1

CHAPTER I

THE PROBLEM AND ITS SETTING

Introduction

Neediness and joblessness in the nation of origin is the reason numerous Filipinos are

compelled to leave their families and work abroad to procure cash. Along these lines, Filipino left

their youngsters left-behind with such a great amount of struggles to cope with.

In 1980’s, migration flourished in many countries because of job opportunities and high

quality and humane standard of living. According to Salcedo et, al. (n.d)1 Parenting experts and

psychologist were alarmed on the effects of migration of parents to their children’s behavior who

are living far from them or living with their relatives. In Latin America, studies found out that one

of the effects of migration of parents to other countries is teenage pregnancy and drugs due to less

or no parental guidance provided to the children (Anna et. al. 2007)2.

Maruja and Cecilla (2013)3 found that in China, children with OFW parents are not

performing well in school because of lack of parental monitoring and guidance. This alarming

phenomenon provided the government opportunities to create programs and intervention to

address such problem. In United States of America, Bureau of Child Services was mandated to

monitor minors with OFW parents. (Reyes, n.d.)4

According to Torado (n.d.) In the Philippines, lack of job opportunities, indecent standard

of living and economic problems are factors for Filipinos to work abroad. In 1990’s the Filipinos

working outside the Philippines was called Overseas Filipino Workers (OFW).5 The astonishing

number of Filipinos working abroad paved the way of the creation of Overseas Workers Welfare
 2

Administration. Law to secure the welfare of OFWs and their families in the Philippines mandates

the said government agency.

Filipino psychologist and child experts also found out negative effects of having OFW

parents to children. Catholic schools in the Philippines conducted a profiling to their students with

OFW parents. The later found out that most of the students with OFW has behavioral problems as

manifested in guidance and discipline records (Navarez and Diaz 2017).6

According to American Psychological Association, children ages 12 below are most likely

to be prone to mental disruptions like change of moods or permanent change of their point of view

towards their parent’s reasons of going to other countries to work. Although children ages 13 and

above can now think, independently but still parental guidance is necessary (Jordan n.d).7

It is still hard for the children to process this situation where they question the reality that

they do not live together with their parents. This sometimes leads to apprehension towards their

parents. This also can lead to certain family issues and fights if not properly addressed and

processed. (Conley 2014)8

Meanwhile, children-students with OFW parents adapt mechanism on how to cope with

such issues. It is difficult for the children who were left behind by their parents even their parents

think this is the best thing to maintain their financial status.

Coping is intimately related to the concept of cognitive appraisal and, hence, to the stress

relevant person-environment transactions. Most approaches in coping research follow Folkman

and Lazarus, who define coping as `the cognitive and behavioral efforts made to master, tolerate,

or reduce external and internal demands and conflicts among them (Krohne, 2002)9. Coping is an

important construct in understanding how adolescents react to the extensive stressors and

adjustments they experience (Garcia, 2010)10.

 3

In addition, this study is concerned with the coping mechanisms and impacts of/to the

students with Overseas Filipino Workers (OFW) parents at Sorsogon National High School. It will

also seek to find out the coping strategies of the students in terms of their identified difficult

experiences. Their identified individual experiences come not only from their demographic profile

and diverse family backgrounds, but will also be coming from their means of coping mechanisms.

Identifying the difficult experiences of the student during challenging times provides us the

opportunity to emphasize the coping mechanisms and strategies of student with OFW parent. This

qualitative phenomenological study has a great opportunity in appreciating and understanding the

psychological and emotional problems of student with OFW parent and their coping strategies.

Statement of the Problem

This study aimed to determine the Coping Mechanism of Students with OFW parents.

Specifically, this study seeks answer to the following:

1. What are the feelings do students with OFW Parent have towards their situations?

2. What is the impact of having OFW Parents in terms of:

a. Behavior;

b. Life Perspective?

3. What are the coping mechanism that students employ along with:

a. Day – to – day Living;

b. Dealing with Personal Issues?

4. What activities can be proposed to reinforce students’ coping mechanism?

Scope and Delimitation

 4

This research was all about the Coping Mechanism of the Students with OFW Parents. The

target participants are the selected twenty (20) grade 11 and 12 students in Sorsogon National High

School. This study aims to capture the impact to behaviour, perspective and the varied coping

mechanism of the said students.

However, this study was delimited to the following factors which are financial problems

and family matters, since the researchers are only focusing on coping mechanism of the students.

Significance of the Study

This study focuses on Coping Mechanism of Students Who Long for their OFW Parents.

Therefore, the result of this study may be beneficial to the following:

DSWD. This study will help to develop programs for students with psychological and

emotional problems.

DepEd. This study will help to develop and provide a variety of projects that will help

parents with OFW parents.

LGU’s/NGO’s. This study will help to provide funding for projects for students

experiencing psychological / emotional distress.

School Administrators. This study may provide programs with OFW Parents.

Guidance Counselors. This study will help to fully understand and effectively guide and

advise pupils.

Society of Young Philosophers (SYP –SNHS). This study may provide programs for

students with OFW Parent under the Humanities and Social Science strand.

Students. This may provide awareness on the effects of having OFW parents abroad.
 5

Parents. This study will provide information on what may be the effect of their decision

to work abroad.

Peer. This study will help other students that are having a hard time with their parents and

have issues coping with their longings.

Teachers. This study will help the teachers understand their students who long for their

Parents abroad.

Future Researchers. This research will serve as a basis for more knowledge about this

topic.
 6

Definition of Terms

Coping Mechanism - are the strategies people often use in the face of stress and/or trauma

to help manage painful or difficult emotions

Behaviour - is the range of actions and mannerisms made by individuals, organisms,

systems, or artificial entities in conjunction with themselves or their environment, which includes

the other systems or organisms around as well as the physical environment

Life Perspective - the way a person see something in terms of either personal or other’s

life.
 7

NOTES

(1) Salcedo, L. L. et. al. (n.d.). Social Issues. Katha Publishing Co. Inc. Quezon City.

Philippines.

(2) Anna D.E et. al. (2007). The Impact of International Migration: Children Left Behind in

Selected Countries of Latin America and the Caribbean.

(3) Maruja M.B. & Cecilla R. M. (2013). Leaving a Legacy: Parental Migration and School

outcomes among young children in the Philippines. Asian and Pacific Migration Journal.

VOL.22. No. 3,349

(4) Reyes, M. M. (n.d.). Migration and Filipino Children Left-Behind: A Literature Review.

Miriam College – Women and Gender Institute (WAGI) for the United Nations Children’s

fund (UNICEF).

(5) Torado, M. P. (n.d.) Economics for a Developing World: Phoenix Press Inc. 972; Quezon

City Philippines

(6) Navarez, J. & Diaz, K.R. (2017). Coping mechanisms of Philippine students’ left behind

by OFW parents. Slongan, 3(1), 91–102.

(7) Jordan L.P. Resilience and well-being among children of Migrant Parents of South-east

Asia: Child Development (n.d.) Vol. 83.

(8) Conley R. (2014). Leading with Trust. 5 Stages of Distrust and How it Destroys Your

Relationship. Retrieved January 11, 2019 from:

https://leadingwithtrust.com/2014/05/18/5-stages-of-distrust-and-how-it-destroys-your-

relationships/

(9) Krohne. H. W. (n.d.). Stress and Coping Theories. Retrieved from:

http://usepage.fucberlin.de/schuez/folien/Krohne_Stress.pdf
 8

(10) Garcia. C. (n.d). Conceptualization and Measurement of Coping During

Adolescence: A Review of the Literature: Retrieved from:

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2904627/
 9

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the literature related to the study about the Coping Mechanism of

Students Longing for their Overseas Filipino Worker (OFW) Parents. Mentioned literature are

relevant in understanding the view and perspective of students towards their parents working

abroad, the different psychological and general effects of students being separated for a long

period of time to their parents

Related Literature

Children brought along by their parents, or born overseas, face different challenges from

children left behind. Children brought along retain contact with their parents, but they often

occupy marginal positions in the destination country, and may have difficulty accessing social

services (Bryant 2005)1. In relation to the present study, the cited literature explains the

difference between the child challenges encountering the absenteeism of their parents which

significant to coping mechanism since the problem by migrant are discussed.

Fassler (2009) explain that children who are away from their parents have chances of

experiencing descending classroom performance. Students may have difficulty studying due

to worry regarding their concerns, as well as the status of parental health and well-being.

However, these students have to face the reality of their parents leaving them for a noble

reason2. The cited literature explains “What are the effects of migrants to their left-behind

children’s academic performances and letting them face the reality that their parents left them

for a reason.” In relation to the present study, the researchers determine the factors that affect

the student’s academic performance to know the coping ways to adapt to the problem.
 10

Parents who work overseas may put more food on the table that makes and have better

means to support their education. However, they may deprive their children of parental tender

loving care and guidance essential in their development as with well-rounded personalities

who can confidently take their place in the society (Cabrillas 2008)3. The cited literature has

relevance to the present study because it explains the advantages and disadvantages of having

parent as migrant. Hence, it helps the researchers by providing specific details about how the

students deprived.

The education of the children is the most essential thing that the parents should provide

and support in all term at any means. As Mahatma Gandhi stated, “education is the most

powerful weapon which you can use to change the world”. It only means that education in

children are vital because in them relies the future of a certain country. Thus, education trains

the students how to be skillful and academically inclined individuals that can be used to provide

them somehow a better future. Nevertheless, how can a student be skillful and academically

inclined if they are emotionally unstable in the sense that they need their parents to support

them not just financially but also morally. This is related to the present study since it discusses

the lacking support of parents which lead the students to emotional breakdown.

According to Hearts Apart Focus Group Discussion Research, the departure of one or two

parents leaves an emotional mark on the young children left behind. The children long for the

presence of the migrant parent(s), especially when mother’s areaway. (Arlan, 2009) suggests

that the children are attended to by the family- mostly the mothers when it is the fathers who

migrate, other female relatives and extended family when both parents are out. Despite the

emotional displacement, the children of migrants are not disadvantaged the children of non-

migrants in many dimensions of well- being. Thus, when the family is stable, it can withstand
 11

the separation imposed by migration4. In relation to the present study, the cited literature

explains the longings for the presence of their parents and the stability of a family with migrant

parent.

According to Anxiety Canada (n.d.), Children with separation anxiety disorder (SAD)

experience extreme distress when they become separated from their loved ones specially their

parents. Aside from fearing separation itself, children with these types of disorder have these

kinds of worrying that something horrible might happened to their family as a whole or just

the members when they are far separated from each other. This SAD or separated anxiety

disorder are most common amongst children aging 3 to 12.5 In relation to the present study,

the mentioned literature describes how long-term separation of children and parents greatly

affects students or children mentally or psychologically.

According to Resnick et. al. (2012), Compared with peers whose parents are often absent

throughout the day, teens whose parents are present when they go to bed, wake up, and come

home from school are less likely to experience emotional distress. Teens were less likely to

experience emotional distress if their parents were in the home when they awoke, when they

came home from school, at dinnertime, and when they went to bed. They were also less likely

to experience emotional distress if they engaged in activities with their parents, and if their

parents had high expectations regarding their academic performance. In addition, those who

had low self-esteem were more likely to experience emotional distress6. The cited literature is

relevant to the study since it discusses the ways on how to get over to the emotional distress

due to the parent’s absenteeism

As indicated by the Ministry of Labor in 2012, around 59,724 families in which the 83,658

kids have something like one part who went to work abroad, and 23, 294 kids in 16, 550
 12

families have left home with no of the guardians. In extraordinary cases, kids deep yearning to

make their folks to return home some of the time lead to suicide. Yearning to parent is showed

by gloom, forlornness, feeling of powerlessness and absence of friendship. What's more,

numerous youngsters whose guardians are working abroad have a forceful conduct, they turn

out to be progressively forceful on physical as well as verbal. These kids likewise experience

considerable difficulties on building kinships and joining peers. Likewise, in extraordinary

cases, kids figure out how to smoke, drink liquor, drop out of school, flee and even take drugs.

This in are done just all together for their folks to return home7. The cited literature explains

the different psychological effects of long-term separation of students to their parents and how

their depression is being manifested and lastly how they handle this depression.

According to Reyes (2008), Children have a different level of acceptance of tolerance of

the situation depending on their “Cognitive Development”. Depending on the situation, young

children tend to think that migration is a form of abandonment of parents while adolescents

may either be receptive or resentful. Their reaction is based on their age where preschoolers

(0-5 years old) manage to accept things because there was no bond to cherish. However,

children aged 6 and up encounters huge problem regarding this matter since children this age

ca now establish affection to their parents8. The cited literature dealt on the significance of

effects of parents working abroad to the young and mature. These insights bear relevance to

the present study, which determines the general effects of parents working abroad to Filipino

children.

Related Studies

The researchers reviewed a number of related studies which enriched the writer’s concept of

the present study.

 13

Navarro and Gorospe (2014) results revealed that the children of OFWs in HEIs exhibited

boredom, headache, and under-eating symptoms of stress. The most reported stressors were

stress from missing their parents and feeling lonely, eating a lot, parents having high

expectations of their children, teachers having high expectations and having misunderstanding

with their best friends or among their close friends. The respondents manifested a healthy

coping mechanism as shown by their average level of positive management and low level of

negative management. Though inversely related, religion has a bearing on the level of stress

of the respondents. The respondents tend to adopt more of the positive coping strategies when

they are stressed.9

According to Lazarus in 2009 Coping emphasizes two different style or approaches that

are Coping as Hierarchical and Coping as Process. Hierarchical development approaches are

associated with passive coping measure, such as, a contrast between repression – avoidance or

denial – and sensitation – vigilance, isolation and intellectualization.10

Additionally, in the late 2012, a noteworthy new improvement in adapting hypothesis and

research happened in which the various leveled perspective of adapting, with its attribute or

style accentuating was relinquish for a differentiating approach, which regarded adapting as

procedure. From a procedure point of view, adapting changes after some time and as per the

situational settings in which it happens10, Hence, Coping is a process.11

The aforementioned studies cited pointed to significant aspects in coping mechanism

because it explains the different styles on coping which has significant purpose to the students,

and parent that will help with the problem.

 14

“Adapt Inventory” planned via Carver, Scheiever, and Weintraub (1989)12 which means

measures the methods for dealing with stress in eight subscales, specifically:

acknowledgement, dynamic adapting, humor, arranging positive refraining, religion,

utilization of passionate help and utilization of instrument help. Without either father, mother

or two guardians, understudies with OFW guardians have regularly put their trust in God, look

for God’s assistance, discover comfort in religion and implore more than expected to adapt and

survive challenges throughout everyday life. This examination is upheld by Pargament (1997

referred to in Paragament and Raiya, 2007)13 when the clarified that it is the capacity of

deserted kids to react to those occasions when they are looked with breaking points of one’s

own capacity, and that religion enables them to go past individual constraints for arrangements.

Understudies who encounter difficulties without their folks hook for otherworldly help and

increment profound association as a method for adapting to difficulties (Whittemore et al.,

2011).14

The cited study and the present undertaking have similarities in a sense that both studies

aims to capture the coping mechanism of children with Overseas Filipino Worker (OFW)

parent. Furthermore, the instrument used is also the same which is survey.

A relationship between parent and child has different components in it which make it what

it is. This includes attachment monitoring and communication of parents.

Strohschein and Matthew (2015) state that young people who are supported and

encouraged by parents are less likely to rebel against their parents. This type of interaction

between parents and their children gives children the opportunity to feel that their parents really

care about them because a child would not disobey a person, they grown a connection with.

This would keep children from things that can disappoint their parents. In order for a child to
 15

internalize the rules that their parents want them to abide by, they need to have a bond that

holds them accountable15. That is why parents’ presence and monitoring would be necessary

to keep the attachment between the two. Hirschi (2002)16. This type of parenting should be

balanced in a way that makes the child feel as though their parents are fair. If monitoring is

overdone, the child will look at it more as an attack on them rather than as an act of care, as a

result, parents who use more aggressive methods in their approach to discipline their children

will most likely receive the same behavior from their children.

Finally, communication is the last parent-child relationship component that either makes

or breaks the bond between parents and their kids. (Pagani et. al., 2008)17. This kind of

communication creates a disconnection between parents and children because these sorts of

statements come off so judgmental therefore: the strength of the parent- child relationship

lessens. If a child were to initially have a warm relationship with their parents but later have

one a bit more hostile, the change would definitely impact how the parent and child interacted

with each other. The stronger the bonding systems between the child and their parents, the less

of a reason they will have to engage in violent behavior.

The aforementioned study assists in coping mechanism because it discusses about the

factors that affect the perspective of a child to his/her parent.

Diaz (2018) states that understudies these days are encountering school existence without

the nearness of their folks. While numerous youngsters have encountered a decrease in

classroom execution while guardians are away, many were likewise found to have performed

incredibly through different components.18

 16

Aguila (n. d) settles that social settlements stay to be new to most Filipinos since they have

been centred on parent's cash exchanges or what they physically and specifically get a handle

on. Youngsters don't know that they have just been rehearsing social settlements. While social

settlements offer chances to be comfortable with the state of the other nation, it underpins in

applying the positive out of the nation abroad into the Philippines for possible network

improvement, singular mindfulness and even foundations.19

The aforementioned studies dealt on the relationship and assistance of the parents abroad

to their children which is left behind, as well as the consequences of becoming an immigrant.

The basis was the statues of the cited variables. These variables relate to the present study

which determines the coping mechanism of students of the longing since it assist in coping

mechanism and it discusses about the factors that affect the perspective and of a child to his/her

parent. In addition, it discusses the support that parents are lacking.

Mental results might be influence by sociocultural settings in nations of inception,

particularly where nearby social standards favoring more distant family inclusion in

childrearing challenge models of connection contrived in Euro settings. Second, negative

results for the mental prosperity of isolated youngster may shift crosswise over various stages

in the relocation procedure and over examinations in host nations is that they don’t analyze

tyke psychological wellbeing amid partition. A sensible presumption is that review after kids

have encountered the worries of gathering, including acclimation guardian, would give just a

circuitous sign of prosperity amid the time of division from a parent and may really catch the

proximate factors all the more firmly (Bohr and Tse 2009).20

The cited study describes the psychological effect of parents going abroad to their children

which states that the nature of their environment has something to do with how they look at
 17

things. For example, a timid child with Overseas Filipino Worker (OFW) parents can be

resentful while happy children can be recessive. This study is accompanied to the stress and

coping which compares the ways and pattern of young and older people’s coping mechanism

to their everyday stress. These study presents the qualities and effects that influenced children

in accordance to the migration.

 18

NOTES

(1) Bryant, J. (2005). Children of International Migrants in Indonesia, Thailand and the

Philippines: A review of evidence and policies. UNICEF Innocenti Research Centre,

Innocenti Working Papers.

(2) Fassler, D. (2009). Children in military families: Tips for parents and teachers. InCharge.

Retrieved January 10, 2019 from http://rpo.cjc.edu.ph/index.php/slongan/article/view/16.

(3) Cabrilla A. (2008). Determinants of Academic Performance of OFW Children in the

Division of San Jose City. Retrieved January 11, 2019 from:

https://www.academia.edu/8082714/Determinants_of_Academic_Performance_of_OFW

_Children_in_the_Division_of_San_Jose_City

(4) CourseHero.com (2015). Chapter-II (1) – Chapter 2 Review of Related Literature.

Retrieved February 11, 2019. https://www.coursehero.com/file/12653953/chapter-II-1/

(5) AnxietyCanada (n.d.). Separation Anxiety. Retrieved January 11, 2019 from:

https://www.anxietycanada.com/parenting/separation-anxiety-disorder

(6) Resnick M. D. et al., (2012). “Protecting Adolescents from Harm: Findings from the

National Longitudinal Study on Adolescent Health,” Journal of the American Medical

Association 278, No. 10 : 823–832.

(7) YouthEssentials (2013). Psychological consequences of children’s whose parents work

abroad. Retrieved January 11, 2019 from:

http://youthessentials.bethany.ro/?p=389&fbclid=IwAR1FRbyUcXc9orbpU6-

r6obm5H9FnPKXqpQj0YuhSd0vx0ZXVrD9OUhCXZo
 19

(8) Reyes, M. M. (2008). Migration and Filipino Children Left-Behind: A Literature Review.

Miriam College – Women and Gender Institute (WAGI) for the United Nation Children’s

Fund (UNICEF).

(9) Navarro R. B. and Gorospe B. S. (December 2014). Stressor and Coping Mechanism of

Children of Overseas Filipino Workers in Higher Education Institutions in Ilocos Sur. UNP

Research Journal, Vol. XXIII

(10) Lazarus R. S. (2009). Coping Theory and Research: Past, Present, and Future: Approaches

to Coping: Style Versus Process. pp. 234

(11) Lazaruz R. S. (2012). Coping Theory and Research Past, Present, and Future: Approaches

to Coping; Style Versus Process. pp. 235

(12) Olle J. L et. al. (2009). Science Direct: Coping Stategies; Coping Styles and

Strategies. Retrieved February 10, 2019 from:

https://www.sciencedirect.com/topics/medicine-and-dentistry/coping-strategies

(13) Xu, J. (2015). Pargament’s Theory of Religious Coping: Implications for Spirituality

Sensitive Social Work Practice. British Journal of Social Work. 46(5): 1394 – 1410.

(14) Whittemore D. B. et. al. (2011). Using Intervention Mapping to Develop a Child Diabetes

Support Intervention. Retrieved February 11, 2019 from:

https://www.researchgate.net/figure/Childhood-Adaptation-Model-of-Chronic-Illness-

Whittemore-et-al-2011-modified-for_fig1_260213510

(15) Strohschien, L. & Matthew, A. (2015). Adolescent Problem Behavior in Toronto, Canada:

Associations with Family, School, and Neighborhood Social Captial. Sociological Inquiry,

85 (1). 129-147.
 20

(16) Hirschi T, & Gottfredson M. R (2002). Control theory and the life-course perspective. In:

Piquero A, Mazerolle P, editors. Life-course criminology: Contemporary and classic

readings. Toronto: Wadsworth; pp. 229–241.

(17) Pagani, L., et. (2009). Risk Factors Models for Adolescent Verbal and Physical Aggression

toward Fathers. Journal of Family Violence, 24, 173-182.

(18) Diaz, K. R., Navarez J. (2017). Coping Mechanism of Philippine Students’ Left Behind by OFW

Parents. Vol. 3. pp. 95

(19) Aguila A.N. (2015). The Filipino diaspora and Continuing Quest for Identity. Social Science

Diliman. 11:2; 56-89. Retrieved February 2, 2019 from:

http://www.academia.edu/19694176/The_Filipino_diaspora_and_a_continuing_quest_for_identit

(20).Bohr, Y. and Tse, C. (2009) Satellite Babies in Transnational Families: A Study of Parents’

Decision to Separate from their Infants. Infant Mental Health Journal, 30, 265-

286. Retrieved February 12, 2019 from: https://doi.org/10.1002/imhj.20214

 21

CHAPTER III

RESEARCH DESIGN AND METHODOLOGY

This chapter presents the method and procedures that were utilized by the researchers in

conducting the study. This includes the research design population and sample, research

instruments and data gathering procedure.

Research Design

The researchers used descriptive research design since they focused on determining the

coping mechanism and impact of/to the students whose parents are working abroad. They believe

that this study will provide awareness and knowledge to those people who are in the significance

of the study and inspired selected twenty (20) Senior High School students at Sorsogon National

High School to be aware on the different effects of having OFW parents abroad.

Population and Sample

This study used purposive sampling technique which help the researchers to get twenty

(20) selected SHS students in SNHS whose characteristics are those students who has lack of

affection to their parents, with low academic performances and with low social internationalism

etc. The researchers believed that they can help the participants in coping with their personal

issues.

Research Instrument

Before the conduct of research, the researchers used pre survey to determine the

participants, they also used structured scheduled interview to evaluate their opinions during the

interview session.

During the conduct of research, the researchers will ask questions which are present in the
 22

problem to gather data which are needed.

The result of the interview is transcribed and analyzed using the matrix to finalize and

conclude the data gathered.

Data gathering procedure

First, the researchers will conduct a pre-survey to find the needed selected twenty (20)

Grade 11 and 12 Senior High School of Sorsogon National High School participants. After

conducting the pre-survey we will analyse to see the exact participants for the study.

The researchers will transcribe and encode the exact statement or information gathered

from the participants. This will serve as the concrete evidence classified to prove validity of the

study. After transcribing the researchers will arrange it depending on the criteria provided and use

codes to clearly sort the data gathered.

After knowing the participants, the researchers try to reach them and conduct interview to

make our interview more efficient. The researchers will use an audio recording device to capture

the exact participant’s statement.

 23

CHAPTER IV

PRESENTATION, DISCUSSION AND INTERPRETATION OF FINDINGS

This chapter presents the results and interpretation of data gathered from the select 20 SHS

of Sorsogon National High School. It contained the discussions of the findings, analysis, and

implications of the data gathered.

1. Feelings of students with OFW parents towards their situations:

The feelings of students vary depending on their situations. This may be lonely, sad, worried,

grateful and unsure.

Respondents 7, 8, 9, 10, 11, 15, 20 said that they are lonely about having their parents work

overseas. Respondent 7 said “I feel alone, lonely. I feel weak.” This means they are sad about

their situation because they were left behind by their parents to work. Respondent 1,

2,3,4,5,14,15,18 said “I, uhm, malungkot po kasi po malayo po ang mga mahal mo sa buhay”. This

only shows that they were feeling sad because they were left behind by their parents for work.

Respondents 12 said “Worry of course, I don’t know if her boss is a good person that will take

care of my mother and won’t let her get sick or work too much”. Participant 12 is worried because

they don’t know what’s going on abroad with his/her parent abroad. Respondents 13,14,17,19 said

that “Ahh I’m happy because someone is willing to sacrifice for our future.” This indicates that

these respondents are grateful because their parents work abroad. Respondent 6 said that “Unsure

towards my feelings.” This shows that this participant is unsure of how he feels towards his/her

parent who work abroad.

The feeling they felt are categorized by first being grateful, then becoming incomplete to

extreme sadness then eventually to total depression. Those who feel extreme loneliness are those
 24

who were left behind since childhood. They long for the affection that the longing becomes,

extreme loneliness. Those who were left behind since birth do not result in extreme loneliness,

instead, they don’t feel anything about it. They do not long because they really not have met the

parent/s in the first place. Those who were left behind during their 9-10th years of life are

experiencing huge gratitude because they now know their parents purpose of being an OFW parent

It can be reasoned from the outcomes that loneliness is the most common feeling a student

feels towards their parents who are OFW.

2. Effects of having an OFW parent have to their behaviour.

The change of the behavioural patterns these respondents possess because of their situations

are relevantly proportional to the situations they’re in. The effects can be seen through behaviour,

emotions and perspectives.

For example, Respondents 1, 5, 6, 8, 9, 11, 15, 16, 17, and 20 had the same statements which

states, “ I became more independent.”, “ I became more open, sociable, I became aggressive.” etc.

This means that the effects of having an OFW parent are devastating to these students that they

had to vastly adjust to cope up with these events. It is devastating that others now tend to be

introverts, timid or aggressive, etc. Respondents 12, 13, 14, 18 and 20 experienced the effects and

have changed their perspectives in life regarding Parent Migration. They had the same statement

saying, “I have to improve my way of looking things.”, “I have to think of plans to be independent.”

etc. This means that the effects of having an OFW parent is changing the student’s way of looking

thinks as they should be. So confusion from the literal meaning of OFW is most common from

these respondents. Whereas, respondents 3, 4, 7, and 19 experienced emotional issues regarding

this matter. They tend to long for their parents rather than focusing of other things. Their statements
 25

were, “I became sad.” “I became cold.” Etc. Respondents 2 and 9 did not experience the effects of

having an OFW parent. They had no comments about this.

The effects of having an OFW parent have had huge impacts to the behavioural mechanisms

of the students. Those who are jolly at first became timid. Those who are friendly became

introverts. The effect of having an OFW parents through emotions are depressing the students.

They long more rather than cope up. Those who experienced change in their perspectives became

more responsible and independent unlike the other respondents. The few of them who had no

impact of this matter whatsoever has now managed to cope up with this matter.

It can be reasoned from the outcomes that the effects of having an OFW parent has huge

impacts to the behaviour of the respondents.

3. Effects of having an OFW parent have to their perspective in life.

Having an OFW parent can have a huge impact to your perspective. Your way of life and

how you see life will change depending on the effects dealt by these events.

Respondents 2, 4, 5, 9, 10, 12, 15, 16, 18, and 20 became more sensitive after engaging

with the effects of having an OFW parent. They become more active in thinking and utilizing their

common sense about everything in the surroundings. Realization mostly occurs when they manage

to understand things and is very common to the students interviewed. Respondents 3, 6, 7, 8, 9,

11, 14, 15, and 17 became more logical about the things happening in the surroundings. They tend

to learn and generate thoughts, opinions and reasons to help them understand life with an OFW,

They said that life is hard with OFW parents but it’s worth it. Others said that it’s only because

these parents want what’s best for their children so they take risks and go abroad. Well, this is

based on their opinions and it is relevant to our study. Respondents 5, 9, 11, 13, and 20 thoroughly
 26

accepts the things that they know are happening. They know that it is our parent’s duty to give us

good life and they’re doing it now. They’re supporting their parents as well as making themselves

independent to make their parents proud while working overseas. Respondent 1 has no comment

whatsoever.

Mostly, students are becoming more sensitive towards this problem. They manage to adjust

and adapt to certain changes. They make logical findings and reasoning to make those things clear

then accept it the way it is. They tend to make it simpler but they’re making it dramatic so some

parts of it, it is hard to accept but they have to. Being logical to this problem is being adapted to

changes and being sensitive about this. Most respondents that deal with this manage to perform all

3 effects in one go. Those students are stronger and wise in the future.

It can be reasoned from the outcomes that the effects of having an OFW parent has huge

impacts to the perspective of life of the respondents.

4. The ways they employ in their day to day living.

These students manage to employ ways on dealing their day-to-day living without their

parent/s around. It’s either they socialize, become strong independent individual or become neutral

about their situation.

Respondents 1, 7, 9, 11, 14, 15, and 20 make their own ways on dealing their day-to-day

living. Their statements were, “We have to become independent.”, “Run a business.”, “Make my

own decisions.” Etc. They now stand for themselves and can now live independently. They have

now coped up and manage to get stronger, accept all the things and be responsible enough to be

trusted. Respondents 3, 4, 8, 12, 16, 18, and 19 became socially active. They hang out with friends

and forget about the longings they feel. This means that they now accept that OFW parents are
 27

doing everything to make their life good. They find ways on communicating with their family.

(Video call, text roaming, landline calls, etc.). They feel that even if they’re far away, they can still

talk to each other and make memories. They share their thoughts through web cam or other

messaging tools or methods. Respondents 2, 5, 6, 10, 11, 13, 17 do not really adjust to change.

They live their normal lives as if everything’s out of control. They keep their minds in one

point that is their parents are just working in the city of Manila and will come home after. They

don’t usually over think these things and just relax the mood. They don’t really care much but they

sure miss their parents. These students prefer to just do what is there to do rather than to do

something it’s not worth to do and just a waste of time and energy.

It can be reasoned from the outcomes that the effects of having an OFW parent has huge

impacts to the way of living and what the respondents will employ to manage their day-to-day

living.

5. The ways they employ dealing with their personal issues.

Personal issues are uncertain. We can’t really determine it until we discover it. Those

students who discovered their issues create ways to employ to deal with these issues. This ways

can be positive, secretive or communicative and it depends on the student. This is more on opinions

so the ways are somewhat differ but similar in other aspects.

Respondents 2, 9, and 20 take their issues positively. This means easy or hard the problem,

they take it light. They always make ways on resolving it with no harsh attempts, just kind and just

ways. Respondents 3, 4, 5, 6, 10, 11, 12, 14, 17, and 18 prefer secretive ways. This means that they

want their problem to be kept by them only. Maybe they are too shy to express their problems.

Situations like this can result in depression and anxiety of students and must be taken care of
 28

specially those in the verge of committing suicide. Respondents 1, 7, 8, 10, 11, 13, 15, 16, 19 are

very sociable students. They’re more on communicating with others, which is very helpful and all

students must have. They tend to share rather than to keep the problem for themselves. They are

most likely to be less depressed since they are always given some advises to those they open up

to.

Most respondents are secretive. Others turned into communicative persons. These positive

persons can see things different from those two kinds of respondents. Unlike the secretive one, the

positives one expresses their thoughts and problems creatively. And unlike communicative ones,

positive ones are those respondents who conquered the problems and become more mature and

wise .

It can be reasoned from the outcomes that the effects of having an OFW parent has huge

impacts to the behaviour of the respondents and manage employ ways on dealing personal issues.

6. Activities that can be proposed for student with OFW parents to strengthen their

strategies in coping.

Activities proposed came from the respondent’s ideas and experiences. It can be projects,

Socializations or Seminars to give Awareness, Warnings and Tips to those who are having troubles

in dealing with these problems.

Based on the Interview, Respondents 1, 6, 14, 16, 19, and 20 wants to implement programs

give awareness and opportunities to those students having troubles regarding this problem. Projects

like Rehabilitation for depressed students with OFW parents are one of the main projects they

proposed. Respondents 2, 3, 4, 5, 9, 10, 11, 12, 13, 17, and 18 proposed that we only need

interconnectedness to unite each other. They said that we don’t need project to help those in need
 29

but just a brief talking would do the trick. They said, “Socialization is strong if we have strong

communications.” And they mean that word of wisdom can cure depression. Hanging out with

friends and families can also help them cope up and become strong in the future. Respondents 7

and 8 said that “Seminars for awareness is a good idea.” And they promoting seminars like

Awareness and Guidance for students with OFW parents.

All of these proposals and ideas they have has something to do with how we will apply this

in our Action Plan. These are the ideas that they formed through their experiences and struggles

when they are coping up.

It can be reasoned from the outcomes that the effects of having an OFW parent has huge

impacts to the behaviour of the respondents and manage to create activities that will strengthen

their strategies in coping.

 30

CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter gives the summary of the study, conclusion and recommendations.

Suggestions for further research are also presented.

Summary

This study was concerned with the coping mechanisms and impacts of/to the students with

Overseas Filipino Workers (OFW) parents of selected twenty (20) Senior High School students of

Sorsogon National High School. It also sought to find out the coping strategies of the students in

terms of their identified difficult experiences. Their identified individual experiences come not

only from their demographic profile and diverse family backgrounds, but will also be coming from

their means of coping mechanisms. Identifying the difficult experiences of the student during

challenging times provides us the opportunity to emphasize the coping mechanisms and strategies

of student with OFW parent. The statement of the problem is focused on the feelings of students

towards their condition, the impact towards the student’s behavior and life perspective, their own

coping mechanism employed in their day to day living and dealing with personal issues, and also

the activities may be propose to strengthen the students coping mechanism. This study has a great

opportunity in appreciating and understanding the psychological and emotional problems of

student with OFW parent and their coping strategies.

The related literature both discussed about children’s experiences or conditions and coping

mechanisms that supports the study. They both serve as framework guide in completing ideas

regarding the coping strategies and styles of children with OFW Parents.
 31

The researchers employed qualitative research method and descriptive research design,

since the study focus on determining the coping mechanism and impact of/to the selected twenty

(20) Grade 11 and 12 Senior High School Students of Sorsogon National High School whose

parent/s are working abroad. The research instrument used is an interview guide to asses if the

target participants are relevant for the study. After this, structured interview is conducted to the

selected twenty (20) grade 11 and 12 senior high school students of Sorsogon National High

School.

Findings

1.) The feeling they felt are categorized by first being grateful, then becoming incomplete to

extreme sadness then eventually to total depression. Those who feel extreme loneliness are those

who were left behind since childhood. They long for the affection that the longing becomes,

extreme loneliness. Those who were left behind since birth do not result in extreme loneliness,

instead, they don’t feel anything about it. They do not long because they really not have met the

parent/s in the first place. Those who were left behind during their 9-10th years of life are

experiencing huge gratitude because they now know their parents purpose of being an OFW parent.

2.) The effects of having an OFW parent have had huge impacts to the behavioural mechanisms

of the students. Those who are jolly at first became timid. Those who are friendly became

introverts. The effect of having an OFW parents through emotions are depressing the students.

They long more rather than cope up. Those who experienced change in their perspectives became

more responsible and independent unlike the other respondents. The few of them who had no

impact of this matter whatsoever has now managed to cope up with this matter.
 32

3.) Mostly, students are becoming more sensitive towards this problem. They manage to adjust

and adapt to certain changes. They make logical findings and reasoning to make those things clear

then accept it the way it is. They tend to make it simpler but they’re making it dramatic so some

parts of it, it is hard to accept but they have to. Being logical to this problem is being adapted to

changes and being sensitive about this. Most respondents that deal with this manage to perform all

3 effects in one go. Those students are much stronger and wise in the future.

4.) They live their normal lives as if everything’s out of control. They keep their minds in one

point that is their parents are just working in the city of Manila and will come home after. They

don’t usually over think these things and just relax the mood. They don’t really care much but they

sure miss their parents. These students prefer to just do what is there to do rather than to do

something it’s not worth to do and just a waste of time and energy.

5.) Most respondents are secretive. Others turned into communicative persons. These positive

persons can see things different from those two kinds of respondents. Unlike the secretive one, the

positives one expresses their thoughts and problems creatively. And unlike communicative ones,

positive ones are those respondents who conquered the problems and become more mature and

wise.

6.) We found out that most of the respondents want to propose programs that socialize every

student who are left-alone children of OFW parents. These programs include:

 Team Building

 Seminars

 Symposiums, etc.
 33

These programs they thought of are the things they think are right based on their life experiences.

Some Programs are suitable for the action plan and we make sure that these particular program/s

are implemented to secure the strong validity of our research project and to help those respondents

who can’t manage their situations.

Conclusion

1.) Based on the findings of the research conducted, students who long for their parents

experience anxiety or loneliness specially those students who have OFW parents. Those who are

lonely or sad do resort in being responsible, to be alone, and independent. Some say that it is very

disappointing; some say that they appreciate their parent’s hard work. These feelings are fostered

during the times that these students were left behind.

2.) The student’s behaviour had changed over the past years that they have endured. These

changes include:

 Being an Introverts

 Timid

 Jolly

 Secretive

 Open-Mindedness

These changes benefit the students in coping up to the problem. Although some students

retained their behaviour but have adjusted to the changes and become emotionally stable. To those

who are emotionally unstable, become less lonely when they became independent.

All of these respondents have had changed their opinions, thoughts, and perspectives about

these matter. We conclude that the effects are inversely proportional to the age of the respondents
 34

that the younger the child that is left, the more devastating the effect to the child, and the older the

child, the less the effects that is dealt. Because those students who were left at a young age has/have

different opinions to these matter than those students who were left with an average age.

3.) The students who possess these feelings are most likely to act independently. Others

socialize, make friends. Others make ways on how they will contact their parents abroad so that

they’ll always get in touch with their parents. Today is the Modern Era so the technology is pretty

advanced. So the means of communicating is very common that’s why the students who long very

much do not long at all because of video chat etc.

We conclude that, Students who has personal issues becomes more secretive. They become

shy in telling their problems and it gets bigger and bigger that it eventually leads to the depression

of the respondents. This system is further foster when the respondent is a bully victim. Some

Respondents will resort to suicide but failed because of the love she gets from her friend and

relatives. So to prevent extreme longing, the friends and relatives must initiate first so that they

won’t resort in horrendous things.

4.) We conclude that students prefer socialization to solve problems and to help those in need

of awareness. They want to help their fellow left-behind students by being friends, interactions,

group activities, personal programs, etc. They want to make sure that no one will resort in harsh

things and gets updated to what will happen if they do.

Recommendations:

Based on the findings and conclusions, the following recommendations are proposed:

1. Programs should be implemented to help broaden the student‘s knowledge in properly

coping their problems with regards to having an OFW parent/s.

 35

2. Teambuilding activities should be held at school for students with OFW parents to help

them socialize and relieve their emotional problems.

3. Seminars should be held every month for students who has OFW parents to help strengthen

their coping mechanisms.