TY  - BOOK
AU  - Pulumbarit, Sheryll S.
TI  - Lived experiences of De La Salle Santiago Zobel students with separated parents: the need for structured counseling program
U1  - T 370 2015 308 
PY  - 2015///
CY  - Parañaque City
PB  - Olivarez College
KW  - Counseling program
N1  - Master Thesis
N2  - This hermeneutic phenomenological inquiry study dealt with investigation of relative cases of students' experiences with separated parents, with an end-view of proposing a structured counseling program for students. Thus, it sought to answer the following central and sub questions to wit:    What is the essence of the lived experiences of De La Salle Santiago Zobel students with separated parents?    Sub-questions:    1. How do selected students of De La Salle Santiago Zobel School with separated parents describe their experiences?    2. What themes and structures emerged from their descriptions?    3. What is the impact of parental separation to the students?    4. Based from the result of the investigation, what appropriate structured counseling program can be proposed?    Consolidated Findings and Reflections    For this study, the researcher used a typical purposive random sampling whereby ten (10) high school cases of students with separated parents were purposely considered. Co-researchers in this study consist of high school students of De La Salle Santiago Zobel (DLSZ) with ages 14-17 years, both male and female, 5 of them were former students of the researcher while another 5 were from the current batch of students of the researcher who had experienced parental separation. Students were purposively selected based on the school records of the researcher and have met the study's criteria as they deemed vital, cognisant to the study.    Data collection was done through the use of semi-structured interview questionnaire guide that underwent validation and pilot testing. Thematic coding was utilized by the researcher in consultation with an advisory group after data gathering. Thematic coding was done to extract common themes about lived experiences of students and impact of parental separation to students. The role of the advisory group was to provide guidance throughout the whole research process. The advisory group is composed of six (6) experienced school counselors in DLSZ including the researcher. It was chaired by the School Counseling Office head, counselors who are registered guidance counselors, and those who have been in the counseling office for more than fourteen (14) years.    Based from the findings, common themes were derived from the ten (10) student cases. The themes for lived experiences of students with separated parents are as follows: Awareness of Parents' Relationship Difficulties, Learning about the Separation, Family Arrangements, Children's Views about Parental Separation, Children's Expectation, Children's Experiences of Coping and Support, and Experiences in school. Furthermore, findings about impact of parental separation are as follows: Feelings Experienced by Children which focuses on feeling sad and upset, relief, worry, anger, surprise/shock, confusion, embarrassment, and loneliness. Other findings are about Impact on School Work, Personal Coping Strategies and Views on What Could Have Helped.    Proposed structured counseling program to students with separated parents was created to address the common themes and findings of the lived experiences and impact of parental separation to students. The researcher utilized an adaptation of counseling intervention treatment model by Greenfield (2011), Bower (2010), and D'Elia (2008) as sources for conceptualizing the structured counseling program. Modification of intervention was done specifically to cater to DLSZ students with separated parents. Validation of the proposed structured counseling program was also done through consultation with the advisory group. The proposed structured counseling program consists of 12 sessions which are discussed in this research study. Each intervention session addressed all the common themes that were mentioned.    The proposed structured counseling program is intended to contribute to the field of counseling and psychology since the program is a practical use of various interventions and techniques in the school. Also, it is intended to be a complete and holistic approach to address students' issues on parental separation and is meant to be on the forefront of therapeutic practices to students with broken families    Recommendations/Future Directions    The following are the recommendations/future directions of this research study:    1. School must plan for a variety of programs that include student-peer support, support groups, group intervention and individual counseling. A range of support programs should be developed to address the varied and changing needs of children and families, at the time of parental separation and in the longer term.    2. School counselors of these structured counseling programs should consider broadening their knowledge before initiating support, engaging in the intervention program and collaborating with experts in the field of counseling and psychology.    3. Information on parental separation should be widely disseminated. Consider the age of students in giving appropriate information about parental separation and should be provided by trained professionals. Educators should encourage parents to develop collaborative parenting relationships.    4. Conduct the same research and use/modify the proposed structured counseling program to other private and public schools.    5. Implement the proposed structured counseling program to students with separated parents in the institution.    6. Provide measures on evaluating the proposed counseling program by bringing together an advisory group who can advise on strategies for the program's improvement. Another is by giving an evaluation form to students and counselors at the end of the program implementation.
ER  -