Lapura and Conol Final Na JD Ni

1 THE EFFECTS OF BROKEN HOMES TO THE MENTAL HEALTH OF
2 CRIMINOLOGY STUDENTS
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12 A Research Paper Presented to the
13 Faculty of the Institute of Criminal Justice Education
14 Gov. Alfonso D. Tan College
15 Maloro, Tangub City
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25 In Partial Fulfillment
26 Of the Requirements for the Degree
27 BACHELOR OF SCIENCE IN CRIMINOLOGY
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36 Allan O. Conol Jr.
37 Rannah Mae P. Lapura
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46 May 2022
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47 GOV. ALFONSO D. TAN COLLEGE
48 Tangub City, 7214 Philippines
49 ______________________________
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51 INSTITUTE OF CRIMINAL JUSTICE EDUCATION
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54 CERTIFICATE OF PANEL APPROVAL
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56 This research attached hereto, “THE EFFECTS OF BROKEN HOMES TO THE

57 MENTAL HEALTH OF CRIMINOLOGY STUDENTS” prepared and submitted by
58 Allan O. Conol Jr. and Rannah Mae P. Lapura in partial fulfillment of the
59 requirements for the degree BACHELOR OF SCIENCE IN CRIMINOLOGY is
60 hereby recommended for approval.
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62 Approved by the Committee on Oral Examination.
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65 LOVE H. FALLORAN, Ph. D
66 Chairperson
67 _______
68 Date
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71 CLINT JOY M. QUIJE, MA HONEYVIE CERE, MSCRIM
72 Member Member
73 _______ _______
74 Date Date
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76 ROGIELOU P. ANDAM, Ph. D
77 Adviser
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79 Date
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81 This research is approved in partial fulfillment of the requirements for the degree
82 BACHELOR OF SCIENCE IN CRIMINOLOGY.
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85 LOVE H. FALLORAN, Ph. D
86 Dean, Institute of Criminal Justice Education
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88 Date
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90 NORIEL B. ERAP, Ed. D
91 VP for Academic Affairs
92 ______
93 Date
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94 ABSTRACT
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96 A broken family is typicaly thouhts of as one in which one of the parents has left the
97 home due to divorce or parental separation. The primary goal of this study was to
98 determine the effects of broken homes to the mental health of the respondents and their
99 strategies in coping with the effects of the situation to their mental health, and there were
100 50 respondents and 10 participants from Bachelor of Science in Criminology who belong
101 to broken homes were considered as participants of the study. The researchers used the
102 purposive sampling to identify the respondents. In the study, a mixed method of research
103 was used, with an adopted modified research questionnaire, that was critically examined
104 by the adviser and validated by three (3) validators coming from guidance office, and
105 interview guide questionnaire. Based on the study’s findings, the effects of broken homes
106 to the mental health of the respondents is high. On the other hand, based on the interview
107 to the ten (10) participants about their strategies in coping the effects of the situation to
108 their mental health, four (4) themes emerged and these are; engaging various sports and
109 hanging out, keeping myself busy, asking aid and suport, and continue moving forward.
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111 Keywords: Effects, strategies, broken homes, mental health.
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141 ACKNOWLEDGEMENT
142 The researchers would like to express their gratitude and appreciation to the
143 following persons who helped much to the success of this study:
144 To Dr. Gladys Estrellanes, the research intructor, for the invaluable assistance and
145 insights, for her enthusiasm, patience, immense knowledge, for the continuous support to
146 our study and research, that push this research to its completion and who have
147 contributed much in the conduct of this study;
148 To Dr. Rogielou P. Andam, the research adviser and statistician, we would like to
149 express our sincere gratitude as her guidance help us all the time. Our adviser and
150 mentor, for the suggestions, support, for being responsive in suggesting and confirming
151 our interpretations and computations, and supervision to make this study successful.
152 To Dr. Love H. Falloran, the chair and Dean of Institute of Criminal Justice
153 Education, for her motivation and help;
154 To the members of the panelists, Ms. Honeyvie Cere, MSCrim and Mr. Clint Joy
155 Quije, MA, for giving all the suggestions, and for carefully examining this paper for the
156 betterment of the intellectual work. Thank you for their time, suggestions, and
157 encouragement which allow us to get the necessary information we need to make this
158 research possible.
159 To Jennifer C. Padilla, the research editor, kind and approachable person, who
160 always motivate us. We’re lucky and we could not have imagined, having a better
161 research editor for our study, thank you for your time and encouragement ma’am.
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163 To the researchers’ parents, words cannot express how much they mean to them.
164 To their dear brothers and sisters for their constant advice and moral support;
165 Finally and most especially, to GOD for the knowledge, intelligence, strength,
166 determination, peace, joy, and glory that showered upon the researchers!
167 To all of you, thank you so much!
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169 - The Researchers
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186 DEDICATION
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188 This work is the result of countless and arduous sacrifices, and it is dedicated
189 wholeheartedly to our beloved parents, who have been the source of our inspirations and
190 gave us strength when we taught of such giving up, and who continuously provide their
191 unending support. To our brothers, sisters, mentors, and friends who helped us when we
192 were having difficulties while doing this study. Most importantly, we thank GOD for the
193 knowledge, intelligence, strength, determination, peace, joy, and glory that bestowed
194 upon us. To them they dedictae this intellectual work.
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209 TABLE OF CONTENTS
210 Page
211 TITLE PAGE i
212 APPROVAL SHEET ii
213 ABSTRACT iii
214 ACKNOWLEDGEMENT iv
215 DEDICATION vi
216 TABLE OF CONTENTS vii
217 LIST OF FIGURES ix
218 LIST OF TABLES x
219 LIST OF APPENDICES xi
220 Chapter
221 1 THE PROBLEM AND ITS SCOPE
222 Background of the Study 1
223 Conceptual Framework 3
224 Schematic Diagram 6
225 Statement of the Problem 7
226 Significance of the Study 7
227 Scope and Limitation 8
228 Research Methodology 8
229 Research Design 8
230 Research Setting 9
231 Research Respondents 9
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232 Research Instrument 9
233 Validation of Instrument 10
234 Data Gathering Procedure 10
235 Data Analysis 10
236 Ethical Considerations 11
237 Definition of Terms 12
238 2 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
239 Effects of Broken Home to the Mental Health
240 of the Respondents 13
241 Theme 1. Engaging various sports and hanging out 15
242 Theme 2. Keeping myself busy 16
243 Theme 3. Asking aid and support 17
244 Theme 4. Continue moving forward 19
245 3 SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
246 Summary of Findings 21
247 Conclusion 22
248 Recommendations
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250 REFERENCES 24
251 APPENDICES 26
252 CURRICULUM VITAE 44
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256 LIST OF FIGURES
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258 Figure Page
259 1 Schematic Diagram 6
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279 LIST OF TABLES
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281 Table Page
282 1 Effects of Broken Home to the Mental Health
283 of the Respondents 13
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302 LIST OF APPENDECIS
303 Appendix Page
304 A Certification 27
305 B Letter of Permission 28
306 C Letter to the Respondents 29
307 D Validated Questionnaire 30
308 E Questionnaire 31
309 F Interview 33
310 G Utterances 34
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325 Chapter 1
326 THE PROPLEM AND ITS SCOPE
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328 Background of the Study
329 Parents are the most important people in our homes to raise their children, and
330 they are called family. Parents provide unconditional love, protection, and care to their
331 children. They send their children to school in order to learn something, and they are also
332 the ones who guide their children as they grow up. But, if the parents split and the family
333 is broken, the children will suffer from what their parents did, and it will somehow
334 change their lives.
335 A broken home might lead to a child having greater mental issues including
336 anxiety and despair. Youngsters from broken homes may believe that they are less
337 valuable than children from intact families. Suicide and/or self-injurious conduct may
338 become more likely as a result of this. Children who do not have a complete set of
339 parents are more prone to be violent and have other externalizing issues. If children see or
340 hear their parents fighting, they are more likely to become depressed, have suicidal
341 thoughts, anxiety, social withdrawals, and school absence (Osborne & McLanahan,
342 2018). Not having a complete set of parents at home may also have a negative impact on
343 a child’s overall academic performance. Children from broken homes are more likely to
344 drop out of school than children from two-parent homes, according to research (Flouri,
345 2017). According to Dawn (2016), students understand that studying is an important
346 method for becoming successful in life, so they push themselves to study harder despite
347 the fact that everything can be difficult for them due to problems, and it is their driving
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348 force to be great in life even when things are difficult in every way. Some got more
349 active, while others remained same. Some people create issues as a way to become
350 stronger, to have more bright days than lonely nights.
351 Students with shattered homes will be unable to concentrate on their schoolwork
352 since their thinking has been traumatized or they are unable to think clearly because of
353 life’s problems. According to Shubhi Sinha (2016), children who grow up in broken
354 households are more likely to develop clinical depression and anxiety. Living in a
355 household where your parents are intolerant of one another can be a nightmare. It is not
356 an easy path without the affection that a family should have. It can have disturbing effects
357 on not just for the couple but the children too. They will somehow believe that they are
358 not good enough as sons or daughters. As researchers, noticed that some students who
359 come from a broken household experience variety of negative consequences in their
360 studies. As we’ve observed in students met or experienced, students from broken homes
361 miss more classes, arrive late, and skip classes than students from stable homes.
362 Furthermore, being rebellious and interested can lead to students being exposed to drugs,
363 alcohol, and smoking, or they are more likely to engage in sexual activity, which is where
364 teenage pregnancy is most common. The distress generated by the problem leads to
365 mental health issues, which have affected social skills and resulted in a peer problem.
366 Thus, this research was done to better understand the effects of criminology
367 students’ broken homes to their mental health. It focused on the mental health of our
368 criminology students in Gov. Alfonso D. Tan College as well as their coping techniques
369 on how they avoid mental health problem. The goals of the study was to find alternative
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370 solutions on how to cope with possible mental health problems that students with broken
371 homes may encounter.
372 Conceptual Framework
373 The study was anchored on the ideas from the different authors whose concepts
374 are closely related to this study.
375 According to Kerr and Bowen’s family system theory (2020), focusing on the
376 entire family may be more advantageous. Because most people have interaction with their
377 family of origin throughout their lives, family systems theory recognizes that the family
378 plays an important role in both mental and physical well-being. Families have a lot of
379 influence on people’s lives; they get together to rejoice and to help each other through
380 difficult times. The concept of family systems theory highlights the idea that families are
381 continuous units with laws, ideas, and values that shape individuals over time. A home
382 system paradigm leads clinicians to focus on the family as a whole, while understanding
383 the multiple subsystems within a family that highlight family connections, rather than just
384 the individual with mental health problems. Human relationships are influenced by
385 family dynamics (e.g., structures, roles, communication patterns, boundaries, and power
386 relations), which include what brings individuals together and what drives them apart, as
387 well as any conflict and intergenerational transmission. Family functions evolve over
388 time, but they could include daily care of a disabled family member, community
389 involvement and advocacy, economic support or advice for any family members, and
390 spiritual and social encouragement, to name a few. The primary focus of family systems
391 theory is on behavioral exchanges that occur during a specific moment of contact
392 between family members. According to the hypothesis, patterns of family interaction
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393 originate, maintain, and perpetuate both problem and non-problematic behaviors. Family
394 system theory is a Non-pathology-oriented approach to identifying and generating
395 reconstitute behavioral interactions between family members. The focus is on identifying
396 and interrupting recurring behavioral exchanges in which the issue behavior occurs.
397 Family system theory is a Non-pathology-oriented approach to identify and generate
398 restructure behavioral exchanges among family members. The focus is on recognizing
399 and interrupting recurrent behavioral exchanges that include the issue behavior. When
400 these problem-perpetuating patterns are successfully disrupted, according to this
401 hypothesis, the problem behavior fades away and the treatment is complete.
402 Mental health encompasses cognitive, behavioral, and emotional well-being,
403 according to Adam Felman (2020). It all comes down to how people think, feel, and act.
404 The word “mental health” is occasionally used to refer to the absence of a mental disease.
405 Mental illness can have a negative impact on daily life, relationships, and physical health.
406 Taking care of one’s mental health can help them appreciate life more. This entails
407 striking a balance between daily activities, duties, and psychological resilience efforts.
408 Stress, despair, and anxiety can all influence a person’s mental health and interrupt their
409 routine. Despite the widespread use of the phrase “mental health,” many diseases that
410 doctors define as psychological disorders have physical underpinnings.
411 Children with divorced parents do not perform well in school, according to
412 Eschica (2019), which is a terrible situation because a school that is supposed to provide
413 instruction is failing to do so. As a result, it just stops working. Furthermore, children in
414 broken families are thought to suffer five times more than their parents. Parental divorce
415 has a significant impact on children’s emotional, behavioral, and intellectual well-being.
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416 In terms of academic accomplishment, behavior, psychological well-being, and peer
417 interactions, studies show that those students are worse off than those with continuously
418 married parents. As a result, it appears that students are unwitting victims of their
419 parents’ inability to establish a happy and stable home (Amato 20017). Keith further
420 stated that single-parenting arrangements put the children at risk. The majority of
421 teenagers who have only one parent are financially disadvantaged. Parents are unable to
422 purchase consumer goods in order to elevate their children’s social position. Teenage
423 delinquency is the effect of this. Aside from that, parental quality is a predictor of
424 adolescent behavioral disorders. In the foreseeable future, they will have trouble
425 functioning as parents (Keith 2007). As a result, adolescents who grow up in a broken
426 home face more stressful situations and conditions than those who grow up with their
427 parents married for life. On a cognitive, social, and emotional level, it causes behavioral
428 issues. Normally, things like decision-making, acts, and so on are included. Typically, a
429 child’s decision-making, actions, and words correspond to how they see their situation. It
430 can have a positive or negative outcome, but the latter is more likely.
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Criminology Students with
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Mental Health
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453 Figure.1. Schematic Diagram of the Study
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462 Statement of the Problem
463 The study focused on determining the effects of broken homes on the mental
464 health of criminology students of Gov. Alfonso D. Tan College.
465 Specifically, it aimed to answer the following questions:
466 1. What are the effects of broken home to the mental health of the respondents?
467 2. What are the respondent’s strategies in coping with the effects of the situation
468 to their mental health?
469 Significance of the Study
470 The study focused on the effects of broken homes to the mental health of
471 criminology students of Gov. Alfonso D. Tan College. Moreover, the result of the study
472 will be beneficial to the following.
473 Respondents. The respondents of the study are the fifty (50) and ten (10)
474 participants from the Bachelor of Science in Criminology program would
475 be more motivated and engaged in the classroom. This would provide a
476 more concrete experience of the concept being studied as well as a better
477 learning opportunity and understanding of the subject matter.
478 Teachers/Mentors. The result of the study would help the teachers/mentors to
479 provide encouragement and give proper guidance to the students. This may
480 also increase their competency.
481 Parents. The study's findings would help parents in guiding their children and
482 making them aware of the effects of broken homes on the mental health of
483 students.
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484 Future Researchers. The findings of the study would serve as a reference
485 material and a guide to the future researchers who wish to conduct the
486 same study related to the effects of broken homes on the mental health.
487 Scope and Limitations
488 This study focused on the effects of broken homes to the mental health of
489 criminology students of Gov. Alfonso D. Tan College. A broken family is a family that
490 has split or separated due to variety of reasons and this leads to students being raised by
491 single parents, stepparents, or other not related to the biological parents. The respondents
492 of this study are fifty (50) and ten (10) participants of Bachelor of Science in
493 Criminology of Governor Alfonso D. Tan College. The study was conducted during the
494 1stsemester of the academic year 2022-2023.
495 Research Methods
496 This section discusses data collection methods such as: the research design,
497 research setting, research respondents, research instrument, validation of instrument, and
498 the data gathering procedure.
499 Research Design. The researchers employed a concurrent mixed method design
500 in this study. This is a multi-strand design in which both qualitative and
501 quantitative data are collected and analyzed to answer a single type of
502 research question. Concurrent mixed method designs are defined by the
503 simultaneous collection of both types of data. Within each of these two
504 categories, there are three distinct designs based on (a) the weight given to
505 qualitative and quantitative data (equal or unequal), (b) the method used to
506 analyze and integrate the data, and (c) whether the theoretical foundation
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507 underlying the study methodology is to effect social change or advocacy
508 (Creswell et al., 2003).
509 Research Setting. The research study was conducted in Gov. Alfonso D. Tan
510 College, Tangub City. The researchers believed that the setting needs the
511 study because the issue of status is worldwide and it is applicable in the
512 case of chosen setting.
513 Research Respondents. The respondents of this study were the BS Criminology
514 students of Gov. Alfonso D. Tan College who are having broken homes.
515 The researchers used the purposive sampling to identify the respondents,
516 and the researchers considered fifty (50) respondents and ten (10)
517 participants from Bachelor of Science in Criminology.
518 Research Instrument. In this study, in quantitative section, the researchers
519 employed adopted modified research questionnaire based on Lourdes
520 Celajes’ (2019) questionnaire on the study of broken family. The
521 respondents checked the set questionnaire and choose one of the four
522 responses that best describes their situation: strongly agree, agree,
523 disagree, and strongly disagree. The goal of the questionnaire was to
524 discover what are the effects of being raised in a broken home. While in
525 qualitative, the main instrument that was used by the researchers is the
526 interview guide questionnaire. The purpose of the interview is for the
527 students who are from broken homes to tell their stories on growing up in
528 broken homes. The interview took place an online setting using Messenger
529 and Microsoft Teams in order to encourage active involvement and obtain
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530 detailed and honest responses from the participants. The interviews were
531 conducted in both English and Cebuano- Bisaya. As a result, the
532 volunteers are able to comprehend the language and hold formal dialogues
533 with the researchers. The questions are carefully crafted in order to
534 generate a courteous and friendly tone of conversation that elicited
535 accurate and honest information from the student participants.
536 Validation of Instrument. The researchers ensured that the survey questionnaires
537 were checked by the 3 experts from the field, adviser, the statistician, and
538 the editor. All the suggested comments and suggestions were integrated
539 into the survey form before giving to the respondents.
540 Data Gathering Procedure. The researchers first sought permission from the
541 respondents, who are BS Criminology students at Gov. Alfonso D. Tan
542 College, to participate in quantitative data collection during their free time
543 in order to answer or complete the questionnaires. At the same time, the
544 researchers assisted the respondents in filling out the survey questionnaires
545 and orienting them to the nature of the said the research. During the
546 qualitative phase, the researchers asked their participants about their
547 experiences with broken homes. The confidentiality of their identity and
548 answers was guaranteed by research ethics. Finally, the data was analyzed
549 by the researchers.
550 Data Analysis. The data gathered was analyzed and summarized through the use
551 of appropriate statistical tools. Weighted mean and thematic analysis were
552 used in summarizing the data on the effects of broken homes on the mental
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553 health of criminology student. This would give the average response of the
554 respondents. The summarized data are presented through tables.
555 1. Weighted Mean. The weighted mean is a type of mean that is derived by
556 multiplying the weight (or probability) associated with a certain
557 event or outcome by the associated quantitative outcome, then
558 summing the results.
559 2. Thematic Analysis. It is a method of analyzing qualitative data. It is
560 usually applied to a set of texts, such as an interview or transcripts.
561 The researcher closely examines the data to identify common themes
562 – topics, ideas and patterns of meaning that come up repeatedly.
563 Braun and Clarke, 2006; Thematic analysis also involves (usually
564 inductive) coding of qualitative data into clusters of similar entities,
565 or conceptual categories and the identification of consistent patterns
566 and relationships between themes, so as to come up with a
567 theoretical explanation of the phenomenon under study.
568 Ethical Considerations
569 The participants’ confidentiality was not exposed or revealed to anybody. Before
570 the start of the dissemination of the questionnaire and interview guide, a written informed
571 consent forms were presented to the participants. It emphasized that the said data
572 gathered from the guide are used for academic purposes only. The researchers assured the
573 participants that the information gathered in the instrument are strictly confidential and
574 the anonymity of their identities was constantly maintained.
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576 Trustworthiness of the Research
577 The participants’ confidentiality was not exposed or revealed to anybody. To
578 guarantee credibility of the interpretation of this study, the researchers consulted experts
579 and professionals regarding the gathered data to ensure that the researchers made correct
580 judgement of the results in order to generate a good recommendation for this study. Thus,
581 this study was conducted with utmost reliability and integrity.
582 Definition of Terms
583 The terms below are theoretically and operationally defined in this study.
584 Broken homes. A family in which the parents are divorced or separated.a house
585 containing a family that is set apart due to tensions and certain problems. ex:
586 a kid’s parents constantly fight and he/she feels lonely, depressed, angry.
587 that is a product of a broken home, who may usually get away from the
588 problems by doing bad things (drugs,drink,etc...).
589 Effects. An event, condition, or state of affairs that is produced by a cause:
590 influence Computers have had an important effect on the way people work.
591 2: the act of making a certain impression The tears were only for effect. 3:
592 execution sense 2, operation The law goes into effect today.
593 Mental health. Mental health includes our emotional, psychological, and social
594 well-being. It affects how we think, feel, and act. It also helps determine
595 how we handle stress, relate to others, and make choices. Mental health is
596 important at every stage of life, from childhood and adolescence through
597 adulthood.
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599 Chapter 2
600 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
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602 This chapter presents the analysis of the gathered data. The discussion follows the
603 orders of the specified questions in the statement of the problem.
604 Table 1
605 Effects of Broken Home to the Mental Health of the Respondents
Indicators Mea Interpretation

n
1. I am having a hard time regulating my emotions. 3.20 Agree
2. I only keep to myself the anger and pain I felt during
3.37 Strongly Agree
the time my parents got separated.
3. I easily get angry when others tease me about my
2.82 Strongly Agree
parents.
4. I experience mood swings since my parents got
3.04 Agree
separated.
5. I feel as if I’m alone. 3.12 Agree
6. I feel stress every time when I think about the
3.10 Agree
situations of my Parents.
7. I don’t believe in marriage or commitment. 2.33 Disagree
8. I am suffering with a moderate intellectual
2.55 Agree
impairment.
9. I am having a hard time adjusting with the transition
2.76 Agree
of my family went through.
10. I think that I am the reason why my family is having
2.33 Disagree
problems.
11. I tried to run away from home when I realized that
2.67 Agree
my family will never be complete again.
12. Drinking alcohol or smoking cigarettes help me
2.31 Disagree
relieve my stress due to family problem.
13. I have thought and have tried drugs as a way to forget
1.94 Disagree
my problems at home.
14. I talk back to my parents or anyone who tries to tell
2.55 Agree
me what to do.
15. I disobey the rules of our households. 2.33 Disagree
16. I’m having a hard time trusting people. 2.71 Agree
17. It hard for me to make friends. 2.47 Disagree
18. I am being bullied because I come from a broken
2.41 Disagree
family.
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19. I experience social anxiety whenever there’s a family

2.82 Agree
gathering.
20. I become a bully, because of my parents separation 2.12 Disagree
21. I am afraid to let other people know that I belong to a
2.53 Agree
broken family.
22. I am having a hard time participating in school
2.55 Agree
activities.
23. I cannot concentrate during class discussion. 2.51 Agree
24. My grades in school decreased. 2.47 Disagree
25. Making my home works or projects at home is
2.59 Agree
difficult.
26. I have no interest in going to school. 2.14 Disagree
Grand Mean 2.61 Agree
606
607 Table 1 depicts the assessment on the effects of broken home to the mental health
608 of the respondents. As shown, the highest mean of 3.37 implies that the respondents
609 strongly agree they only keep to their selves the anger and pain they felt during the time
610 their parents got separated. However, the lowest mean of 1.94 implies that the
611 respondents strongly disagree that they have thought and have tried drugs as a way to
612 forget their problems at home. Hence, the grand mean which is 2.61 reveals that the
613 respondents agree on the indicators which indicates that the effects of broken home to
614 their mental health is high. According to Ruksana Saikia (2017), children are the ones
615 that suffer the most of a damaged family. The immediate impact has already been shot at
616 them. Children are the ones who suffer most when a couple separates. Profoundly
617 impacted, leaving them with lasting physical, emotional, and socially. Children should
618 develop in a healthy environment. Families where they may experience affection, care,
619 and concern their guardians.
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623 RESPONSES OF THE PARTICIPANTS ON THEIR STRATEGIES IN COPING
624 WITH THE EFFECTS OF THE SITUATION TO THEIR MENTAL HEALTH
625 Problem 2. What are the respondent’s strategies in coping with the effects of the
626 situation to their mental health?
627
628 There were four themes that emerged about the respondents’ coping mechanisms
629 with the situation’s consequences on their mental health.
630 Theme 1: Engaging into Various Sports and hanging out with friends
631 Sports can help you manage stress, according to Brennan (2019).
632 Endorphins, the brain chemicals that reduce tension and pain, are released by
633 exercise. Additionally, it lowers the levels of the stress chemicals cortisol and
634 adrenaline. Studies have indicated that 20 to 30 minutes of exercise each day can
635 help people feel more relaxed. Several hours after exercising, this tranquility is
636 still present. Furthermore, according to Scott E. (2020), having fun on a regular
637 basis can help you feel less overwhelmed by the stressors in your life.
638 “My strategies in coping with the effects of broken homes to my

639 mental health is enjoying with my friends and engaging some sports such
640 as volleyball and badminton.” (P1)
641
642 “In coping with the effects of the broken home to my mental health
643 is playing computer, and working out with friends.” (P2)
644
645 “The strategies in coping with the effects of the broken home to my
646 mental health are Sports really help a lot together with my friends.” (P3)
647
648 “In my situation, I like to go camping with my friends as this will
649 give me a peace of mind and away from all the distractions at home or
650 being in a broken family and at the same time you will likely explore new
651 things and keep active so as engaging to sports.” (P4)
652
653 “The strategies in coping up with the effects of broken home to my
654 mental are to engage in sports and hanging out with my friends.” (P8)
83
84
85 16
86
655 Based from the responses of the participants, five (5) of them stated that to cope
656 up with their situation of having a broken home, they engage into sports and hang out
657 with their friends as these help them to distract themselves from the situation at home.
658 Sports and social activities improve mental health and emotional well-being while
659 lowering the likelihood of negative problem outcomes. Sports boost our mood, focus, and
660 alertness, as well as our cardiovascular and physical health. Sport teaches us to stay calm
661 in the face of hardship. Sports have been shown to lower the likelihood of developing a
662 mental health problem. It also appears to help in the treatment of a variety of mental
663 health problem, such as depression, problem stress, and pain, and the same situation as
664 hanging out with oneself will forget our problems and reduce our depression, and that is
665 how the participants cope with the effects of a broken family. According to Guarin
666 (2018), research, exercise and physical activities have a positive impact on mental health
667 issues. Individuals or groups can participate in sports. Furthermore, youths who
668 participate in sports are more psychologically resilient and capable of recovering from
669 problems. Sports participation can help to prevent social isolation (Hiremath, 2019).
670 Theme 2: Keeping myself busy
671 Burgess (2018) stated that keeping active is a great way to fight negative
672 emotions and preserve positivity. When our plans are coming together, we are
673 inspired and driven. We typically don't have time to dwell on unpleasant emotions
674 like worry, despair, loneliness, fury, or envy when we're busy, which might be
675 advantageous. Naturally, with moderation if you find that you are using your
676 busyness to divert yourself from other issues, it may be time to slow down and put
677 your mental health first.
87
88
89 17
90
678 “My experienced as a part of a broken family is that you badly

679 needed the love, attention, and care from my parents and I know it’s
680 impossible because they’re already separated. So, what I did is I keep
681 myself busy like doing my activities in school.” (P2)
682
683 “To avoid myself thinking so much with my problems I always keep
684 myself busy like jogging, doing activities in school, and etc., and that is my
685 way in coping with, to the said problem.” (P6)
686
687 “The strategies in coping with the effects of the broken home to my
688 mental health 1is keeping myself busy and thinking positive.” (P7)
689
690 “I found that I had to keep myself busy while I was in a situation of
691 broken family, and I just couldn’t bear to sit still, or else I would start
692 thinking about everything that happened.” (P9)
693
694 Four (4) of the participants expressed that their way of coping up with the
695 situation they are in at home is keeping their selves busy. This helped them to forget and
696 be distracted from their situation. Keeping busy allows a person to develop and avoid
697 negative thinking. Not only do you learn new things and improve in whatever you’re
698 doing, but it could also be a way for us to forget about the problem we’ve encountered.
699 Keeping busy teaches us how to manage and handle difficult situations, how to stay
700 organized, and how to work efficiently in the face of adversity. According to Bryant
701 (2022), staying active can also aid with mind reprogramming by distracting oneself from
702 bad ideas and replace them with positive busy behaviors.
703 Theme 3: Asking aid and Support
704 A very clear and positive benefit of asking for help, as stated by Coert
705 (2015), is that you open the door for others to assist you in moving forward. Your
706 chances of learning and moving forward are increased by identifying a
707 prospective area of need and getting in touch with someone who has the necessary
708 information, abilities, connections, or resources. You might receive knowledge
91
92
93 18
94
709 from others, learn new things, meet new people, and get assistance from them in
710 overcoming challenges.
711 “I ask help from God always because even He cannot respond
712 through verbal but I know that he will listen to me.” (P1)
713
714 “Usually I share my problems and ask help from my boyfriend and
715 friends because I’m comfortable and I can say that they’re willing to
716 listen.” (P3)
717
718 “I ask help from my grandma because I’m comfortable with her to
719 share my problems.” (P4)
720
721 “Sometimes if I can’t handle my emotions I ask help from my
722 grandparents because they’re the one who listen to me.” (P5)
723
724 “If I’m drowning to solitude I ask help from my grandma because
725 she already knows my problems and at the same time she will comfort and
726 motivate me.” (P6)
727
728 “If I remember my problem I always ask help from God, because I
729 know he will never judge nor leave me despite of my flaws and everything
730 happens for a reason.” (P7)
731
732 “Sometimes I ask help from my Friends because I am comfortable
733 talking to them and they’re willing also to listen my problems.” (P8)
734
735 “I ask help from my girlfriend, because I know she will understand
736 nor judge my situation and help me to be a better person.” (P9)
737
738 “My strategy for me to deal with the effect of broken home on my
739 mental health is to don’t think about many things that will hinder your
740 dreams in the future and just focus on the goal in life. Think positive
741 always, do your best to survive this challenge in life. Don’t think about
742 many things that something you know can destroy yourself and also pray
743 always to God, you should never surrender because we all know that this
744 situation we face or should I say I face is just a test given by the God so
745 that he can see what our strength and self-belief is.” (P10)
746
747 Based from the responses of the participants above, seven (7) of them stated that
748 in order to cope up with their situation at home, they asked help and support from their
749 friends, grandparents and loved ones. This way, they were able to release the heaviness
95
96
97 19
98
750 they feel with the assurance that the people they have shared their feelings to will not
751 judge them. In a broken family, asking for help and support is a healthier coping strategy
752 because it reduces misery, pain, and stress. To thrive, we must admit to ourselves that we
753 have a problem and that we require the support of others who can relate to our
754 experiences in order to recover from the pain, sadness, and stress caused by family issues.
755 Seeking support from God, friends, and groups can be the key to ensuring calm in our
756 worry, as well as a support can give people a chance to talk about their own experiences
757 and feelings, among other things. Asking for help strengthens our relationships with them
758 and allows us to benefit from their inspiring and uplifting words. According to Lieberman
759 (2014), by asking for assistance, you provide the other individual the chance to do
760 something valuable for a different person and feel satisfied as a result. Furthermore,
761 asking for assistance is a subliminal method of complimenting the other person. Because
762 by asking for assistance, you are conveying your belief in the other person's competence
763 and trust in their ability to assist you.
764 Theme 4: Continue moving forward
765 Moving forward in life helps you avoid stagnation, according to Bajaj S.
766 (2019). You are able to keep going at your own pace without giving in to life’s
767 many temptations. The ability to let go of the past also enables you to recognize
768 chances where others see just problems. Making progress in this way encourages
769 you to quit whining about the difficulty and forces you to take action to address it.
770
771 “My experiences as part of a broken family is no word can express
772 how sad it is. I can’t imagine that I belong to this because one thing I
773 know even though our family is far from perfect but we help each other if
774 there is a problem we solve it as one. During those separations of my
775 parents, I lost my concentration and focus, I was once a goal orientated
99
100
101 20
102
776 but it vanished and until now I don’t know how to bring back the old me.
777 But I was still pushing myself to keep going and just enjoying the path
778 where I’ve been trying to reach for my future.” (P1)
779
780 “It’s hard to be a broken family because you have to live with your
781 grandparents and you can’t easily ask them to buy your needs and support
782 your study, that’s why I’m a working student now so that I could continue
783 studying and moving forward for my brighter future, although it’s hard for
784 me but I always think that this is just e temporary not a life sentence. (P4)
785
786 “Being broken family is not easy because at my young age, I
787 experienced a lot of problems and the least I can do is to fight those trials
788 and challenges in life and move forward for my future” (P5)
789
790 “Horrible, but it makes me strong at the same time, I always think
791 positive even if deep inside I’m alone, I always try my best to not be
792 affected and focus those things that can help me in my future.” (P8)
793
794 Four (4) of the participants said that although being in a broken home is not easy,
795 they still pushed themselves and decided to move forward in life. Being a part of a broken
796 family is difficult because it causes a variety of emotions such as stress, pain, depression,
797 and so on, which can lead us down the wrong path in life, but if we believe that life is not
798 only about the past and present but also about the future, we must continue moving
799 forward despite the problems we’ve faced, because there will be hope and prosperity in
800 life in the future, and this is what the participants did, they continued moving forward
801 despite the problems they faced. The most crucial action is to acknowledge, accept, and
802 control your stress in order to prevent detrimental physical and emotional effects,
803 according to Tiret and Knurek (2020).
804
805
806
807
103
104
105 21
106
808 Chapter 3
809 SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS
810
811 This chapter shows the summary of the gathered data, the conclusion generated
812 from the findings of the study and the recommendations that the researchers would offer
813 based on the result of the study.
814 Summary of Findings
815 This study “The Effects of Broken homes to the Mental Health of Criminology
816 Students”, was conducted to seek and determine the effects of broken homes to the
817 mental health of the respondents and what are the respondents’ strategies in coping with
818 the effects of the situation to their mental health. Concurrent mixed methods research
819 design was employed to be able to close the information gap that existed in the study. In
820 the quantitative phase, there are fifty (50) respondents from Bachelor of Science in
821 Criminology program while ten (10) randomly selected students served as qualitative
822 participants. The data were gathered using a questionnaire and an interview guide. The
823 study was conducted during the 1st semester of the S.Y. 2022-2023 at Gov. Alfonso D.
824 Tan College, Brgy. Maloro, Tangub City, Misamis Occidental.
825 The result revealed that on the effects of broken home to the mental health of the
826 50 respondents, it got a grand mean of 2.61 which indicates that the respondents agree on
827 the indicators, thus the effects of broken family to criminology students’ mental health is
828 high.
829 Based on the interview to the ten (10) participants about their strategies in coping
830 with the effects of the situation to their mental health, it has four themes: (1) Engaging
107
108
109 22
110
831 Various sports and hanging out, (2) keeping myself busy, (3) Asking aid and support, and
832 (4) Continue moving forward. These themes showed a range of emotions, including
833 stress, loss of concentration and focus on their goals, and difficulty adjusting to life
834 without their entire family. Despite the problems they faced and experienced, they tried
835 various coping strategies to alleviate their problems and learned how to deal with it and
836 survive.
837 Conclusion
838 According to the study's findings, it can be concluded being in a broken home has
839 negative effects on every student's mental health, such as being easily irritated when
840 others tease them about their parents, feeling alone, being unable to concentrate during
841 class discussions, feeling stressed, and having no interest in going to school. All the
842 students faced challenges and stressors in their life as part of broken families. Regardless
843 of the struggles that students came up against, positive views and actions were seen. The
844 students have various ways facing struggles based on living reality. This study observed
845 the coping mechanisms and strategies to every student. So, despite the issues that they
846 faced as a student and being in a broken family, they took it as a motivation to create
847 goals and by doing well in their studies. Moreover, the sense of trust and belief in them to
848 continue life was present. They participated in sports that may make them feel happier
849 and more relaxed, as well as provide social benefits by allowing them to connect with
850 other people. It has been proven that sports reduce stress, depression, and boost self-
851 confidence. Furthermore, they have grandparents, close friends, and special someone
852 who’s willing to listen to their problems, give them pieces of advice, and help to
111
112
113 23
114
853 overcome them, and most of the participants hold on to their faith in God and used
854 prayers as a savior from all the trials they have been through.
855 Recommendations
856 The researchers recommend to the students who come from broken homes that
857 they must not forget their obligations and responsibilities as sons and daughters and give
858 importance to their studies. It is known, that broken family could not be prevented, and
859 that is why parents should be responsible enough to guide their daughter or son to
860 understand their situation in order for them to overcome the emotional stress and for them
861 to accept their situation. Students, in their part, should accept their predicaments with
862 lightness of heart so that they may be able to take the situation as a stepping stone and not
863 as a stumbling block. Use positive coping strategies to improve them despite the said
864 problem.
865
866
867
868
869
870
871
872
873
874
875
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876 REFERENCES
877
878 Adam felman (2022). https://www.mnpsych.org/index.php%3Foption%3Dcom _l
879 dailyplanetblog%26view%3Dentry%26category%3Dindustry%2520news%26id
880 %3D54
881
882
883 Amato, P. (2017). The implications of research findings on children in Stepfamilies.
884 Psychological Bulletin, 26-46.
885
886
887 Bajaj S, (2019). https://www.linkedin.com/pulse/keep-moving-forward-sameer-bajaj-
888
889
890 Brennan D. (2021)https://www.webmd.com/mental-health/benefits-of-sports-for-mental-
891 health#:~:text=Sports%20help%20you%20manage%20stress,can%20make
892 %20people%20feel%20calmer.
893
894 Bryant, (2022). https://psychcentral.com/blog/are-you-keeping-busy-to-avoid-your-
895 feelings
896
897
898 Burgess, J, (2018). https://www.lifesorted.com/5-unexpected-benefits-of-being-busy/
899
900
901 CoertVisser (2015) http://www.progressfocused.com/2015/05/5-benefits-of-asking-for-
902 help.html?m=1#:~:text=Asking%20for%20help%20increase%20your,caring
903 %20relationships%20with%20other%20people.
904
905
906 Creswell, (2003). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3235529/#:~:text=
907 Creswell%2C%20Plano%20Clark%2C%20Gutmann%2C,major%20categories
908 %3A%20sequential%20and%20concurrent.
909
910
911 Eshica, H. (2019). Family transitions as stressors in children and adolescents.
912 Washington, D.C: American Psychiatric Press
913
914
915 Flouri, E. (2017). Fathering and adolescents’ psychological adjustment: The role of
916 fathers’ involvement, residence and biology status. Childcare, Health &
917 Development, 34, 152161.//www.mnpsych.org/index.php%3Foption%3Dcom_d
918 ailyplanetblog%26view%3Dentry%26category%3Dindustry%2520news%26id
919 %3D54
920
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921 Guarin(2018).https://www.researchgate.net/publication/
922 352270122_A_Review_of_the_Existing_Literature_on_the_Positive_and_Negati
923 ve_Aspects_of_Sports_on_the_Psychology_of_People
924
925
926 Keith, B. (2007). Parental divorce and the well-being of children: A Meta-analysis.
927 Journal of Family Issues, 191-207.
928
929
930 Kerrrr and Bowen (2020). Family systems theory. www.sciencedirect.com/topics
931 /medicine-and-dentistry/family-sys
932
933
934 Lieberman, (2014). http://www.progressfocused.com/2015/05/5-benefits-of-asking-for-
935 help.html?m=1
936
937
938 LourdesCelajes(2019).https://www.academia.edu/35059339/
939 Broken_fam_questionnaire_for_proofread
940
941
942 Mental health: strengthening our response
943 https://www.who.int/news-room/fact-sheets/detail/mental-health-strengthening-
944 our-response
945
946
947 Osborne, C., & McLanahan, S. (2018). Partnership instability and child well-being.
948 Journal of Marriage & Family, 69, 1065-1083.://www.mnpsych.org/index.php
949 %3Foption%3Dcom_dailyplanetblog%26view%3Dentry%26category
950 %3Dindustry%2520news%26id%3D54
951
952
953 Ruksaman S, (2017). Broken family: Its causes and effects on the Development of
954 children
955
956
957 Scott E. (2020). https://www.verywellmind.com/the-best-stress-relief-3144573
958
959
960 Shubhi Sinha (2016). https://m.timesofindia.com/life-style/relationships/parenting/a-
961 childs-worst-nightmare-to-be-brought-up-in-a-brokenhome/articleshow/55292ad
962 ulthoo
963
964
965 Tiret and Knurek (2020). https://www.canr.msu.edu/news/strategies_to_cope_
966 with_family_stress
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125 26
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967
968
969
970
971
972
973
974
975
976
977
978
979
980
981
982
983
984
985
986
987
988
989
990
991 APPENDICES
992
993
994
995
996
997
998
999
1000
1001
1002
1003
1004
1005
1006
1007
1008
1009
1010
1011
1012
127
128
129 27
130
1013
1014 Appendix A
1015
1016 Certification
1017
131
132
133 28
134
1018 Appendix B
1019
1020 Letter of Approval
1021
135
136
137 29
138
1022 Appendix C
1023
1024 Letter of Respondents
1025
1026
1027
1028
1029
1030
1031
1032
1033
1034
1035
1036
1037
1038
1039
1040
1041
1042
1043
1044
1045
1046
1047
1048
1049
1050
1051
1052
1053
1054
1055
1056
1057
1058
1059
1060
1061
1062
1063
1064
1065
1066
1067
139
140
141 30
142
1068 Appendix D
1069
1070 Validated Questionnaire
1071
1072 VALIDATION SHEET FOR ADOPTED MODIFIED RESEARCH
1073 QUESTIONNAIRE
1074 Validator: _______________
1075 Highest Educational Attainment: ________________
1076 Number of Year in Teaching: _________________
1077 No. Of years of industry Experience: _____________
1078 Name of the Tool/Instrument: ______________
1079
1080 To the Validator: Please check the appropriate box for your validation using the points of
1081 equivalent below.
1082
1083 Points of Equivalent
1084 4- Very Good 3- Good 2- Fair 1- Poor
1085
Criteria / Indicators 4 3 2 1
CLARITY OF DIRECTIONS AND ITEMS
- The vocabulary level, language structure and conceptual of the
questions suit to the level of the respondents. The directions
and items are written in clear and understandable manner.
PRESENTATION AND ORGANIZATIONAL OF ITEMS
The items are presented and organized in a logical manner.
SUSTAINABILITY OF ITEMS
The items appropriately represent the substance of the research. The
questions are designed to determine the condition, properties and
attitude that are supposed to be measured.
ADEQUATENESS OF ITEMS PER CATEGORY
The items
- Represent the coverage of the research adequately. The
number of question per area category is represented enough
of all the question for the research.
ATTAINMENT OF PURPOSE
- The Instrument as a whole fulfills the objective for which it
was conducted.
OBJECTIVITY
- Each item requires only one specific answer and it only
measure one behavior and no aspect of the questionnaire
suggested on the part of the researcher.
SCALE AND EVALUATING RATING SYSTEM
- The scale is adapted appropriate for the items.
1086 Decision: [ ] Accept [ ] Reject [ ] Conditional
1087
1088 ______________________________________
1089 Validator’s Signature Over Printed Name
1090 Appendix E
143
144
145 31
146
1091
1092 Questionnaire
1093
1096
1097
1098 EFFECTS OF BROKEN HOMES ON THE MENTAL HEALTH OF
1099 CRIMINOLOGY STUDENTS
1100
1101 I. Name (Optional):____________________ Year and
1102 Section:___________________
1103
1104 For the accuracy of our research, we hope that you will answer all questions honestly.
1105 Your answer will be kept strictly confidential. We will not discuss the information you
1106 provide with anyone. Thank you!
1107
1108 1. Sex
1109 o Male
1110 o Female
1111
1112 2. Age
1113 o 18-19 years old
1114 o 20- 21 years old
1115 o 22 above
1116
1117 3. Are you from a broken family
1118 o Yes
1119 o No
1120 4. How long your parents quarrelling before they break up?
1121 o 1 month- 6months
1122 o 7 months- 17months
1123 o 1 year- 2 years
1124 o 3 years- 4 years
1125 o 5 years and above
1126
1127 II. Instructions:From each of the items below, these are four responses. Please check the
1128 best answer that suites you.
1129
1130 4- Strongly Agree
1131 3- Agree
1132 2- Disagree
1133 1- Strongly disagree
1134
1135
1136
147
148
149 32
150
Indicators 4 3 2 1
1. I am having a hard time regulating my emotions.
2. I only keep to myself the anger and pain I felt during the
time my parents got separated.
3. I easily get angry when others tease me about my parents.
4. I experience mood swings since my parents got separated.
5. I feel as if I’m alone.
6. I feel stress every time when I think about the situations of
my Parents.
7. I don’t believe in marriage or commitment.
8. I am suffering with a moderate intellectual impairment.
9. I am having a hard time adjusting with the transition of my
family went through.
10. I think that I am the reason why my family is having
problems.
11. I tried to run away from home when I realized that my
family will never be complete again.
12. Drinking alcohol or smoking cigarettes help me relieve my
stress due to family problem.
13. I have thought and have tried drugs as a way to forget my
problems at home.
14. I talk back to my parents or anyone who tries to tell me
what to do.
15. I disobey the rules of our households.
16. I’m having a hard time trusting people.
17. It hard for me to make friends.
18. I am being bullied because I come from a broken family.
19. I experience social anxiety whenever there’s a family
gathering.
20. I become a bully, because of my parents separation
21. I am afraid to let other people know that I belong to a
broken family.
22. I am having a hard time participating in school activities.
23. I cannot concentrate during class discussion.
24. My grades in school decreased.
25. Making my home works or projects at home is difficult.
26. I have no interest in going to school.
1137
1138
1139
1140
1141
1142
1143
1144 Appendix F
151
152
153 33
154
1145
1146 Interview Guide Questionnaire
1147
1148
1151
1152 EFFECTS OF BROKEN HOMES TO THE MENTAL HEALTH OF
1153 CRIMINOLOGY
1154
1155 I. Greetings
1156
1157 II. The researchers will introduce themselves
1158
1159 III. Discuss the purpose of the study
1160
1161 IV. Provide structure of the interview (Messenger and Microsoft teams)
1162
1163 V. Key Questions
1164
1165 1.Are you a member of a Broken Family?
1166 2.What are the reasons of your parents’ separation?
1167
1168 VI. Probing Questions:
1169
1170 1.What are your strategies in coping with the effects of broken home to your mental
1171 health?
1172 2.To whom do you asked help? Why?
1173 3. What are your experiences as a part of a Broken Family?
1174
1175 VII. Ending Remark
1176
1177 1. Ask if the/she would like to see a copy of a results.
1178 2. Thank the informant.
1179
1180
1181
1182
1183
1184
1185
1186
1187
1188
1189
1190 Appendix G
155
156
157 34
158
1191
1192 Utterances
1193
1194 Transcript of Face-to-face Interview
1195 (Participant belong to broken home)
1196
1197 Participant: 1 Duration: 5 mins.
1198 Session No.1
1199 Time and Date of Interview: October
1200 Interviewed and Transcribed by: Allan O. Conol Jr. Transcript No.1
1201 Mode of Interview: Online interview
1202 Location: GADTC Campus
Line
Utterances Analysis
Number
I: Good morning ma’am, I am Allan O. Conol Jr. a Criminology
student from Governor Alfonso D. Tan College.
P1: Good morning sir.
I: You’re one of the participant of our research entitled “Effects of
Broken Homes to the Mental Health of Criminology students”. Is it
okay for you ma’am to answer some questions.
P1: yes sir, okay ra kayo sir.
I: So, what are your strategies in coping with the effects of broken
home to your mental health?
P1: Ang mga strategy nga ginabuhat nako para maka cope up
sakung problema kay mo engage ko ug mga sports like volleyball
ug badminton which is malingaw ko ba , or mang-laag me uban
akung mga barkada.
I: To whom do you ask help? Why?
P1: I ask help to God always because if even if he cannot respond
verbal but I know he will listen to me. Usa sa ginabuhat nako kay
mangayo kug tabang or mag-ampo sa Ginoo kay bisan pag dile
nako madungog ang iyang tubag pero ang iyang presensya ma feel
nako.
I: What are your experiences as part of a broken family?
P1: My experiences as part of a broken family is..wala gyuy words
nga maka express ug makatupong unsa kasakit sakung sitwasyon.
Dayon dile ko maka imagine nga na belong ko ani kay bisan pa
man dile perpekto amomg pamilya apan kung mag- away sila
mahusay ra man.Sugod ga bulag sila nawad-an kug concentration
sa pag skwela. Ug ako gyud ang klase sa tao nga goal orientated but
it was vanished and until now I don’t know how to bring it back the
old me. But I was still pushing myself to keep going and just
enjoying kung asa ko mas molambo ug makab-ot ang akung mga
pangandoy sa kinabuhi.
159
160
161 35
162
1204 Session No.2

1207 Mode of Interview: Online Interview
Line
Utterances Analysis
Number
I: Good morning sir, I am Allan O. Conol Jr. a Criminology student
from Governor Alfonso D. Tan College.
okay for you sir to answer some questions.
P2: Walay problema sir, okay ra.
P2: In coping with effects of broken home is mo engage ko ug mga
sports ug mo adto ko sa gym kauban sa akong mga friends para
mag workout.
P2: Usually , I am not the kind of person who asked help from
other people because I’m afraid that they will judge my situation.
P2: My experiences as a part of a broken family is that you badly
needed the love, attention, and care from my parents pero kabalo
kung imposible na mahitabo kay bulag na sila. So, what I did is I
keep myself busy like doing my activities in school.
1209
1210
1211
1212
1213
1214
1215
1216
1217
1218
1219
1220
1221
1222
163
164
165 36
166
1224 Session No.3

Line
Utterances Analysis
Number
okay for you maa’am to answer some questions.
P3: Sige sir, okay ra kaayo sir.
P3: The strategies in coping with the effects of the broken home to
my mental health is dako gyug katabang ang sports kay malingaw
ka ug labi na kauban ang akung mga friends nako.
P3: Usually I share my problems and ask help to my boyfriend and
friends kay comfortable ko ug makaingun pud ko na willing sila
maminaw nako.
P3: Actually, before lisod kayo dawaton but karon I fully accepted
na separated ang akong parents. Ang akung problema karon kay
financial problem labi na kay studyante ko ron.
1229
1230
1231
1232
1233
1234
1235
1236
1237
1238
1239
1240
1241
1242
1243
167
168
169 37
170
1245 Session No.4

Line
Utterances Analysis
Number
for you ma’am to answer some questions.
P4: yes sir, okay ra sir.
P4: In my situation, I like to go camping with my friends na mag
hatag nako ug peace of mind and away from all the distractions at
home or being in a broken family and at the same time maka
explore kag new things ug active ka same as mo engage kag sports.
P4: Mag ask kug help sa akong lola kay komportabe ko pag sa
iyaha ko mag share.
P4: Lisod kayo nga separated imung guninikanan because you have
to live with your grandparents and dile ka basta-basta maka ingun
or magpapalit sa imung gusto ug mo support sa imong pag skwela,
that’s why I’m a working student now so that I could continue
studying and moving forward for my brighter future, although it’s
hard for me but I always think that this is just e temporary not a life
sentence.
1250
1251
1252
1253
1254
1255
1256
1257
1258
1259
1260
171
172
173 38
174
1262 Session No.5

Line
Utterances Analysis
Number
P5: yes sir, okay ra kayo sir.
P5: My strategies in coping with the effects of broken home to my
mental health is e motivate nako akong kaugalingon bisan pag naa
ko ani nga situation
P5: Usahay if dile nako ma handle akong emotions mag ask ko ug
help sa akong grandparents kay sila lang ang naa nako ug andam
maminaw .
P5: Being broken family is not easy because at my young age I
experienced a lot of problems and wala koy choice kundi mo laban
gyud ug para sa akong future .
1267
1268
1269
1270
1271
1272
1273
1274
1275
1276
1277
1278
1279
175
176
177 39
178
1281 Session No. 6

1283 Interviewed and Transcribed by: Rannah Mae P. Lapura Transcript No.6
Line
Utterances Analysis
Number
I: Good morning ma’am, I am Rannah Mae P. Lapura a
Criminology student from Governor Alfonso D. Tan College.
P6: Good morning ma’am
P6: Sure ma’am, okay ra
P6: To avoid myself thinking so much with my problems I always
keep myself busy like jogging, doing activities in school, and etc.,
and that is my way in coping with, to the said problem.
P6: If alone ko usually ginabuhat nako is mag ask ug help sa akong
lola kay kabalo na siya sa akong problema and at the same time
gina comfort ug motivate ko .
P6: As part of broken family, bata pa lang ko na experience na nako
ang ma bully like ingnon ka nga wala kay mama which is nag dako
ko lisod gyud kay pareha anang mag lantaw kas uban na naa sila’y
mama ug ma share-ran sa ilang problema.
1286
1287
1288
1289
1290
1291
1292
1293
1294
1295
1296
1297
1298
1299
179
180
181 40
182
1301 Session No. 7

Line
Utterances Analysis
Number
I: Good morning sir, I am Rannah Mae P. Lapura a Criminology
P7: Yes , sure ma’am
P7: The strategies in coping with the effects of the broken home to
my mental health is keeping myself busy and thinking positive
P7: If I remember my problem I always ask help to God, kay
kabalo ko na siya lang ang dile mo judge ug mubiya nako despite
of my flaws ug kabalo ko ang tanan nay rason nganong naa ko ani
nga situation.
P7: One my experiences as part of a broken family is that I have a
fear of abandonment like dile ko gusto na ang nahitabo sa akong
pamilya mahitabo pud sa akong relasyon.
1306
1307
1308
1309
1310
1311
1312
1313
1314
1315
1316
1317
1318
1319
1320
183
184
185 41
186
1322 Session No. 8

Line
Utterances Analysis
Number
I: Good morning ma’am, I am Rannah Mae P. Lapura. a
Criminology student from Governor Alfonso D. Tan College.
okay for you ma’am to answer some questions.
P8: Yes ma’am, okay ra
P8: The strategies in coping up with the effects of broken home to
my mental is to engage in sports and hanging out with my friends.
P8: Isa sa ma share-ran nako sa akong mga problema kay akong
mga friends ug makita nako na willing sila maminaw ug
comfortable pud ko nila.
P8: Horrible but it makes me strong at the same time, I always
think positive even if deep inside I’m alone, I always try my best
nga dile magpa apekto ug mag focus sa mga butang nga
makatabang sa future nako.
1327
1328
1329
1330
1331
1332
1333
1334
1335
1336
1337
1338
1339
1340
1341
187
188
189 42
190
1343 Session No. 9

Line
Utterances Analysis
Number
I: Good morning sir, Rannah Mae P. Lapura a Criminology student
P9: Good morning ma’am.
P9: yes maam,
P9: My strategies in coping with the effects of broken home to my
mental health are playing mobile games like mobile legends,COD,
and etc,.
P9: Isa sa tao nga gina share-ran nako sa akong problema is akong
uyab ug kabalo ko na andam siya mo sabot ug dile siya mo judge
nako ug iya pud kung tabangan to be a better person.
P9: My experiences as part of a broken family is being so distant to
a parent like ma pressure ka ug kanang ma feel nimo nga ikaw lang
mo deal sa imong kaugalingong problema.
1348
1349
1350
1351
1352
1353
1354
1355
1356
1357
1358
1359
1360
1361
1362
191
192
193 43
194
1364 Session No. 10

1367 Mode of Interview: Face-to-face
Line
Utterances Analysis
Number
I: Good morning ma’am, Rannah Mae P. Lapura a Criminology
for you ma’am to answer some questions.
P10: Sure ma’am, walay problema.
P10: My strategies for me to deal with the effect of broken home to
my mental health is dile mag huna-huna ug negative nga mahimong
hindrance sa imong pangandoy sa kinabuhi ug makaguba sa imong
kaugalingon and always pray to God and just focus on the goal in
life. Think positive always, do your best to survive this challenge in
life. Dile ka dapat mo surrender because we all know that this
situation we face or should I say I face is just a test given by the
God so that he can see what our strength and self-belief is.
P10: In my situation dili nako mangayo ug tabang kay I know
myself nga dili gihapon mag balik akong ginikanan.
P10: Nakasinatig kaguol ug kasubo but, ako ang klasi sa tawo nga
dili mag huna-huna ug negatibo nga maka apekto sa akoa.
1369
195
196
197 44
198
1370 CURRICULUM VITAE

1371
1372 Name : Allan O. Conol Jr.

1373 Nickname : Jun-jun
1374 Date of Birth : April 27, 2001
1375 Place of Birth : Turburan, Talusan, Zamboanga Sibugay
1376 Age : 21
1377 Home Address : Purok 2, Santa Cruz, Jimenez, Misamis
1378 Occidental
1379 Citizenship : Filipino
1380 Sex : Male
1381 Height : 5'6
1382 Weight : 57kg
1383 Civil Status : Single
1384 Religion : Roman Catholic
1385
1386 Educational Background
1387
1388 Tertiary : Bachelor of Science in Criminology
1391 2023 - 2024
1392
1393 Senior High : Olutanga Loyola High School
1394 2018 - 2019
1395
1396 Junior High : Olutanga Loyola High School
1397 2016 - 2017
1398
1399 Elementary : Tuburan, Talusan, Zamboanga Sibugay
1400 2011 - 2012
1401
1402 Seminar/ Workshop/ Webinar Attended
1403
1404 Fire Prevention Symposium
1405 Loyola High School, Olutanga Zamboanga Sibugay
1406
1407 NC 1
1408 NC 2
199
200
201 45
202
1409 Name : Rannah Mae P. Lapura

1410 Nickname : Yna
1411 Date of Birth : January 30, 2001
1412 Place of Birth : Malasila, Makilala, North Cotabato
1413 Age : 21
1414 Home Address : Purok 5 Dullan, Aloran, Misamis
1415 Occidental
1416 Citizenship : Filipino
1417 Sex : Female
1418 Height : 5'6
1419 Weight : 57kg
1420 Civil Status : Single
1421 Religion : Roman Catholic
1422
1423 Educational Background
1424
1425 Tertiary : Bachelor of Science in Criminology
1428 2023 - 2024
1429
1430 Senior High : Misamis University
1431 2018 - 2019
1432
1433 Junior High : Aloran Trade High School
1434 2016 - 2017
1435
1436 Elementary : Casusan Elementary School
1437 2011 - 2012
1438
1439 Seminar/ Workshop/ Webinar Attended
1440
1441 NC 1
1442 NC 2
1443
203
204

Lapura and Conol Final Na JD Ni

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Lapura and Conol Final Na JD Ni

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1 THE EFFECTS OF BROKEN HOMES TO THE MENTAL HEALTH OF

56 This research attached hereto, “THE EFFECTS OF BROKEN HOMES TO THE

147 contributed much in the conduct of this study;

153 Education, for her motivation and help;

158 research possible.

167 To all of you, thank you so much!

169 - The Researchers

194 upon us. To them they dedictae this intellectual work.

211 TITLE PAGE i

212 APPROVAL SHEET ii

213 ABSTRACT iii

216 TABLE OF CONTENTS vii

217 LIST OF FIGURES ix

218 LIST OF TABLES x

219 LIST OF APPENDICES xi

221 1 THE PROBLEM AND ITS SCOPE

222 Background of the Study 1

223 Conceptual Framework 3

224 Schematic Diagram 6

225 Statement of the Problem 7

226 Significance of the Study 7

227 Scope and Limitation 8

228 Research Methodology 8

229 Research Design 8

230 Research Setting 9

231 Research Respondents 9

233 Validation of Instrument 10

234 Data Gathering Procedure 10

235 Data Analysis 10

236 Ethical Considerations 11

237 Definition of Terms 12

238 2 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

239 Effects of Broken Home to the Mental Health

240 of the Respondents 13

241 Theme 1. Engaging various sports and hanging out 15

242 Theme 2. Keeping myself busy 16

243 Theme 3. Asking aid and support 17

244 Theme 4. Continue moving forward 19

245 3 SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

246 Summary of Findings 21

252 CURRICULUM VITAE 44

256 LIST OF FIGURES

258 Figure Page

259 1 Schematic Diagram 6

279 LIST OF TABLES

281 Table Page

282 1 Effects of Broken Home to the Mental Health

283 of the Respondents 13

302 LIST OF APPENDECIS

303 Appendix Page

305 B Letter of Permission 28

306 C Letter to the Respondents 29

307 D Validated Questionnaire 30

326 THE PROPLEM AND ITS SCOPE

328 Background of the Study

334 change their lives.

350 stronger, to have more bright days than lonely nights.

371 homes may encounter.

372 Conceptual Framework

374 are closely related to this study.

394 system theory is a Non-pathology-oriented approach to identifying and generating

397 Family system theory is a Non-pathology-oriented approach to identify and generate