CHAPTER 1 The Problem and Its Background Introduction The family is the basic unit of a community.

In most societies, it is the principal institution for the socialization of children. It is the most important group to which most people belong. It is also where we learn our first lessons about life; to speak our first words, to express our emotions, to love, to cherish, to show our attitudes and so on. But in the current situation of our society today, could we still consider our family as persons we can rely and lean on in times of difficulties and challenges in life? How greatly do the problems affect our lifestyle and daily living? If we speak of family, first thing that comes in our mind is a family with ideal characteristics and perfect relationships between you and the members. We dont even think of the problems and challenges that we may encounter to test ourselves and the solidarity of our family, right? We usually call on our friends and share to them what we feel rather than share it with our family to find solutions for our problems. We are more confident with our friends than with our family. Because of that, we lose the value and stand of what is called TRUST. In one family, one factor of being solid and tight of a family is trust. Without it, we can never have the true happiness of being with a family. This study would like to show how every student would respond and act when they are encountering problems and conflicts in their family, if they are still happy with their family, the deeds they are doing when they have problems with their family, the effects of the problems to the social behavior of the students and lastly, if to whom they are more comfortable in opening up their problems in self and in the family.

Statement of the Problem The following are the questions that the researchers would like to answer through the research study: Are the students happy with their family? How many times in a week do they talk with their family members? Does the family of the students experience some problems and conflicts? What problem/s do/es their family experience? If they are encountering problems with their family, to whom do they open it first? After encountering such problems, how do they face them? How do the problems affect their lifestyle?

Objectives of the Study The aims of this study are as follows: To be able to know what the effects of the family problems in the social behavior of the students. To know whether the students are having any rebellious deeds while facing family problems. To know whether the students and their families are able to share or open up their experiences with their family members. Significance of the Study The researchers came up with this study in order to provide for any purpose that may serve. It could be informative or reference for students, teachers and future researchers. Furthermore, the study shows importance among as follows: For the Students. This would be an information source among students especially for those who experience family problems and conflicts within their

family. As this study tries to figure out the effect of the family problems to the social behavior of the students, we would be able to remind them that talking with their family members is the most important way to maintain the family solidarity. For the students today, they open up most their problems to their friends and someone with the same situation of them. But through this study, we would be able to remind them the importance of the family and what they must do to solve their problems easily. For the Teachers. The study shows that there are a lesser number of students who talk with their parents when they notice that there was something wrong with their family. What would be their help? They can give some advices on how to maintain the solidarity of a family and remind the students to open up more with their family rather than with friends. Therefore, through this study, the researchers would not only able to remind the students but the teachers as well that we must not be affected so much by the problems we are encountering with our family and the problems will make us stronger if we consider it as a challenge, not a problem itself. For the Future Researchers. Since we can never knew when we will have a problem and how big it is, we must be reminded that every problem has a solution. Everyone encounters problem, not only you. So, this study can be used by future researchers to update, alter, modify and to prove more for whatever purpose it may serve and for the development of learning. Scope and Delimitations The study focuses on the family problems and its effects to the social behavior of the students and the relationship of a family. Compared to relying on your friends, it is more helpful to be comfortable in talking with your family

rather than with your friends in solving the problem and rebellious deeds can never be a help for anyone. Definition of Terms

Chapter 2 Related Literature and Studies An increasing amount of attention is being directed to the transition to higher education as experienced by traditional-age and adult students. It is a movement that incorporates a great deal of stress and challenge. Although some students are able to experience this transition as a challenge to personal growth, other students are overwhelmed by the changes and experience emotional maladjustment and depression. Issues of adjustment and general development require persistent attention by campus professionals due to the immediate relevance to college success. Complex psychological histories often underpin these problems, further complicating treatment. These difficulties are often present as inefficiencies in coping with familial separation, time and stress management, basic study techniques, goal setting, relationship formation, handling emotions, and selfesteem crystallization. Personal, academic, social, and professional success depends on the student's ability to manage these aspects of their lives. Family Dynamics Families in the United States are experiencing significant stress and functional discourse marked by unparalleled changes in family structures. The home environment for many young people represents a place of instability and emotional upheaval where security, caring, and nurturing are depleted or nonexistent. Separation, divorce, death, or abandonment removes one or both parents from the family. The lack of attention and affection that may accompany such change adversely impacts children. Subsequent emotional and financial difficulties of a single parent household further strain the family dynamic.

Substance abuse; domestic violence; emotional, physical, and sexual abuse; and mental illness plague some families. At an alarming rate, young people enter higher education with dysfunctional family backgrounds that evoke stress and trepidation in students. For children of alcoholics, for example, the college social climate that is impressed by alcohol use produces significant anxiety as the student grapples with the personal and familial implications of watching and participating in drinking practices. It is imperative that schools recognize the existence and impact of family discourse and childhood trauma on students, and provide them with the support necessary to enable them to cope with their situations and succeed within the collegiate environment. Depression With a lifetime prevalence rate of 17 percent in the general population, a significant number of men and women suffer from a clinical episode of depression at some time in their lives, according to Chris Segrin and Jeanne Flora in 2000. An estimated 7 million women and 3.5 million men can be diagnosed with major depression in the United States; similar numbers are diagnosed as experiencing dysthymia, or minor depressive symptoms. College students are twice as likely to have clinical depression compared to people of similar ages and backgrounds in the workforce, according to Wayne A. Dixon and Jon K. Reid in 2000. Depression manifests in varying degree from general symptomology to a clinical disorder. Symptoms occur in four general domains of human functioning: emotional, cognitive, physical, and behavioral, with mood disturbance being the predominant feature. Typical symptoms of depression include a change in appetite or weight, sleep, and psychomotor activity; decreased energy; feelings of worthlessness or guilt; difficulty thinking, concentrating, or making decisions; or recurrent thoughts of death or suicidal ideation. Anhedonia, or a loss of interest in activities that were once considered pleasurable, accompany social

withdrawal. Depression is a risk factor for a number of other negative health outcomes including diminished immune function and poor illness recovery. Depression constitutes a problem of enormous personal and social significance, and its impact on American college students is indisputable. Depression interferes with intra- and interpersonal processes, academic and social integration, and retention. Some depressed individuals may evince a hostile, uncooperative, and self-criticizing interpersonal style eliciting negative responses from others. Poor social skills and social acuity are thought to make people vulnerable to the onset of depressive symptomology and other psychosocial problems pursuant to the experience of negative stressful life events. Eating Disorders Typically developing between the ages of twelve and twenty-five, eating disorders is a life-threatening reality for 5 to 10 percent of American women and girls past puberty. An estimated 64 percent of college women exhibit some degree of eating disorder behavior, a situation that pushes the body image issue to the forefront of concern in higher education. Although most people diagnosed with anorexia or bulimia nervosa are women, men also suffer from these disorders. Problematic eating behavior is best conceptualized on a continuum that illustrates the range of eating behavior from normal to weight-preoccupied to chronic dieter to sub threshold bulimia/anorexia and full bulimia/anorexia. Compulsive dieting and overeating behaviors fail to meet the clinical criteria for a label of disorder. These practices, however, often intensify and reach eating disorder status. Eating disorders stem from a complex interaction of biological, psychological, sociological, spiritual, and cultural factors. American culture's emphasis on thinness and physical beauty, the prevalence of dieting, myths about food and nutrition, and perfectionistic expectations contribute to this

growing problem. Eating disorders often start when an individual experiences a major problem and feels helpless and out of control. It is not uncommon for a student suffering from an eating disorder to report a personal or family history of eating or mood disorders. They typically possess a character profile of achievement-oriented personality, low self-esteem, and drive for perfectionism. Obsession, loneliness, anxiety, depression, guilt, fear of sexual maturation, and feelings of inadequacy are psychological correlates often associated with problematic eating behaviors. Substance Use Alcohol, tobacco, and other drug use on college and university campuses poses tremendous concern for parents, students, higher education professionals, governmental officials, and the general community. No school is immune to substance use and resulting adverse consequences. Alcohol, tobacco, and marijuana are the most commonly used drugs on college campuses, but this use encompasses drugs of varying forms including amphetamine, caffeine, cocaine, hallucinogen, inhalants, opioid, phencyclidine, sedative, hypnotic, anxiolytic, steroids, and polysubstances. An essential feature of substance abuse is a maladaptive pattern of substance use leading to recurrent and clinically significant impairment or adverse consequences. Substance use and abuse are characterized by noted inefficiencies in life functioning, impaired relationships, high-risk behavior, and recurrent legal troubles. Substance dependency emerges from repeated use of the substance despite significant problems related to its use. Substance abuse appears to be etiologically linked to "complex interactions of genetic predisposition, psychological vulnerability, and sociocultural influences" (Archer and Cooper, p. 77). Extensive family history of addiction, poor selfesteem, negative emotional orientation, and few coping skills actively play a role in substance dependency. Skewed perceptions of social norms, peer values

and behaviors, and pre-college substance use influence a student's use patterns. Many students who abuse substances are unready to recognize how their life is being adversely affected by their use, and believe substance use to be a part of normal development and experimentation. The negative effects of student substance use are not campus centered, and impact both the campus and wider communities. Substance use is associated with increased absenteeism from class and poor academic performance. The majority of injuries, accidents, vandalism, sexual assaults and rape, fighting, and other crime on- and off-college campus are linked to alcohol and other drug use. Unplanned and uninhibited sexual behavior may lead to pregnancy, exposure to sexually transmitted diseases, and HIV/AIDS. Driving under the influence, tragic accidents, alcohol poisoning, overdosing, and even death from accidents, high-risk behaviors, and suicide carry tremendous, life-threatening implications for all involved. Tobacco use is associated with severe health risks and illness, physical inefficiency, and even death. Fires caused by careless smoking practices place all students at risk. Students who abstain, use legally, or use in moderation often suffer secondhand effects from the behaviors of students who use substances in excess. Nonbinging and abstaining students may become the targets of insults and arguments, physical assaults, unwanted sexual advances, vandalism, and humiliation. Sleep deprivation and study interruption results when these students find themselves caring for intoxicated students. Other Psychological Disorders Summer M. Berman and colleagues estimated in 2000 that 37 percent of Americans between the ages of fifteen and twenty-four, many of whom are college students, have a diagnosable mental illness. The fact that the age of onset for many major illnesses is the years from eighteen to twenty-four, the range in which most traditional-age students fall, further complicates the matter.

Higher education must realize that a large percentage of college students are, or will be, affected by mental illness. These disorders range from mild and shortlived to chronic and severe, including such illnesses as depression, anxiety, schizophrenia, and bipolar disorder, and appear at varying rates on campuses. The early-twenty-first-century student brings a set of experiences and personal and psychological problems that may predispose them to mental illness. It is not unusual for a college counseling and mental health center to diagnose students with anxiety, mood, eating, impulse-control, personality, substance-related or other mental disorders. Students may enter college with challenges originating from learning, attention-deficit, and disruptive behavior disorders that are first diagnosed in infancy, childhood, or adolescence. Dual diagnosis further complicates students' social and academic integration and success. If detected, most mental illnesses are treatable or manageable, allowing the individual to proceed effectively through life's daily routines. Unfortunately, many cases are not diagnosed or treated, and the consequences for the college student are life altering. Many students diagnosed with mental illness withdraw from college before earning a bachelor's degree; however, with proper attention and support they may have been successful in the collegiate environment. Campus Services The services that institutions provide to address students' personal and psychological problems depend heavily on the school's philosophy, available resources, and campus need. Colleges and universities of all types should develop and implement confidential services that span multiple policy arenas in order to sufficiently address these problems. Creating partnerships with various facets of the institution, such as the college counseling and mental health center, student health services, women's center, learning center, spiritual and

religious organizations, and other associations, expands the scope of programs offered and students affected. Comprehensive initiatives that incorporate the domains of psychotherapy, treatment, prevention, outreach, academics and learning, and career, enable institutions of higher education to sufficiently ensure that services are meeting the diverse personal and psychological needs of students. Individual, group, couples, and children and family counseling opportunities address issues related to family, relationship, and personal dynamics. Psychological, neuropsychological, alcohol and drug, and career assessments provide information necessary to better serve the student. Colleges and universities also disperse self-help and educational materials as well as employ standardized programs and interactive computer systems. Schools may outsource counseling services or develop a referral system to direct students to services offered in the community. Connections with twelve step and support groups within the community further assist students. Outreach within and outside the campus enables schools to educate society about the issues surrounding personal and psychological problems and programs. Reference: http://education.stateuniversity.com/pages/2318/PersonalPsychological-Problems-College-Students.html

Chapter 3 Methods of Research and Procedures This chapter discusses the research methods available for the study and what applicable for it to use. Likewise, the chapter presents how much the research was implemented and how it came up with the pertinent findings. It also presents the various procedures and strategies in identifying the sources for the needed information to know the relative preferences of the chosen respondents in terms of the effects of the family problems to the social behavior of the high school students studying at Our Lady of Assumption College Santa Rosa branch, school year 2011-2012. It specifies the research design that was followed, the process of data gathering, and the data analysis method that would be used. Research Design The researchers used descriptive survey to gather the needed data for the study, in which, questionnaires, are given to the selected high school students of Our Lady of Assumption College, Santa Rosa branch. Determination of Sample Size The researchers obtain 25% of students in the total population in each year level, where the questionnaires are given in random to the high school students of Our Lady of Assumption College, Santa Rosa branch. Data Processing Method After the survey, the researchers tabulate the data through manual tally. Tables are used to show the different percentage of the observation. Qualitative and Quantitative Data is used to arrive to scientific analysis and interpretation of results.

Research Environment The research conduct the survey in Our Lady of Assumption College, Santa Rosa branch, located at RSBS Boulevard, San Lorenzo South Subdivision, City of Santa Rosa Laguna. Our Lady of Assumption College pursues the Christian values to see God in all things to strive for the greater glory of God and the greater service to mankind, an academic community through teaching and community service. Statistical Treatment The researchers computed the sample population by using the 25% of each year level by using percentage to determine The Effects of the Family Problems to the Social Behavior of the Selected High School Students of Our Lady of Assumption College, Santa Rosa Branch School Year 2011-2012. First Year = 31 Students * 25% = 8 respondents Third Year = 22 Students * 25% = 6 Respondents Sampling Design and Techniques The researchers applied stratified random sampling method, wherein, they gave the high school students an equal chance and none zero probability of being included in the sample. The Subjects The researchers survey exactly twenty nine (29) high school students from all four year levels: From the First Year St. Claire, we have 8 respondents; From the Second Year St. Veronica, we have 7 respondents; From the Third Year St. Therese, we have 6 respondents; And lastly from the Fourth Year Our Lady of Assumption, we have 8 respondents. Second Year = 26 Students * 25% = 7 respondents Fourth Year = 32 Students * 25% = 8 Respondents

Research Instrument The researchers designed a questionnaire for the purpose of the interview process. The primary aim of the questionnaire is to examine the opinion of the selected high school students of Our Lady of Assumption College, Santa Rosa Branch about The Effects of the Family Problems to the Social Behavior of the Selected High School Students of Our Lady of Assumption College, Santa Rosa Branch School Year 2011-2012. The questionnaire includes survey-type questions wherein afterwards, the answers are being tallied for getting the total percentage of the students who experience family problems and for getting the top effects of the problems to their social behavior. Hence, the primary sources of data came from a questionnaire conducted by the researchers. The secondary sources of data came from published articles related to the topic including books, internet, and related journals. Validation of Instrument The researchers consulted Ms. Juana C. Ebreo, the Speech teacher, Mr. Jerome B. Rubas, the research adviser and Mrs. Luzviminda R. Carullo, the school principal for suggestions and corrections in order to validate the study. After the consultation, it is shown in the study that the research instruments are valid and dependable.