a0023627 Richards, G. (2007). Cultural tourism: Global and local perspectives. Rickwood, D., Deane, F. P., Wilson, C. J., & Ciarrochi, J. (2005). Young people’s helpseeking for mental health problems. Australian e-journal for the Advancement of Mental Health, 4(3), 218-251. Rickwood, D. J., Deane, F. P., & Wilson, C. J. (2007). When and how do young people seek professional help for mental health problems? Medical Journal of Australia, 187(7 Suppl), S35-39. Riemann, W. (2024). A qualitative analysis and evaluation of social support received after experiencing a broken marriage engagement and impacts on holistic health. Qualitative Research in Medicine & Healthcare, 8(1). https://doi.org/10.4081/qrmh.2024.11603 Roostin, E. (2018). Family influence on the development of children. Primary Edu - Journal of Primary Education, 2(10). https://doi.org/10.22460/pej-v11.i.654 Saikia, R. (2017). Broken family: Its causes and effects on the development of children. International Journal of Applied Research, 3(2), 945-948. Saikia, S. (2017). Family structure and its effects on children: A study of broken families. Asian Journal of Family Studies, 3(1), 35-50. Salmivalli, C., & Poskiparta, E. (2012). Making bullying prevention a priority in Finnish schools: The KiVa antibullying program. New Directions for Youth Development, 2012(133), 41-53. https://doi.org/10.1002/yd.20006 Sarnoto, A. Z., Rahmawati, S. T., Yulianti, S., Mardiani, E., & Normansyah. (2024). Metaanalysis of the STEM-based think pair share (TPS) model on students' 21st-century thinking abilities in Indonesia. Indonesia Journal of Engineering and Education Technology, 2(2), 205-213. 50 Sari, D. K., & Maningtyas, R. T. (2020). Parents’ involvement in distance learning during the COVID-19 pandemic. Advances in Social Science, Education and Humanities Research, 487, 94-97. https://doi.org/10.2991/assehr.k.201112.018 Saxena, A. (2017). The role of parental involvement in academic achievement. Educational Psychology Review, 29(4), 763-780. Saxena, N. (2017). Effect of broken families on the academic performance of children. Academia. https://www.academia.edu/35665339/Effect_of_Broken Families on the Academic Performance of Children Schramme, Thomas. (2023). Health as complete well-being: The WHO definition and beyond, Public Health Ethics, phad017. https://doi.org/10.1093/phe/phad017 Scott, S. B., Rhoades, G. K., Stanley, S. M., Allen, E. S., & Markman, H. J. (2013). Reasons for divorce and recollections of premarital intervention: Implications for improving relationship education. Couple and Family Psychology: Research and Practice, 2(2), 131-145. https://doi.org/10.1037/a0032025 Seraj, S., Blackburn, K. G., & Pennebaker, J. W. (2021). Language left behind on social media exposes the emotional and cognitive costs of a romantic breakup. Proceedings of the National Academy of Sciences, 118(7). https://doi.org/10.1073/pnas.2017154118 Setyawan, D. (2016). Kasus Anak Korban Perceraian Tinggi. ΚΡΑΙ. https://www.kpai.go.id/publikasi/kasus-anak-korban-perceraian-tinggi Shawn, A. (2008). Wish I could be there: Notes from a phobic life. Shin, S.H.,& Kim, S.Y. (2019). A narrative inquiry regarding the growth, overcoming hardship, and social adjustment of student athletes from broken families. Journal of the Korea Convergence Society, 10(5), 267-278. https://doi.org/10.15207/JKCS.2019.10.5.267 Shochat, T., Cohen-Zion, M., & Tzischinsky, O. (2014). Functional consequences of inadequate sleep in adolescents: A systematic review. Sleep Medicine Reviews, 18(1), 75-87. https://doi.org/10.1016/j.smrv.2013.03.005 51 Sigal, E., Tali, H., & Dorit, O. S. (2013). Teachers’ perceptions, beliefs and concerns about cyberbullying. British Journal of Educational Technology, 44(6), 1036- 1052. https://doi.org/10.1111/j.1467-8535.2012.01363.x Slevin, M. L., Nichols, S. E., Downer, S. M., Wilson, P., Lister, T. A., Arnott, S., Maher, J., Souhami, R. L., Tobias, J. S., Goldstone, A. H., & Cody, M. (1996). Emotional support for cancer patients: what do patients really want? British Journal of Cancer, 74(8), 1275-1279. https://doi.org/10.1038/bjc.1996.529 Slonje, R., & Smith, P. (2008). Cyberbullying: Another main type of bullying? Scandinavian Journal of Psychology, 49, 147-154. Smith, P. (2019). Research on cyberbullying: Strengths and limitations. In H. Vandebosch & L. Green (Eds.), Narratives in research and interventions on cyberbullying among young people, Springer International Publishing, Cham, Switzerland. Smith, P., Mahdavi, J., Carvalho, M., Fisher, S., Russell, S., & Tippett, N. (2008). Cyberbullying: Its nature and impact in secondary school pupils. Journal of Child Psychology and Psychiatry, 49, 376-385. Soulsby, L. K., & Bennett, K. M. (2015). Marriage and psychological wellbeing: The role of social support. Psychology, 6(11), 1349- 1359. https://doi.org/10.4236/psych.2015.611132 Sourander, A., Brunstein Klomek, A., Ikonen, M., et al. (2010). Psychosocial risk factors associated with cyberbullying among adolescents: A population-based study. Archives of General Psychiatry, 67(7), 720- 728. https://doi.org/10.1001/archgenpsychiatry.2010.79 Sprecher, S., & Felmlee, D. (1992). The influence of parents and friends on the quality and stability of romantic relationships: A three-wave longitudinal investigation. Journal of Marriage and the Family, 54(4), 888-900. https://doi.org/10.2307/353170 Spears, B., & Kofoed, J. (2013). Transgressing research binaries: Youth as knowledge brokers in cyberbullying research. In P. Smith & G. Steffgen (Eds.), Cyberbullying 52 through the new media: Findings from an international network, Psychology Press, London. Spears, B., Slee, P., Campbell, M. A., & Cross, D. (2011). Educational change and youth voice: Informing school action on cyberbullying (Centre for Strategic Education Seminar Series 208). Centre for Strategic Education, Melbourne, Australia. Spears, B., Taddeo, C. M., Daly, A. L., Stretton, A., & Karklins, L. T. (2015). Cyberbullying, help-seeking and mental health in young Australians: Implications for public health. International Journal of Public Health, 60(2), 219- 226. https://doi.org/10.1007/s00038-014-0642-y Spears, B., & Zeederberg, M. (2013). Emerging methodological strategies to address cyberbullying: Online social marketing and young people as co-researchers. In S. Bauman, D. Cross, & J. L. Walker (Eds.), Principles of cyberbullying research: definitions, measures, and methodology, Routledge, New York. Stow, C. A. H. (2016). When" I Do" Becomes" I Don't": Exploring Communication Behaviors and Dialectical Tensions in Broken Engagements. 10242295. Doctoral Dissertation, University of Denver. Proquest. Stroebe, M. S., & Stroebe, W. (1983). Who suffers more? Sex differences in health risks of the widowed. Psychological Bulletin, 93(2), 279-301. https://doi.org/10.1037//00332909.93.2.279 Sullivan, K. T., Pasch, L. A., Johnson, M. D., & Bradbury, T. N. (2010). Social support, problem solving, and the longitudinal course of newlywed marriage. Journal of Personality and Social Psychology, 98(4), 631– 644. https://doi.org/10.1037/a0017578 Susgaleni, F., & Ridliwan, M. K. (2024). Peer counseling to increase self-efficacy of students who experience broken homes. Jurnal Konseling Pendidikan Islam, 5(2), 557-554. Tadjuddin, A., & Herman. (2024). Resilience of adolescents experience with broken home. International Journal of Education and Social Science, 5(1), 166-174. 53 Taylor, S. E. (1990). Victims’ perceptions of social support: What is helpful from whom? Journal of Personality and Social Psychology, 58(1), 80- 89. https://doi.org/10.1037//0022-3514.58.1.80 Thompson, K. (2016). What is the family? Revise Sociology. https://revisesociology.com/2016/08/08/defining-the-family/ Thoits, P. (1995). Stress, coping and social support processes: What Are we? What next? Journal of Health & Social Behavior, 53-79. https://doi.org/10.2307/2626957 Tokunaga, R. S. (2010). Following you home from school: A critical review and synthesis of research on cyberbullying victimization. Computers in Human Behavior, 26(3), 277287. https://doi.org/10.1016/j.chb.2009.11.014 Toreini, E. (2022). "I feel invaded, annoyed, anxious and I may protect myself": Individuals' feelings about online tracking and their protective behaviour across gender and country. USENIX Security Symposium. Retrieved from https://www.usenix.org/conference/usenixsecurity22/presentation/coopamooto o Townsend, M. (2019). Mothers and children suffer the most in family breakups. The Guardian. Tran, K., Castiglioni, L., Walper, S., & Lux, U. (2023). Resolving relationship dissolution— What predicts emotional adjustment after breakup? Family Process, e12914. https://doi.org/10.1111/famp.12914 Tuffour, I. (2017). A critical overview of interpretative phenomenological analysis: A contemporary qualitative research approach. Department of Midwifery and Healthcare, College of Nursing, University of West London, UK. Tus, J. (2020). Beating the Odds: An Exploratory Study on Single Mothers' Lived Experiences in Child-Rearing Practices. Asian Journal of Current Research, 5(1), 5870. https://doi.org/10.6084/m9.figshare.13377443.v1 Uchino, B. N., Carlisle, M., Birmingham, W., & Vaughn, A. A. (2011). Social support and the reactivity hypothesis: Conceptual issues in examining the efficacy of received support 54 during acute psychological stress. Biological Psychology, 86(2), 137- 142. https://doi.org/10.1016/j.biopsycho.2010.04.003 Universal Declaration of Human Rights. (1948). The right to marriage and family life. United Nations. University of Missouri. (2016). Helping Preschoolers and Elementary-Age Children Adjust to Divorce. Vaillancourt, T., Faris, R., & Mishna, F. (2017). Cyberbullying in children and youth: Implications for health and clinical practice. Canadian Journal of Psychiatry. Revue canadienne de psychiatrie, 62(6), 368- 373. https://doi.org/10.1177/0706743716684791 Valkenburg, P. M., & Peter, J. (2011). Online communication among adolescents: An integrated model of its attraction, opportunities, and risks. Journal of Adolescent Health, 48(2), 121-127. https://doi.org/10.1016/j.jadohealth.2010.08.020 van der Wal RC, Finkenauer C, & Visser MM (2019). Reconciling mixed findings on children’s adjustment following high-conflict divorce, Journal of Child and Family Studies, 28. van der Watt, A. S., Roos, A., Lesch, E., & Seedat, S. (2023). Factors associated with breakup distress following a romantic relationship dissolution among emerging adult students. Journal of Psychology in Africa, 33(2), 183- 188. https://doi.org/10.1080/14330237.2023.2190232 van Geel, M., Vedder, P., & Tanilon, J. (2014). Relationship between peer victimization, cyberbullying, and suicide in children and adolescents: A meta-analysis. JAMA Pediatrics, 168(5), 435-442. https://doi.org/10.1001/jamapediatrics.2013.4143 Varjas, K., Talley, J., Meyers, J., & A. (2019). The impact of family structure on the health of children: Effects of divorce. Linacre Quarterly, 81(4), 357- 372. https://doi.org/10.1080/00243639.2014.970617 Vaughan, D. (1986). Uncoupling: Turning points in intimate relationships. Oxford University Press. 55 Vedder, P., van Geel, M., & Tanilon, J. (2014). Relationship between peer victimization, cyberbullying, and suicide in children and adolescents: A meta-analysis. JAMA Pediatrics, 168(5), 435-442. https://doi.org/10.1001/jamapediatrics.2013.4143 Vertulfo, R. (2020). Performance tasks and socialization of students with broken family. 10.5296/ijssr.18.2.16789. Visser MM (2019). Reconciling mixed findings on children’s adjustment following high-conflict divorce, Journal of Child and Family Studies, 28. Wakhley, G. D. (2024). Interventions for behavioral problem of students belonging to the broken family in middle secondary school. Journal of Humanities and Education Development, 6(2). https://dx.doi.org/10.22161/jhed.6.2.10 Walker, K. N., MacBride, A., & Vachon, M. L. (1977). Social support networks and the crisis of bereavement. Social Science & Medicine (1967), 11(1), 35- 41. https://doi.org/10.1016/0037-7856(77)90143-3 Wallen, N. E. (2009). How to design and evaluate research in education (8th ed.). McGraw Hill. Wang, C. L., & Schoofer, E. (2018). Coming out of the penumbras: World culture and crossnational variation in divorce rates. 97(2), 675-704. Wanzer, M. B., & Czapla, J. (2022). “I looked it up and you’ll probably be fine”: Cancer survivors’ perceptions of helpful and unhelpful support messages and sources. Communication Quarterly, 70(4), 382- 406. https://doi.org/10.1080/01463373.2022.2074303 Wati, R. A., & Purnomo, H. (2022). Peran Guru Bimbingan dan Konseling dalam Pembelajaran Guna Untuk Meningkatkan Motivasi Belajar Siswa Sekolah Dasar Kelas IV SD Inpres Kerora. Jurnal Penelitian Dan Pengembangan Pendidikan, 5(2), 46–53. http://ejournal.upg45ntt.ac.id/index.php/ciencias/index Wester, K. L. (2010). Coping behaviors, abuse history, and counseling: Differentiating college students who self-injure. Journal of College Counseling, 13(2), 141–154. doi:10.1002/j.2161-1882.2010.tb00055.x 56 Wester, K. L., Downs, H. A., & Trepal, H. C. (2016). Factors linked with increases in nonsuicidal self-injury: A case study. Counseling Outcome Research and Evaluation, 7(1), 3-20. https://doi.org/10.1177/2150137816632849 Wester, K. L., & Trepal, H. C. (2015). A cross-sectional matched sample study of nonsuicidal self-injury among young adults: Support for interpersonal and intrapersonal factors, with implications for coping strategies. Child and Adolescent Psychiatry and Mental Health, 9(1), 36. https://doi.org/10.1186/s13034-015-0070- 7 White, S. (2016). A fractured journey of growth: making meaning of a 'broken' childhood and parental mental ill-health. Community, Work & Family, 20(3), 327- 345. https://doi.org/10.1080/13668803.2015.1117418 Widjastuti, T. (2017). Resilience of a child from broken-home family: A phenomenology study. International E-Journal of Advances in Social Sciences, 3(9), 10291039. https://doi.org/10.18769/ijasos-370052 Widyastuti, A. (2017). Resilience in children from broken families: A qualitative study. Journal of Child and Family Studies, 26(5), 1325-1335. Widyaasriningrum, N., & Daulay, N. (2024). THE ROLE OF GUIDANCE AND COUNSELING TEACHERS IN OPTIMIZING LEARNING MOTIVATION FOR BROKEN HOME. Jurnal Pendidikan (Teori Dan Praktik), 9(2), 105– 112. https://doi.org/10.26740/jp.v9n2.p105-112 Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98(2), 310-357. DOI: https://doi.org/10.1037//0033-2909.98.2.310 Wibowo, D. H. (2025). Peer Social Support and Career Decision-Making in Adolescents from Broken Homes: A Career Counseling Perspective. Jurnal Bimbingan Dan Konseling Terapan, 9(1), 47–60. https://doi.org/10.30598/bkt.v9i1.17109 Wilson, C. J. (2005). Young people’s help-seeking for mental health problems. Australian ejournal for the Advancement of Mental Health, 4(3), 218-251. Wilson, C. J. (2007). When and how do young people seek professional help for mental health problems? Medical Journal of Australia, 187(7 Suppl), S35-39. 57 Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98(2), 310-357. DOI: https://doi.org/10.1037//0033-2909.98.2.310 Woessmann, L. (2020). Covid-19 and educational inequality: How school closures affect lowand highachieving students. Europen Economic Review, 140, 1- 21. https://doi.org/10.1016/j.euroecorev.2021.103920 Wood, A. (2019, July 26). The positive impact of divorce on children. Beanstalk. https://beanstalkmums.com.au/the-positive-impact-of-divorce-onchildren/ Woosley, J., Dennis, C. J., Robertson, K., & Goldstein, J. (2009). Perceived psychological well-being of children from divorce and non-divorced families. Journal of Undergraduate Research, 19, 34-39. Wright, K. (2016). Social networks, interpersonal social support, and health outcomes: A health communication perspective. Frontiers in Communication, 1, 10. DOI: https://doi.org/10.3389/fcomm.2016.00010 Wright, K. B., & Miller, C. H. (2010). A measure of weak-tie/strong-tie support network preference. Communication Monographs, 77(4), 500-517. DOI: https://doi.org/10.1080/03637751.2010.502538 Wulandari, D., & Fauziah, N. (2019). Pengalaman Remaja Korban Broken Home (Studi Kualitatif Fenomenologis). Jurnal EMPATI, 8(1), 1– 9. https://doi.org/10.14710/empati.2019.23567 Xu, Y., & Burleson, B. R. (2001). Effects of sex, culture, and support type on perceptions of spousal social support: An assessment of the “support gap” hypothesis in early marriage. Human Communication Research, 27(4), 535-566. DOI: https://doi.org/10.1111/j.1468-2958.2001.tb00792.x Yeo, L. S., Ang, R. P., Chong, V. H., & Huan, V. (2007). Gender differences in adolescent concerns and emotional well-being: Perceptions of Singaporean adolescent students. The Journal of Genetic Psychology, 168(1), 63-80. 58 Yulianti, S. (2024). Meta-analysis of the STEM-based think pair share (TPS) model on students' 21st-century thinking abilities in Indonesia. Indonesia Journal of Engineering and Education Technology, 2(2), 205-213. Yuzarion, (2022). Psychological well-being of young lady from a broken home family in Tana Toraja. Jurnal Psikologi, 11(1), 125-134. Zalta A., Tirone V., Orlowska D., Blais R., Lofgreen A., Klassen B., Held P., Stevens N., & Adkins E., Dent A., (2021), Examining Moderators of the Relationship Between Social Support and SelfReported PTSD Symptoms: A Meta-Analysis, American Psychological Association, 2-85 Zang, L. (2020). The effects of parental absence on children development: Evidence from left-behind children in China. International Journal of Environmental Research and Public Health, 17(18). Zhang, H. (2020). The effects of parental absence on children development: Evidence from left-behind children in China. International Journal of Environmental Research and Public Health, 17(18). Zierow, L. (2020). Covid-19 and educational inequality: How school closures affect low- and highachieving students. Europen Economic Review, 140, 1- 21. https://doi.org/10.1016/j.euroecorev.2021.103920 Zitzman, R. (2019). Common reasons for family breakdown. Family Law Journal, 45(1), 5570.
0
You can add this document to your study collection(s)
Sign in Available only to authorized usersYou can add this document to your saved list
Sign in Available only to authorized users(For complaints, use another form )