Master of Arts in Psychology
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Item The effect of absentee parenting on grade school children's emotional intelligence(2014-04) Niño, Madelyn PajinagParenting impacts the development of children's emotional intelligence as evidenced by many authors and researches. Alegre (n.d.) in her research on "The Effects of Parenting Practices in the Development of Children's Emotional Intelligence" stated that "parenting practices influence so many emotional characteristics in children..." Goleman (1996) views family life as "the first school for emotional learning" (p.189). Parents give the emotional schooling "through the things that they say and model; how they handle their own feelings and those that pass between husband and wife" (Goleman, 1996, p. 190). However, because of different factors, parenting is disturbed and often results to absentee parenting. Riggs (2013) named the following issues that may lead to the situation of absentee parenting: "divorce (or separation or annulment), job responsibilities, military duty, or anything else that prevents the parent from living with his or her child or children" (Riggs 2013). Reyes (2008) also said that the worldwide phenomenon of labor migration for the sake of globalization and greener pasture is another factor to absentee parenting. In a news report at ABS-CBN website, Rufo (2008) mentioned UNICEF's data of six million Filipino children who were left behind by OFW parents. As a result, either parent or both of them depart from home and becomes an absentee parent leaving children to the care of other family members or friends. This gives a pressing concern on the children left behind because "there is always an emotional aspect that goes along with parents leaving their children, especially for long periods of time"(Reyes (2007). In this premise, the researcher wanted to find out the level of emotional intelligence of the 7-13 years old children of a selected private school in Baguio City and relate it to the presence or absence of their parents. By comparing the level of their EQ in the four subscales, the researcher intended to discover if absentee parenting has a significant effect on the emotional intelligence of the children. The researcher intends to give the findings, recommendations, and the expected output to the respondent school for the enhancement of the emotional intelligence of the children. She also intends to share the output to other schools who may be interested to adopt. The research is entitled "Absentee Parenting and Emotional Intelligence of Grade School Children." This study sought to determine the effect of absentee parenting on the emotional intelligence of the grade school children of a selected private school in Baguio City. Specifically, the study sought answers to the following questions: 1. What is the level of EI of the children in the following subscales? a. Intrapersonal b. Interpersonal c. Stress Management d. Adaptability 2. What is the level of EI of the children with: a. both parents present; b. both parents absent; c. absentee father and d. absentee mother? 3. What is the. difference between the EI of children with both parents present and absentee parents in the following subscales? a. intrapersonal b. interpersonal c. stress management d. adaptability There is a significant difference between the EI of children with both parents present and absentee parents in the aforementioned subscales? 4. What program can be proposed to enhance the EI of the children? The data for these research problems were obtained using a survey form where the children indicated whether each of their parents are living with them or are in other country or other places; and a questionnaire that measures the emotional intelligence of the children. This research made used of the descriptive-comparative research method. The statistical tools used were mean and ANOVA. Based on the analysis of the results from the gathered data, the following findings are as follows: 1. The children from the selected private school in Baguio City have average level of Intrapersonal and Stress Management EQ but they exhibit low level of Interpersonal and Adaptability, and low General EQ. 2. When compared according to the presence and absence of their parents, the respondent children have an average Intrapersonal EQ and Stress Management; a low Interpersonal and Adaptability EQ except for the children with absentee mothers who exhibited an average Interpersonal EQ. As to general EI, the children with both parents present and absentee father have low level while the children both parents absent and absentee mother have an average level. 3. There is a significant difference between the mean scores of the children with both parents present and the children with absentee father in their Stress Management level. However, there is no significant difference among the mean scores of the children with both parents present and absentee parents when compared according to Intrapersonal EQ; Interpersonal EQ; and Adaptability EQ. Based on the findings, the following are the derived conclusions: 1. The respondents as a whole group and when grouped into children with both parents present, with both parents absent, with absentee father, and with absentee mother have adequate capacity for understanding and expressing feelings and for managing and controlling emotions but demonstrate an underdeveloped capacity for understanding others and relating with other people and in managing change and solving problems. Generally, they have underdeveloped capacity for emotional and social functioning, including coping with daily demands and pressures. 2. However, the children with both parents absent and absentee mothers have adequate capacity for emotional and social functioning and the latter also have adequate capacity for understanding and relating with other people. 3. Absentee parenting has a negative significant effect on the emotion management and control of the children with absentee fathers. However, there is no significant effect on the intrapersonal, interpersonal, adaptability, and general EQ of the children with both parents present and children with absentee parents. Based on the findings and conclusions of the study, the following are recommended: 1. To improve the stress management skills of the children with absentee fathers, the following seminar-workshops and activities are recommended: a. Anger Management for Kids; Self-control Exercises; Anxiety and Depression Management; and Stress Reduction Activities (Please Appendix K). b. For their present mothers, foster parents, guardians, and teachers, an emotional coaching seminar on stress management among children is also recommended (Please see the Emotional Enhancement Program). c. A copy of the emotional coaching seminar should also be sent to absentee fathers to encourage them to be involved more in helping their children develop stress management skills. d. Include male role models in day-to-day classroom activities such as story telling in their English, Filipino, or Christian Education subjects. This is to somehow fill a little space in the physical absence of absentee fathers where a significant difference in stress management was seen. 2. To increase the level of the children's interpersonal skills the following activities are also recommended: a. Group dynamic activities in reading verbal and non-verbal affective cues and social responsibility; the "I Message Workshop;" b. Emotional Coaching Seminar on interpersonal skills among children for parents, foster parents, guardians, and teachers. 3. To improve the low level of the children's adaptability, the following activities are recommended: a. "I Can Problem Solve;" Family Day Camp (Loaded with flexibility and problem-solving activities). b. Emotional Coaching Seminar on Children's Adaptability Skills for parents, foster parents, guardians, and teachers. 4. a. Involve children in community services such as outreaches to DSWD Lingap Center and sharing toys and clothes to calamity victims and less fortunate kids to cultivate empathy, social responsibility, and social skills. b. Encourage children to engage in sports activities to increase their level of interpersonal 5. Absentee parents have to increase the number of their virtual/online visits to their children and spend a quality time with them despite the distance so as to help the children augment the level of their General EQ. 6. Include seminars on mentoring children on healthy emotional literacy skills and on management and control of emotions and to boost their average level of Intrapersonal and Stress Management EI. (Please see the Emotional Enhancement Program). 7. Refer the children experiencing difficulty in any of the EI scales especially those who have low General EQ to the school Guidance Counselor for proper guidance and assistance. 8. Other researchers may conduct study dealing on emotional intelligence of children in relation to absence of parents without communication with their children. 9. The Emotional Enhancement Program which includes Emotional Literacy, Social Literacy, Emotion Management and Control, and Change Management is recommended for all the respondent children to improve the children's EQ level in each composite scale and on General EQ.