Challenges and Coping Strategies of Learners with Separated Parents: Basis for the Creation of Peer Support Group

Abstract

INTRODUCTION

Nowadays, many are involved in a broken family. Even countless studies show that child's misled life can be blamed to separated parents (Eshica, 2010). In Lun Padidu National High School, in the School Year 2017-2018, the guidance advocate was able to interview 737 learners for data gathering purposes and found out surprisingly that 106 learners are products of separated parents. Thus, this concern aroused the interest of the researcher to find out their challenges and coping strategies in overcoming this predicament and to create an intervention program that would address their needs.

METHODS

The research design was purely qualitative exploring multiple-case of fifteen (15) participants from Grades 9 and 10 through semi-structured questions to hear their untold stories. Semi-structured questions were utilized to explore the life and challenging experiences and the coping strategies of the participants. (Corbetta, 2003).

RESULTS

Based on the interview, the most challenging experience of learner having separated parents are expressed in two themes: witnessing parental conflict and emotional deprivation. While the coping strategies of learners with separated parents were classified into two themes: solution-focused strategy and emotion-focused strategy. Eight out of fifteen participants engaged in smoking, alcohol abuse, and early engagement with the opposite sex. While seven of them get into sports, prayer seeking advice from adults, and focus on studies. The result suggests the need for the creation of Peer Support Group as clearly stated by participant number 15 , "...even though we are product of broken family, the school must let us feel that we have a family in here to support, accept us, and have someone to be called mother and father."

DISCUSSIONS

It was revealed that the participants have been greatly devastated. But to survive, they responded by using solution-focused coping strategy and/or the emotion-focused coping strategy that they believe could help them feel comforted and supported. The study suggests the need for the creation of Peer Support Group be facilitated by trained adult volunteers coming from the faculty and staff and other stakeholders who would like to impart their knowledge, skills, and monetary support partnered with some learner volunteers who will commit to supporting this peer group.